ethanporcaro/eric-fulltext-meta huggingface dataset:
Creating Safe Schools for LGBTQIA+ Displaced Migrant Youth: A Journey towards Anti-Oppressive Pedagogy
Author: Franco, Diana
Date: 2021-00-00
Type: Journal Articles
Subjects: LGBTQ People,Educational Environment,School Safety,At Risk Students,Social Bias,Immigrants,Violence,Cultural Influences,Civil Rights,Minority Group Students,Public Policy,Educational Policy,Curriculum Development

According to research, abuse and harassment of lesbian, gay, bisexual, transgender/transsexual, two-spirit, queer/questioning, intersex, and asexual (LGBTQIA+) youth in US-based schools continues to rise despite the media's attention. Although often grouped under one community, the LGBTQIA+ community is vastly diverse. As a result of laws that persecute individuals based on sexual orientation and gender identity, LGBTQIA+ displaced migrant youth are among the world's most vulnerable populations. Post-migration stressors such as marginalization, isolation, oppression, and microaggressions by staff and students against LGBTQIA+ displaced migrant youth in schools, will be discussed. This article proposes queer theory and intersectionality theory as frameworks to inform the implementation of anti-oppressive, school-based practices in support of LGBTQIA+ displaced migrant students under the age of 21. A case composite example illustrating the experiences of a displaced migrant student identifying as a gay male is included. The role of school administrators, policy landscape, professional development, and reform to education curricula will be addressed as factors that may have significant influence in the development of anti-oppressive and safe schools.
Developing a Mathematics Homework Evaluation Scale (MHES) for Secondary School Mathematics Teachers
Author: Ilhan, Aziz
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Mathematics,Homework,Secondary School Teachers,Mathematics Teachers,Test Construction,Test Validity,Test Reliability,Student Evaluation,Factor Analysis,Foreign Countries

This study aims to develop a valid and reliable scale that shows the secondary school mathematics teachers' evaluations of mathematics homework. A literature review was conducted, and a pool of 41 articles have been prepared for this purpose. Five expert academicians in the field of mathematics education were consulted for the content, construct, and appearance validity of the prepared items. According to the opinions of the field experts, the number of items was reduced from 41 to 38 and applied to 492 mathematics teachers in total. The answers of 20 mathematics teachers were removed from the scope of this study since the answers were either incomplete or coded incorrectly. Therefore, scale forms collected from 472 mathematics teachers were included in this study. This form data was split, Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were done. The construct validity was analyzed via EFA. The scale is a five-factor scale of the five-point Likert scale, which explains the 64.643% of the total variance with 21 items according to EFA results. The reliability of the scale was tested with Cronbach's Alpha coefficient, and the coefficient was calculated as 0.737. The subscales of the scale are titled &quot;Parent Relationship&quot;, &quot;Motivation&quot;, &quot;Control and Evaluation&quot;, &quot;Time&quot; and &quot;Source Use&quot; respectively. CFA was carried out for the scale, and it was concluded that the fit indices are either acceptable or perfect. As a result, a reliable and valid &quot;Teacher Approaches for Mathematics Homework Scale&quot; has been added to the literature.
Evaluation of Online Language Exchange Platforms: The Example of &quot;Free4Talk&quot;
Author: Gelen, Ismail
Date: 2021-00-00
Type: Journal Articles
Subjects: Web Sites,Exchange Programs,Second Language Learning,Independent Study,Expressive Language,Educational Environment,Gender Differences,Age Differences,Communities of Practice,Educational Attainment,Measures (Individuals)

This study aims to evaluate online language exchange platforms and its main focus is on the website named &quot;www.free4talk.com&quot; as an example. The theoretical framework is based on self-directed learning, e-tandem language learning, community of inquiry and expressive language competency. Interviews with the founder, administrator and some of the users of the website are conducted and a 5- point Likert type assessment tool with 26 items and 7 dimensions is created with the help of a literature review at the same time. The findings are obtained through analysing the data collected by applying the instrument to 413 people on the website. The research reveals that this platform presents a free environment with a certain amount of safety and it contributes greatly to foreign language development of learners in terms of providing an opportunity for language practice, an undeniable improvement in expressive language competency and a social atmosphere that offers a source of motivation for language learning for both people who finished their formal foreign language training and for students who are still studying at schools.
Investigating the Effectiveness of Star Strategy in Math Problem Solving
Author: Özkubat, Ufuk
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematical Logic,Word Problems (Mathematics),Problem Solving,Metacognition,Learning Strategies,Mild Intellectual Disability,Students with Disabilities,Addition,Subtraction,Arithmetic,Secondary School Students,Mathematics Instruction,Instructional Effectiveness,Foreign Countries

Focusing on students with mild disabilities, this study aimed to examine the effect of STAR problem solving strategy on their a) solving change problems involving one-step addition and subtraction, b) maintaining their acquisition of solving change problems involving one-step addition and subtraction after 1, 3, and 5 weeks, c) generalizing their performance in solving problems to the classroom environment. Three students with mild mental disabilities participated in the study. A multiple probe across participants design was used in the study. The number of problems that students solved correctly was determined by scoring the data. The data are shown graphically and analysed visually. Findings emphasized the effectiveness of STAR strategy for students with mild mental disabilities when solving change problems that involve a one-step addition and subtraction, indicating that those who acquired this strategy could demonstrate the same problem solving performance 1, 3, and 5 weeks after the intervention. Also, students were observed to generalize their strategy performance to the classroom environment. The findings of the research were discussed within the framework of the relevant literature and theoretical views, and suggestions were made for teachers in terms of interventions and for researchers considering further studies.
Moonshot: Redesigning NASA&apos;s High School Aerospace Scholars Experience at Johnson Space Center for Online Delivery
Author: Neumann, Kalianne L.
Date: 2021-00-00
Type: Journal Articles
Subjects: High School Students,Aerospace Education,Instructional Design,Online Courses,Partnerships in Education,Summer Programs,COVID-19,Pandemics,Game Based Learning,Integrated Learning Systems,Cooperative Learning,Scientific Research,Science Process Skills,Engineering,Video Technology,Film Production,Science Activities,Science Teaching Centers

Moonshot is the redesign of NASA's High School Aerospace Scholars (HAS), which traditionally engaged Texas high school juniors in a 16-week online course for credit and an intense week-long onsite experience working in teams with experts at NASA's Johnson Space Center (JSC). Due to the novel coronavirus (COVID-19), our challenge was to design, develop, and deliver an online virtual experience to replace the all-expenses-paid six-day residential summer experience at JSC where HAS participants traditionally work with like-minded peers and NASA experts on authentic design challenges.
Investigation of the Problematic Behaviors of Preschool Students Studying in Public and Private Schools
Author: Kirkiç, Kamil Arif
Date: 2021-00-00
Type: Journal Articles
Subjects: Preschool Children,Behavior Problems,Interpersonal Competence,Public Schools,Private Schools,Kindergarten,Age Differences,Siblings,Birth Order,Marital Status,Family Characteristics,Socioeconomic Status,Correlation,Foreign Countries

This study was conducted to investigate the problematic behaviors of preschool students studying in public and private schools according to certain variables. The research was carried out with 300 students and their parents in private and public kindergartens. A demographic information form prepared by the researcher was used to collect the data. The Preschool and Kindergarten Behavior Scale was used. Pearson Correlation Analysis was used to analyze the data obtained for behavioral problems and social skills, univariate t-test for the significance of the difference between the scale scores of the groups by one-way analysis of variance, and the result was a significant negative relationship between problem behaviors and social skills. Significant differences were observed between students' age, number of siblings, birth order, media usage, private or state education, their parent's marital status, their family's level of education and economic status, size of family, and students' behavior problems and social skills sub-dimensions. However, no significant difference was observed regarding the gender of the children.
Recreating the Experience of an In-Person Summer Internship Program Remotely
Author: Shrestha, Dipeshwor Man
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Experience,Summer Programs,Internship Programs,Distance Education,COVID-19,Pandemics,Program Development,Sense of Community,Engineering Education,Computer Mediated Communication,Interpersonal Relationship

We describe strategies, designs, tools, and technologies that were part of a 9-week experimental virtual summer internship program conducted during the novel coronavirus (COVID-19) pandemic. The goals for the program were to (1) recreate the in-person summer internship experience, (2) explore ways of getting people to help each other, and (3) develop a sense of community in a remote/virtual setting. We offer learnings gleaned by the team regarding building virtual communities that encourage collaboration and communication.
Who and How Do I Include? A Case Study on Teachers&apos; Inclusive Education Practices
Author: Yilmaz, Ruhan Karadag
Date: 2021-00-00
Type: Journal Articles
Subjects: Inclusion,Special Education,Teacher Attitudes,Elementary School Teachers,Self Efficacy,Expectation,Figurative Language,Classroom Techniques,Student Characteristics,Students with Disabilities,At Risk Students,Disadvantaged Youth,Victims,Refugees,Academically Gifted,Individual Differences,Barriers,Foreign Countries,Public Schools

The purpose of this study was to determine the perceptions and practices of teachers about inclusive education and to propose solutions to the problems experienced by the teachers in the light of the study findings. The study was carried out by qualitative research approach and case study design was used. The participants of the study consisted of 20 primary school teachers who worked in public schools in the 2019-2020 academic year and participated voluntarily in this study. Data were analyzed through descriptive analysis technique. As a result of this study it was found that the teachers experienced a lack of conceptual clarity regarding the definition of inclusive education and a great majority of them focused on the main philosophy of inclusiveness, yet few of them attempted to relate inclusiveness to instructional practices. Moreover, the findings revealed that the teachers did not perform activities directed to the application of inclusive education in their classes and that they had different expectations from the Turkish Ministry of National Education, school administrations, nongovernmental organizations (NGOs), and parents.
(Mis)schooling of Children with Disabilities in Post-Independent Kenya
Author: Ressa, Theodoto
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Students with Disabilities,Access to Education,Equal Education,Student Rights,Attitudes toward Disabilities,Social Bias,Accessibility (for Disabled),School Buildings,Elementary Secondary Education,Government Role,Educational Legislation

Kenya adopted Competency Based Curriculum to produce engaged, empowered, and ethical citizens. However, inaccessible school infrastructure is leaving behind children with disabilities. Informed by data from individuals with disabilities and Kenyan and international agencies, this study uses disability studies in education to analyze the interaction of school structures and disability to understand the locus of Kenyan children with disabilities in the society. Findings show that inaccessible school infrastructure investments exclude children with disabilities and threaten Kenya's Vision 2030 poverty eradication goal. Needed is the reconceptualization of disability within a broader model of equity in the Kenyan education system.
Addiction to the Smartphone in High School Students: How It&apos;s in Daily Life?
Author: García-Santillán, Arturo
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Telecommunications,Handheld Devices,Addictive Behavior,Educational Technology,Technology Uses in Education,COVID-19,Pandemics,School Closing,Student Behavior,Physiology,Psychological Patterns,Student Characteristics,Gender Differences

Nowadays, the serious situation that affects the entire world goes beyond the social, cultural, economic problems and other conflicts that occur day by day. These were left aside to move to a global alert; we refer to the pandemic crisis that all the nations of the world are facing. Confinement forced people all over the world to stay at home; therefore, communications through electronic devices became very necessary. This study does not seek to analyze the pandemic crisis; its purpose is to analyze the use that students give to their mobile phone, to determine if this has generated addiction, in addition to identifying if use differs in men and in women. Participants were 184 high school students enrolled in a public sector institution in the Port of Veracruz, Mexico. To obtain the data, the SAS-CV test was used. This contains questions related to the profile of the respondent and 10 items in Likert format. It was distributed via electronic devices for their response. The data were statistically analyzed using polychoric correlation matrices and factor analysis with component extraction. The main findings demonstrate the obtaining of three components: physiological, dependence and distraction, which account for 68% of the total variance, and it was also shown that there are no differences by gender.
Modelling of the Attitude-Achievement Paradox in TIMSS 2015 with Respect to the Extreme Response Style Using Multidimensional Item Response Theory
Author: Dibek, Munevver Ilgun
Date: 2021-00-00
Type: Journal Articles
Subjects: Item Response Theory,Response Style (Tests),Elementary Secondary Education,Achievement Tests,Foreign Countries,International Assessment,Mathematics Tests,Mathematics Achievement,Student Attitudes,Grade 8,Secondary School Students

This study aims to first investigate the effect of the extreme response style (ERS) which could lead to an attitude-achievement paradox among the countries participating in the Trends in International Mathematics and Science Study (TIMSS 2015), and then to determine the individual- and country-level relationships between attitude and achievement by adjusting the effect of ERS. For the sample of this correlational study, 500 students were randomly selected from each of the 15 countries that participated in TIMSS 2015. The differences in the ERS tendency of the countries were determined by performing MANOVA. To determine the effect of ERS, two different multidimensional item response theory (MIRT) models were used: one did not include the ERS trait as a dimension while the other included this trait as a dimension. The results were analyzed with Latent GOLD 5.1 and WinBUGS software. To determine the relationship between attitudinal variables and achievement, the correlation values based on the observed scores and MIRT models were obtained. Whether there was any significant difference between these correlation values was determined by Fisher's rz transformation. The findings of this study were as follows: (a) the model in which the ERS trait was included as a dimension best fit the data and (b) the correlation values based on the observed scores were negative and those based on the MIRT models were positive, with the two statistically differing from each other. ERS is one of the factors causing the achievement-attitude paradox; however, it not sufficient to explain this paradox.
Prospective Teachers&apos; Metaphoric Perceptions of Inclusive Education
Author: Ersoy, Mustafa
Date: 2021-00-00
Type: Journal Articles
Subjects: Figurative Language,Student Attitudes,Preservice Teachers,Undergraduate Students,Inclusion,Mainstreaming,Special Education,Students with Disabilities,Children,Family (Sociological Unit),Foreign Countries

The need for special education stems from &quot;a group of neurodevelopmental disorders that begin in childhood&quot;. Today, one of the main topics discussed with regard to the education of children with special needs is inclusive education. Inclusive education, which aims to ensure that they all receive the best quality of education, is an education model based on students' sharing experiences with their peers. The purpose of this research is to examine university students' perceptions of inclusive education through metaphor analysis. This study aims to determine how Faculty of Education students perceive the concepts of inclusive education, inclusive students, the family of inclusive student and teacher of the inclusive student. The study group consisted a total of 200 prospective teachers from different branches, including six participants from each grade level in the 2018-2019 academic year fall semester in Faculty of Education at Sivas Cumhuriyet University. 79 of the prospective teachers were male and 121 were female. The data obtained through interviews were analysed through content analysis and descriptive analysis. 12 different metaphors for inclusive education, 11 different metaphors for inclusive student, 9 different metaphors for the family of the inclusive student, and 11 different metaphors for the teacher of the inclusive student were produced.
Mathematics Education Students&apos; Experiences during Lockdown: Managing Collaboration in eLearning
Author: Calder, Nigel
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Education,Student Experience,COVID-19,Pandemics,Distance Education,Electronic Learning,Cooperative Learning,Problem Solving,Computer Mediated Communication,Videoconferencing,Technology Uses in Education,Student Attitudes,Foreign Countries,Graduate Students,Undergraduate Students

The current world crisis of COVID-19 has enforced international lockdowns in educational institutions, necessitating that these institutions quickly transition to online learning. In mathematics education studies, where collaborative problem-solving is considered a necessary pedagogical approach, lecturers have had challenges incorporating collaborative problem-solving in an authentic manner. There are now also complex living and learning contexts in which the students have to undertake their learning processes. This paper examines students' experiences of the rapid transition to online learning and their perceptions of the advantages and barriers that ensued. A small comparative case study was used to explore the complexity of the situation, within rich, authentic settings. Questionnaires and semi-structured interviews were used. The participants found that personal circumstances related to having children and partners at home while they studied, and aspects such as not interacting directly with other students to clarify and mediate their thinking, led to major initial frustrations with collaborating. While some of these continued throughout lockdown they did adjust and recognize that the advantages, such as a mix of formal and informal digital pedagogical media, gave them greater flexibility and led to deeper reflective thinking. We contend that some elements related to the adaptions made should become permanent features of face-to-face learning.
Correlative Study between Personality Traits, Student Mental Skills and Educational Outcomes
Author: Bouiri, Oussama
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Personality Traits,Student Characteristics,Middle School Students,High School Students,Adolescents,Thinking Skills,Metacognition,Academic Achievement,Grade Point Average,Gender Differences,Learning Strategies,Foreign Countries

The main purpose of this study is determining the correlations between personality traits, academic mental skills and educational outcomes using a quantitative methodology, based on a non-experimental, correlational study. In addition, the following variables are taken into consideration: gender, grade averages and school cycle. The sample is composed of 695 students: these are two institutions (middle and high school) under the provincial direction of Mediouna. In order to gather the information, participants were asked to complete the 16pf 5 questionnaire and scale measuring academic mental skills. Note that the results obtained are processed by the IBM SPSS 23 software. The results demonstrate that the 16 personality scales of the Cattell 16PF5 test and the 9 school grades have significant correlations: 77.77% of all correlations, with essentially the following factors: abstractedness, tension, emotional stability, dominance, social-boldness, vigilance and apprehension maintain (8/9) significant and positive relationships with 38.88% and low intensity (r = 0.031 to 0.0465). Additionally, mental skills (affective, cognitive and metacognitive strategies) and grades have significant correlations with 70.37% of all calculated correlations, with low, average and/or positive, negative intensities, according to each strategy with each grade of school subjects. In the end, it is necessary to make considerable efforts to better understanding the multidimensionality of school success and to ensure an effective and relevant pedagogical intervention.