ethanporcaro/eric-fulltext-meta huggingface dataset:
Effect of Technology Integration on Middle School Math Proficiency: A Multiple Linear Regression Study
Author: McClain, Anita
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Technology Integration,Mathematics Instruction,Middle School Students,Mathematics Achievement,Middle School Teachers,Scores,Teaching Methods,Correlation,Achievement Gains

Mandates to improve curriculum and instruction and incorporate technology in teaching U.S. K-12 students have failed to improve math proficiency as measured by standardized assessments. Still, 40-60% need remedial coursework in college. Past efforts have focused on incorporating specific technologies. The SAMR approach redirects the effort to focus on how technology is used, aligning with Bloom's taxonomy. Hierarchical multiple linear regression analysis was used to quantify the contribution of Substitution, Augmentation, Modification, and Redefinition to MAP Growth in math for 644 students taught by eight teachers across 36 class sections at a single Indiana middle school. A wide range in teacher use of technology corresponded to significant (p &lt; 0.05) differences in MAP Growth. Hierarchical multiple linear regression revealed that incorporation of SAMR elements above Substitution explained a small, 2.0%, yet significant (p = 0.001) part of variation in MAP Growth. At least Most Weeks use of Augmentation added 1.06 points (p = 0.008), Modification an additional 2.12 points (p = 0.002), and Redefinition an additional 1.19 points (p = 0.003) for a combined significant net 4.37-point increase. With all teachers from the same school and only some using technology at high learning levels, the findings led to a recommendation for investment in professional development training rather than focusing on adding specific technology tools.
Experiences and Challenges of Distance Learning during COVID-19 Pandemic from Educators&apos; Point of View: A Review
Author: Faridah, Lia
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,Online Courses,Educational Technology,Technology Uses in Education,School Closing,Teacher Attitudes,Preschool Education,Early Childhood Education,Barriers,Access to Computers,Internet,Teacher Competencies,Technological Literacy,Elementary Secondary Education,Interpersonal Relationship,Interaction,Teacher Characteristics,Teaching Methods,Postsecondary Education,Vocational Education,Evaluation Methods,Student Evaluation,Special Education,Foreign Countries

COVID-19 pandemic has affected many sectors of life including education. Many countries had implemented the policy on distance learning. Distance education denotes the physical separation of the learner from the instructor, both by time and space. Information and communication technologies (ICTs) including online media are used to bridge the educators and the learners. The distance learning system forced the teacher to shift the traditional teaching method of face-to-face teaching to no-physical contact teaching in all stages of education such as primary and secondary education, higher and vocational education, and special education. We found that teachers have applied different strategies based on the unique challenges they faced. According to the COVID-19 situation, teachers from all stages of education have gathered all the solutions that could be applied. So that, it could help students to adapt to distance learning by transforming the traditional learning system to mandate distance learning system like nowadays when COVID-19 positive case could be controlled by contactless only.
Examination of Emotional Intelligence and Problem-Solving Skills of Teachers Working in Secondary Education Institutions
Author: Bayraktar, Esengül
Date: 2021-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Problem Solving,Skill Development,Teacher Competencies,Teacher Characteristics,High School Teachers,Predictor Variables,Well Being,Gender Differences,Foreign Countries

The aim of this research includes examination of emotional intelligence and problem-solving skills of teachers working in Anatolian High Schools, which are secondary education institutions. Its sample consists of 246 teachers selected by random sampling. The research is a descriptive, quantitative study in the general screening model. &quot;Personal Information Form&quot;, &quot;Trait Emotional Intelligence Questionnaire-Short Form&quot; (&quot;TEIQue-SF&quot;) and &quot;The Social Problem-Solving Inventory-Short Form&quot; (&quot;SPSI: S&quot;) scales have been used as a data collection tool. As a result of the research, according to emotional intelligence trait scale-SF, statistically significant differences have been found between men and women in subjective well-being subscale. According to emotional intelligence other scale scores and the social problem-solving scale, significant difference has not been found among the variables of gender, age, education, professional seniority. Positive linear meaningful relationship has been found between emotional intelligence and problem-solving. The higher emotional intelligence score, the more problem-solving skill and the more problem-solving skill, the more emotional intelligence.
Examination of Secondary School Students&apos; Views on Environmental Issues
Author: Recepoglu, Serpil
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Students,Student Attitudes,Conservation (Environment),Environmental Education,World Problems,Problem Solving,Legal Responsibility,Social Responsibility,Pollution,Natural Resources,Climate,Urbanization,Industrialization,Cartoons,Freehand Drawing,Foreign Countries

In the realization of an effective environmental education, the opinions of secondary school students about environmental problems are considered important. Therefore, the general purpose of the research is to determine the opinions of secondary school students about environmental problems by using the cartoons drawn by the students. The study group of the research consists of 28 students studying in primary education second grade in the 2020-2021 academic year. The research is a case study conducted with a qualitative research approach. The findings of the research were analyzed by content analysis. According to the results of the research, the students stated that the most important environmental problem was pollution. Students stated that environmental pollution, air pollution, garbage problem, wastes, water pollution, deforestation, depletion of natural resources were the first among environmental problems. According to the other finding of the study, the students mostly mentioned the individual responsibilities that people should fulfill in solving environmental problems. Based on the results of the research, a lesson that can be taught at all levels starting from secondary school be created under the name of environmental education, in which applied activities will be mainly included.
Examining Peer Factor in the Development of Social Skills of Mentally Disabled Individuals in Reference to the Teachers&apos; Views
Author: Adanir, Sinan
Date: 2021-00-00
Type: Journal Articles
Subjects: Intellectual Disability,Teacher Attitudes,Peer Influence,Peer Relationship,Emotional Response,Aggression,Stress Variables,Coping,Problem Solving,Planning,Interpersonal Competence,Elementary School Teachers,Elementary School Students,Foreign Countries

The aim of this study is to identify the teachers' views on the peer factor in the development of social skills of mentally disabled individuals. The research was conducted via phenomenology research design, a qualitative method. The participants of the research were composed of 30 teachers from the province of Bingol and its district Genc. They were selected using convenience sampling of purposive sampling method. The data were collected using a semi structured interview developed by the researchers based on the views of experts. The data were analyzed using content analysis and descriptive statistics. The results revealed that majority of the participating teachers were of the opinion that mentally disabled individuals were positively affected by the peer factor when they started and sustained a relationship, expressed their feelings, dealt with the aggression and stress, solving problems and planning whereas a small group was not affected by the peer factor at all.
Assessing Perceived Social Support among African American College Students with Disabilities: A Confirmatory Factor Analysis
Author: Iwanaga, Kanako
Date: 2021-00-00
Type: Journal Articles
Subjects: African American Students,College Students,Students with Disabilities,Social Support Groups,Student Attitudes,Family Influence,Peer Influence,Interpersonal Relationship,Student Adjustment,Black Colleges,Goal Orientation,Academic Persistence,Student Characteristics,Depression (Psychology),Anxiety,Barriers,Academic Ability,Physical Health,Mental Health

A college education can help pave the way for a meaningful and rewarding career. However, college students with disabilities, especially students from ethnic and minority backgrounds, face many challenges as they transition from high school to college. Research has demonstrated the importance of social support from family members, friends, and significant others on college life adjustment of minority students with disabilities. The purpose of this study was to validate the &quot;Multidimensional Scale of Perceived Social Support&quot; (MSPSS) for use with African American college students with disabilities. The confirmatory factor analysis was conducted with 220 African American college students with disabilities. The results indicated that the three-factor measurement structure of the MSPSS fits the data relatively well: : X[superscript 2](51, N = 202) = 151.59, p &lt; 0.001; X[superscript 2]/df = 2.97 (&lt; 3), CFI = 0.96 (&gt; 0.95), TLI = 0.95 (&gt;= 0.95), RMSEA = 0.099 (&gt; 0.080), and SRMR = 0.04 (&lt; 0.08). The three factors include perceived social support from (a) family, (b) friends, and (c) significant others. The results of the correlational analysis found significant relationships among these subscales as well as related constructs including goal persistence and college adjustment problems in expected directions providing initial support for the construct validity of the MSPSS. Assessing the levels of perceived social support received by African American students with disabilities can provide valuable information for disability service personnel to tailor their services to help these students develop social skills, social support, and social capital that are critical to college life adjustment and goal persistence.
How Students with Neuropsychiatric Disabilities Understand Their Absenteeism
Author: Åhslund, Ingela
Date: 2021-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Foreign Countries,Attendance,Gender Differences,Comprehension,Student Attitudes,Self Concept,Self Esteem,Academic Failure,Educational Environment,Student Behavior,Family Influence,Mental Disorders,Anxiety,Autism,Pervasive Developmental Disorders,Attention Deficit Hyperactivity Disorder,Environmental Influences,Social Influences,Secondary School Students,Interpersonal Relationship,Elementary Secondary Education,Friendship

Although school attendance in Sweden is mandatory, there are numerous absentee students. Research studies have recognized that several of the absentee students have neuropsychiatric disabilities. However, few studies have focused on the voices of these specific students. Therefore, this study focused on their experiences of being out of school. In-depth interviews were performed with an interpretive phenomenology approach. Three themes emerged. The first was a need for supportive structures and relationships; all of the students had long histories of problematic schooling and described supportive structures and relationships with to teachers and peers as important to them. The second theme was a gendered understanding of the school absences; there were gender differences in the students' understanding, and the students described their self-image and confidence as having been harmed by their failures in school, which caused the boys especially, to develop defence strategies. The third theme was a need to have only a few secure relationships and to be taught in a smaller context. The study also illustrates the value of listening to students, partly because they know themselves best but mostly to show them respect and give them power over their own lives (i.e., empower them). The results are important for researchers and practitioners since the study provides in-depth knowledge on which areas the students felt were important and increased understanding of how the students experienced their situations.
Autism Goes to College: A Workshop for Residential Life Advisors (Practice Brief)
Author: Bolourian, Yasamin
Date: 2021-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Students with Disabilities,College Students,Workshops,Resident Advisers,Knowledge Level,On Campus Students,College Housing,Role,Student Needs,Training,Program Effectiveness

Many students with autism spectrum disorder (ASD) experience substantial difficulties with socialization and independence, and college campuses often lack appropriate support services in these areas. Residential advisors (RAs), who are trained to support all students living on campus, could be uniquely prepared to positively contribute to the college experience for students with ASD. The aim of this work was to provide a workshop to RAs at a four-year university and to explore their level of knowledge, awareness, and preparedness in supporting students with ASD who live on campus. While over a third of RAs suspected that they had a student with ASD in their residence hall, many RAs expressed not knowing about ASD or understanding the role of student disability services on campus. Most respondents felt that they had a responsibility to support these students and agreed that training in ASD would be useful, suggesting that more extensive training is warranted.
Disaggregating the Engagement of Students of Color with Disabilities
Author: Zilvinskis, John
Date: 2021-00-00
Type: Journal Articles
Subjects: Minority Group Students,Students with Disabilities,Student Experience,College Seniors,Learner Engagement,College Freshmen,National Surveys,Student Surveys,Racial Bias,Ethnicity,Critical Theory,Race,Attitudes toward Disabilities,Student Characteristics,Institutional Characteristics,Teacher Student Relationship,Interaction,Educational Environment,Educational Quality,Student Participation

Quantitative researchers often account for aspects of identity such as race, ethnicity, and disability separately in their analyses. However, scholars have called for a critical approach to these data by disaggregating underserved student groups to better understand the experience of these students. In the current study, we analyzed data from the National Survey of Student Engagement of 16,327 first-year students with disabilities through effect coding, multilevel modeling, and multiple regression analysis to measure engagement patterns related to race and ethnicity. Significant patterns related to the engagement of students of color with disabilities emerged among the dependent variables of &quot;higher-order learning,&quot; &quot;student-faculty interaction,&quot; and &quot;supportive environment.&quot;
Community-Engaged Learning: Addressing Gaps in Medical Education through a Service-Learning Curriculum
Author: Averkiou, Peter
Date: 2021-00-00
Type: Journal Articles
Subjects: Community Involvement,Service Learning,Medical Education,Medical Students,Learner Engagement,Student Experience,Curriculum Implementation,Curriculum Evaluation,Program Effectiveness

Medical student engagement within their community fosters physicians that are better equipped to meet the needs of their local residents. Service-learning is an approach to community engagement that offers students the chance to prepare, engage, and reflect on service work. Additionally, a service-learning project supplements medical curriculum with experiential social awareness regarding topics that may not otherwise be taught in the classroom. A required 20 hour (minimum) service-learning curriculum instituted at a small public medical school thus demonstrates an effective method of medical student engagement within their local community that bridges gaps in medical education curriculum. Specific local organizations were recruited, and medical students were assigned to engage in their service learning projects at these organizations. Over the course of a semester, students engaged in a project at their assigned institution, ultimately producing a deliverable to benefit their community far into the future. Students formally reflected on their experience, which demonstrated sentiments including strengthened community partnerships and enlightened perspectives on areas of social justice that are otherwise undertaught in medical curriculum. An unintended consequence of this curriculum also included additional research opportunities and academic writing opportunities for students in regard to their service-learning projects.
Impact of High School Transition and Accommodation Experience on Student Involvement in College
Author: Scruggs, Spencer
Date: 2021-00-00
Type: Journal Articles
Subjects: High School Students,College Freshmen,Students with Disabilities,Student Participation,Student Adjustment,Academic Accommodations (Disabilities),Academic Achievement,Social Integration,Student College Relationship,Transitional Programs,Correlation,Public Colleges,Research Universities,Resource Centers,Familiarity

This study aimed to explore the relationship between high school transition preparation and student involvement and integration in college among first-year college students with disabilities. One hundred fifty-eight freshmen with disabilities were recruited from a southeastern university in U.S. The findings reveal that high school transition preparation was highly associated with student involvement and social and academic integration efforts in the postsecondary setting. The results highlight the need for transition support services to foster transition preparation to make a smooth transition from secondary education to postsecondary education for students with disabilities.
Communicating Lesson Objectives and Effective Questioning in the Mathematics Classroom: The Ghanaian Junior High School Experience
Author: Graham, Marien Alet
Date: 2021-10-00
Type: Journal Articles
Subjects: Lesson Plans,Educational Objectives,Questioning Techniques,Mathematics Instruction,Instructional Effectiveness,Junior High School Teachers,Grade 7,Learning Strategies,Formative Evaluation,Assessment Literacy,Teacher Workshops,Experiential Learning,Teacher Competencies,Public Schools,Foreign Countries

This study reports on Ghanaian junior high school (JHS) mathematics teachers' use of selected assessment for learning strategies in their mathematics classroom. Many JHS teachers may not be familiar with assessment for learning (AfL) strategies to enhance pupils' learning. This qualitative, intervention research employed an educational design research approach to develop hands-on workshops using Wiliam and Thompson's AfL strategic framework to enhance the capacity of the teachers to implement AfL strategies successfully in their classrooms. Eight JHS1 (Grade 7) teachers were purposively selected from JHS' in urban and rural areas. Multiple data collection strategies (interviews, classroom observation, reflective journals and document analysis) were employed to obtain insight into teachers' AfL knowledge, skills and dispositions towards the implementation of learning strategies. The pre-AfL intervention findings showed that the teachers' knowledge of AfL strategies and skills for implementation were inadequate and demonstrated ineffective and limited use of learning strategies when teaching.
Competitiveness and Academic Excellence with Emerging Technologies: Methods for Assessing the Quality of University Education
Author: Vasiliev, Artem
Date: 2021-10-00
Type: Journal Articles
Subjects: Competition,Excellence in Education,Likert Scales,Higher Education,College Graduates,Salaries,Foreign Students,Databases,Academic Achievement,Correlation,Educational Administration,Foreign Countries,Educational Improvement,Universities,Developing Nations,Educational Quality,Reputation,Institutional Evaluation,Outcomes of Education

The article aims to examine theoretical and practical relationships between academic excellence and competitiveness in university education. The survey was conducted among university employees. Evaluation of each factor was carried out using the five-point Likert scale. The highest and statistically significant assessment was received for the following factors: the growth of graduates' salaries (4.08, 3.89, 4.16), the number of foreign students (4.01, 4.44, 4.56), the amount of extra-budgetary income of universities from various types of activities (4.12, 4.27, 4.56), and the number of publications in indexed databases (3.69, 4.63, 3.81). Several factors with the closest assessments among all the respondents were identified. Besides, very low estimates of the quality of state participation in maintaining competitiveness and academic excellence in universities were revealed. The paper unveiled how the general theoretical correlation of competitiveness and academic excellence is realized in the practice of educational systems' public administration. Furthermore, the study disclosed the indicators used to assess universities' activities in the context of competitiveness and academic excellence. The author believes that the use of competitiveness category in describing the purpose of the academic excellence program is justified. The study identified several significant factors in improving academic performance and competitiveness that affect the position of universities in Russia and developing countries in international rankings. The example of the Russian Academic Excellence Project demonstrated that the provision by the authorities of an artificial competitive advantage to specific universities negatively affects the level of competitiveness of other Russian universities.
Increasing Empathy and Awareness in Educator Preparation through Social-Emotional Literacy Experiences with Children in Crisis Situations
Author: Sorbet, Stefanie R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Empathy,Consciousness Raising,Teacher Education,Social Emotional Learning,Student Experience,Literacy Education,Service Learning,Preservice Teachers,At Risk Students,Field Experience Programs,Elementary School Students,Student Behavior

This qualitative study examines service-learning reflections of 34 preservice teachers enrolled in a senior-level educator preparation course at a public university in the southern United States. Participants reflected on their experiences with an early literacy service-learning project with children in crisis situations. The service-learning project fulfilled course objectives of exposing preservice teachers to a variety of causes of challenging behavior in young children in an effort to increase awareness and understanding of behaviors and situations that may arise in the elementary classroom. This study addressed the following research questions: (a) how do preservice teachers engaging in early social-emotional literacy experiences describe the behavior of children in crisis situations, and (b) how do preservice teachers describe their own understanding, empathy, and openness following a service-learning experience with children from diverse backgrounds? Results from this study indicated that preservice teachers' exposure to children in crisis situations led them to increased awareness and understanding of challenging behavior in the classroom.