ethanporcaro/eric-fulltext-meta huggingface dataset:
Equality vs. Freedom: Anti-Discrimination Policies and Conservative Christian Student Organizations
Author: Singer, Kevin
Date: 2019-00-00
Type: Journal Articles
Subjects: Universities,Inclusion,LGBTQ People,College Students,School Policy,Student Organizations,Religious Organizations,Christianity,Educational Discrimination,Professional Recognition,Court Litigation,Civil Rights,Academic Freedom,Freedom of Speech

Over the last two decades, many colleges and universities strived to make their campuses more inclusive to the LGBTQ+ community. Many institutions incorporated sexual orientation into their anti-discrimination statements and policies, placing sexual identity in the same category as racial or gender identity as a protected class. Additionally, some institutions adopted all comers' policies under which all students are eligible for membership in registered student organizations and all members in good standing within those organizations are eligible to compete for leadership positions. As these policies became more robust, some colleges and universities scuffled with student organizations who, on the basis of their ideology, excluded some students from becoming members or serving in leadership roles. The most prevalent instances included public universities and evangelical Christian student organizations. In these cases, the institution moved to derecognize the evangelical group on the basis of their anti-discrimination or all comer's policy. Some of the barred groups pursued litigation, arguing that their First Amendment rights to free speech, religion, or association were violated. This paper will examine the policies prompting the derecognition of evangelical Christian student organizations, and the arguments used by these groups to defend themselves. In addition to investigating what these policies have in common, arguments for and against these policies will be presented. Finally, implications for policy, practice, and future research will be presented.
Neurological Process of Development
Author: Cole, Annie
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Student Development,Learning Theories,Neurosciences,Cognitive Psychology,Language Acquisition,Holistic Approach,Student Personnel Services,Cognitive Development

Although prominent theories in college student development cover a breadth of developmental aspects and draw from various fields of study, the literature lacks a developmental theory that explains the neurological processes that occur during student development. This literature review uses Neuro-semantic Language Learning Theory (Arwood, 1983; 2011) as a foundation to explore the triangulation of neuroscience, cognitive psychology, and language learning literature to speak to the gap in student development literature. Literature for each of the three subjects (neuroscience, cognitive psychology, and language learning) is presented, analyzed, and compared to current literature on student development theory. The purpose of this literature review is to supplement existing student development theory and provide a more holistic understanding of student development. Implications and suggestions for application of literature to student affairs work are offered.
The Role of Computer Self-Efficacy in High School Students&apos; E-Learning Anxiety: A Mixed-Methods Study
Author: Azizi, Zeinab
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,Educational Technology,Online Courses,High School Students,Self Efficacy,Computer Uses in Education,Anxiety,Foreign Countries,Females,Correlation,Technological Literacy,Problem Solving,Student Satisfaction,Student Attitudes

E-learning anxiety plays a key role in students' success in online courses. One of the factors that may affect students' e-learning anxiety is computer self-efficacy (CSE). However, the role of CSE in high school students' e-learning anxiety has remained unexplored in the Iranian context. Therefore, the present mixed-methods study purports to explore the role of CSE in Iranian high school students' e-learning anxiety. To this end, for the quantitative part, 410 female high school students were selected, as well as for the qualitative part, 30 female high school students were selected using a random sampling method. The required data were collected using a computer self-efficacy questionnaire, an anxiety in online classes questionnaire, and semi-structured interviews. The collected data were analyzed through a Pearson correlation analysis, a multiple-regression analysis, and a content analysis. Results revealed a strong negative correlation between the students' CSE and e-learning anxiety. Further, the findings documented that the factors of CSE (i.e., beginning skills, mainframe skills, and advanced skills) determined the high school students' e-learning anxiety. Moreover, the complementary qualitative findings yielded four overarching themes: 'promoted digital literacy', 'increased problem-solving', 'increased learning satisfaction', and 'enhanced self-regulated learning'. Finally, a range of implications is suggested for different stakeholders.
Content and Language Integrated Learning Practices in Kazakhstan Secondary Schools during COVID-19 Pandemic
Author: Kuzembayeva, Gulzhana
Date: 2022-00-00
Type: Journal Articles
Subjects: Content and Language Integrated Learning,Foreign Countries,Secondary Schools,Educational Practices,Teaching Methods,COVID-19,Pandemics,Secondary School Teachers,Teacher Attitudes,Science Teachers,Distance Education

A case study was initiated from the perspective of three research questions: (1) CLIL teachers' practices at secondary schools of Aktobe during COVID-19 pandemic; (2) challenges for the teachers; (3) support provided for the teachers. The research methodology combined face-to-face personal interviews, and non-participant observation. Data analysis was conducted in line with Mayring's (2020) approach to content analysis and by means of categorization into specific themes that emerge from teachers' conceptualization of their CLIL practices. The analysis of teachers' reflections on their experiences and challenges of using the CLIL approach during the pandemic, support provided to them and teachers' attitudes towards the approach is presented in the paper. Research data on the secondary schools Science teachers' CLIL practices in a remote learning setting was categorized related preparation to teaching, resources used by the teachers, students' interaction during the lessons, and stakeholders' attitudes and perceptions of the approach. The obtained data enables to understand Science teachers' practices in terms of using the CLIL approach in Kazakhstani secondary schools in the period of COVID-19 pandemic, and will contribute to teacher development and preparation for successful CLIL realization in a nontraditional classroom.
Developing a Financial Literacy Storybook for Early Childhood in an Augmented Reality Context
Author: Sari, Ratna Candra
Date: 2022-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Program Development,Money Management,Computer Simulation,Executive Function,Intervention,Books,Childrens Literature,Preschool Children,Foreign Countries,Inhibition,Short Term Memory,Cognitive Ability,Educational Technology

This study aims to develop and test the effectiveness of a financial literacy storybook based on augmented reality (AR) as an executive function-building intervention for early-age children. Executive functions are the cognitive abilities underlying such tasks as focusing on long-term goals, delaying gratification and impulse self-control. The method is research and development using the ADDIE (analysis, design, development, implementation, and evaluation) model. This learning media produced a positive response among the users. Children perceive the story's attractiveness was good, while the 3D images and activity in the storybook were very good. This study also measures the effectiveness of a storybook based on AR in improving the understanding of financial literacy using a pre and post-test design. The results show that knowledge of honesty, discipline and money management increased significantly. In addition, there is a marginally significant increase in the aspects of delay gratification, saving goals and responsibility.
Saudi Arabia Special Education Teachers&apos; Attitudes toward Assistive Technology Use for Students with Intellectual Disability
Author: Aldehami, Sultan
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Special Education Teachers,Teacher Attitudes,Assistive Technology,Technology Uses in Education,Students with Disabilities,Intellectual Disability,Technological Literacy,Knowledge Level,Teaching Methods,Teacher Characteristics,Gender Differences,Teaching Experience,Predictor Variables,Educational Attainment,Faculty Development,Expertise

This study was conducted in the central region of the Kingdom of Saudi Arabia (KSA) to investigate levels of teachers' assistive technology (AT) knowledge and skills use in classrooms for students with intellectual disability (ID). A total of 98 special education teachers of students with ID completed an online survey. Results indicate that the teachers' levels of knowledge and skills related to AT use in classrooms for students with ID were reaching proficiency. Teachers' levels of AT knowledge and skills statistically significantly differed based on gender, training, level of education, teaching experience, and school location but not on grade level. However, there were statistically significant differences in teachers' professional development based on gender and teaching experience but not based on training, level of education, grade level, and school location. Furthermore, results indicate that teachers' perceptions of AT significantly predicted teachers' knowledge and skills related to AT use in educational environments.
Integration and Management of Technologies through Practicum Experiences: A Review in Preservice Teacher Education (2010-2020)
Author: García-Lázaro, Irene
Date: 2022-00-00
Type: Journal Articles
Subjects: Technology Integration,Practicums,Preservice Teacher Education,Preservice Teachers,Early Childhood Teachers,Elementary School Teachers,Technology Uses in Education,Self Efficacy,Technological Literacy,Pedagogical Content Knowledge,Educational Technology,Bibliometrics

The presence and use of technologies in educational settings is constantly increasing. Therefore, initial teacher education needs to prepare future teachers to deal with this technological implementation from both practical and pedagogical perspectives. This paper examines the treatment of technologies that initial teacher education offers to early childhood education and primary education preservice teachers facing their practicum experiences. A bibliometric and thematic review during the 2010-2020 period is conducted in WoS, Scopus, PsycInfo, and ERIC databases. An analysis of co-occurrence of terms and the creation of bibliometric maps are considered. The thematic analysis follows an inductive approach. Three big areas are addressed through this approximation: consideration of technologies before practicum, the use of technologies at the schools, and the study of preservice teacher's personal variables. Findings show the importance of working with technological preparation of university supervisors and cooperating teachers when teacher candidates do their practicum. In this proposal, to consider the self-efficacy and technological, pedagogical and content knowledge model of preservice teachers is encouraged. Conclusions underline the importance of teaching and strengthening pedagogical and reflective experiences during the practicum. Limitations are considered.
Students&apos; Perspectives on the Use of Differentiated Assessment Tool: Results from an Explanatory Sequential Mixed-Method Pilot Study
Author: Majuddin, Christye
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Individualized Instruction,Alternative Assessment,Student Evaluation,Performance,Expectation,Intention,Usability,Diversity,Foreign Countries

While educators worldwide are moving towards the universal design for learning, it is also essential to ensure learners are suitably assessed. Assessments and learning profoundly reciprocate one another as assessment may inform the learning practices, and vice versa. Resonating the aforesaid view, PutraPacer was developed as a customizable tool to empower instructors in embracing differentiated assessment. The objective of this pilot study is to elicit feedback on the use of PutraPacer as a differentiated assessment tool among a group of undergraduate students at a higher education institution. Drawing on the UTAUT model, this study employs an explanatory sequential mixed-method design to gather both quantitative and qualitative data. The quantitative findings show that the mean values for performance expectancy, effort expectancy, social influences, and behavioural intention to use PutraPacer are ranged between 3.56 and 3.67. Based on the Pearson's correlation coefficient, there are strong association between performance expectancy, effort expectancy, social influences with behavioural intention to use PutraPacer as a differentiated assessment tool. The qualitative findings reveal that the students perceived PutraPacer as user-friendly and a learning tool that promotes individualized learning experience and supports students with different abilities, and a good platform for practices, quizzes, and revision.
System Quality and Student&apos;s Acceptance of the E-Learning System: The Serial Mediation of Perceived Usefulness and Intention to Use
Author: Alkhawaja, Maha Ismail
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,Educational Technology,Technology Uses in Education,Intention,Usability,Universities,Foreign Countries,Educational Quality,Student Attitudes,College Students,Information Systems

This study explores the mechanism through which system quality influences e-learning system acceptance. Precisely, this study aims to examine how perceived usefulness and intention to use serially mediate the impact of system quality on actual use. The data were collected from three public universities in Jordan. Structural equation modeling was employed to examine 336 questionnaires. The findings reveal that system quality significantly affects perceived usefulness and intention to use, perceived usefulness significantly affects intention to use and actual use, where the intention to use significantly affects actual use of the e-learning system as well. Furthermore, the study also confirms that system quality does not affect the e-learning system actual use directly but indirectly and serially through the two acceptance variables, perceived usefulness and intention to use. Thus, this study improves the understanding of student's acceptance and behavior towards the e-learning system in Jordan public universities and the effect of system quality attributes on this relationship. Also, this study set certain directions for the decision-makers and university management in designing their strategies.
The Effects of Previous Experience and Self Efficacy on the Acceptance of e-Learning Platforms among Younger Students in Saudi Arabia
Author: Sulaymani, Omar
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Educational Technology,COVID-19,Pandemics,School Closing,Distance Education,Student Attitudes,Gender Differences,Age Differences,Self Efficacy,Student Experience,Usability,Social Influences,Middle School Students,High School Students,Value Judgment,Intention

In Saudi Arabia, some e-learning initiatives such as the Future Gate Project (FGP) and Madrasati (MySchool) have been in place since 2018 and 2020, respectively. Amid the COVID-19 pandemic, they were used as a means of distance learning for students across the country. This paper investigates the willingness of students to use the e-learning platforms and whether it varies across different sex and age group. Primary data in the form of a survey of 265 secondary school students across the Makkah region was analysed with Structural Equation Modelling (SEM) by using the Technology Acceptance Model (TAM) as a theoretical framework. We found that students' self-efficacy, which is strongly influenced by their previous experience with the underlying technology used in the e-learning platforms, has a positive effect for older students in high school, yet surprisingly, a negative one for younger students in middle school. We also found that perceived ease of use and social influence to be the most important factors behind the students' acceptance of e-learning platforms and that the effects are stronger for female students than for male students. While this study was conducted in Saudi Arabia, the findings from this study provide a first-hand insight that can help ensure the continuity of the e-learning platforms if they are to be implemented permanently as distance learning platforms even after the end of the pandemic that is also applicable to any other countries.
Independent Living Older Blind Programs in the United States: State Trends Based on Best Practices in the Administration of the Older Blind Program
Author: Stinson-Perez, Sylvia
Date: 2022-03-00
Type: Journal Articles
Subjects: Older Adults,Blindness,Visual Impairments,Best Practices,Program Administration,Independent Living,Delivery Systems,Services,Administrators,State Programs

The Older Individuals who are Blind Technical Assistance Center (OIB-TAC) is federally funded (RSA #H177Z150003) to help OIB programs improve services. In 2015, the National Research and Training Center on Blindness and Low Vision at Mississippi State University received the competitive award to support the OIB-TAC. The OIB-TAC provides technical assistance and training to improve the administration, operation, and performance of OIB programs, with a focus on four strategic areas: (1) best practices; (2) community outreach; (3) program performance; and (4) financial management and administration. OIB programs operate with limited budgets and minimal federal policy guidance. As a result, OIB programs vary widely in their operations, and administrators often ask how their program compares to others. To address this issue, the OIB-TAC developed an online survey to gather information about program administration and service delivery among OIB programs. Survey goals included gaining a national perspective of OIB programs and helping administrators make more informed decisions about service delivery given their limited budgets and capacity. This article describes survey data for the four best practices.
Online Program to Enhance Teacher Learning to Develop Students&apos; Information Literacy Skills
Author: Chobjai, Nattakun
Date: 2022-00-00
Type: Journal Articles
Subjects: Information Literacy,Skill Development,Independent Study,Teacher Education,Teacher Workshops,Student Development,Scores,Program Development,Instructional Materials,Online Courses

&quot;Online Program to Enhance Teacher Learning to Develop Students' Information Literacy Skills&quot; is an expected result from the implementation of Research and Development under the following concept: &quot;It begins with teacher learning development. Teachers then incorporate the learning outcomes into student development.&quot; Firstly, as a result of implementing the R1&amp;D1 to R4&amp;D4 process, six sets of &quot;Teacher Learning Manuals&quot; and one &quot;Teacher Workshop Manual for Implementing the Learning Outcomes in Student Development&quot; were created. Secondly, in the R5&amp;D5 phase, the manuals were evaluated with 157 teachers and 2,613 students using a one-group pretest/post-test experimental model in schools affiliated with the Office of the Basic Education Commission. The experimental results revealed that the teachers' scores on the post-experimental test had met the standard of 90/90, and that the mean scores had been statistically significantly higher than the pre-experimental test. Furthermore, the findings in implementing the teacher's learning outcomes in student development illustrated that their post-experimental mean score in the &quot;Information Literacy Skills&quot; assessment had been statistically significantly higher than the pre-experimental score. Taken together, these findings confirmed that the developed online program had been proven to be effective according to the established research hypothesis. Moreover, the study results also demonstrated that the developed online program could be distributed to schools under the Office of the Basic Education Commission.
Factors Affecting Students&apos; Achievement in English Language Learning at Thailand National Sports University of Central Region
Author: Srisopha, Kwanklao
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Foreign Countries,Correlation,English (Second Language),Language Teachers,Academic Achievement,Rating Scales,Reliability,Teaching Methods,Classroom Environment,Raw Scores,Student Characteristics,Teacher Characteristics,Universities,Undergraduate Students,Language Attitudes,Physical Education

The objectives of this research were 1) to study the relationship between student factors, English language instructor factors, and environment factors with students' achievement in English language learning and 2) to develop equations to forecast factors affecting students' achievement in English language learning. The population used in this research was 415 students of Thailand National Sports University of Central Region enrolled in the English for Communication Course in the second semester of the academic year 2019. The sample size was determined using the Krejcie &amp; Morgan table. A sample of 200 was obtained and a simple random sampling method was used based on the proportion of the population on each of the five campuses. The research instrument was a five-rating scale questionnaire comprising items on student factors, English language instructor factors and environment factors, with a reliability of the whole questionnaire of 0.973. The statistics used in the data analysis were fundamental statistics, Pearson correlation analysis, and stepwise multiple regression analysis. The major findings indicated that there were four factors affecting students' achievement in English language learning with statistical significance at the 0.01 level namely, attitude variables towards learning English language course (X[subscript 1]), instruction management variable (X[subscript 4]), student availability variable (X[subscript 2]), and classroom environment variable (X[subscript 7]). The four factors could jointly explain the variance of students' achievement in English language learning by 52.50% and could be used to forecast students' achievement in English language learning in the form of raw scores and standard scores as follows: Y' = 1.125 + 0.320 X[subscript 1] + 0.139 X[subscript 4] +0.124 X[subscript 2] + 0.096X[subscript 7] Z' = 0.375 [subscript z1] 0.165 [subscript z4] + 0.145 [subscript z2] + 0.128 [subscript z7]