ethanporcaro/eric-fulltext-meta huggingface dataset:
Untangling Media Literacy, Information Literacy, and Digital Literacy: A Systematic Meta-Review of Core Concepts in Media Education
Author: Wuyckens, Géraldine
Date: 2022-00-00
Type: Journal Articles
Subjects: Media Literacy,Information Literacy,Technological Literacy,Meta Analysis,Journalism Education

This article presents a systematic meta-review of the scientific literature discussing the concepts of information literacy, media literacy, and digital literacy. While carrying out a cross analysis of the way in which literature reviews specifically address these three concepts, this article identifies, and articulates a critical analysis of, the main findings from the reviewed texts regarding the conceptual landscape that they cover. This work highlights confusion between the constitutive dimensions of literacies, recurrent difficulties in establishing theoretical articulations between contributions, and operationalization problems in observing and assessing these literacies. These issues are the subject of a discussion grounded in the specific field of media education.
Looking Back, Looking Forward: A Retrospective Analysis of a Pre-Service Teacher Preparation Course
Author: Caukin, Nancy
Date: 2022-00-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Preservice Teacher Education,Preservice Teachers,Self Efficacy,Self Concept Measures,Classroom Techniques,Teaching Methods,Problem Based Learning,Learner Engagement

This SoTL study aimed to determine thirty-eight teacher candidates' self-efficacy after experiencing semester one of a yearlong residency. Researchers used a pre/post survey, the Teachers' Sense of Efficacy Scale (TSES), and a retrospective pre TSES to determine perceived levels of self-efficacy in three areas: classroom management, instructional strategies, and student engagement. Findings revealed that pre TSES (candidates scored themselves at the beginning of the semester) and retrospective pre TSES scores (candidates scored themselves at the end of the semester reflecting on where they were at the beginning of the semester) were significantly different, with the retrospective pre TSES showing lower self-efficacy than the pre TSES. Post TSES comparisons to the retrospective pre TSES showed a significant increase, whereas, the comparison of the traditional pre/post TSES showed no significant changes.This suggests teacher candidates had an overinflated sense of self-efficacy and that teacher educators should look beyond the preTSES to provide transformational experiences for teacher candidates.The retro-pre TSES helps teacher educators monitor teacher candidates' change in self-efficacy and gauge program impact.
Interrogating the Opinionated Life: An Educational Engagement with Pyrrhonian Skepticism
Author: Warnick, Bryan
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Student Attitudes,Psychological Patterns,Well Being,Life Satisfaction,Family (Sociological Unit),Friendship,Financial Needs,Security (Psychology),Health,Freedom,Employment,Values,Correlation,Attitudes,Teaching Methods

Education quite often sends the message that life involves choosing a &quot;thesis&quot; and defending it against objections. Educators frequently require students to &quot;pick a side,&quot; justifying their positions with the best reasons available. What should educators teach students about the value of holding opinions and beliefs? Should they believe in belief? Are there costs to living an &quot;opinionated&quot; life? In this paper, the author focuses on one particular version of ancient skepticism, the Pyrrhonian version. Other versions, such as the so-called Academic Skepticism of Carneades, had a more Socratic feel and lacked the emphasis on the alleged emotional benefits of skepticism. Based on what can be gleaned from other early Pyrrhonists, it seems that Pyrrho's version of ancient skepticism held that the mind has no access to things apart from sense perception, that sense perception does not guarantee that we perceive things as they really are, and therefore, that there is no way to know the true nature of things. The author posits that education should be, at least in part, about promoting human happiness. In this article, Warnick conceptualizes happiness largely in terms of &quot;subjective wellbeing.&quot; This is a bit more expansive than the Pyrrhonian view of &quot;ataraxia.&quot; Subjective wellbeing posits happiness as a combination of overall life satisfaction and a regular experience of positive emotions. Factors influencing subjective wellbeing include: family, friends, community, financial stability, health, freedom, rewarding work, and values. In this analysis, Warnick focuses on whether being opinionated contributes to these sorts of things.
TPACK &quot;Tried and Tested&quot;: Experiences of Post-Secondary Educators during the COVID-19 Pandemic
Author: Manokore, Viola
Date: 2022-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Technological Literacy,Teaching Experience,College Faculty,COVID-19,Pandemics,Distance Education,Foreign Countries,Web Based Instruction,Teaching Methods,Well Being

This article explores educators' experiences during the rapid shift from face-to-face to emergency virtual remote teaching and learning as a result of the COVID-19 pandemic. One hundred and forty educators from a Canadian province completed a survey with Likert scale and open-ended questions designed to capture their application of technological pedagogical content knowledge (TPACK) during the pandemic. Data was collected during fall of 2020. More than 50% of the study participants reported that the quality of their practice declined as they shifted from face-to-face to remote teaching as a result of the pandemic. Educators' descriptions of their virtual remote experiences were examined using Hutchings' (2000) taxonomy of scholarship and inquiry questions as an analytic lens. The findings suggest that educators who were more comfortable with their TPACK had an easier transition to virtual remote teaching. Institutional support, students' digital literacy/access, and overall wellbeing were also identified as factors that influenced educators' overall experiences.
Debunking Myths about Students with Disabilities
Author: Phillips-Krivickas, Karla
Date: 2022-01-00
Type: Journal Articles
Subjects: Students with Disabilities,Attitudes toward Disabilities,Misconceptions,Student Rights,Advocacy,Equal Education,Civil Rights,Compliance (Legal),Student Needs,Educational Policy,Educational Legislation,Educational Quality,Federal Legislation,Benchmarking,Diversity,Court Litigation,Individualized Education Programs

When education initiatives set out to help those who have been &quot;historically disadvantaged or historically marginalized,&quot; they perfectly describe students with disabilities. Yet too often, these students have been excluded from conversations about equity in education. Congress opened public school doors for millions of children with disabilities through the Education for All Handicapped Children Act. This law, now known as the Individuals with Disabilities Education Act (IDEA), not only guarantees the rights of students with disabilities to attend a public school but also promises a free, appropriate public education in the least restrictive environment. Yet 46 years later, families and advocates are still fighting for its full implementation and enforcement. There is much progress to celebrate over the past 50 years, but the United States and its schools have far to go before equity is a reality for all students. In this article, Karla Phillips-Krivickas asserts that what began as an exercise in civil rights compliance decades ago must transform into a genuine commitment to prepare students of all abilities for college and careers. Deliberate, strategic leadership from state education leaders can ensure that the needs of students with disabilities are taken into account on every issue and in every policy decision.
Scientists, Religious Experts, and Other Sources of Knowledge: Non-Science Majors&apos; Beliefs about Controversial and Non-Controversial Questions
Author: Green, Kathryn
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Biology,Science Instruction,Nonmajors,Evolution,Controversial Issues (Course Content),Student Attitudes,Information Sources,Scientific Attitudes,Two Year College Students,Religious Factors,Beliefs

This study explores the beliefs of non-science majors in an undergraduate biology classroom as part of a larger study on evolution education. Groups of students (n=12) were given fourteen questions, some potentially controversial and some non-controversial, and asked to create categories based on what type of authority students would turn to as a source of knowledge. Examples of questions included &quot;How did all lifeforms come to live on Earth?&quot;, &quot;What happens to us after we die?&quot;, and &quot;How did the Grand Canyon form?&quot; We coded card sort results to examine how the sources of knowledge categories differed depending on the controversial nature of the question, its science/non-science content, and student groups' evolution acceptance survey scores. Student groups created 35 sources of knowledge ranging from broad sources such as &quot;scientist&quot; to very specific sources such as &quot;God&quot; and &quot;environmental biologist&quot;. Results also showed that seven out of 10 controversial questions were placed in categories of questions to be answered by God or religious experts, while non-controversial questions were deemed answerable by scientists. This study shows that students' beliefs about knowledge and authority vary, and that biology educators should be aware that their non-major students often consider non-scientific sources of knowledge when thinking about controversial scientific issues.
Understanding the Role of Science-Specific Literacy Strategies in Supporting Science Teaching and Student Learning: A Case Study of Preservice Elementary Teachers in a Science Methods Course That Integrated a Disciplinary Literacy Framework
Author: Gao, Su
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Education,Methods Courses,Elementary School Teachers,Preservice Teachers,Preservice Teacher Education,Scientific Literacy,Lesson Plans,Science Instruction

The shift to student engagement in scientific and engineering practices to learn science provides opportunities for science learning and language learning to occur in tandem. These opportunities also pose new challenges for elementary pre-service teachers (PSTs) since literacy methods courses have been presented separately from science methods courses. We integrated a disciplinary literacy framework in a science methods course to help elementary PSTs understand the synergistic connections between literacy and science teaching. The purpose of this study was to examine elementary PSTs' understanding of the use of science-specific literacy strategies to support science teaching and learning through three points of observation. Findings from three data sources indicated that PSTs showed a developing understanding of the role of disciplinary literacy in supporting student engagement in science practices and learning disciplinary core ideas. Implications for future uses of a disciplinary literacy framework for teaching and learning science and elementary PSTs' science preparation are presented.
The Effect of Environmental Education Learning for Enhancing Rivers Management in the Northeast of Thailand Using Community-Based Learning
Author: Wongchantra, Prayoon
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Environmental Education,Community Education,Service Learning,Earth Science,Natural Resources,Conservation (Environment),Undergraduate Students,Outcomes of Education,Scores,Gender Differences,Instructional Effectiveness

Community-based learning is a strategy or model of learning management that integrates curricular content into the community using work based learning to encourage learners to learn from real-life situations in the community under the participation of teachers, learners and people in the community. The purposes of this research were to develop environmental education learning plans for enhancing rivers management in the Northeast of Thailand using community-based learning as effective and effective, to study and compare knowledge, attitude and environmental ethics for enhancing rivers management in the northeast before and after study and to compare knowledge, attitude and environmental ethics for enhancing rivers management in the Northeast of students with different gender. The sample used in the study were 50 the third year undergraduate students in Environmental Education program, Faculty of Environment and Resource Studies, Mahasarakham University, which was derived by purposive sampling. The research tools were the environmental education learning plans for enhancing rivers management in the Northeast of Thailand using community-based learning, knowledge test, attitude test and environmental ethics test. The statistics used for data analysis were frequency, percentage, mean, standard deviation and hypothesis testing using Paired t-test and One-Way ANOVA. The results of the research showed that: 1) The environmental education learning plans for enhancing rivers management in the Northeast of Thailand using community-based learning were the efficiency of 81.08/85.43, the efficiency index was a value of 0.7709, it showed that the students have increased knowledge and resulted in the students progressing from their studies accounted 77.09%; 2) The students had average score of the knowledge, attitude and environmental ethics in the posttest higher than the pretest statistical significance (p &lt; 0.05); 3) There was statistically significant different of score of knowledge, attitude and environmental ethics of students with different gender (p &lt; 0.05).
Liaising in the 21st Century: The Shifting Role of the Education Librarian
Author: Donaldson, Katherine S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Librarians,Schools of Education,Academic Libraries,Library Instruction,Reference Services,Outreach Programs,Cooperation,Library Services,Library Role,Librarian Teacher Cooperation,Technology Uses in Education,Educational Technology

This paper will examine the findings of a survey on the job roles and responsibilities of Education librarians (academic librarians with liaison responsibilities for the field of Education). Existing literature on Education librarianship has focused on particular facets of the job role, including the unique instructional needs of Education students and specific instruction and outreach initiatives. However, the literature lacks a comprehensive picture of the full spectrum of contemporary Education librarianship. This article provides a snapshot of the diverse educational backgrounds and varied responsibilities of Education librarians related to instruction and instructional design, reference, embedded librarianship, outreach, collaboration, and collection development.
The Effect of Exercise Addiction Levels of Physical Education and Sports School and Sports High School Students on Healthy Living Skills
Author: Erdogan, Ramazan
Date: 2022-00-00
Type: Journal Articles
Subjects: Exercise,Addictive Behavior,Physical Education,High School Students,Health Promotion

The aim of this study is to examine the effects of exercise addiction levels of physical education and sports school and sports high school students on healthy living skills. The research group consists of 269 (88 female, 181 male) volunteer students studying at Bitlis Eren University School of Physical Education and Sports (124 people) and Bitlis Ziya Eren Sports High School (145 people). In the research, &quot;Personal Information Form&quot; was used as data collection tool, &quot;Exercise Addiction Scale&quot; to determine students' exercise addiction levels, and &quot;Healthy Living Skills Scale&quot; to determine students' healthy life levels. The data were analyzed with SPSS 22 statistical package program. Significance level was accepted as p &lt; 0.05. In line with the findings obtained from the research, it was determined that there was a positive and low-level significant relationship between the exercise addiction and healthy living skills scales and the sub-dimensions of the scales. With the gender variable, the total and sub-dimensions of the exercise addiction scale, postponement of individual-social needs and emotional change, tolerance development and passion sub-dimension; the type of school variable and the sub-dimensions of the exercise addiction scale, hyperfocus and emotion change sub-dimension; health priority sub-dimension, which is one of the sub-dimensions of the healthy living skills scale with the height variable; It was determined that there was a statistically significant difference between the exercise frequency variable and the total score of the exercise addiction scale and the sub-dimensions of the scale, extreme focus and emotion change, tolerance development and passion total score (p &lt; 0.05).
Contributions of Cognitive Theory to the Problem of Automatization of Grammatical Structures in Teaching Foreign Language
Author: Aydinbek, Canan
Date: 2022-04-00
Type: Journal Articles
Subjects: Grammar,Teaching Methods,Second Language Learning,Second Language Instruction,Language Fluency,Communicative Competence (Languages),Accuracy,Cognitive Processes,Cognitive Psychology,Learning Theories,Instructional Effectiveness,Learning Processes,Research Reports,Psycholinguistics

Unlike traditional methods, the communicative approaches draw on implicit and incidental ways of learning and contextualised exercises of grammar which improve language performance in terms of fluency and communicative competence. However, the discursive plan implies the use of high-level units of knowledge and the automatization of low-level knowledge is not ensured. Although learners' production achieves success in terms of communicative skills, their competence in terms of accuracy is usually unsatisfactory. The benefits of explicit grammar teaching are another issue that concerns teachers and that needs more evidence. Therefore, a need exists to study which approach supports the automatization of low-level information, in a short class time (30-40 min). The first purpose of this study is to better understand the cognitive processes that lead to the automatization of forms, the second purpose is to know whether explicit grammar teaching promotes the automatization of forms. When first reviewing the literature on cognitive psychology and automatization, the focus was limited to how automaticity is brought about. Next, the main assumptions of Adaptative Control of Though (ACT*) and Instance Theories are presented. The reviewed research results confirmed the effectiveness of the explicit teaching of rules and the importance of practice and attention in the language learning process. In the conclusion, there are some recommendations that may be useful for language teachers.
The Use of the K-W-D-L Technique in the Development of Grade 10 Students&apos; Mathematical Problem-Solving Abilities
Author: Sawatpon, Nantawat
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Grade 10,Secondary School Students,Mathematics Education,Problem Solving,Foreign Countries,Public Schools,Instructional Effectiveness

The purposes of the study were to investigate the effectiveness of the K-W-D-L technique on grade 10 students' mathematical problem-solving abilities and to study the students' attitudes toward learning mathematics after participating in learning management designed using the K-W-D-L technique. The participants were 40 grade 10 students in a public school in Thailand selected using a purposive sampling method. The instruments were learning management designed using the K-W-D-L technique to teach the fundamental concept of counting in mathematics class, a mathematic problem-solving test, and an attitude survey questionnaire. The data were analyzed using percentage, mean score, standard deviation, single sample t-test, and effectiveness index. The study's findings indicate that the K-W-D-L learning management was effective in developing Thai participants' mathematical problem-solving abilities and that the participants expressed satisfaction with the method. The study's findings may have implications in both educational and academic settings.
Entrepreneurial Skills for Business Education Graduates&apos; Employability in Cross River State, Nigeria
Author: Akeke, M. N. G.
Date: 2022-04-00
Type: Journal Articles
Subjects: Entrepreneurship,Business Education,Employment Potential,Foreign Countries,Planning,Marketing,Universities,College Students,Business Skills

This study examined the differences between the responses of federal and state universities on entrepreneurial skills required for business education graduates' employability in Cross River State. Specifically, the study examined the difference between the responses of federal universities and state universities on planning skills, marketing skills and management skills on the business education graduates' employability in Cross River State, Nigeria. The population of this study consists of 2,575 business education students in the two public universities in Calabar. The sample of this study consists of 256 business education students drawn from the department of business education of the two public universities in Calabar, representing 10% of the total population. The results of the analysis revealed that there is no significant difference between students of the two universities. Findings also revealed that there is significant difference between students of the two universities on marketing skills and business management skills for business education graduates' employability in Cross River State. Based on the findings of the study, it was recommended among others that teachers should include activities that will enhance planning skills of students.
Students&apos; Perceptions of the Impact of Guidance and Counselling Programs on Academic Needs Satisfaction in Secondary Schools within the Rift Valley Region, Kenya
Author: Ngeno, Godfrey
Date: 2022-04-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Student Attitudes,Student Needs,Guidance,School Counseling,Student Satisfaction

Guidance and counselling is increasingly becoming an important service in secondary schools in Kenya and the world at large. The needs of learners in secondary schools are constantly changing as the society is changing paving way for counselling services to be up scaled to address both academic and other issues. The purpose of this study is to investigate the views of students on the impact of guidance and counselling on academic needs. The research study was guided by Gestalt theory of perception and the Ex Post Facto research design was adopted for the study. The target population was all secondary students within Rift Valley Region and ten schools were selected from five counties through stratified and simple random sampling. Four hundred and fifty students were selected. Data collection was done using questionnaire which was validated by experts in counselling; it has a reliability index of 0.89 which was appropriate. Data analysis was done descriptively and inferentially. The study concludes that there is a connection between the provision of guidance and counselling services and the satisfaction of academic desires. Additionally, the workload for teacher counselors should be reduced for them to find time to address students' academic and other personal needs. The study recommends multiple approaches to implementation of counselling programs in school set up involving many actors such as counselors, principals, subject teachers among others.