ethanporcaro/eric-fulltext-meta huggingface dataset:
Direct Writing Prediction Models Identify At-Risk Writers
Author: Conrad, Charles James Harding, II
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Secondary School Students,Writing (Composition),Writing Evaluation,Scoring Rubrics,Writing Skills,Prediction,At Risk Students,Writing Tests,Models,Scores,Longitudinal Studies

Developing a sufficient level of writing proficiency takes time. It is also a complex skill difficult to measure. The history of writing assessments reveals changing views of construct validity, reliability and interpretation of results. This study used a binary logistic regression model with seven years of grades 3 to 12 annual direct writing assessments scored with the Oregon six traits rubric from 2012-2018. Three predictive models were developed to show how likely it would be for a participant to reach writing proficiency, and how long it may take to meet that expectation. The research question was, &quot;To what extent can the Annual Writing Assessment scored with the six-traits writing rubric identify at-risk writers from Grades 3-12 at the International Community School Bang Na, Thailand?&quot; Results indicated the bio-data did not prove significant in any of the three models. Increased direct writing data input improved the prediction accuracy. In the Year 1 model, only the average test scored proved significant. In the Year 2 model, the trait of conventions proved significant as one of the independent variables along with the first- and second-year averaged test scores, and the difference between those averages. In the Year 3 model, conventions and sentence fluency proved significant along with the first- and third-year averaged test scores. The process of developing the predictive models, and the results for identifying at-risk writers are presented in this quantitative longitudinal research.
Using the &apos;New Age Atlantis&apos; Case Study for Global Education Components of Geography Lessons across Lower Secondary Schools in Czechia
Author: Karvánková, Petra
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Global Education,Geography Instruction,Secondary Education,Pollution,Plastics,Water,Critical Thinking,Brainstorming,Discussion (Teaching Technique),Group Activities,Interdisciplinary Approach,Cooperative Learning,Social Problems,Consciousness Raising,Environmental Education,Ecology,Sustainability,Experiments

A case study entitled 'New Age Atlantis or Mysterious Seventh Continent' was developed as an exemplar model to show how the teaching methods and themes of Global Education (GE) can be used in geography lessons. The main intent of this article is to share an example of good practice about the use of this case study in geography lessons in Czechia. The aim of the study was twofold: to develop an understanding about how plastics contribute to ocean pollution, as a serious and current ecological topic in Global Education; as well as to show how the characteristics and movement of ocean water are related to the topic of ocean pollution. The main research goal was to study how pupils were able to put their skills and knowledge in practice by fulfilling the objective of the teaching activity -- to understand global ocean pollution. The teaching activity is based on methods which develop principles of critical thinking, learning by living, brainstorming, discussion, and group teaching. The teaching activity also allows for cross-curricular links to occur between school geography and other subjects including biology, physics, civic education, ecological education, and personal and social education. The teaching activities for the 'New Age Atlantis' case study is aimed at pupils aged between 12 to 15 years. The case study results confirm that as pupils collaborate and communicate with their peers and teachers, they learn to critically accept the opinions of others and, at the same time, to defend their own opinions. All of the pupils were able to understand and recognize the problem at hand.
&apos;This Is Two Different Worlds, You Have the Asylum World and You Have the Study World&apos;: An Exploration of Refugee Participation in Online Irish Higher Education
Author: Farrell, Orna
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Refugees,Student Experience,Student Participation,Electronic Learning,Online Courses,Scholarships,Access to Education,Sense of Community,Student Attitudes

This qualitative study explores the transition experiences of refugees to study online in Dublin City University (DCU). Asylum seekers face financial, structural, cultural and digital equity barriers to access higher education (HE). In response to these barriers to access, DCU became a 'University of Sanctuary' in 2017, offering scholarships to refugees. Data were collected via semi-structured interviews. Four themes were constructed in the data-led thematic analysis: asylum world, belonging to the DCU community, the personal impact of studying and study world. Overall, this study strengthens the idea that access programmes such as the University of Sanctuary scholarships can facilitate participation in HE for refugees, provided that the necessary support to address the financial, structural, cultural and digital equity barriers is in place.
Perceptions and Practices of EFL School Teachers on Implementing Active Learning in Thai English Language Classrooms
Author: Yusuk, Surachai
Date: 2020-00-00
Type: Journal Articles
Subjects: English Teachers,English (Second Language),Teacher Attitudes,Curriculum Implementation,Active Learning,Classroom Environment,Classroom Techniques,Barriers,Elementary School Teachers,Foreign Countries,Inservice Teacher Education

Thai students study English as a compulsory subject for twelve years in primary and secondary school, yet their English language competency is generally lower than other ASEAN countries. This might have been attributed to the teacher-centred approach in EFL classrooms. Active learning has been suggested as a better approach for English learning in Thai school, but more research is needed to confirm the previous findings in the Thai context. This study investigated the practices and perceptions of 41 school teachers after 40 hours of training on the active learning approach. Observation, questionnaires, and interviews were administered. The findings revealed the positive effects of active learning on teachers' perceptions, and classroom observations showed that the approach implemented in the classroom were moderately practical. However, the findings from classroom observation disclosed that classroom facilities did not fully support active learning. The findings of interviews unveiled some negative impacts of active learning that could hinder the effective implementation of active learning in the classroom such as limited resources, space, and time, as well as challenges in classroom management. Overall, teachers' perceptions of the active learning approach was positive.
Using WebGIS Platforms and Inquiry-Based Activities to Teach about World Political Map and World Population
Author: Csachová, Stela
Date: 2020-00-00
Type: Journal Articles
Subjects: Geographic Information Systems,Active Learning,Inquiry,World Geography,Population Education,Geography Instruction,Foreign Countries,21st Century Skills,Political Divisions (Geographic),Secondary School Students,Map Skills,Educational Change,Learning Activities,Spatial Ability,Technology Integration,Data Use,Thinking Skills

In Slovakia, a national project IT Academy -- the education for the 21st century -- was launched to promote student interest in science, mathematics and informatics across secondary education; and to also prepare students for the digital age. Geography education has an opportunity to undergo a process of reconceptualization and change in response to an increased use of technology. Recent trends in geography education which are occurring as a result of technological developments have resulted in the map, a primary tool of a geographer, becoming substituted by digital technologies such as Geographic Information Systems (GIS). However, digital advancements have not been reflected in the teaching and learning of geography. Therefore, based on such an assumption, the aim of the current study is to encourage Geography students to acquire knowledge and develop skills through the purposeful use and implementation of geospatial technologies. The paper presents learning activities about World Political Map and World Population for secondary school students who are studying Geography, which are designed to make Geography lessons more inquiry-based with real-life application. The activities were piloted and evaluated by Geography teachers all over Slovakia. In conclusion, the statements from teachers confirm the project is relevant for gradual reform of geography education in our country.
Reading Enhancement Activities of Students in the Rural Areas in Thailand
Author: Wongsothorn, Achara
Date: 2020-00-00
Type: Journal Articles
Subjects: Reading Assignments,Rural Areas,Foreign Countries,Reading Skills,Elementary School Students,Junior High School Students,English (Second Language),Second Language Learning,Reading Ability,Reading Achievement,Learning Activities,Thai,Individual Differences,Pretests Posttests,Learning Strategies,College Students

Reading Thai and English is an essential skill for students in rural areas. This R&amp;D research studies three levels of reading enhancement of upper elementary, junior high school, and vocational certificate students in rural areas of Nakhon Phanom. The sample group consisted of 108 students. Quantitative and qualitative research methods were used. The objectives of the research are to: 1) explore the reading ability of students in both Thai and English, 2) develop activities to promote reading, and 3) test the achievement of reading promotion activities. The independent variables were the activities intended to enhance student reading ability, namely prayer activities, meditation, drama, speaking, role play, drawing, and exhibition. To include the student variables related to the reading enhancement activities, their reading interests, punctuality, cooperation, and personality were studied. Scores from writing tests, teacher observations of all student reading enhancement activities were collected and analyzed by ANOVA, Scheffé test, and Spearman's Rho. The research found that junior high school students had the highest reading scores. Upper elementary education students had the lowest scores. The relationship between Thai reading and reading English was statistically significant at p &lt;0.01 while the relationships among the posttest reading scores, prayer and meditation, interest in reading English were not different. Personality of all 3 groups were significantly different at p &lt;0.05, the junior high school students had the highest personality. Vocational certificate education had a significantly higher personality level than upper elementary education at p &lt;0.05. The reading scores before studying were significantly related at p&lt;0.01 to the reading scores after school, punctuality, personality, cooperation, expression and speaking skills. However, prayers, meditation and exhibition had no effect on reading after school. In the poverty-stricken areas of Nakhon Phanom, parents found that reading with activities was interesting, fun and motivating and led their children to strive to increase their ability to keep up with the world.
Co-Creation of Knowledge Using Mobile Technologies and Digital Media as Pedagogical Devices in Undergraduate STEM Education
Author: Reyna, Jorge
Date: 2020-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Teaching Methods,STEM Education,Undergraduate Students,Student Attitudes,Knowledge Level,Group Activities,Critical Thinking,Technological Literacy,Multimedia Materials,Assignments,Foreign Countries,Job Skills,Career Development

Digital media assignments are a widely used method of assessing student learning in higher education. Despite their common use, the literature on digital media assignments has many gaps regarding theoretical frameworks to guide their design, implementation and evaluation. This research paper focuses on student attitudes towards the use of mobile technology and digital media assignments in undergraduate STEM education. The study used a set of novel theoretical frameworks to identify training needs in digital media production, development of assessment weightings, marking rubrics and student training and resources. Longitudinal data were captured over a period of 4 years (n = 1724) using a mixed-methods approach. Validated questionnaires measured student attitudes to digital media support and attitudes to technology, understanding of the assignment, knowledge construction and digital media for learning and career development. Open-ended questions helped gather suggestions from students for improving the assessment task. Questionnaire data were analysed by using descriptive statistics and qualitative data with thematic analysis. The results suggested that students enjoyed group work, found learning with digital media to be engaging and developed critical thinking and digital media skills. In conclusion, STEM students had a positive learning experience repurposing mobile technology as pedagogical devices that present knowledge by using a multi-modal approach mediated by digital media.
Exploring Mixed Reality Based on Self-Efficacy and Motivation of Users
Author: Essmiller, Kathy
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Simulation,Self Efficacy,Student Motivation,College Students,Cognitive Processes,Technology Uses in Education,Difficulty Level,Teaching Methods

This study addresses the question of how to facilitate instruction and practice with virtual reality to mitigate the detrimental impact of cognitive load associated with use in simple procedural tasks. The study collected data from 63 college students aged 18 years and above from a university in the southern part of the USA. Each study participant completed a questionnaire that consisted of 22 questions using a seven-point Likert scale. The results show that there are no significant differences between motivation and self-efficacy as it relates to three selected activities: Roboraid, Tutorial and Freeplay. The opportunity for meaningful learning through the use of the mixed reality is enticing; there is value in exploring facilitation of these learning opportunities through redistribution of cognitive load.
Youth Climate Change Mitigation Practices and Adaptation in Malacca State, Malaysia
Author: Nayan, Nasir
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Climate,Change,Knowledge Level,Ecology,Sustainable Development,Conservation (Environment),Natural Resources,Citizen Participation,Adolescents,Young Adults,Individual Characteristics

Climate literacy is one way to assess youth awareness about current climate change phenomena such as El-Nino or La-Nina. This article aims to build a model of climate change mitigation practices and adaptation among youth in Malaysia, especially in the historical state of Malacca. A total of 400 youth respondents residing in the state of Malacca were selected through a simple random sampling process. Among the sub-constructs studied are sustainable development, environmental conservation, natural resources and effective involvement. The data were analyzed descriptively to pair the reliability of results from Cronbach's alpha with confirmatory factor analysis (CFA). CFA was used to obtain three solutions factor from SPSS 22 and AMOS 20 software. The results showed that the Cronbach's alpha value was at a 'high' classification which surpasses 0.80. Results from CFA analysis shown a three-factor solution is appropriate and acceptable based on the suggested indicators. Therefore, a 30-item measurement model was developed to measure the mitigation and adaptation practices of climate change amongst youth in Malaysia. This study issignificant because few studies have been completed on connecting youth practice and adaptation in regard to climate change it; the current study illustrates how Malaccan youth practice mitigation knowledge in the era of climate change, and how they say they will adapt to the effect of climate change.
Academic Motivation Levels of Secondary School Students and Their Attitudes towards a Social Studies Course
Author: Faiz, Melike
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Motivation,Secondary School Students,Student Attitudes,Social Studies,Learning Motivation,Measures (Individuals),Gender Differences,Individual Differences,Foreign Countries

The present study aims to reveal the motivation levels of secondary school students and their attitudes towards a Social Studies course. This study employed a mixed method approach. The quantitative data were collected through the use of an &quot;Academic Motivation Scale&quot; and an &quot;Attitude Scale for a Social Studies Course&quot;. The qualitative data were obtained through a structured interview. Four hundred and forty-three secondary school students participated in the quantitative part of the study, while forty-five secondary school students participated in the qualitative part of the study. The results of the quantitative section are given in two separate parts: a motivation scale, and an attitude scale. A significant difference was observed in the introjected regulation levels of male secondary school students. The scores for identified regulation and motivation were in favor of female students. There was no difference in the motivation scores according to the socio-economic levels of the students. However, the motivation levels of the students decreased as the grade level increased. The attitudes of participants towards the Social Studies course did not differ according to both gender and grade level of the participants. According to the school variable, a difference was observed between schools with a low socio-economic status and those with high socio-economic status. The qualitative data revealed a majority of students had positive attitudes towards the Social Studies course. Furthermore, the factors that enhance student motivation towards the Social Studies course were found to be related to the study of History, having an interest in the course, and the way the course is taught.
Identifying the Impact of College Access Efforts on Parents&apos; College Preparedness Knowledge
Author: Amaro-Jiménez, Carla
Date: 2020-00-00
Type: Journal Articles
Subjects: Parents,College Readiness,Knowledge Level,Access to Information,Parent Influence,Outreach Programs,Individual Differences,Racial Differences,Parent Participation,Parent Conferences

Families play a critical role in their children's career and college decision making. Students' academic and postsecondary choices are often shaped by their own parents/families' experiences and/or information they have about processes, deadlines, and requirements. The focus of this study is a college awareness and outreach program meant to inform parents about college and career readiness, especially for parents of prospective first generation college students--those who are the first in their families to go to college. Parents took part in day-long conferences with educational stakeholders, including high school counselors, community college and university admission counselors, as well as nonprofit organization staff. We identified the impact of the program on all parents, regardless of background or educational level, and the ways in which they benefit from participating in career and college outreach programs.
Culturally Relevant Science Teaching: A Case Study of Physics Teaching Practices of the &quot;Obo Monuvu&quot; Tribe
Author: Pejaner, Karizza Jane B.
Date: 2020-06-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Science Instruction,Physics,Foreign Countries,Indigenous Populations,Grade 8,Educational Practices,Science Teachers,Teaching Methods,Secondary School Teachers

The knowledge and practice of science are rooted in culture. One specific theory that reflects this idea is that of culturally relevant science teaching. The challenge in the Philippines, being a multicultural nation, is that each indigenous community would have its own set of culture and beliefs. Indigenous peoples suffer from the failure of the mainstream education system to address the context of the indigenous community (ECIP, 2007). With the end in mind of documenting culturally relevant science teaching (CRST), this study was conducted among the Grade 8 physics teachers of the &quot;Obo Monuvu&quot; tribe of Cotabato. The research employed qualitative case study as its research design using observation, interview, focus group discussion, and archiving as its data gathering procedure. The results showed 12 commonly used teaching practices. These teaching practices, according to the teachers, were developed as a result of the following factors: (a) Teacher's adjustments, (b) students' view education, and (c) problems that teachers encounter in teaching physics. Among the teaching practices, ten practices reflect academic success, three practices reflect cultural competence, and none for sociopolitical consciousness. The study suggests reviewing the science curriculum and instruction such that it becomes relevant to the &quot;Obo Monuvu&quot; tribe.
Utilizing Home Visiting to Support Differentiated Instruction in an Elementary Classroom
Author: Cornett, Ariel
Date: 2020-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Elementary School Teachers,Elementary School Students,Literacy Education,Home Visits,Student Diversity,Place Based Education,Rural Schools,Diversity,Cultural Awareness,Educational Practices,Student Characteristics,Family School Relationship

To differentiate effectively, we need to know children. Through home visiting, teachers spend time learning more about students' lives, interests, and cultures. Research has begun to provide insight regarding the benefits of home visits in the elementary years, particularly in terms of family engagement in schools. We know less about the nature of home visits themselves or about what teachers learn from the visits that they can use to support individual learners. We studied how one teacher's learning about children's homes and families supported her differentiated literacy instruction with four focal students. This work has implications for practitioners conducting home visits and employing differentiated classroom instruction. Furthermore, our work adds to the literature on how teachers' knowledge of place can inform differentiated classroom instruction. Future research should continue to examine the intersection of differentiated instruction and place-based education (PBE).