ethanporcaro/eric-fulltext-meta huggingface dataset:
The Ballot Initiative and Other Modern Threats to Public Engagement in Educational Policymaking
Author: Piazza, Peter
Date: 2017-01-00
Type: Journal Articles
Subjects: Educational Policy,Policy Formation,Public Opinion,Community Involvement,Literature Reviews,Democratic Values,Discourse Analysis,Neoliberalism,Elections,Educational History,Barriers,Democracy,Educational Practices,Educational Change,Social Systems

This paper situates recent changes in educational policymaking, especially the increased use of the ballot initiative, within larger historical trends related to democratic engagement in policy development. I conduct an integrative literature review that combines conceptual analyses with findings from empirical investigations into new policymaking tactics and their influence on policy development. Specifically, I explore (a) the discourses justifying policy priorities over time, and (b) the role of democratic engagement in dominant modes of policymaking. I demonstrate that various sources combine to tell a troubling story about the longstanding exclusion of the public from policymaking regarding its public schools. Further, I argue that, perhaps paradoxically, the increased use of the ballot initiative only exacerbates this trend. Ultimately, I use results from the reviewed research to ask if there is a better way to make policy, one that aspires to higher democratic ideals.
Long-Term Chinese Students&apos; Transitional Experiences in UK Higher Education: A Particular Focus on Their Academic Adjustment
Author: Wang, Isobel Kai-Hui
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Adjustment,Student Attitudes,Foreign Students,English (Second Language),Second Language Learning,Cognitive Style,Asians,Study Abroad,Educational Experience,Academic Achievement,Interviews,Questionnaires,Social Adjustment,Teaching Methods,Cultural Differences,Social Support Groups,Foreign Countries,Mixed Methods Research

The global population of students pursuing studies abroad continues to grow, and consequently their intercultural experiences are receiving greater research attention. However, research into long-term student sojourners' academic development and personal growth is still in its infancy. A parallel mixed method study was designed to investigate the academic adjustment of international Chinese students who had studied in the UK for more than three years. Using interview data collected from both Chinese students and British teachers and questionnaire data collected from a wider sample of the Chinese students, the researcher examined the relationship between their academic, psychological, and social adjustment and provided a more holistic view of Chinese students' intercultural adaptation process. The results showed that the big challenge for the Chinese students during their early adjustment was to deal with the different perceptions of teaching and learning within their own culture and within the culture of their host country. Changes were found in their language ability, learning approaches, and sense of self over time. In particular, social support and their agency as a learner played an important role in their academic development.
Translanguaging: Definitions, Implications, and Further Needs in Burgeoning Inquiry
Author: Poza, Luis
Date: 2017-01-00
Type: Journal Articles
Subjects: Definitions,Code Switching (Language),Bilingualism,Social Justice,Language Minorities,Risk,Multilingualism,Criticism,Teaching Methods,Critical Theory,Second Language Learning,Native Language,Educational Research

The term &quot;translanguaging&quot; has appeared with growing frequency in research about the education of linguistic minority students. Amid increasing application of the term, concern emerges regarding the consistency of its definitions and characterizations, specifically with respect to the term's social justice implications, which risk dilution. Early instances (García, 2007, 2009a) position the term as both a pedagogical strategy for supporting multilingual learners and a critique of existing conceptualizations of language and bilingualism that have historically marginalized particular speech communities. In this review of recent literature, I analyze 53 texts published between 1996 and 2014 for their definitions, exemplifications, and attributed implications of translanguaging, as an ontological perspective on language and as a set of teaching practices. In the review, I find that although the term has largely maintained its sociolinguistic critique, its ties to critical pedagogy appear only sporadically. I close this review by proposing avenues for new research.
The Effect of Google Earth and Wiki Models on Oral Presentation Skills of University EFL Learners
Author: Awada, Ghada
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Computer Software,Public Speaking,English (Second Language),Second Language Instruction,Mixed Methods Research,Pretests Posttests,Program Effectiveness,Web Sites,Collaborative Writing,Web 2.0 Technologies,Geographic Information Systems,College Students,Foreign Countries,Maps,Satellites (Aerospace)

This article reports the results of an experimental study that investigated the effectiveness of Google Earth and Wiki tools in improving the oral presentation skills of English as a Foreign Language (EFL) learners and boosting their motivation for learning. The participants (n =81) are enrolled in writing classes at two English-medium institutions. The study employed the factorial mixed methods pre-test/post-test control group experimental design. The experimental conditions included the experimental group's use of Google Earth and Wiki dynamics in conducting research and delivering oral presentations whereas participants in the control group were given the regular oral presentation and the research paper instruction. The findings of the study underscored the effectiveness of the integration of Google Earth and Wiki into classroom practices. Google Earth and Wiki allowed active learning with information. As such, Google Earth and Wiki improved learners' oral presentation skills and perceptions. Wiki visualization devices and structure could increase scaffolding and collaboration. Google Earth could facilitate critical thinking and true spatial analytical operations. The integration of Google Earth and Wiki could promote student-centered learning and motivation.
The Effect of Using Flipped Classroom in Teaching Calculus on Students&apos; Achievements at University of Tabuk
Author: Albalawi, Abdullah S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Homework,Video Technology,Teaching Methods,Mathematics Instruction,College Mathematics,Calculus,Pretests Posttests,Achievement Tests,Control Groups,Experimental Groups,Comparative Analysis,Majors (Students),Hypothesis Testing,Males,Blended Learning,Quasiexperimental Design,Statistical Analysis

This study aimed at investigating the effectiveness of using flipped classrooms in teaching the Math2 course for the preparatory year's students at the University of Tabuk, Saudi Arabia. The Math2 course was organized via an (ADDE) design model, with recorded videos of the topics included in the study; it was implemented by a Moodle platform and was available for the treatment group. Pre- and post-achievement tests were developed in calculus, being the topic of the Math2 course, and implemented for the two groups: the control group consisted of 45 students and the treatment group consisted of 47 students. The results revealed a significant difference in students' performance, favoring the treatment group which was taught using the flipped classroom instruction. However, no statistical significance was found in students' performance related to their majors (medicine, applied medical science, engineering, computer science, and science).
Reliability and Validity of the Research Methods Skills Assessment
Author: Smith, Tamarah
Date: 2018-00-00
Type: Journal Articles
Subjects: Psychology,Statistics,Undergraduate Students,Item Response Theory,Test Reliability,Test Validity,Test Items,Research Methodology,Item Analysis,Difficulty Level,Majors (Students),Statistical Analysis

The Research Methods Skills Assessment (RMSA) was created to measure psychology majors' statistics knowledge and skills. The American Psychological Association's Guidelines for the Undergraduate Major in Psychology (APA, 2007, 2013) served as a framework for development. Results from a Rasch analysis with data from n = 330 undergraduates showed good fit for 16 of the 21 items created. Validity analysis showed that using the RMSA to measure students' statistics knowledge was an improvement over the assessment recommended by the APA Guidelines and was less time consuming. Together the findings provide a preliminary test that can be further developed to provide a tool for instructors and departments to use when assessing psychology students' statistics knowledge and skills. Future research should expand the RMSA to include items that measure knowledge with confidence intervals as the proposed items were removed due to poor fit. Future studies should also aim to replicate the current findings with additional samples of psychology students.
The Relationship between Levels of Nomophobia Prevalence and Internet Addiction among High School Students: The Factors Influencing Nomophobia
Author: Gezgin, Deniz Mertkan
Date: 2018-00-00
Type: Journal Articles
Subjects: High School Students,Handheld Devices,Addictive Behavior,Internet,Fear,Anxiety Disorders,Foreign Countries,Likert Scales,Gender Differences,Instructional Program Divisions,Age Differences,Statistical Analysis,Correlation,Student Surveys

The purpose of this study is to investigate the relationship between nomophobia levels of high school students and their Internet Addiction. This study also investigates the factors including duration of smartphone and mobile Internet use that trigger and create this phenomenon. In order to explore the prevalence of nomophobia among high school students, the survey model was adopted in this study. As part of this survey, 929 high school students were randomly selected among 9th to 12th graders from Turkish high schools in different socioeconomic areas of Afyon, Ankara, and Mardin provinces. In the data collection process, a demographics questionnaire was employed, as well as a nomophobia scale and Internet addiction scale. According to the results, the nomophobia levels of high school students were found to be slightly above average. Pertaining to gender differences, female students have a higher tendency to exhibit nomophobic behaviors compared to male students. Additionally, students' grade levels (which could also be considered as age) has no effect on the prevalence of nomophobia. Considering the duration of smartphone ownership, it was found that the longer the duration of smartphone usage, the higher the risk of exhibiting nomophobic behaviors. Finally, the results indicated that the higher the level of student Internet addiction, the more nomophobic behaviors they tend to exhibit.
Contextualizing Trump: Education for Communism
Author: Malott, Curry
Date: 2017-01-00
Type: Journal Articles
Subjects: Social Systems,Presidents,Context Effect,Neoliberalism,Social Change,Authoritarianism,Whites,Racial Discrimination,International Trade,Foreign Policy,Social History,Elections,Disadvantaged

In this article, Dr. Malott challenges the conclusion that the primary factor that led to Trump's victory in the 2016 United States presidential election was the racism of poor whites. Rejecting this position for its capitulation to bourgeois caricatures of segments of the working class, Malott points to the fall of communism for a more historically contextualized understanding of how we got to where we are. That is, this essay notes that the rise of the socialist bloc after World War II was so inspiring to the world's oppressed and colonized that it slowed down capitalism's tendency toward an extending rate of exploitation. After the fall of the Soviet Union and the socialist bloc, and an aggressive anti-communist campaign, capitalists unleashed a more aggressive capitalism called neoliberalism. After nearly five decades of neoliberal wealth redistribution, and the destruction of the communist movement, right-wing demagogy has risen in European country after European country. Meanwhile, the white middle class--like other segments of the work force--has experienced significant downward mobility and is therefore desperate for economic relief. Because the white middle class tends to see their interests as the same as the capitalist class compared to those of the white working class, this group of more privileged and pampered workers--as has been the case historically--is increasingly susceptible to racist and fascist ideology. It was within this context that Trump and the so-called alt-right (i.e., neofascists and neo-Nazis) gained marginal influence, which is quickly eroding evidenced by Trump's falling approval rating. As a response to Trump, neofascism, and capitalism more generally, this essay argues for a communist education and the organization of the party form.
Academic Relevance: College Students&apos; Perspective
Author: Pisarik, Christopher
Date: 2018-00-00
Type: Journal Articles
Subjects: Relevance (Education),Qualitative Research,Focus Groups,Class Rank,Majors (Students),Undergraduate Students,Grounded Theory

This study examined academic relevance from the perspective of college students. A qualitative focus group method was used to explore how students perceived the applicability and usefulness of their academic courses and coursework. Two focus groups of college students (N = 22) with varied class rank and academic majors were conducted. Data suggests that academic relevance is a complex construct; six distinct domains of academic relevance were identified. Students perceived their course work as relevant to their current and future academic endeavors, vocational preparation, and personal growth and development. Results provide a preliminary factorial structure to an underdeveloped yet important learning construct. Implications are discussed, and suggestions are offered to bolster students' perceptions of academic relevance.
From Discipline to Dynamic Pedagogy: A Re-Conceptualization of Classroom Management
Author: Davis, Jonathan Ryan
Date: 2017-01-00
Type: Journal Articles
Subjects: Classroom Techniques,Definitions,Classroom Environment,Culturally Relevant Education,Leadership Styles,Student Diversity,Student Characteristics,School Culture,Sense of Community,Instructional Effectiveness

The purpose of this article is to re-conceptualize the definition of classroom management, moving away from its traditional definition rooted in discipline and control toward a definition that focuses on the creation of a positive learning environment. Integrating innovative, culturally responsive classroom management theories, frameworks, and strategies from contemporary educators, this article examines a new theoretical and conceptual foundation for classroom management--the Dynamic Classroom Management Approach (DCMA)--which consolidates these ideas into one cohesive framework. Four major components of DCMA are examined in detail: (a) flexibility and adaptability in one's management style, (b) understanding the context of students' diverse backgrounds, (c) effective pedagogy, and (d) creating a positive classroom culture and community. Each component focuses on why and how educators can meet the needs of all students to create a positive learning environment that proactively engages them while mitigating behavioral issues.
Students&apos; Perceptions towards Teachers&apos; and Students&apos; Academic Impoliteness
Author: Aliakbari, Mohammad
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Student Relationship,Antisocial Behavior,College Students,Foreign Countries,Interpersonal Communication,College Faculty,Student Behavior,Peer Relationship,Qualitative Research,Content Analysis

There seems to be a diversity of opinions regarding the construct-relevant definition of impoliteness. Currently, it has been defined with reference to its occurrence in specific contexts. Universities are among those places where incivility is growing rapidly. Both students' and instructors' impolite behavior have been seen as a serious problem that highly interferes with the goals of education. Hence, the current study attempts to examine Iranian university students' perception of instructors' and students' uncivil behavior. The results indicated that academic incivility can be recognized a verbal, non-verbal, and/or as a combination of both. This study creates awareness about academic impoliteness especially in Iranian contexts and it might be a step towards tackling it.
Prospective Middle-School Mathematics Teachers&apos; Quantitative Reasoning and Their Support for Students&apos; Quantitative Reasoning
Author: Kabael, Tangul
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Middle School Teachers,Focus Groups,Middle School Students,Problem Solving,Algebra,Mathematics Teachers,Teacher Education Programs,Foreign Countries,Preservice Teacher Education,Mathematical Logic,Thinking Skills,Questioning Techniques,Teacher Student Relationship,Qualitative Research

The aim of this research is to examine prospective mathematics teachers' quantitative reasoning, their support for students' quantitative reasoning and the relationship between them, if any. The teaching experiment was used as the research method in this qualitatively designed study. The data of the study were collected through a series of exploratory teaching interviews and debriefing interviews with nine focus group participants, and clinical interviews that the participants conducted with middle-school students. The results indicated that the participants with strong quantitative reasoning use problem-solving approaches that focused on the quantity, whereas the participants with poor quantitative reasoning use problem-solving approaches that focused on performing calculations, using formulas and procedures devoid of quantitative meaning in solving of the problem. During the questioning process, the participants with strong quantitative reasoning led their students to identify and interpret the quantities, determine relationships among the quantities, represent all the quantities and their interrelationships, whereas the participants with poor quantitative reasoning led their students to perform calculations, make algebraic manipulations and focus on numbers by ignoring the quantities in the problem. These results suggest that prospective mathematics teachers' quantitative reasoning is strongly associated with their support for students' quantitative reasoning in the problem-solving process.
Reasoning and Proving Opportunities in Textbooks: A Comparative Analysis
Author: Hong, Dae S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Textbooks,Comparative Analysis,Geometry,Mathematics Instruction,Foreign Countries,Mathematical Logic,Middle School Teachers,Middle School Students,Validity,Textbook Selection,Problem Solving,Logical Thinking,Achievement Tests,Elementary Secondary Education,Mathematics Achievement,Mathematics Tests,International Assessment,Secondary School Students

In this study, we analyzed and compared reasoning and proving opportunities in geometry lessons from American standard-based textbooks and Korean textbooks to understand how these textbooks provide student opportunities to engage in reasoning and proving activities. Overall, around 40% of exercise problems in Core Plus Mathematics Project (CPMP) ask for reasoning and proving activities while 20% of exercise problems in Korean textbooks are about reasoning and proving activities. One of the major findings is that Korean and CPMP students have different opportunities in learning geometry. It may be interesting to investigate geometric reasoning and proving performance of Korean and CPMP students to see how textbooks influence their learning.
Online Adjunct Faculty: A Quantitative Examination of the Predictive Relationship between Leadership and Job Satisfaction
Author: Barnett, Donald E.
Date: 2018-00-00
Type: Journal Articles
Subjects: College Faculty,Adjunct Faculty,Online Courses,Predictor Variables,Correlation,Leadership Styles,Job Satisfaction,Teaching Experience,Questionnaires,Multiple Regression Analysis,Statistical Analysis

Advances in technology and the rapid expansion and affordability of the internet have helped facilitate the use of online education, or e-learning. To accommodate increased online enrollments, universities are hiring adjunct faculty to teach online courses. Despite the importance of adjunct faculty, there is a lack of research on the experiences of adjuncts, and particularly on the experiences of adjunct faculty who teach online classes. Likewise, there is a lack of research in the for-profit sector of post-secondary education in the United States. This quantitative correlational study addressed this gap in knowledge by investigating the predictive relationship between dimensions of the Full Range Leadership Theory, transformational, transactional, and laissez-faire leadership behaviors, and the overall job satisfaction of adjunct faculty who teach online classes at a for-profit university in the United States. The Multifactor Leadership Questionnaire and Spector's Job Satisfaction Survey were used to collect data to measure the faculty's perceptions of leadership and job satisfaction. The results of multiple linear regression indicated transformational leadership was a significant predictor of job satisfaction, and increased overall satisfaction when present. Transactional leadership was also a significant predictor of overall job satisfaction, but demonstrated a negative relationship. Laissez-faire leadership was not a significant predictor of overall job satisfaction.
Parents&apos; Perceptions of Their Involvement in Schooling
Author: Erdener, Mehmet Akif
Date: 2018-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Parent Participation,Parent School Relationship,Rural Areas,Elementary School Students,Interpersonal Communication,Volunteers,Parents as Teachers,Participative Decision Making,School Community Relationship,Parent Background,Educational Attainment,Family Income,Marital Status,Age Differences,Questionnaires,Statistical Analysis,Interaction,Foreign Countries,Multivariate Analysis

Parent involvement has an influence on children's educational engagement during the elementary years. The objective of this study was to examine the perceptions of rural Turkish parents about their involvement in schooling with elementary school students based on Epstein's (1995) six types of parental involvement (parenting, communicating, volunteering, learning at home, decision-making, and collaborating with the community). This study also investigated the differences among parent demographic characteristics (education level, income, marital status, and age) and parent involvement at the elementary grade level in rural areas of Turkey. 742 parents of elementary schools in three rural settings in the city of Konya, Turkey completed questionnaires and assessments. A quantitative analyze method is used to analyze verified data. Findings indicated that family income had a statistically significant impact on combined factors of parent involvement. Education level by Age interaction, Income by Age interaction, and Education level by Income by Age interaction had a statistically significant impact on combined factors of parent involvement. No significant differences were found in parent involvement among parents who are from different education levels, marital status, and age groups in Turkey. This study showed that family income is the most significant factor on parental involvement in schooling for Turkish parents in all regions.