ethanporcaro/eric-fulltext-meta huggingface dataset:
Enhancing the Academic Development of Shy Children: A Test of the Efficacy of INSIGHTS
Author: O'Connor, Erin E.
Date: 2014-00-00
Type: Journal Articles
Subjects: Shyness,Academic Achievement,Intervention,Personality,Kindergarten,Grade 1,Elementary School Students,Low Income Students,Urban Schools,After School Programs,Reading Programs,Attention Control,Transitional Programs,Parents,Elementary School Teachers,Statistical Analysis,Statistical Significance

This study investigated the efficacy of the INSIGHTS into Children's Temperament intervention in supporting the academic development of shy kindergarten and first-grade children. INSIGHTS is a temperament-based intervention with teacher, parent, and classroom programs. The participants included 345 children from 22 low-income, urban elementary schools who were randomly assigned to INSIGHTS or a supplemental after-school reading program. Growth-curve modeling showed that shy children in INSIGHTS evidenced more rapid growth in critical thinking and math than their shy peers in the attention-control condition during kindergarten and the transition to first grade. The effects of INSIGHTS were partly indirect through improved behavioral engagement. INSIGHTS enhances the academic development of early elementary school children with shy temperaments.
The Relationship between Teachers' Self-Efficacy, Attitudes towards ICT Usefulness and Students' Science Performance in the Lebanese Inclusive Schools 2015
Author: Kazan, Sara
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Teachers,Private Schools,Inclusion,Self Efficacy,Computer Attitudes,Information Technology,Technological Literacy,Science Achievement,Self Evaluation (Individuals),Mixed Methods Research,Knowledge Level,Attitude Measures,Questionnaires,Likert Scales,Technology Integration,Teacher Surveys,Correlation,Special Needs Students,Lesson Plans,Data Analysis,Teacher Attitudes,Elementary School Teachers,Secondary School Teachers

The current study explores the relationship of the perceived teacher's self-efficacy related to ICT usefulness and attitudes after training and the students' science education performance results. Also, this study examines the impact of using technology on the science learning process, the students' interaction with their teacher and colleagues, their concentration, and participation in the class. To collect data on self-evaluation, this study used qualitative and quantitative methods which helped eleven science teachers to rate their self-efficacy, knowledge, and attitudes. Consequently, measurements of teachers' attitudes with using computer technology by means of open and closed ended questionnaires and &quot;The Computer Technology Integration Survey&quot; (CTIS) took place in 2014-2015 academic year. Also, special needs students' performance results were collected pre- and post ICT training. This study identified possible influences on self-efficacy beliefs, perceived usefulness of computer technology, and ratings of self-efficacy beliefs toward technology integration. Findings of this study revealed that teachers' self-efficacy in the level of technology use, and attitudes have significant effects on the grades and interaction of students with special needs. The results indicated that participants of group one, who were trained, were able to better define and apply technology in the science classroom than group two which was not being trained. The findings suggest that knowledge and beliefs can influence teachers' intent to use technology in the classroom, especially as evidenced by the integration of ICT in their lesson plans. Moreover, results indicate a significant positive Pearson correlation (r=0.6) between teachers' self-efficacy, knowledge, attitudes, and special education students' science results. Recommendations, implications and future research were discussed. [Note: The issue number (1) shown in the header of the PDF is incorrect. The correct citation is v8 n3.]
Undergraduate Students' Opinions with Regard to Ubiquitous MOOC for Enhancing Cross-Cultural Competence
Author: Plangsorn, Boonrat
Date: 2016-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Opinions,Online Courses,Electronic Learning,Cross Cultural Training,Cultural Awareness,Student Surveys,Online Surveys,Likert Scales,Statistical Analysis,Correlation,Public Colleges,Universities,Foreign Countries,Scores

The purpose of this study was to study undergraduate students' opinions with regard to the ubiquitous massive open online course (MOOC) for enhancing cross-cultural competence. This descriptive research applied a survey method. The survey data were collected by using survey questionnaires and online questionnaires from 410 undergraduate students recruited from eight government universities. Descriptive statistics and Pearson correlation analyses were analyzed by using a computer program. The findings of this study revealed that all the components of ubiquitous MOOC for enhancing cross-cultural competence were evaluated at a high level. The significant correlations among the main research variables revealed that u-learning had the highest positive correlation with massive open online course.
Committed to Diversity
Author: Abdul-Alim, Jamaal
Date: 2017-00-00
Type: Journal Articles
Subjects: College Admission,Enrollment Management,Admissions Counseling,Guidance Programs,Student Diversity,Diversity (Institutional)

Experts say colleges and universities should do more of to give prospective students a more authentic experience as opposed to just presenting them with brochures filled with pictures of happy-looking students. Experts also say now--amid the spirited discussions and debates about race, privilege, and inequality on campus--is a good time for admission and enrollment professionals to collaborate to develop new ways to engage students around issues of diversity and inclusion. At Pomona College (southern California), an admission administrator said the admission office has begun to focus on giving students a clearer sense of what campus life entails. Ashley Pallie, associate dean of admissions at Pomona College, describes how Pomona has shifted their program significantly to ensure that students get an accurate portrayal of what the college is going to be like. Further, she explains how their admission officers actively engage with the community, making speeches at public and rural schools to help make sure the diversity found within the surrounding population is &quot;evident on [their] campus.&quot; She also highlights the college's focus on supporting students once they enroll, for example, through a &quot;cohort program&quot; in which students from underrepresented groups and who are studying math and science enter the college as a group. The cohorts share a faculty mentor and take the same courses together during the first year. Quinton McArthur, associate director of admissions and director of Diversity and Targeted Outreach at Massachusetts Institute of Technology, goes on to describe how he used his unique viewpoint as an admissions officer to help develop a two-week mathematical &quot;talent accelerator&quot; summer program for &quot;high-potential&quot; high school students from underrepresented backgrounds.
What Is Inclusive Didactics? Teachers' Understanding of Inclusive Didactics for Students with EBD in Swedish Mainstream Schools
Author: Gidlund, Ulrika
Date: 2017-00-00
Type: Journal Articles
Subjects: Inclusion,Emotional Disturbances,Behavior Disorders,Focus Groups,Interviews,Foreign Countries,Qualitative Research,Content Analysis,Teaching Methods,Educational Environment,Knowledge Base for Teaching,Teacher Attitudes,Self Efficacy,Elementary School Teachers

Including students with emotional and behavioral difficulties (EBD) in general education is one of teachers' greatest challenges and make the dilemma of inclusion displays its most difficult side. This article contributes to the understanding of how teachers in Swedish mainstream schools understand the concept of inclusive didactics for students with EBD. This article employs a directed qualitative content analysis supplemented with descriptive statistics related to the categories of inclusive didactics. Didactic theory was the basis of the predefined categories by which the analysis was completed. Empirical data were collected through 6 focus-group interviews and 37 individual follow-up interviews. The findings indicate that three didactic aspects were dominant in teachers' understanding of inclusive didactics: Student(s), Methods, and Teacher. Less accentuated were Subject, Rhetoric and Interaction. Thus these teachers' understanding and previous research is not consistent. The overall conclusion is that the concept of inclusive didactics is complex, complicated, and difficult for teachers to relate to. The descriptions are both vague and simplistic and therefore difficult for teachers to implement. This article clearly highlights that teachers often feel frustrated and inadequate, and blame themselves for the students' deficiency and failure, thus concluding that strategies for distinct descriptions and teacher practices are needed.
The Characteristic of the Process of Students' Metacognition in Solving Calculus Problems
Author: Purnomo, Dwi
Date: 2017-00-00
Type: Journal Articles
Subjects: Calculus,Metacognition,Problem Solving,Mathematics Activities,Questionnaires,Observation,Interviews,Protocol Analysis,Academic Ability,Comparative Analysis,Qualitative Research,Ability Grouping,Student Characteristics,Science Process Skills,College Mathematics,Mathematics Achievement

This article is the result of research aims to describe the patterns and characteristics of the process of metacognition student of mathematics in solving calculus problems. Description was done by looking at changes in &quot;awareness,&quot; &quot;evaluation,&quot; and &quot;regulation&quot; as components of metacognition. The changes in components of metacognition seen by the emergence of indicators for each indicator were described in descriptors. To see the changes, the researcher used the instrument consisting of calculus problems, metacognition questionnaires, observation sheet, and interviews. Researcher gave calculus to 23 students who followed the course of differential calculus. The research data were in the form of the works of the students, transcript &quot;think-aloud,&quot; metacognition questionnaire results, observations using the observation sheet, and a transcript of the interview. Based on research data obtained, the research subjects were categorized in the high-ability students, medium, and low. Data were analyzed using constant comparison method of Glaser and Strauss. Based on data, analysis can be concluded that the pattern and characteristics of the change process &quot;awareness,&quot; &quot;evaluation&quot; and &quot;regulation&quot; mathematic students in solving calculus problems can be distinguished in the process of metacognition complete with the order, complete metacognition was not with the order, and metacognition incomplete.
Seamless Transfers
Author: Patton, Carol
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,College Transfer Students,Community Colleges,Articulation (Education),Student Recruitment,Transfer Policy,Reverse Transfer Students,Colleges

In 2014, approximately 7.3 million undergraduate students (42 percent) were enrolled in community colleges in the US, the latest statistic offered by the Community College Research Center. At some schools, like Cleveland State University (OH), more transfer students graduated in 2014 with a bachelor's degree than students who entered four-year institutions as freshmen. For more than a decade, community colleges have been overcoming stubborn myths and stereotypes. Many work with four-year schools to develop articulation agreements designed to focus more on learning objectives or student outcomes to ensure seamless transfers. In some cases, adjunct professors also teach at both two- and four-year schools, minimizing potential gaps in student learning. Students no longer repeat core courses or wait another year or two to graduate. Most importantly, such changes are paving the way for motivated students to earn four-year degrees and claim their place in a job market that lacks skilled workers.
Do Prospective Teachers Care about PISA Studies? A Pilot Study among University Students in Germany
Author: Ioannidou, Olga
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Teacher Attitudes,College Students,Achievement Tests,International Assessment,Secondary School Students,Pilot Projects,Educational Change,Student Surveys,Likert Scales,Knowledge Level,Student Interests,High Stakes Tests,Opinions

The results of international comparison studies such as the Program for International Student Assessment (PISA) have initiated intense discussions about educational reforms in Germany. Although in-service and pre-service teachers are an essential part of such reforms, little is known about their attitudes towards PISA studies. The present study aims to fill this gap through the investigation of pre-service teachers' awareness, interest, perception, and attitudes towards PISA. A questionnaire was used to survey a sample of 107 university students who were participating in a teacher education program. The results reveal that 100% of the participants are aware of PISA. Nearly 69% of the participants think that the impact of PISA is rather high or very high, while 41% of them believe that PISA results are reliable. Accordingly, half of the participants seem to be interested in PISA results for their country. The present study discusses these findings in the light of the expected outcomes as proposed in standards for teacher education.
The Role of Social Networking Sites in Creating Moral Crisis and the Role of the University in Confronting It from the View Point of Qassim University Faculty Members
Author: Al-Smadi, Hend Sam'an Ibrahim
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Networks,Mass Media Role,Mass Media Effects,Teacher Attitudes,School Responsibility,Moral Issues,Statistical Significance,Measures (Individuals),Predictor Variables,College Faculty,Role Perception,Foreign Countries,Statistical Analysis

The study aimed at recognizing the effect of the social networking sites (henceforth snss) in creating moral crisis and the role of the university in its confrontation from the view point of faculty members at Qassim University. Two tests were constructed; the first included (29 items) developed to identify the role of snss in creating moral crisis from the view point of faculty members at Qassim University, the second included (25 items) developed to identify the role of the university in confronting the moral crisis from the view point of faculty members at Qassim University. Faculty members (No. 154) at Qassim University completed the two tests, they rated the role of snss in creating the moral crisis, it was moderate; the overall means score was (2.16). The role of the university in confronting the moral crisis from the view point of the faculty members was moderate also; the overall mean score was (2.20). Statistical differences of type of the faculty and the academic degree were not found.
The Effect of a Training Program in Improving First Classes Teachers Skills in Dealing with Special Needs Students in Regular Classroom in Amman
Author: Al-Taj, Heyam Musa
Date: 2017-00-00
Type: Journal Articles
Subjects: Special Needs Students,Control Groups,Experimental Groups,Foreign Countries,Females,Teaching Skills,Quasiexperimental Design,Comparative Analysis,Elementary School Students,Statistical Analysis,Teacher Attitudes,Elementary School Teachers,Likert Scales,Reliability,Validity

The purpose of this study is to investigate the effect of a training program in improving first classes female teachers' skills in dealing with special needs students in regular classroom among a sample of private schools female teachers in Amman. The study adopted the quasi-experimental approach based on two equivalent groups, as the sample consisted of (30) teachers distributed into two groups; an experimental group (n = 15), a control group (n = 15). To achieve the aim of the study, a scale to measure the level of teachers skills was developed consisting of (23) items administrated on the sample before and after the program which contained of (6) training sessions. The findings showed that the training program was effective in developing teachers' skills in dealing with special needs students, as the means of the experimental group developed on all sub-domains and the total degree of the scale. The findings showed that the post-performance of the control group was (2.11), meanwhile, it was for the experimental group (3.46), this indicates a difference in the performance of both groups. Moreover, the findings showed that there were no significant statistical differences in the extent of benefiting of the program according to years of experience and scientific qualifications variables. The study recommended the need to re-apply the program on other samples in other schools teaching special needs students.
Open Distribution of Virtual Containers as a Key Framework for Open Educational Resources and STEAM Subjects
Author: Corbi, Alberto
Date: 2017-00-00
Type: Journal Articles
Subjects: STEM Education,Art Education,Resource Units,Computer Uses in Education,Shared Resources and Services,Educational Technology,College Students,Assignments,Distance Education,Foreign Countries,Computer Software,Simulated Environment,Computer Simulation,Learner Engagement,Student Satisfaction,Information Management,Questionnaires

This paper presents how virtual containers enhance the implementation of STEAM (science, technology, engineering, arts, and math) subjects as Open Educational Resources (OER). The publication initially summarizes the limitations of delivering open rich learning contents and corresponding assignments to students in college level STEAM areas. The role that virtual containers can play in current distant education is then discussed, starting by reviewing related teaching efforts around the use of legacy virtual machines. We then focus on the superseding container technology and how it can bridge the gap between online students, humble computing resources, teachers and IT specificities. As a practical example, we present an experience carried out at the online School of Engineering &amp; Technology at Universidad Internacional de La Rioja (UNIR). Within the context of a subject about Physics for Computing Engineers, we describe the satisfactory evolution from using conventional software distribution methods towards the transition to virtual containers. Thanks to this virtualization approach, the necessary student activities can be implemented, the required software tools can be easily distributed, and the accompanying documentation can be seamlessly presented. The results show how student engagement and satisfaction increased over time, partly because of the easiness introduced by the container technology. Our experience proves that combining containerized educational resources and free and open distribution channels can be one of the cornerstones of a new OER approach in STEAM subjects.
How IECs Fit into the Counseling Puzzle
Author: Brown, Andy
Date: 2017-00-00
Type: Journal Articles
Subjects: College Choice,College Applicants,Consultants,Consultation Programs,Educational Counseling,School Counselors,School Counseling,Parent Participation,Partnerships in Education,Ethics

Independent educational consultants (IECs) are rapidly becoming a regular part of the college search and admission process as students search for the right fit. Although the cost of going to college has risen sharply in recent years, the cost of hiring a consultant hasn't gone up nearly so quickly. Families are beginning to see consulting as something affordable and a small piece of the total cost of college. Students sometimes need an extra push in the right direction… and so do their parents, especially if the family is unfamiliar with the process, and IEC's can ease tensions between parents and students. This article provides two perspectives on ways school and independent counselors can collaborate in the process of assisting students and parents through the process of choosing, and applying for college. When IECs and school counselors combine their expertise students get the best of both worlds.
Class of 2017
Author: Paterson, Jim
Date: 2017-00-00
Type: Journal Articles
Subjects: High School Graduates,Student Loan Programs,Grantsmanship,College Entrance Examinations,Influence of Technology,Scheduling,School Counseling

Just outside New York City, school counselors at Hunterdon Central Regional High School (New Jersey) were at lunch discussing the students who would graduate from their sprawling suburban school in spring 2017. Their thoughts echoed those from a variety of people who have worked with these seniors. The 2017 graduates are confident, but need one-on-one support--&quot;they need hand-holding,&quot; is the way one counselor put it. They have been given more responsibility by parents, but still feel entitled and struggle sometimes with basic life skills. They are anxious, stressed, and very distracted. Counselors repeatedly mentioned that the graduates are talented with technology, but suffer from &quot;extreme FOMO,&quot; as one counselor put it--a &quot;fear of missing out.&quot; It drives them to a near addiction to the internet. When it comes to college exploration, they are perhaps more interested than past years, but that enthusiasm may not be matched by a willingness to thoroughly explore options and diligently apply. This article discusses the recent trends in the number of high school graduates, how an earlier FAFSA opening filing date accelerated the college application process for 2017 graduates, how students were affected by changes in standardized testing such as the SAT, and how technology has affected students' attention spans and patience. High school officials note that despite concerns, these students perhaps are more inquisitive and resourceful than previous graduates. They have a unique perspective, are more accepting of diversity, and are not as concerned about the impression they make. Perhaps most notably, they are more concerned about their community and their world than any class in some time.