ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Alienation and Perceived Organizational Culture: A Correlational Study
Author: Trivedi, Rajvi
Date: 2021-12-00
Type: Journal Articles
Subjects: Alienation,College Environment,School Culture,Undergraduate Students,Student Attitudes,Student Experience

It is generally expected that the students are supposed to gain an engaging and enriching experience throughout their journey of higher education. The educational institutions have to take up the responsibility to ensure that students are engaged meaningfully and are in a state of well-being. However, in the present scenario, students at colleges and universities have started to feel alienated from the campus life. Research shows that alienation levels are rising among the youth. Factors like stress, coping mechanism, restrictive parental behavior, peer pressure, academic performance, and organizational culture have an impact on alienation among the students. This study attempts to understand the relationship between student alienation and organizational culture in an educational institution. The study employed a descriptive correlational design and collected data from 600 under graduate students studying in a university. The study used student alienation scale and organizational culture assessment instrument to collect the survey data. Study revealed that there is a negative correlation between student alienation and organizational culture. There were 30% variation in student alienation is explained by different types of organizational culture. Clan culture reduces student alienation compared to hierarchy culture. The researchers urge for further research to identify ideal organizational cultures that can promote student engagement and student well-being.
Students&apos; Use Behavior towards E-Learning Tools during COVID-19 Pandemics: Case Study of Higher Educational Institutions of Thailand
Author: Muangmee, Chaiyawit
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Educational Technology,Electronic Learning,College Students,Student Behavior,Intention,Expectation,Social Influences,Value Judgment,Social Distance,Student Motivation,School Closing,Distance Education

The research purpose was to conduct an empirical investigation into students' use behavior of e-learning tools during the COVID-19 pandemic, a case study of higher educational institutions in Thailand. The study applied the UTAUT2 theoretical model. Primary data was collected using a structured questionnaire from a total of 1,493 students across institutions of higher learning in Thailand. Structural equation modelling (SEM) was conducted using AMOS. The findings indicated that student's behavioral intention to use e-learning tools is positively and significantly influenced by performance expectancy ([beta]=0.22, p&lt;0.05); effort expectancy ([beta]=0.14, p&lt;0.05); social influence ([beta]=0.20, p&lt;0.05); facilitating condition ([beta]=0.50, p&lt;0.05); hedonic motivation ([beta]=0.35, p&lt;0.05); learning value ([beta]=0.51, p&lt;0.05); and social distance ([beta]=0.46, p&lt;0.05). Similarly, behavioral intention by the students to use e-learning tools have a positive and significant effect on actual use of e-learning tools ([beta]=0.82, p&lt;0.05). Learning value and social distance had the largest positive effects on the student's behavioral intention to use e-learning tools. It is important for the higher education institutions in Thailand to consider them. They are major factors driving students towards adopting e-learning tools during disruptions as witnessed during the COVID19 pandemic period.
The Correlation between Metacognitive Skills and Scientific Attitudes towards the Retention of Male and Female Students in South Sulawesi, Indonesia
Author: Adiansyah, Romi
Date: 2021-12-00
Type: Journal Articles
Subjects: Correlation,Metacognition,Scientific Attitudes,Gender Differences,Foreign Countries,College Students,Retention (Psychology),Predictor Variables

This was quantitative correlational research, which investigated the correlation between metacognitive skills and scientific attitudes towards the retention of male and female students in South Sulawesi, Indonesia. The research sample was biology education students in the second semester, with 104 students consisting of 47 males and 57 females. The instruments employed in this study were those for assessing metacognitive skills, scientific attitudes, and retention. Metacognitive skills and retention were measured using essay tests, while scientific attitudes were measured using observation sheets. The results indicated that the value of the simultaneous contribution of metacognitive skills and scientific attitudes towards to the retention of female students was higher than that of male students. The effective contributions of metacognitive skills and scientific attitude towards male students' retention were 3.33% and 24.67%. Metacognitive skills and scientific attitudes both contribute 14.5% and 17.2%, respectively, to female students' retention.
Understanding the Concept of the Pi (p) Number for Pre-Service Teacher
Author: Cholily, Yus Mochamad
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Elementary School Mathematics,Mathematics Skills,Mathematical Concepts,Mathematics Instruction,Thinking Skills

This study examined the learning of Pi (p) numbers in elementary school mathematics. This research was conducted by employing case study method containing a single case concerning the Pi (p) numbers. A total of 432 preservice teachers participated in the study from the academic year of 2019-2020. This research employed observation, interview, and document analysis as the data collection tool. The conduct of the research involving the teachers and pre-service teachers was made in the classroom environment. The practice that participants posed for the account of Pi (p) number were analyzed by descriptive analysis technique in the scope of qualitative analysis. The data obtained from the participants were summarized and interpreted according to the predefined theme, and findings were arranged by a direct citation of the problems. Based on the analysis of the research, it showed that participants had problems in determining Pi (p) numbers as Pi (p) numbers are only taught by memorization methods. The teachers also did not understand about the source of Pi (p) number. Learning Pi (p) numbers are directly practiced through problems and formulas. Understanding the formula of plane figures is also not yet understood, so teachers and students basically only memorize the formula.
On the Effectiveness and Limitations of Captioning in L2 Listening
Author: Korucu-Kis, Saadet
Date: 2021-12-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Listening Comprehension,Instructional Effectiveness,Linguistic Input,Language Processing,Auditory Stimuli,Visual Stimuli,Native Language,Teaching Methods,Audiovisual Aids

Listening is often perceived to be the most challenging skill by second/foreign language (L2) learners. Due to its real-time nature, L2 listeners experience several comprehension problems related to the processing of aural input. To scaffold L2 listening, captioning is commonly used since the dual coding of aural and written stimuli is expected to make L2 input more comprehensible leading to more in-depth processing. However, a survey of the extant literature precludes us from drawing firm conclusions about the effectiveness of captioning since in some circumstances captions were found to have no significant effect on listening comprehension. So, the question of whether captions function as a comprehension aid in L2 listening remains inconclusive. Hence, adopting a narrative literature review methodology, the present study aims to contribute to this inconsistent research area by clarifying some of these issues answering the following questions: (1) Is captioning really effective in L2 listening?, (2) Does captioning always work for L2 listening?, and (3) Why is research on captioning in L2 listening still inconclusive? Based on the insights gained, it is concluded that the mere presence of captions does not necessarily lead to improved comprehension. Captioning effectiveness is influenced by learner, material, measurement, task, and L1/L2 characteristics. Implications arising are discussed.
Persistence and Academic Performance of Medical Students in Online Learning Environment during the COVID-19 Pandemic Lockdown
Author: Syed, Mohsin M.
Date: 2021-12-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Medical Students,Grades (Scholastic),Tests,Scores,Correlation,Academic Persistence,Academic Achievement,Online Courses,Student Attitudes,Predictor Variables

Government response to the COVID-19 pandemic in the spring of 2020 came as a wave of physical closures requiring sudden change in the method of instruction from face-to-face to a completely online. Assessment of student's adaptation to this change during emergency lockdown is the focus of this study. Students' test scores related to perception of persistence levels were studied using correlation analysis. In addition, a regression analysis was performed to examine prediction factors of medical student grades during COVID-19. Students' grades in the module during COVID-19 were significantly higher compared to the grades in recent prior years at the p&lt;0.001 level [F (3, 692) = 9.08]. Pearson product-moment correlation results showed a strong and positive correlation between students' persistence level (M = 3.46, SD = 0.997, n = 79), and their module grade during COVID-19 (M = 258.777, SD = 14.6878, n = 79), r = 0.33, p = &lt; 0.01. The multiple linear regression analysis accounts for 14% of the variance in students' module grades and the variance was statistically significant at p &lt; 0.05. As such, we conclude that students' persistence to adjust to a new learning environment, coupled with module directors and faculty successfully employing remote education methods, met the learning challenges during the pandemic and students maintained a high level of academic success.
Communicating Religiously and Culturally Sensitive Science Content
Author: Bloom, Mark A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Religion,Cultural Differences,Science Instruction,Christianity,Religious Factors,Genetics,Evolution,Science Teachers,Teacher Attitudes,Course Content,Barriers,Climate,Teaching Methods,Trust (Psychology),Safety,College Students,Scientific Concepts,Beliefs,Student Attitudes,Audience Awareness,Perspective Taking,Racial Bias,College Faculty,Racial Differences,Scientific Principles,Geographic Regions

In this manuscript, three science educators describe strategies used to effectively communicate about religiously and culturally sensitive science content and share lessons learned from their experiences. Mark A. Bloom (2019-2021 Fellow) describes the challenges he overcame in teaching climate change science at an evangelical university by creating an environment of trust and &quot;speaking the language&quot; of his audience. Ian C. Binns (2017-2019 Fellow) shares his experience, as a white person, learning to look at an issue from alternative perspectives when discussing environmental racism on the Down the Wormhole podcast with people of color. Lee Meadows describes his efforts to teach human evolution in the American South. His success derives from his emphasis on students acquiring understanding of evolution, rather than convincing them of its truth, created a safe and respectful environment for learning.
Communicating with Skeptical Audiences
Author: Groves, Matthew
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Instruction,Climate,Controversial Issues (Course Content),Teaching Methods,Language Usage,Interpersonal Communication,Beliefs,Information Dissemination,Religion,Politics

As a science teacher and youth minister from a predominantly white evangelical community in rural Appalachia, I have had many opportunities to teach the science of global warming to climate change deniers. In this manuscript, I share some of the lessons I have learned to make my presentations less contentious and help those I teach be more accepting of accepted science content. Specifically, I focus on the importance of language, the prioritization of feelings over facts, and the fact that there is no single effective way to communicate climate change to all learners.
Overlapping Magisteria: Motivated Cognition and the Places Where Science and Religion Mingle
Author: Morgan, Jonathan
Date: 2021-00-00
Type: Journal Articles
Subjects: Cognitive Processes,Student Motivation,Science Education,Religion,Beliefs,Philosophy,Communication (Thought Transfer)

Scientific insights can help us better understand ourselves, others, and the world we share. These insights can also radically challenge our sense of who we are, our place in the universe, and the very nature of the universe. When science communicators venture into this metaphysical terrain they quickly encounter dearly held religious beliefs. Where these two meaning-making systems overlap can often become places of friction as communicators and audiences alike are asked to balance our need for accuracy with our needs for psychological security, all while humbly considering the limitations of scientific inference. This paper brings together research on motivated cognition and science communication in order to better understand these challenges and to offer a way to navigate this potentially fraught terrain.
The Relationship between Measures of Preservice Principal Practice and Future Principal Job Performance
Author: Doss, Christopher
Date: 2022-03-00
Type: Journal Articles
Subjects: Administrator Education,Principals,Administrator Effectiveness,Leadership,Job Skills,Academic Achievement,Attendance,Labor Turnover,Elementary Secondary Education

Principals are the second-largest school-based contributor to student achievement. Interventions focused early in the &quot;pipeline&quot; for identifying and developing effective principals might be a promising strategy for promoting principal effectiveness, yet no prior research has examined measures of principal performance during preservice preparation. We analyze 31 measures of principal practices developed by New Leaders and integrate into their year-long, preservice Aspiring Principals program. We link these measures to administrative data in nine districts to understand how they predict student and principal outcomes after candidate placement. We find associations with gains in student achievement on standardized tests, gains in student attendance, and higher rates of principal retention. We compare our results with studies of measures from licensure exams and evaluation systems.
Trends of Teacher Professional Development Strategies: A Systematic Review
Author: Ahmad Zaky El Islami, R.
Date: 2022-03-00
Type: Journal Articles
Subjects: Educational Trends,Faculty Development,Literature Reviews,Teaching Methods,Outcomes of Education,Cooperative Learning,Trend Analysis

Professional development is important for all teachers to improve the quality of teaching. This study is aimed to investigate the trends of professional development strategy and learning outcome in 2015-2019. A systematic review was used in analyzing 267 articles published between 2015 and 2019 in the Teaching and Teacher Education. The findings showed that the trend of professional development strategy is more collaborative and using collegial learning environment, and the trend of learning outcomes which developed through PD programs is more focused on the ability to teach, ability to manage the classroom, and ability to understand the subject field. These findings suggest future studies to develop professional development programs with collaborative and collegial learning environments to develop learning outcomes on practicing new instructional strategies.
Children&apos;s Stress, Depression, Sleep, and Internet Use
Author: Han, Shin-Il
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Sleep,Stress Variables,Depression (Psychology),Internet,Elementary School Students,Grade 4,Grade 5,Grade 6,Computer Use,Foreign Countries,Stress Management

This study examines the connections between children's sleep, stress, depression, and internet use. Parents believe that sleep effectively reduces children's stress, while children instead insist that internet use is effective for reducing their stress. Based on that argument, this study has three purposes: to examine whether sleep or internet use is more effective at reducing children's stress, examine whether stress is related to depression, and examine whether sleep affects depression through children's stress as a mediating factor. To this end, this study gathered a sample of 1,796 children from 32 elementary schools--all fourth- to sixth-graders who volunteered to take the survey--and measured their stress level, depression level, sleep hours, and hours of internet use. The Daily Stress Scale of Korean Children, Korean Child Depression Scale, hours of sleep on average per day (sleep), and hours of using electronic devices per day (internet use) were used as the measurements. Regarding the statistical analysis methods used in this study, linear regression was used to examine the regression effect of both sleep and internet use on stress and the regression effect of stress on depression. Path analysis, one of the structural equation models, was also used to find direct, indirect, and mediating effects between variables. The study results show that (i) sleep, not internet usage, effectively relieves children's stress; (ii) stress is an important influence on depression; and (iii) sufficient sleep reduces stress, which reduces depression. It is recommended that future studies consider the quality of sleep and quantity of sleep for more valid data analysis and carry out follow-up research with wider age groups.
Online Political Education in a Time of Crisis: A Case Study of the Development of an Online Learning Community with SHESchool
Author: Maher, Michelle
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Educational Change,Electronic Learning,Political Science,Online Courses,Models,Tutors,Case Studies,Community Education

In March 2020 the See Her Elected (SHE) programme moved its political education platform online in an initiative named SHESchool. The purpose of this case study is two-fold. Firstly, it provides an account of how an ability to adapt swiftly to the COVID-19 crisis created a successful online element to a project with a strong community education ethos. Secondly, it presents and analyses data provided by learners by utilising Salmon's five-stage model for teaching and learning online. In doing so, this paper contributes to our knowledge of the experience of online learning from both the learner's and the tutor's perspective.
Reviving and Reinstating Adult-Educators&apos; Agency within Adult and Post-Secondary Programmes
Author: Arnold, Christine Helen
Date: 2021-00-00
Type: Journal Articles
Subjects: Adult Education,Adult Educators,Postsecondary Education,COVID-19,Pandemics,School Closing,Online Courses,Foreign Countries,Curriculum Development,Stress Variables,Educational Practices,Social Emotional Learning,Coping

In this article we reflect on the challenges we have encountered regarding our teaching and learning practices as adult educators during the COVID-19 pandemic. Through narrative reflections, we grapple with this rapidly changing teaching and learning environment. Our collection of adult and post-secondary programmes were designed to be delivered in an online classroom mode and traditionally have been offered with limited face-to-face interactions. Given this circumstance, we felt equipped and ready to confront the move to remote teaching. As the pandemic weeks turned into months, we found ourselves needing support from each other because of unprecedented pedagogical challenges. We asked ourselves the following fundamental question: how do we purposefully adapt our teaching and learning in a fluctuating, fluid, and stressful environment? We provide insights into our experiences and strategies, concluding that, ultimately, we turned to educator and learner agency as a foundational pedagogical tool. Analysis revealed three overarching themes embedded within educator and learner agency which included retrospective reconstruction when assessing curriculum, reciprocal anxieties when supporting personalised learning environments, and mental preparation versus provision when engaging overloaded learners.
Storm on the Island -- The Lived Experience of Working-Class Adult Learners in Higher Education
Author: Speirs, Neil M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Working Class,Adult Students,Adult Learning,Higher Education,COVID-19,Pandemics,Social Differences,Attribution Theory,Experience,Autobiographies,Ethnography,Social Structure,Social Isolation

This paper draws on both a theoretical understanding and a semi-autoethnographic approach of the lived experience of working class adult learners in higher education during the COVID-19 global pandemic. In particular, the paper warns of the doxic notion of current working class struggles being singularly attributed to COVID-19. Rather it is vital to assert that the societal structures that frame and reproduce inequality -- written by the dominant classes and cultures -- are the root of the problem. The daily struggles of working class adult learners have been amplified by the pandemic, but through Freire's love as a political force, there is space for radical hope.
Irrational Beliefs in Parenting Behaviors: Comparison of Turkish and Syrian Parents
Author: Çekiç, Ali
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Attitudes,Child Rearing,Parenting Styles,Cultural Differences,Kindergarten,Young Children,Mothers,Fathers,Sex Role,Gender Differences,Emotional Response

This study aims to examine the irrational beliefs of Turkish and Syrian parents about parenting behaviors. The study was conducted with 22 mothers and eight fathers whose children are in kindergarten. Content analysis method was used for the analysis of the data acquired within the scope of the study. Four different cases were presented to the mothers and fathers in the study that they can encounter while raising their children. They were asked questions on their beliefs, emotions, and behaviors when faced with these circumstances. The first result obtained from the study findings is that the mothers made more irrational evaluations in all four scenarios than the fathers. Another finding from the study is the similarity of responses to all scenarios from Turkish and Syrian mothers. In summary, in line with the ranking of gender inequality in Turkey, fathers may have identified with a more masculine role and therefore tend not to see themselves as responsible for the care, upbringing and possible problems related to their children.
An Investigation on the Relationship between Learner&apos;s Skills and Perceptions to Use Information and Communication Technologies (ICT) and 21st Century Skills (C21 Skills) in Education
Author: Karatepe, Ramazan
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,21st Century Skills,Preservice Teachers,Self Efficacy,Technological Literacy,Gender Differences,Foreign Countries,Instructional Program Divisions,Correlation

This research was conducted to reveal the relationship between learner's skills and their perceptions of efficacy in using ICT and C21 skills in Education. Research data were collected from 456 teacher candidates studying at a state university in 2021. As the data collection tools, C21 Learner Skills Usage Scale and The Efficacy Perception Scale of Using Information and Communication Technologies were used. As a result of the research, it was highlighted that the scores of the candidate teachers from both scales are medium-high. A moderately positive (r=509) relationship was found between the scales. In addition, ICT Usage Competencies in Education predicts C21 learner skills at (R=259) level.