ethanporcaro/eric-fulltext-meta huggingface dataset:
Social Capital and Student Achievement: An Intervention-Based Test of Theory
Author: Gamoran, Adam
Date: 2021-10-00
Type: Journal Articles
Subjects: Social Capital,Academic Achievement,Elementary School Students,Grade 1,Grade 3,Outcomes of Education,Scores,Parent Aspiration

Social capital is widely cited as benefiting children's school performance, but close inspection of existing research yields inconsistent findings. Focusing on intergenerational closure among parents of children in the same school, this article draws from a field experiment to test the effects of social capital on children's achievement in reading and mathematics. When children were in first grade, their schools were randomly assigned to an after-school family-based intervention that boosts social capital. A total of 52 schools in Phoenix, Arizona, and San Antonio, Texas, containing over 3,000 first graders, participated in the study, with half the schools in each city assigned to the treatment group and half serving as no-treatment controls. Two years later, no differences in third-grade achievement were evident between children who had been in treatment schools versus control schools. By contrast, nonexperimental analyses of survey-based measures of social capital suggest positive effects on achievement, indicating that naïve estimates based on survey measures may be upwardly biased by unobserved conditions that lead to both stronger ties among parents and higher test scores. This article adds to a growing literature that raises doubts about the effects of this type of social capital for achievement outcomes among young children.
Continuing Education and Stratification at Midlife
Author: Grodsky, Eric
Date: 2021-10-00
Type: Journal Articles
Subjects: Socioeconomic Background,Sociocultural Patterns,Social Stratification,Advantaged,Educational Attainment,Credentials,Academic Degrees,Parent Background,Adults,Gender Differences,Racial Differences,Academic Achievement,Predictor Variables,Higher Education,Reentry Students,Longitudinal Studies

We ask whether patterns of racial ethnic and socioeconomic stratification in educational attainment are amplified or attenuated when we take a longer view of educational careers. We propose a model of staged advantage to understand how educational inequalities evolve over the life course. Distinct from cumulative advantage, staged advantage asserts that inequalities in education ebb and flow over the life course as the population at risk of making each educational transition changes along with the constraints they confront in seeking more education. Results based on data from the 2014 follow up of the sophomore cohort of High School and Beyond offer partial support for our hypotheses. The educational attainment process was far from over for our respondents as they aged through their 30s and 40s: More than 6 of 10 continued their formal training during this period, and 4 of 10 earned an additional credential. Patterns of educational stratification at midlife became more pronounced in some ways as women pulled further ahead of men in their educational attainments and parental education (but not income), and high school academic achievement continued to shape educational trajectories at the bachelor's degree level and beyond. However, African Americans gained on whites during this life phase through continued formal (largely academic) training and slightly greater conditional probabilities of graduate or professional degree attainment; social background fails to predict earning an associate's degree. These results, showing educational changes and transitions far into adulthood, have implications for our understanding of the complex role of education in stratification processes.
Building a Synergy between Mentors&apos; Field Practices and Teacher-Trainees&apos; Performance in Student Teaching
Author: Gumilet, Gail G.
Date: 2021-09-00
Type: Journal Articles
Subjects: Deans,Cooperating Teachers,Principals,Student Teaching,Student Teachers,Foreign Countries,Mentors,Teacher Responsibility

The gradual change from the position of a teacher-trainee to the role of a teacher depends on effective teamwork between educational institutions and the wider education community. Hence, this study ascertained the relationship between the field practices of college deans, supervising instructors, school principals, and teachers and the teaching performance of teacher-trainees. A descriptive-correlational study was employed in this study. A rating scale was used to collect data from the mentors and teacher-trainees who served as respondents. Descriptive statistics such as frequency counts, percentages, and weighted means were employed to describe the levels of mentors' field practices and teaching performance of teacher-trainees. To establish a significant relationship between the variables, the Spearman rank-order of correlation coefficient was used. Results of the study show that when the deans, supervising instructors, school principals and cooperating teachers manifest an exceptional level of field practices in student teaching, it follows that all the dimensions of field practices are highly practiced. Further, when the teacher-trainees exhibit an exemplary teaching performance, all other dimensions of student teaching are also found to be remarkable. Finally, an outstanding field practice in the student teaching shows minor or slight influence in the outstanding teaching performance of teacher-trainees.
The Effect of Contemporary Approaches Education on Prospective Teachers&apos; Self Efficacy towards Science Teaching and Technological Pedagogical Content Knowledge Self Confidence = Çagdas yaklasimlar egitiminin ögretmen adaylarinin fen ögretimine yönelik öz yeterliklerine ve teknolojik pedagojik alan bilgisi öz güvenlerine etkisi
Author: Ormanci, Ümmühan
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Science Education,Undergraduate Students,Teaching Methods,Instructional Effectiveness,Science Process Skills,Persuasive Discourse,STEM Education,Active Learning,Inquiry,Pedagogical Content Knowledge,Technological Literacy,Technology Integration,Self Efficacy,Foreign Countries

It was aimed to investigate the effect of teacher candidates' self-efficacy towards science teaching and technological pedagogical content knowledge on their self-confidence. In this study, pre-experimental design method was used. Thirty prospective science teachers from different universities participated. The trainings were given by faculty members and continued for eight days. Two different scales were used as data collection tools. While there was no significant difference in self efficacy towards science teaching scores of prospective science teachers of contemporary approaches education, there was a significant difference in TPACK self confidence in favor of post-test. It is considered that more importance should be given to the integration of technology during university education.
Developing Student&apos;s Metacognitive Ability in Science through Project-Based Learning with E-Portfolio
Author: Lukitasari, Marheny
Date: 2021-09-00
Type: Journal Articles
Subjects: Metacognition,Thinking Skills,Skill Development,Learning Processes,Group Activities,Active Learning,Student Projects,Undergraduate Students,Electronic Learning,Portfolios (Background Materials),Instructional Effectiveness,Science Instruction,Foreign Countries

The present study aimed to investigate the metacognitive ability of students using e-portfolio assessment in project-based learning classes. The projects were a set out a critical analysis based on the selected references (project 1) and set out of field activities based on the selected theme content (project 2). Student metacognitive ability consists of three phases, planning, implementation, and evaluation abilities that were assessed through e-portfolio assignments. There were 87 participants who divided into groups consisted of four to five students, conducted the projects, and submitted the progress of their projects in every decided step into online report assignments. The rubric of metacognition was used to acquire the quantitative score of skill that was separated into six levels category: not yet, at risk, not-really, developing, OK, and super. The result revealed that 44.83% of the students belong to the last three of those levels and the rest are otherwise. The lowest and highest metacognitive ability of the student is &quot;not really&quot; and &quot;developing&quot; respectively. Student metacognitive ability through conducting the project 2 activities is higher than project 1. The findings showed that project-based learning (PBL) enables to foster the student metacognitive ability that developed through e-portfolio-based documents that student conducted during fulfilling all projects assignments.
Second Language Acquisition of Quantifiers by Arabic Speakers of English: Feature Reassembly Approach
Author: Albaqami, Rashidah
Date: 2020-00-00
Type: Journal Articles
Subjects: Semitic Languages,Native Language,Form Classes (Languages),Second Language Learning,Second Language Instruction,English (Second Language),Comparative Analysis,Contrastive Linguistics,Semantics,Nouns,Linguistic Theory,Grammar,Prediction,Validity,Task Analysis,Morphology (Languages),Language Proficiency,Pictorial Stimuli,Sentences,Foreign Countries

This paper reports on an experimental study addressing second language acquisition of English quantifiers by Arabic speakers. Due to several differences found between Arabic and English regarding types, meanings and functions of quantifiers, Arabic learners encounter challenges in mastering them properly. Unlike English, Arabic does not make lots of distinctions among the different meanings that each quantifier might bear; using the same quantifier to bear two or several meanings at the same time. Arabic, for instance, does not differentiate between countable and non-countable nouns using the same modifier in contrast to English. According to the Feature Reassembly Hypothesis (Lardiere 2005, 2009; Choi &amp; Lardiere, 2006), second language (L2) speakers must successfully reassemble existing features of their first language (L1) into the L2 feature-based sets in order to accommodate the L2 grammar. The researcher tests the validity of this prediction for the L2 acquisition of English quantifiers, which requires Arabic learners of English to remap semantic concepts of quantity onto new and different morpholexical configurations. Data from 40 L1 Arabic learners of English at different levels of proficiency and 20 native speakers who completed a picture/sentence matching task suggest that only the meanings which require different and new semantics-morphology remapping is difficult.
Elementary Students&apos; Attitudes towards STEM and 21st-Century Skills
Author: Perdana, Riki
Date: 2021-09-00
Type: Journal Articles
Subjects: Elementary School Students,Student Attitudes,Student Interests,STEM Education,21st Century Skills,Gender Differences,Public Schools,Grade 4,Grade 5,Grade 6,Foreign Countries

Science, Technology/Engineering and Math (STEM) and 21st-century learning are very important to be applied to all students starting from their early age, including at the elementary school level. This study aimed to describe students' attitudes towards STEM and 21st-century skills according to gender and education level. This research was descriptive quantitative by explaining and comparing the results of the questionnaires given to students. Student attitudes were described based on domain of STEM, 21st-century skills, gender, and student grade level. The respondent of this study was 130 elementary students who were obtained randomly from one of the elementary schools in Yogyakarta, Indonesia. The results showed that based on the science domain, the mean score of the students was 3.23 (moderate) while mathematics domain obtained was 3.21 (moderate); technology/engineering domain obtained was 3.68 (moderate) and 21st-century skill domain obtained was 3.65 (moderate). According to gender, there was a significant difference between the attitudes of male and female students towards STEM and 21stcentury skills. However, there was no significant difference based on the grade of students. Based on these findings, it is suggested that teachers or policymakers should have comprehended the student attitudes before implemented the STEM-based learning and 21st-century skills. These findings can be used to create STEM and 21st-century learning.
The Influence of Implementing Reciprocal Teaching in L2 Classes on Female Students&apos; Perception of Their Reading Skills and Motivation to Read
Author: Qutob, Maysa Mohammad Sadiq
Date: 2020-03-00
Type: Journal Articles
Subjects: Reading Motivation,Females,Reading Attitudes,Student Attitudes,Reciprocal Teaching,Second Language Learning,Second Language Instruction,English (Second Language),Comparative Analysis,Reading Instruction,Teaching Methods,Intervention,Correlation,Reading Strategies,Reading Comprehension,High School Students,Foreign Countries

This study aimed to investigate the effectiveness of reciprocal teaching (RT) in improving high school female students' attitudes toward reading in a second language as the results might shed light on effective teaching practices in the L2 classrooms. To this end, a self-report questionnaire was developed and validated by the researcher. A quasi-experimental design was used, whereby the study sample was divided into two groups, experimental and control. The experimental group was taught reading in English classes by means of RT strategies, whereas the matched control group was taught reading by means of traditional instructive techniques. Both groups completed the self-report questionnaire on reading skills and motivation during term time, ensuring that the participants in the experimental group completed the questionnaire within ten weeks of the intervention. The findings show significant correlations between RT strategies and both reading comprehension and motivation to read, and are also effective in improving students' perception of their reading skills and motivation to read. Accordingly, the study recommends other researchers to investigate the effect of RT on students' performance and considering implementing RT with the use of technology in English as foreign language (EFL) classrooms.
Preservice Teachers&apos; Beliefs towards Mathematics and Mathematical Modelling in Modelling Processes
Author: Deniz Yilmaz, Demet
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Attitudes,Mathematical Models,Elementary School Mathematics,Beliefs,Attitude Change,Foreign Countries

The aim of this study is to investigate pre-service mathematics teachers' beliefs towards mathematics and modelling in mathematical modelling processes. To achieve this aim, a phenomenology design was utilized. The study was conducted with 30 elementary level pre-service mathematics teachers receiving mathematical modelling courses. A semi-structured interview form was used to explore teachers' beliefs. At the end of the study, it was seen that mathematical modelling applications caused an increase of application-oriented beliefs. It was also observed that pre-service teachers who had schema and formalism-oriented beliefs evaluated mathematical modelling practices as time consuming and incomprehensible. Findings imply that modelling applications should be included in all levels of mathematics instructional curricula, in addition to the undergraduate curriculum.
Examining the Changes in Pre-Service Science Teachers&apos; Views on Science, Technology and Society: The Impact of Socio-Scientific Issues
Author: Seyhan, Hatice Güngör
Date: 2021-00-00
Type: Journal Articles
Subjects: Scientific Concepts,Concept Formation,Scientific Literacy,Science and Society,Scientific Principles,College Seniors,Preservice Teachers,Influence of Technology,World Problems,Problem Solving,Environmental Education,Climate,Energy Conservation,Foreign Countries

In this study, applications based on socioscientific subject-oriented science, technology, society and environmental education were carried out. The aim of the study is to determine the views of pre-service science teachers, who are engaged with the applications, about science, technology and society and to determine whether these views are sufficient. 83 pre-service science teachers participated in the study. In order to evaluate the pre-service teachers' views on science, technology and society, the &quot;Views on Science, Technology and Society Questionnaire (VOSTS)&quot; was used, which was developed by Aikenhead, Ryan and Fleming (1989). According to the VOSTS pre-test results, it was observed that there was diversity in the views of the pre-service teachers in subjects such as the definitions of science and technology, the impact of society on science, and the classification of scientific knowledge. It is among the findings that pre-service teachers have many misconceptions about these issues. The unsatisfactory views of the pre-service teachers, who produced solutions to problem situations consisting of socioscientific issues and finalized their suggestions, of the pre-service teachers about science, technology and society, were replaced by more realistic and acceptable views after the applications.
Examination of Student Perceptions about Helicopter Parental Attitudes
Author: Isik, Metin
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Parenting Styles,Parent Attitudes,Parent Child Relationship,Secondary School Students,Predictor Variables,Student Motivation,Gender Differences,Individual Differences,Social Differences,Family Size,Parent Background,Educational Attainment

The aim of this research was to determine whether the attitudes and behaviors of helicopter parents of secondary school students differ according to gender, grade level, family income level, parental education level, and parental income level. The participants of the research consisted of randomly selected 374 girls, 301 boys; 675 students in total. In the research, helicopter parent scale and personal information form were used as the data collecting tools. Relational survey model was utilized, and the data were analyzed via t-test and ANOVA as statistical methods. At the end of the research it was found out that helicopter parental attitudes affected children's school lives. Along with that, it was stated that students' perception level towards helicopter parent attitudes varied depending on gender and class. The child's life experiences were linked to the conditions and approaches of the family. It was also determined that helicopter parent attitudes resembled each other, and that the socio-economic competence of the parents, age groups, education levels and the number of individuals in the family were some of the determining factors in the students' life and learning life.
Metaphorical Perceptions Prospective Teachers towards Socioscientific Issues
Author: Hastürk, H.Gamze
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Undergraduate Students,Student Attitudes,Science and Society,Figurative Language,Social Studies,Controversial Issues (Course Content),Public Colleges,Foreign Countries

In this study, it is aimed to determine the metaphorical perceptions of prospective science, social studies and classroom teachers towards socioscientific issues. The study was carried out with third and fourth class prospective science (f: 41), classroom (f: 129), and social studies (f: 73) teachers of the faculty of education at a state university in the Central Black Sea region in Turkey in 2019-2020 academic year. In the study, the forms of metaphors including eight socioscientific issues such as nuclear power plants, artificial intelligence, genetically modified organisms, organ transplantation, surrogate motherhood, global warming, stem cells and cloning were used as data collection tools. The prospective teachers enrolled in the study group were given the forms which were written an expression like &quot;The artificial intelligence is like… …… ……………because………...&quot; to collect data as &quot;documents&quot; in the study. Content analysis was used in data analysis. As a result of the study, the students created 42 metaphors about nuclear power plants, 31 about artificial intelligence, 26 about organ transplantation, 29 about surrogate motherhood, 30 about genetically modified organisms, 23 about global warming, 28 about stem cells and 21 about cloning, and they created categories for each concept. In the light of the findings, the importance of socioscientific issues was emphasized and suggestions were made for program determinants, researchers and practitioners regarding teaching.
Psychometric Features of the Emergency Remote Teaching Attitude Scale and an Example Application
Author: Toraman, Çetin
Date: 2021-00-00
Type: Journal Articles
Subjects: Psychometrics,Gender Differences,Attitude Measures,Distance Education,COVID-19,Pandemics,Teacher Attitudes,Educational Change,Validity,Reliability,Item Response Theory,College Faculty,Factor Analysis,State Universities,Teaching Methods,Teacher Characteristics,Foreign Countries

Existing research shows that emergency remote teaching (ERT), which has become mandatory with the COVID-19 Pandemic, has unique aspects and provides differentiating experiences for teachers and learners. This research aims to develop a scale to measure the attitudes of the teaching staff working in higher education towards ERT; besides the validity and reliability proofs, to make a sample application with the developed scale. For this purpose, the validity and reliability proofs of the &quot;Emergency Remote Teaching Attitude Scale (ERTAS)&quot; according to the Classical Test and Item Response Theories were determined in line with the data collected from 878 teaching staff working in the state and foundation universities throughout Turkey. ERTAS has three sub-dimensions measuring &quot;Affective, Behavioral, and Cognitive&quot; dimensions with a total of 22 items. According to the literature, the fit indexes of the ERTAS obtained from Confirmatory Factor Analysis are acceptable. It was determined that the attitudes measured by the sub-dimensions of ERTAS according to gender, seniority, and their interaction did not change. The teaching staff experienced that ERT relieved them of their teaching responsibility in line with the flexibility, accessibility, the facilitation of the presentation of visual and auditory content. Some suggestions have been made regarding the use of ERTAS.
Listening to Students&apos; Voices: A Participatory Approach in Improving Teaching and Learning
Author: Miranda, Lucena
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Participatory Research,Instructional Improvement,Inclusion,High School Students,Learning Experience,Student Experience,Foreign Countries,Cooperative Learning

The role of inclusive research in understanding inclusive education has been globally emphasized in literature. Promoting inclusive education in a newly established senior high school, students in this study were actively involved as co-creators of knowledge with the aim of transforming pedagogies and classrooms. This study employed grounded theory approach (Strauss &amp; Corbin, 1998) in repeatedly examining the data from the actual participation of 85 senior high school students who expressed their voices on the learning experiences that they had in the first two months of school. Allowing students to become co-creator and co-interpreter of information, the analysis presents richer knowledge on how learning environments such as senior high school classrooms and grounds can be transformed into inclusive educational settings. Although it was easy to collect data, the source which is in the form of documents could be incomplete and limited the researchers in probing information that needed clarification. Inclusive research is crucial in understanding epistemic diversity, which is a domain in the Philippine Professional Standards for Teachers (PPST). This allows teachers and learners to further view education with greater consideration of their acquired knowledge and where everyone in the learning process benefits.