ethanporcaro/eric-fulltext-meta huggingface dataset:
Excellent Mathematical Performance Despite &quot;Negative&quot; Affect of Students in Korea: The Values Perspective
Author: Pang, JeongSuk
Date: 2021-06-00
Type: Journal Articles
Subjects: Mathematics Achievement,Performance Factors,Elementary School Students,Secondary School Students,Negative Attitudes,Value Judgment,Gender Differences,Self Efficacy,Correlation,Concept Formation,Relevance (Education),Cultural Influences,Achievement Tests,International Assessment,Foreign Countries,High Achievement

Purpose: Given the unclear relationship between cognition and affect, this article reports on a study exploring how the conative variable of values may provide some explanation for students with excellent performance despite a negative attitude toward mathematics. Design/Approach/Methods: The study reported in this article represents Korea's participation in the international &quot;What I Find Important (in my mathematics learning)&quot; [WIFI] study, which assesses the attributes of mathematics learning and teaching that are valued by students. The participants of this study were 816 Korean students who responded to the WIFI questionnaire. Findings: The results of principal component analysis indicated that the following five attributes about mathematics and mathematics pedagogy were valued by Korean students: &quot;understanding,&quot; &quot;connections,&quot; &quot;fun,&quot; &quot;accuracy,&quot; and &quot;efficiency.&quot; These attributes were further analyzed with relation to student gender, school system, and student confidence. Originality/Value: Korean students' valuing of &quot;understanding&quot; and &quot;connections&quot; is noteworthy. It is hoped that the findings of this study might explain Korean students' exceptional performance despite a generally low affective mode, and extending this further, how values in mathematics education might be a useful construct to help us make sense of the observed mismatch globally between high performance and low affect.
Communal Conflicts in West Kalimantan: The Urgency of Multicultural Education
Author: Kurniawan, Syamsul
Date: 2021-00-00
Type: Journal Articles
Subjects: Conflict Resolution,Ethnic Groups,Stereotypes,Conflict,Intergroup Relations,Social Bias,Cultural Pluralism,Multicultural Education,Teaching Methods,Foreign Countries,Role of Education

Communal conflicts between ethnic groups in West Kalimantan still leave a post-conflict residue which is problematic to this day. For example, in Sambas, although at present it can be said that the relationship between ethnic Sambas Melayu and Madurese outside Sambas seems to be subsiding, the research findings showed that it is not the real fact in Sambas. Even in the community, there is still a stigma about Sambas as an unsafe area for the Madurese ethnicity. This social fact shows that the efforts of a dialogue forum to reconcile the two ethnicities only succeeded in resolving conflicts on the surface, but it failed to resolve the core of the conflict, namely stereotyping. Although it is not as complicated as in Sambas, inter-ethnic stereotypes are also a problem for two other post-conflict areas, namely Sanggau Ledo and Pontianak. Because education is considered to have a strategic role in building multicultural awareness and correcting stereotypes, in this context, multicultural education is considered relevant to be developed in schools in West Kalimantan. It is the focus of this study. This study is the result of qualitative research, whose data is obtained by the authors from observations, interviews, and documentation. The informants in this study were people in post-conflict areas in West Kalimantan, namely in Sanggau Ledo, Sambas, and Pontianak with ethnic backgrounds of Malay, Dayak, and Madura. In this study, the authors used an interactive data analysis method which included data reduction, data presentation, and conclusion/verification proposed by Miles, Huberman, and Saldaña.
Cultural Differences in Creativity: The Role of Immigration
Author: de Vries, Herie
Date: 2015-00-00
Type: Journal Articles
Subjects: Cultural Differences,Creativity,Immigration,Foreign Countries,Multivariate Analysis,Personality Traits,College Students

This study analyses the relationship between creativity and personality in two cultural contexts, London, England and the Greater Region of Luxembourg. A multivariate approach to creativity implies that personal and contextual characteristics influence creative performance. Is the relationship between creativity and personality the same in different cultural contexts? Within education the cultural factor might have more impact than in other environments because of the assimilation of migrant students. This study is carried out in London, England and the Greater Region of Luxembourg. The sample consists of 243 participants (199 women, 44 men, M[subscript Age] = 20.35, SD = 1.56, age range: 18-32 years). Whereas the correlation between creativity and openness is positive for non-immigrants (European), it is negative for immigrants (non-European). This highly surprising exploratory result can be related to migration. A possible mediator between creativity and openness might be individual differences linked to migration, i.e. uncertainty avoidance. Implications of results will be discussed.
Management Techniques for Organizational Rumor and Gossip in Schools
Author: Han, Bünyamin
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Antisocial Behavior,Work Environment,School Administration,Content Analysis,Seminars,Peer Groups,Feedback (Response),Organizational Communication,Cooperation,Peer Relationship,Phenomenology,Teacher Attitudes,Prosocial Behavior,Socialization,Consciousness Raising,Organizational Climate

This research aims to determine the techniques for effective management of organizational rumor and gossip in schools. Rumors are informal conversations circulating among the employees of the organization towards an event. Gossips are informal evaluative speech about people who are not present there. Rumors and gossips are common informal conversations, which should be managed by school administration. In this term, this research investigates the ways of managing them. The study is a phenomenological qualitative research carried out by conducting semi-structured interviews with 33 teachers in Diyarbakir, Turkey. The data were analyzed by using content analysis technique and some themes and categories were created. According to the research results, school administration should organize some informative seminars on awareness, communication and values in order to reduce the harmful aspects of rumor and gossip. The school administration should adopt a transparent management approach, establish a feedback mechanism, provide effective communication, operate formal communication channels and react to those who spread harmful rumor and gossip. The rumors and gossips can be used for organizational purposes such as; improving intimate relationships, recognizing the organization and employees, improving group cooperation and sincerity, understanding the hidden side of events, learning innovations and changes, learning how changes and practices are perceived, identifying deficiencies and problems in jobs, learning employee expectations.
High Ability and Dreams of Innovation and Prosperity in the Emerging Global Knowledge Economy: A Critical Analysis of Changing Orientations in Research and Practice
Author: Persson, Roland S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Knowledge Economy,Political Attitudes,Gifted Education,Educational Policy,Talent,Neoliberalism,Economic Factors,Creativity,Innovation,Accountability,Talent Development,Human Capital,Foreign Countries,Academic Ability,Databases,Research Reports,Self Actualization,High Achievement,Success,History,Barriers,Corporations,Competition

Are the gifted and talented destined for greatness in a neoliberally oriented knowledge economy? This is undoubtedly an important question for scholars, teachers, and parents advocating the value of gifted education to policy makers and employers worldwide. This review of literature from a multitude of relevant disciplines attempts to answer this question in drawing from political ideology, economic history, human universal behaviour, and principles of social evolution to the extent that we currently understand them. The analysis showed that while high ability is well underway to take centre stage globally in terms of stakeholder interest, the analysis also suggested that hopes projected onto the highly able are often illusory. The social dynamics characterizing the knowledge economy appears unlikely to accept potential contributions of the highly able, since it is not in the nature of a neoliberal economy to offer the necessary conditions needed for creative and innovative efforts. Given that these conclusions are reasonably correct, clearly much of gifted education, its research and raison d'?tre, will need to be reconsidered and new objectives and fields of research be explored.
Correlates of Science Classroom Teaching with Southeast Asian and East Asian Eighth Graders&apos; Science Achievement in TIMSS 2015
Author: Lay, Yoon Fah
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Science Instruction,Science Achievement,High Achievement,Science Laboratories,Science Experiments,Time Management,Access to Computers,Internet,Attendance,Student Needs,Asians,Grade 8,Achievement Tests,International Assessment,Foreign Countries

Trends in International Mathematics and Science Study (TIMSS) is an international comparative study that has been implemented by the International Association for the Evaluation of Educational Achievement (IEA) since 1995. This proposed study is aimed to identify the correlations of science classroom teachings with eighth graders' science achievement in TIMSS among Southeast Asian and East Asian countries. The freely downloadable secondary data were analyzed using IEA's International Database (IDB) Analyzer (version 4.0) for TIMSS, a plug-in for SPSS. TIMSS uses an imputation methodology, involving plausible values, to report student performance. This study found that countries with higher average science achievement allocated higher percentage of educational hours for science teaching, students were taught the TIMSS science topics, students attended schools with science laboratories and have assistance available when conducting experiments, computer availability during science lessons, with science teachings were not limited by student needs, and less frequency of student absences. Based on the research findings, policy recommendations were made to the Malaysian Ministry of Education to boost Malaysian eighth graders' science performance in the forthcoming TIMSS assessments.
Identification of Gifted and Talented Children in India: A Preliminary Study
Author: Jambunathan, Saigeetha
Date: 2015-00-00
Type: Journal Articles
Subjects: Talent Identification,Academically Gifted,Foreign Countries,Test Construction,Measures (Individuals),Elementary School Students,Academic Achievement

The purpose of this study is to develop an initial measure for identifying gifted youth in India. The study will also assess differences in the performance of two groups of children (one group who performed well in school assessments and the other group who did not do well in the school assessments, but the teachers thought they had true intellectual potential) in the preliminary identification. Twenty-four children in third, fourth, or fifth grades attending a school in India participated in the study. Researchers used the Academic Competency Checklist (ACC) (Jambunathan &amp; Jayaraman, 2011) as the preliminary measure. The checklist was for children in grades three through seven comprising of 197 questions in five sections. The items were scored as &quot;Yes&quot; or &quot;No&quot;. The results suggest that there were significant differences in the performance of the two groups of children only in the social emotional development section of the ACC (t = 8.43, p [less than or equal to] 0.001).
Emerging Educational Design in Online Training in Higher Education
Author: Fernández-Sánchez, María Rosa
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Design,Teaching Methods,Online Courses,Universities,Best Practices,Foreign Countries,Models,Information Technology,Instructional Improvement,Cross Cultural Studies,Open Educational Resources,Outcomes of Education,Student Evaluation,College Students,Vignettes,Creative Activities,Cooperative Learning,Masters Programs,Technology Integration,Research and Development Centers,Educational Innovation

Universities are living in a time of major transitions regarding the challenge of rethinking and transforming the current pedagogical models so they can respond to the needs of the global knowmad society. In this study, the Design-Based Research (DBR) approach is used to address the improvements of two emerging pedagogical designs in e-learning in the university context: the model of the Center for Research in Education and ICT (CIIET) of the University of Santiago de Chile (Chile) and the model developed by the Education Node research group of University of Extremadura (Spain). The main focus of these models is the student, who by developing activities based on the resolution of a contextualized problem and using new strategies, accompanied by open resources for resolution, resulting in a learning outcome that can be achieved and measured through assessment. This work aims to advance in identifying of some pedagogical keys for the design of online training scenarios that promote environments of production, research, and open dissemination of best practices, to experience new creative forms and collaborative learning, which have emerged within the hyper connected society and the net-culture.
Designing Educational Videos for University Websites Based on Students&apos; Preferences
Author: Alfayez, Zainab Hameed
Date: 2021-06-00
Type: Journal Articles
Subjects: Video Technology,Web Sites,Universities,Reputation,Institutional Characteristics,Developing Nations,Graduate Students,Undergraduate Students,Student Attitudes,Lecture Method,COVID-19,Pandemics,Selective Admission,Preferences,Computer Assisted Instruction,Cross Cultural Studies,Foreign Countries

Recent developments have seen a significant increase in the number of educational videos being made, mostly for use as a resource in a range of educational levels and different specializations. Indeed, currently, many universities either provide videos as supplementary resources or, indeed, offer entire courses as online learning materials. The qualitative study this paper presents was conducted to answer the following questions: &quot;How have educational videos (lectures/tutorials) published on YouTube affected the university students' studies at both postgraduate and undergraduate levels?&quot; and &quot;would it be better to upload these types of videos onto a university website?&quot; The aim was to explore the experiences of students from two universities (one a high-ranking university and one from a developing country) regarding online educational videos and to assess the extent to which these kinds of videos influence their studies. The data collection method used was individual interviews with students from two different universities to gather their perspectives, their opinions, and their aspirations regarding such videos. The results section analyzes and discusses the students' varied opinions. Based on the research findings, several recommendations are made to develop a useable design to add videos to university websites. Finally, the research discussed how this study's findings contribute during the COVID-19 pandemic.
Powerful or Powerless? Chief Online Education Officers&apos; Legitimate Power over Online Program Quality in U.S. Higher Education Institutions
Author: Laws, Georgianna
Date: 2021-06-00
Type: Journal Articles
Subjects: Higher Education,Community Colleges,College Administration,Administrators,Supervision,Power Structure,Online Courses,Administrator Role,Educational Quality,Correlation,Quality Assurance,Evaluation Criteria

As the online higher-education market continues along its trajectory of steady growth, it becomes increasingly competitive. Since quality sets online programs apart in the current competitive market, it is a priority for higher-education institutions. Consequently, presidents/chancellors and provosts at many U.S. higher education institutions have been placing the quality of online program administration under the purview of a new role known under the umbrella term of chief online education officer (COEO). However, when looking for empirical research to help calibrate the COEO role in a way that maximizes its influence on quality, senior leaders find a gap in the literature. The purpose of this quantitative, correlative, non-experimental study was to ask COEOs from all over the nation to use the Online Learning Consortium Quality Scorecard (QSC) to share their perceptions of the quality of their institution's online program. Additionally, COEOs were asked to self-assess their ability to influence quality based on their legitimate power and to describe environmental factors that could potentially impact their legitimate power. Key findings indicate a strong, positive correlation between overall legitimate power and overall quality, as well as between overall legitimate power and the hierarchy of COEO job titles (E1). Additional environmental factors significantly correlated with legitimate power categories included the number of units making a full report to the COEO (E3) and the breadth of COEO's current portfolio of responsibilities (E12), among others. Finally, data indicate that the hardest quality category to influence is technical support.
Realistic Job Preview as an Alternative Tool to Improve Student Readiness for Online Learning
Author: Latheef, Zahir Ibrahim
Date: 2021-06-00
Type: Journal Articles
Subjects: Learning Readiness,Electronic Learning,Online Courses,COVID-19,Pandemics,Orientation,Expectation,Student Attitudes,Undergraduate Students,Business Administration Education,Self Evaluation (Individuals),Video Technology,Usability,Dropout Characteristics,Program Effectiveness

Readiness for online learning has been established as a key component of student success in online classes. In addition, the COVID-19 pandemic has underscored how vital being prepared for online can be. This paper highlights an orientation technique widely used in the business field, namely Realistic Job Preview (RJP), as a method to prepare students for what online learning might be like. Our research proposes an RJP would help students adapt to their new role as online learners. For the purposes of this study, we developed a video providing a realistic preview of online learning following recommendations from RJP research. We then conducted a mixed methods study to examine student perceptions of our realistic preview video and an online readiness selfassessment. Overall, our findings provide strong evidence for the use of RJP as a strategy to improve student readiness for online learning.
Taking Away Excuses to Quit: The Role of Supports in Completion and Learning in Online Professional Development for Teachers
Author: Rutherford-Quach, Sara
Date: 2021-06-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,Professional Development,Teacher Education,Elementary School Teachers,Secondary School Teachers,English Language Learners,Persuasive Discourse,Persistence,Social Support Groups,Incentives,Time Management,Collegiality,Facilitators (Individuals),Context Effect,Learner Engagement,School Districts

Online courses, particularly in the massive open online course (MOOC) format, have been lauded for their potential to democratize access to educational opportunities but criticized for their markedly low completion rates. Yet educators continue to enroll in online courses, including MOOCs, in high numbers. For teachers at under-resourced schools, free online courses may be the only professional development option. It thus remains important to understand whether online courses, in their various formats, can serve as vehicles to support teacher learning and whether this can happen on a large-scale. Extending prior research that explores the relationship between contextual factors, engagement, and learning in online settings, this mixed-method study examines outcomes in a MOOC designed for teachers of English learners (ELs). In particular, the study identifies and examines structural and social supports that were available to some course participants (release time, stipends, participating with colleagues, and having a facilitator who convened face-to-face meetings) and investigates whether these &quot;local conditions&quot; were significantly related to completion and learning. Findings indicate that participants who received more supports were significantly more likely to complete the course. While participants, on average, showed evidence of learning, participants receiving supports did not show evidence of learning &quot;more&quot; than other participants. This is potentially due to omitted variable bias because participants who completed the course without supports may differ from participants who completed the course with supports in important, unaccounted for ways. This study extends prior research about how learning environments impact online learning experiences and suggests that structural and social supports may be useful in facilitating MOOC completion.
The Community of Inquiry in Writing Studies Survey: Interpreting Social Presence in Disciplinary Contexts
Author: Stewart, Mary K.
Date: 2021-06-00
Type: Journal Articles
Subjects: Communities of Practice,Inquiry,Freshman Composition,Online Courses,Student Surveys,Factor Analysis,Interpersonal Relationship,Blended Learning

This article applies the Community of Inquiry (CoI) framework to a particular disciplinary context: first-year writing (FYW). Students enrolled in online FYW courses across three institutions (n = 272) completed a version of the CoI survey that was slightly modified to fit the disciplinary context of writing studies. A factor analysis was conducted to determine how well the CoI in Writing Studies data aligned with typical CoI survey research; teaching presence and cognitive presence loaded onto single factors, but the social presence items divided into multiple factors. The authors put their findings in conversation with other scholarship about social presence, especially Carlon et al. (2012) and Kreijns et al. (2014), and advocate for differentiating between survey items that relate to &quot;social presence,&quot; &quot;social comfort,&quot; &quot;attitude,&quot; and &quot;social learning.&quot; They also recommend that future disciplinary uses of the CoI Survey include survey items that ask students to report on the extent to which they engaged in the types of social learning that the discipline values.
LEGO Engineering: Bringing Engineering to All Students
Author: Rogers, Chris
Date: 2015-00-00
Type: Journal Articles
Subjects: Toys,STEM Education,Engineering Education,Teaching Methods,Problem Solving

As engineering and Science, Technology, Mathematics, and Engineering (STEM) rise in popularity, engineering and STEM standards in some US states as well as the Next Generation Science Standards are starting to emerge. However the ability to engineer is difficult to test with a standardized test. Either the definition of engineering (having students memorize the steps of the design process and regurgitate them on an exam) or the definition of testing (have students develop portfolios of their engineering inventions) needs to be changed. This article examines the research efforts at the Tufts Center for Engineering Education and Outreach. Two research projects highlighted in the article are: (1) integrating science and engineering; and (2) integrating literacy and engineering. Participants were students in 12 teachers' science classes.