ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;It&apos;s Not Accidental at All&quot;--Media Literacy, &quot;Whataboutism,&quot; and Occam&apos;s Razor
Author: Pearcy, Mark
Date: 2021-00-00
Type: Journal Articles
Subjects: Media Literacy,Social Studies,Logical Thinking,Critical Literacy,Political Attitudes

In an era of extreme political polarization, the impact of disinformation on Americans is an issue with which social studies teachers will have to contend. Equipping our students with media literacy skills is no longer a luxury, but is instead a critical component of an effective social studies education. However, it is less about strategies and resources and more about cultivating a &quot;habit of mind&quot; that helps students discern the presence of distortion, manipulation, and falsehood in our current political environment. This article details the role of logical tools like &quot;Occam's Razor&quot; which can help our students maintain an objective foothold on our political narrative.
Fostering Civic Engagement and Student Agency through Technology Enriched Civic Engagement Projects in the Middle School Classroom
Author: Furgione, Brian
Date: 2021-00-00
Type: Journal Articles
Subjects: Middle School Students,Citizenship Education,Citizen Participation,Civics,Student Projects,Urban Schools,Social Problems,Democracy,Student Attitudes,Technology Integration,Educational Technology

Developing middle grades students' abilities to be civically engaged and approach their world through a lens of civic-mindedness is an essential component of democratic citizens taking informed action. Leveraging an agency-centered, technology enabled approach, the authors of this article explore the influence authentic civic engagement projects have on the civic perspectives of young students. Eighty-three seventh-grade students participated in this mixed-method study. The researchers utlilized observational data, informal interviews, surveys, field notes, and document analysis; key assertions and findings are presented. Limitations and future research, including the necessity of developing students with a sense of civic-mindedness and the influence of technology, are discussed.
Response to Yang et al. (2021): Clarifying the Input Hypothesis
Author: Taylor, Charlie
Date: 2021-10-00
Type: Journal Articles
Subjects: Linguistic Theory,Second Language Learning,Second Language Instruction,Reading Comprehension,Reading Motivation,English (Second Language),High School Students,Foreign Countries,Vocabulary Development,Comparative Analysis,Teaching Methods,Instructional Materials,Instructional Effectiveness,Readability,Reading Programs

In this article, Charlie Taylor offers a commentary on Yang et al.'s 2021 &quot;Reading in a Foreign Language&quot; article, &quot;Text Difficulty in Extensive Reading: Reading Comprehension and Reading Motivation.&quot; In their study, Yang et al. analyzed the effects of text difficulty on the reading comprehension and motivation of high school students participating in an EFL extensive reading program in Taiwan. The researchers provided one experimental group with graded readers that were one level below their current vocabulary level, and another with books that were one level above. The authors' stated aim was to determine the optimum reading level for students by testing two hypotheses: The automaticity principle (Day &amp; Bamford, 1998), and the Input Hypothesis (Krashen, 1982). They claimed that these two hypotheses are &quot;contrastive&quot; (Yang et al., 2021, p. 79) because the automaticity principle recommends students read below their current vocabulary level, whereas the Input Hypothesis implies students should read above their current level. In this commentary, Taylor briefly examines the authors' claim that because the group reading lower-level texts made greater comprehension gains in this study, the results &quot;may not support the postulate of the Input Hypothesis that input at one level beyond learners' capacity may promote acquisition&quot; (Yang et al., 2021, p. 91). [For Yang et al.'s study &quot;Text Difficulty in Extensive Reading: Reading Comprehension and Reading Motivation,&quot; see EJ1296460.]
Relation between Career Decidedness and Subjective Wellbeing in University Students: Does Hope Mediate the Link?
Author: Arslan, Ümüt
Date: 2022-03-00
Type: Journal Articles
Subjects: Correlation,Career Choice,Career Counseling,Decision Making,Well Being,Undergraduate Students,Positive Attitudes,Public Colleges,Personality Traits,Life Satisfaction,Measures (Individuals),Foreign Countries

Addressing career decidedness can help university students to increase wellbeing, and hope can be a positive and significant factor for future success. This study aims to examine the model which hypothesized the mediating role of hope in the link between career decidedness and subjective wellbeing of Turkish university students. Data were collected from 376 students (269 women and 107 men) from universities in Izmir, Turkey. The Career Decidedness Scale, the Dispositional Hope Scale, the Positive and Negative Affect Schedule, the Satisfaction with Life Scale and a demographic information form used as measurement tools. Pearson Correlation Test and regression-based path analysis (PROCESS) were used to analyse the data. Only four percent of the participants received career counseling. Pearson correlation test shows a positive correlation between all scales (p&lt; 0.001) except negative effect and this one expectedly shows negative correlations with all scales (p &lt; 0.01). The model testing via PROCESS Macro Model 4 indicated that career decidedness and hope showed a direct effect on subjective wellbeing (p &lt; 0.001) and supported the mediating role of hope between career decidedness and subjective wellbeing (95% LLCI = 0.86 and ULCI = 1.40). The role of hope in career development to increase subjective wellbeing with implications of the results and suggestions are discussed for counselors and researchers.
Investigation of the Relationship between Lifelong Learning and Epistemological Beliefs of Associate Degree Students&apos;
Author: Ocak, Gürbüz
Date: 2022-03-00
Type: Journal Articles
Subjects: Correlation,Lifelong Learning,Associate Degrees,Vocational High Schools,Late Adolescents,Beliefs,Epistemology,Student Characteristics,Two Year College Students,Foreign Countries

The aim of this study is to investigate the relationship between lifelong learning and epistemological beliefs of associate degree students. In the study, correlational method, which is one of the qualitative research methods, was employed. The population of the study consisted of students studying at a vocational high school of a state university in Turkey and the sample of the study consisted of 360 students selected from the population through convenience sampling. In the study, the &quot;Lifelong Learning Scale&quot; adapted by Engin, Kör and Erbay (2017) and the &quot;Epistemological Beliefs Scale&quot; adapted by Aydin, Selçuk, Çakmak and Ilgan (2017) were used to collect data. Descriptive statistics, pearson correlation analysis, regression analysis, hierarchical regression and two-way analysis of variance were used for data analysis. As a result of the study, a positive, significant and nearly medium level relationship was found between lifelong learning and epistemological beliefs of associate degree students. In addition, it was found that epistemological beliefs predict students' lifelong learning by 8.7%. While there was a positive and moderate level relationship between the effort dimension, which is the sub dimension of epistemological beliefs, and lifelong learning, a positive and weak level relationship was obtained between lifelong learning and a single truth sub dimensions of the epistemological beliefs scale. On the other hand, there was almost no relationship between the ability sub dimension and students' lifelong learning level. In addition, when the epistemological beliefs of the students and independent variables (gender, class, type of education, age, department and department type) were considered as common variables, no statistically significant difference was found in terms of lifelong learning level of the students.
Investigation of Mathematical Modeling Processes of Middle School Students in Model-Eliciting Activities (MEAs): A STEM Approach
Author: Deniz, Sule
Date: 2022-03-00
Type: Journal Articles
Subjects: Mathematical Models,Mathematics Skills,Mathematical Concepts,Concept Formation,STEM Education,Middle School Mathematics,Middle School Students,Grade 8,Difficulty Level,Public Schools,Mathematics Activities,Problem Based Learning,Foreign Countries

This study aimed to reveal mathematical modeling processes and difficulties encountered in model-eliciting activities (MEAs) of 8thgrade students in a STEM education setting. This qualitative research is a case study conducted at a public school located in the central districts of a large province in the Mediterranean Region. The participants of the study are groups of 8th-grade middle school students in a classroom (five groups of students), which were selected with the purposeful sampling method in the 2019-2020 academic year. The student groups were applied an MEA according to a certain plan, and the students' modeleliciting processes were recorded. Then, the participants' modeling activity process and the cognitive activities they put forward through documents and interviews were examined by considering the stages in a mathematical modeling process. For this purpose, each group's modeling process was analyzed qualitatively using the modeling cycle of Blum and Borromeo Ferri (2009). The results of the study revealed that these 8thgrade students faced some difficulties in the process of modeling. These difficulties were identified in 7 categories: understanding the problem, establishing a model, using mathematics, and explaining the results, - which are the four stages of the modeling process- working within a group, verifying the created model, and time management.
Mobilizing Developmental Education: The Causal Effect of Mobile App Courseware on the College Outcomes of Developmental Education Students
Author: Giani, Matt S.
Date: 2021-12-00
Type: Journal Articles
Subjects: College Students,Developmental Studies Programs,Computer Oriented Programs,Courseware,Academic Achievement,Outcomes of Education,Academic Persistence,Credentials,Intervention

Developmental education, in which college students deemed unprepared for college-level coursework enroll in non-credit-bearing courses, is widespread in American higher education. This study evaluates the effect of mobile app courseware on the college outcomes of developmental education students. We used a research design that randomly assigned course sections to receive access to the apps or not. The results show that access to the apps significantly improved student performance in developmental education outcomes and marginally improved medium-term college persistence and performance but did not affect credential attainment in the study timeframe. Despite a number of barriers to implementation, the results suggest the intervention has the potential to improve the short-term outcomes of developmental education students in addition to being low-cost and scalable.
Adult Learners, Remote Learning, and the COVID Pandemic: Restructuring Education Doctorate Courses in Crisis
Author: DeMartino, Linsay
Date: 2021-00-00
Type: Journal Articles
Subjects: Adult Students,Distance Education,COVID-19,Pandemics,Doctoral Students,Doctoral Programs,Education Courses,College Faculty,Teacher Attitudes,Personal Narratives,Communities of Practice,Leadership Styles

This essay serves as the narrative of an early career Assistant Professor as they recall their struggles, vulnerabilities, and insecurities while navigating the need to shift their educational leadership doctoral students to emergency remote learning amid a global pandemic. Using the foundations of transformational experiences for adult learners, the need to sustain the students' communities of practice, and positive school leadership, the author develops and executes their action plan to meet the needs of their adult learners and support them in the online environment during the COVID-19 crisis. By applying this framework as practicing EdD scholars, we serve as a model for future directions in the teaching spaces of the Education Doctorate by bridging the gap between theory and practice in our higher education teaching spaces.
A School Administrator&apos;s Journey through an EdD Program in the Midst of a Global Pandemic
Author: Browning, Courtney F.
Date: 2021-00-00
Type: Journal Articles
Subjects: Administrators,Doctoral Programs,Schools of Education,COVID-19,Pandemics,Doctoral Students,Place Based Education,Reflection,Disproportionate Representation,Discipline Policy,Elementary Schools

This braided essay weaves together the reflective journey of a school administrator traversing through a doctoral program during the initial stages of the COVID-19 pandemic while considering her Problem of Practice in the current context of her school, local community, and global society. The ongoing challenges of a rural 3rd-5th consolidated school struggling through school improvement to meet the academic, social, and emotional needs of all students are examined, while analyzing the place-based education model as it pertains to the current global pandemic and present state of education. While examining the issue of racial discipline disproportionality in the local context, this essay also addresses the potential implications upon both the local school and overall state of education by fostering a strong sense of place within and through the implementation of place-based educational practices.
Creating Community in EdD Programs during COVID-19: Challenges, Strategies, and Opportunities
Author: Adams, Alyson
Date: 2021-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Doctoral Students,Sense of Community,Communities of Practice,Inquiry,Electronic Learning,Online Courses,Interaction,Barriers,COVID-19,Pandemics

Building community in online EdD programs can be a challenge, and the COVID-19 pandemic has highlighted the importance of doing so. In this essay, we will situate community building within the larger Community of Inquiry framework and focus on the element of social presence. By understanding more about the various aspects of social presence, faculty who design and deliver online programs can build stronger learning communities with and for their EdD students.
Implementing Social Justice Practices Online: Lessons Learned from Teaching and Advising Dissertations in Practice during the COVID-19 Pandemic
Author: Huchting, Karie
Date: 2021-00-00
Type: Journal Articles
Subjects: Curriculum Implementation,Social Justice,Online Courses,Academic Advising,COVID-19,Pandemics,Distance Education,Doctoral Programs,Doctoral Dissertations,College Faculty,Faculty Advisers,Teaching Methods

This essay documents the lessons learned from the transition to teaching research methods courses and advising EdD doctoral students online due to the COVID-19 pandemic. This discussion is set against the backdrop of developing a new fully online EdD Program in educational leadership for social justice at the institution, wherein the online transition due to COVID-19 offered an opportunity to assess effective pedagogy, student community and engagement, and workload expectations. In our analysis of the transition to teaching online, we applied Hammond's (2020) framework, which highlights design elements that promote agency for independent learning. We overlay the realities of teaching and advising adult students who are working full-time and managing home-life responsibilities in addition to pursuing their EdD degree. Unresolved questions and future directions for the culturally responsive and socially just online Education Doctorate are explored.
Item Response Theory, Computer Adaptive Testing and the Risk of Self-Deception
Author: Benton, Tom
Date: 2021-00-00
Type: Journal Articles
Subjects: Risk,Item Response Theory,Computer Assisted Testing,Difficulty Level,Test Reliability,Comparative Analysis,Prediction,Test Length,Test Format,Foreign Countries

Computer adaptive testing is intended to make assessment more reliable by tailoring the difficulty of the questions a student has to answer to their level of ability. Most commonly, this benefit is used to justify the length of tests being shortened whilst retaining the reliability of a longer, non-adaptive test. Improvements due to adaptive testing are often estimated using reliability coefficients based on item response theory (IRT). However, these coefficients assume that the underlying IRT model completely fits the data. This article takes a different approach, based on comparing the predictive value of shortened versions of real assessments based on adaptive and non-adaptive approaches. The results show that, when explored in this way, the benefits from adaptive testing may not always be quite a large as hoped.
What Do We Mean by Question Paper Error? An Analysis of Criteria and Working Definitions
Author: Rushton, Nicky
Date: 2021-00-00
Type: Journal Articles
Subjects: Definitions,Tests,Foreign Countries,Problems,Accuracy,Ambiguity (Semantics),Reliability,Test Construction,Difficulty Level

It is important to define what an error in a question paper is so that there is a common understanding and to avoid people's own conceptions impacting upon the way in which they write or check question papers. We carried out an interview study to investigate our colleagues' definitions of error. We found that there is no single accepted definition of a question paper error. There were three interacting aspects that participants considered when deciding whether a problem was an error: the manifestation of the error, the (potential) impact upon candidates, and the stage at which it was discovered.
What Is (or Are) Social Studies?
Author: Coleman, Victoria
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Studies,Educational History,Curriculum,Definitions,Vocabulary,Educational Objectives,Sex,Race,Controversial Issues (Course Content),History Instruction,Geography Instruction,Citizenship Education

Social studies is a subject discipline which has had significant dispute over a range of areas. There is much variation in how social studies is conceptualised, in terms of both terminology and definition, as well as in what subject content it is considered to encompass and how it is structured and organised. This article examines the various ways social studies has been defined and the different terms used, as well as what content is included and how it is organised.
Examining the Impact of Restorative Practices on Supervison Skill Development in Student Affairs
Author: Howard, Brandin L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Justice,Discipline,Supervision,Skill Development,Student Personnel Services,Self Concept,Individual Characteristics,Interpersonal Communication,Accountability,College Housing,Student Personnel Workers

For decades, the student affairs field has viewed supervision as a vital function of many professional roles for which staff rarely receive intentional training. While there is limited scholarship outlining what effective supervision should entail, the frameworks available to intentionally guide supervisory skill development is sparse. The following qualitative case-study examined the reflections of residential life mid- and senior-level supervisors to understand the impact of restorative practices (RP) on their supervision style. Four themes emerged from the study regarding the influence of RP assisting supervisors in developing emotional self-awareness, communication style, accountability and difficult conversations approaches and, opportunities to reflect on their supervisory style.
From Country to Concrete: Motivators for Rural Students Choosing an Urban University
Author: Stone, Ashley N.
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Motivation,Rural to Urban Migration,College Students,School Choice,Rural Areas,Student Attitudes,Influences

While rural students enter higher education at lower rates than their urban and suburban counterparts, an even smaller number of rural students make the active choice to leave their community and pursue a postsecondary degree in an urban setting. As part of a larger phenomenological study, this article explored the motivating factors for rural students who chose to attend an urban university and how the rural students understood the role of their rural community in their decision to attend an urban institution.
What Triggers Teacher Research Engagement and Sustainability in a Higher Education Context in Turkey?
Author: Sakarkaya, Vildan
Date: 2022-03-00
Type: Journal Articles
Subjects: Teacher Researchers,Research Projects,Teacher Attitudes,Language Teachers,College Faculty,Faculty Development,Experience,Sustainability,Barriers,Time Management,Knowledge Level,Correlation,Public Colleges,Work Environment,Foreign Countries

Despite its increasing popularity as a continuous professional development tool in ELT contexts, why teacher research remains as a minority activity and whether or how its impacts persist over time still require detailed exploration. In this mixed-methods case study of university instructors in Turkey, we address the questions of teacher research engagement and sustainability of its impacts. The study started with a relatively larger group (n=33), and then gradually narrowed into three sub-groups to gain an in-depth understanding of the case. Two questionnaires consisting of closed and open-ended questions and interviews carried out with semi-structured forms have been used as data collection tools. The qualitative data have been analyzed by content analysis, while frequency analysis has been carried out for the quantitative data. Findings reveal that expert support and colleagues with research experience trigger teacher research engagement, whereas limitations in institutional support and instructors' awareness of teacher research and economic matters contribute to the most prevalent barrier to teacher research viz. lack of time. Moreover, instructors feel more motivated and confident, research-oriented four years after their teacher research projects. We argue that positive experience with context-related research projects and dissemination of research results in various forms facilitate the sustainability of those impacts and efforts to engage in new projects, while constraints in time and institutional support hinder these. [This study was presented at 7th International Congress on Curriculum and Instruction (ICCIEPOK, 2019) in Ankara, Turkey.]