ethanporcaro/eric-fulltext-meta huggingface dataset:
Students&apos; Social Studies-Oriented Academic Risk-Taking Behaviours and Autonomous Learning Skills
Author: Karademir, Cigdem Aldan
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Studies,Risk,Independent Study,Learning Strategies,Secondary School Students,Foreign Countries,Gender Differences,Parent Attitudes,Self Concept,Academic Achievement

The learning process, defined as behaviour change, does not only involve learning; the individual is also expected to take an active role in this process and an academic risk in uncertain situations. In this study, descriptive survey model was utilised. Participants were secondary school students (11-13 years) from Turkey. 'Social Studies-Oriented Academic Risk Taking Scale', 'Autonomous Learning Scale' and personal information form were used for data collection tools. Students' social studies-oriented academic risk taking levels and autonomous learning levels were determined. The results show a moderate-level correlation between autonomous learning skills and academic risk-taking behaviours. The results also indicate that there is a difference in favour of female students, parental attitudes have no effect on autonomous learning and maternal attitude is effective only in the 'Avoiding Academic Risks' sub dimension. The students who perceive themselves to be successful take more academic risks and have more efficient autonomous learning skills.
The Relationship between Prosocial Behaviours, Aggression Types and Moral-Social Rule Knowledge in Preschool Children
Author: Dereli, Esra
Date: 2019-00-00
Type: Journal Articles
Subjects: Prosocial Behavior,Aggression,Preschool Children,Preschool Education,Correlation,Moral Values,Standards,Knowledge Level,Student Attitudes,Student Behavior,Predictor Variables,Student Characteristics,Demography

The objective of the present study was to investigate prosocial behaviour, aggression types and moral and social rule knowledge perceptions of 4-5 year old preschool children. The study sample included 310 children (154 female and 156 male), who were attending a pre-school education institution during the 2017-2018 academic year. A personal information form, Pre-School Social Behavior Scale-Teacher Form and Moral and Social Rule Knowledge Perception Scale were used as data collection instruments. The data were analysed with descriptive analysis, Pearson product-moment correlation coefficient and stepwise regression analysis. In the study, it was determined that there were moderate significant correlations between prosocial behaviour, aggression types and moral and social rule knowledge perceptions of 4-5 year old preschool children. It was also determined that prosocial behaviour and aggression types scores of the children significantly predicted their moral and social rule knowledge perception scores.
Accountability Testing in Canada: Aligning Provincial Policy Objectives with Teacher Practices
Author: Copp, Derek
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Accountability,State Policy,Educational Policy,Educational Assessment,Educational Practices,Teacher Behavior,Teacher Response,Teaching Methods,Student Evaluation,Alignment (Education),High Stakes Tests,Minimum Competency Testing

One of the major functions of large-scale assessment is educational accountability. The expectation for the improvement of instruction based on test results is called &quot;professional accountability&quot; and it is built into provincial assessment policies across Canada. This study asked teachers to self-report on instructional changes they have made in response to large-scale assessment data. How teachers respond to external evaluation is &quot;reactivity&quot; which can gauge both the amount and type of instructional effects. Quantitative analyses were done to examine the prevalence of reactivity, and qualitative interview data were used to support the findings and to elaborate on relevant details. The results were that teachers generally do show reactivity to large-scale assessment data, yet this change tends to be more &quot;teaching to the test.&quot; There is no consensus in the teaching community regarding assessment or accountability policies. These policies do not focus on teacher implementation practices needed to meet stated goals.
Is Willingness to Communicate a Reliable Predictor of Learner Autonomy in an EFL Context?
Author: Mohammadi, Mohammad
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Second Language Learning,English (Second Language),Interpersonal Communication,Personal Autonomy,Gender Differences,Correlation,Predictor Variables,Foreign Countries

The present quantitative study investigated the relationship between willingness to communicate (WTC) and learner autonomy in an EFL context. In addition, it explored the probable effect of gender on the relationship between learner autonomy and WTC. Furthermore, it investigated whether WTC could predict learner autonomy. The data were collected from 142 upper-intermediate and advanced EFL learners (72 males and 70 females) by means of two questionnaires, the Learner Autonomy Questionnaire and the WTC Scale. The findings indicated that WTC correlated significantly and positively with learner autonomy. Moreover, correlational analysis revealed that gender modified this relationship in that the relationship between WTC and learner autonomy was stronger and more positive among female learners. The results revealed that WTC was a partial predictor of learner autonomy in this EFL context.
The Hmong Archives as a Community Resource for Social Studies Educators in Saint Paul, Minnesota
Author: Hartlep, Nicholas D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Hmong People,Archives,Social Studies,Culturally Relevant Education,Elementary Secondary Education,Multicultural Education,Higher Education,Cultural Awareness,Cultural Maintenance,Community Resources,Charter Schools,Cultural Capital

In this community-based participatory research article the authors bring attention to the Hmong Archives, a community asset in Saint Paul, Minnesota. The authors describe the Hmong Archives and how it has been used by K-12 teachers and college professors in a culturally sustaining manner. The authors argue that by focusing on the Hmong population, their article makes a significant contribution to culturally relevant and culturally sustaining pedagogies; specifically how the Hmong Archives embodies an unofficial and/or unconventional social studies space, a space for students of color to obtain learning opportunities outside the social studies classroom.
Adolescents Problematic Mobile Phone Use, Fear of Missing out and Family Communication
Author: Santana-Vega, Lidia E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Anxiety,Parent Child Relationship,Interpersonal Communication,Secondary School Students,Student Attitudes,Peer Relationship,Foreign Countries,Student Behavior,Student Responsibility

This research analyzes the problematic use of mobile phone, the phenomenon of Fear of Missing Out (FoMO) and the communication between parents and children in students who attend secondary education in public and private centers of the regions of Canary Islands, Balearic Islands and Valencia. The research involved 569 students aged between 12 and 19 years. The instruments used were the &quot;Mobil phone related experiences questionnaire&quot;, the Spanish adaptation of the &quot;Fear of Missing Out Questionnaire&quot; and the communication dimension with parents of the &quot;Parents and peers attachment inventory&quot;. The results show that: 1) An increased problematic use of the mobile phone is associated with a higher level of FoMO; 2) The students who frequently use the mobile phone and communicate more with their friends have a higher average score in the &quot;Mobile phone related experiences questionnaire&quot; and in the &quot;Fear of Missing Out Questionnaire&quot;; 3) The students that use the mobile phone for less time has a greater communication with fathers and mothers. We discuss the relevance of the study of FoMO and parentschildren communication as factors that affect the problematic use of mobile phone in young people. Centers' guidance teams, families and teachers have to create a common learning space to promote the responsible use of mobile phone.
The Use of Digital Resources and Materials in and outside the Bilingual Classroom
Author: Navarro-Pablo, Macarena
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Bilingual Education,Foreign Countries,Teacher Attitudes,Student Attitudes,English (Second Language),Second Language Instruction,Secondary School Students,Secondary School Teachers,Computer Use

Research on the integration of digital resources and materials in CLIL contexts is still scant. This article presents the results of a study carried out in eight schools in the province of Seville. Questionnaires and interviews were used to collect the data regarding CLIL teachers' and learners' opinions on the intergration of digital resources and materials in the classroom. The aims of this study are: 1) To analyse teachers' and learners' perceptions on the integration of digital resources and materials in the CLIL classroom; 2) To analyse how the educational stage affects teachers' and learners' perceptions on this use; 3) To analyse the type of digital resources and materials in English that learners use outside the classroom. The following analyses have been carried out: Categorical Principal Components Analysis; Mann-Whitney U test; qualitative content analysis; finally, Pearson correlation coefficients were calculated. Results show that there are discrepancies between teachers' and learners' perceptions regarding the use of digital resources and materials in the classroom; and that these perceptions are affected by the educational stage. This study concludes that the type of resources and materials that learners use outside the classroom is determined by those used in the classroom. However, at home, they are used differently, which is indicative of the need to adapt classroom practices to learners' own independent uses.
Use of Technologies and Academic Performance in Adolescent Students
Author: García-Martín, Sheila
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Adolescents,Technology Uses in Education,Academic Achievement,Influence of Technology,Search Engines,Web Sites,Collaborative Writing,Web 2.0 Technologies,Electronic Journals,Student Journals,Handheld Devices,Audio Equipment,Information Dissemination,Computer Mediated Communication,Science Achievement,Mathematics Achievement,Spanish,English (Second Language),Time on Task,Student Satisfaction,Gender Differences,Age Differences

Technologies have acquired strategic importance and have been defined as unprecedented educational tools. In this study, we analysed the use that 1,488 Spanish adolescents made of five tools (i.e. search engines, wikis, blogs, podcasts and instant messaging), and the impact that use of these tools had on their academic performance in science, mathematics, Spanish language and English. To this end, we explored frequency of use, time spent, purpose, place of use and level of satisfaction for each of the tools, as well as academic performance in the four subjects analysed, using the HEGECO instrument. Results revealed differential patterns in the use of technologies according to purpose, and in academic performance according to sex, age and use of the tools. Adolescents used search engines and wikis to carry out academic tasks, and podcasts for entertainment. In relation to academic performance, females presented better mean performance in linguistic subjects, and younger adolescents did so in all the subjects analysed. In relation to use of tools, the use of search engines was associated with better performance in science, Spanish language and English, while the use of podcasts was associated with better performance in mathematics. The implications of these results are discussed and evaluated.
Young Adults&apos; Interaction with Online News and Advertising
Author: Martínez-Costa, María-del-Pilar
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Young Adults,Interaction,News Media,Advertising,Internet,Access to Information,Handheld Devices,Interests,Mass Media Use,Age Groups,Privacy,Disclosure,Information Sources,Web Sites,Social Media,Journalism

This research aims to portray the way young adult people interact with news and how their consumption is affected by advertising and personal data sharing. &quot;Digital News Report Spain 2018&quot;, a questionnaire on the consumption of digital media undertaken by a national panel of 2,023 Internet users, is used as a main source. Among the users mentioned, there were 293 young people from 25 to 34 years old who belong to the Millennial generation. Data from this report was completed with a qualitative study in which two focus groups were held, featuring people of that age frame residing in Navarre. The paper concludes that young adult people are generally interested in news, which they access mainly via mobile devices. Their interest grows when the content affects them directly, but also if they empathize with the topic. On the other hand, their familiar background and social routines shape the way they receive information. Young adult people still make use of traditional media, although they consider it ideologically biased. Advertising is something annoying, although they generally have little knowledge and even less intention to use ad-blockers. Finally, their review of the personalized services is negative, but they tend to give away personal data to media if this facilitates their news access.
Application of PBS through CHAMPS
Author: Meidl, Christopher
Date: 2018-00-00
Type: Journal Articles
Subjects: Positive Behavior Supports,Student Behavior,Behavior Problems,Teacher Attitudes,Intervention,Program Implementation,Program Effectiveness,Elementary School Teachers,Middle School Teachers,Classroom Techniques

Research has shown that positive behavioral support (PBS) can help teachers develop approaches to support student learning. In particular CHAMPS, a form of PBS, was designed to assist educators in systematically teaching expected learning behavior. In this case study, self-reported data from 25 in-service teachers who utilized CHAMPS was analyzed. Integrated behavior model was used as the theoretical framework for understanding teachers' choices of misbehavior for correction, descriptions of frequency and context of the misbehavior, interventions for improvement, measurement of progress, and a comparison of the baseline behavior to post intervention levels of behavior. Themes from the data suggested that, although CHAMPS proved effective in implementing PBS in this context, ongoing training was needed for efficacy in its implementation.
African American History and Culture: What White Teachers Should Know
Author: Logan, Stephanie R.
Date: 2018-00-00
Type: Journal Articles
Subjects: African American History,African American Culture,Whites,African American Students,Teachers,Culturally Relevant Education,Critical Theory,Race,Preservice Teachers,Teacher Educators,Teacher Characteristics,Teaching Skills

White teachers who purpose to support the cultural integrity of African American students must possess essential knowledge, skills, and dispositional understandings relative to Black history and culture. This qualitative study examined the content and conceptual knowledge of 41 individuals relative to African American history and culture through personal interviews, a focus group, and survey interviews. Utilizing their formal and informal learning experiences, the participants highlighted the essential content and concepts relative to Black history and culture necessary for White teachers who work in schools with large numbers of African American students. We provide recommendations for teacher educators charged with preparing culturally relevant teachers and school administrators for supporting the enhanced content and conceptual understandings of White teachers.
Qualitative Analysis of Satisfying and Dissatisfying Factors in a University-Industry Cooperation Programme
Author: Luo, Jian Ming
Date: 2019-00-00
Type: Journal Articles
Subjects: Universities,School Business Relationship,Cooperative Programs,Influences,Student Satisfaction,Foreign Countries,Undergraduate Students

Using qualitative semistructured interviews, this study aims to analyse the satisfying and dissatisfying factors in a university-industry cooperation programme. Work experience, monetary benefit, HR policies, language and time are important factors determining the satisfaction and dissatisfaction of students towards a university-industry cooperation programme. Results help in evaluating and identifying the sustainability of a programme. Marketing practitioners can consider the results in designing corresponding marketing strategies, and HR managers and programme coordinators can formulate guidelines for future improvements of related programmes.
Learning Ecological Concepts in Secondary Schools of the Northeast of Spain
Author: Llorens, Meritxell Notari
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Environmental Education,Secondary School Science,High School Students,Scientific Concepts,Geographic Location,Institutional Characteristics,Secondary Schools,Gender Differences

Ecological concepts are not a recent matter; international organizations have already increased their efforts to provide better environmental education and ecological consciousness, although despite these efforts, a lack of attitudes and concepts were detected in the northeast of Spain. We evaluated the acquisition of concepts related to environmental education in the students as proposed by current legislation, as well as their relation to different parameters, such as geographical location, type of school, and gender. The result suggests that the students achieve a meaningful learning of the concepts proposed by legislation and that acquisition of this knowledge is related to gender and geographical location, but not to the type of secondary school.
Exploring Turkish Pre-Service Teachers&apos; Perceptions and Views of Digital Literacy
Author: Ata, Ridvan
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Computer Literacy,Media Literacy,Critical Literacy,Knowledge Level,Gender Differences,Majors (Students),Prior Learning,Parent Background,Internet,Computer Use,Handheld Devices,Online Searching

This study aims to investigate digital literacy perceptions of preservice teachers, and to identify quantity characteristics of first and second year preservice teachers' digital literacy at a public university in Turkey. That is, pre-service teachers' perceptions of digital literacy and their patterns of knowledge and use of digital literacy were measured within the scope of this study. Multiple sources of data, including a Likert scale and open-ended questions were collected to address the topic. Various statistical techniques and tests such as ANOVA, t-test, and Tukey HSD test were used in the analysis of the obtained data. Qualitative data was analyzed by using the content analysis method. The findings indicated that the model showed a good fit with the data and standardized regression weights indicated that attitude, technical, cognitive, and social factors were significant predictors of digital literacy. In addition, it was identified that the pre-service teachers had high and positive perceptions of digital literacy. However, it was observed in the open-ended questions that they lack the refined cognitive skills to find, evaluate, create, and communicate. The findings were then discussed in light of the relevant literature.
Student Assessment of the Use of Kahoot in the Learning Process of Science and Mathematics
Author: Prieto, Marta Curto
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Evaluation,Educational Games,Learning Processes,Student Motivation,Handheld Devices,Telecommunications,Secondary Education,Science Instruction,Mathematics Instruction,Technology Uses in Education,Information Technology,Teaching Methods

One of the main objectives in education is to increase the motivation of the students to achieve meaningful learning. The use of technologies in classrooms which students are familiarized with such as the smartphone or the tablet, is a way to achieve this goal. On the other hand, it has been proven that the inclusion of scenarios supported by games and competition enhance the active participation of students. Therefore, in this work we present the results of a study based on of the application Kahoot with students of secondary education, in the subjects of mathematics, biology &amp; geology and physics &amp; chemistry, during the academic year 2017/2018. This tool allows students to answer to on-line questionnaires created by the teacher, through mobile devices, and check their results in a few seconds as well as those of their classmates. The results obtained on the assessment of the tool by students, in terms of the benefits in the learning process, have been very positive and help us to examine the potential of the use of on-line questionnaires in the classrooms.
Co-Design of a 3D Virtual Campus for Synchronous Distance Teaching Based on Student Satisfaction: Experience at the University of Almería (Spain)
Author: González-Yebra, Óscar
Date: 2019-00-00
Type: Journal Articles
Subjects: Synchronous Communication,Distance Education,Student Satisfaction,Virtual Classrooms,Undergraduate Students,Design,Electronic Learning,Graduate Students,Blended Learning,Visual Aids,Interaction,Computer Simulation,Foreign Countries,Computer Graphics,Cooperative Planning

This study presents the main advances made in recent years by an innovative teaching group at the University of Almeria, who are attempting to incorporate alternative spaces for teaching--learning interaction. This group is developing a new line of study to obtain the main vectors for creating an accessible 3D virtual campus on the Second Life platform, recognized as a multi-user virtual environment (MUVE). The goal of this work was to measure the satisfaction and perception of a group of university students. To do this, a co-design approach based on student opinions by relating methodological procedures with an adaptation of the Kano model usually used for product design has been followed. The results found by a panel of postgraduate students in the second stage of the educational project, suggest that the synchronous distance teaching proposal developed can effectively facilitate conciliation of family, work and personal life with online teaching--learning. In the case of undergraduate students with class attendance, the use of the 3D virtual campus is perceived as something more complementary.
Reflections on the Adult Education Professoriate in Canada
Author: Groen, Janet
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Education,Teacher Educators,Educational History,Educational Trends,Sociocultural Patterns,Personal Narratives

Drawing on an autoethnographic approach, we offer a retrospective and current reflection on the Adult Education Professoriate within the Canadian university system. Through our autographic texts as professors within the field of adult education, as well as a review of relevant adult education literature, we consider the historical and current societal and academic trends that informed the growth and associated struggles in this academic program over the past six decades, including the launch of the &quot;Canadian Association for Studies in Adult Education.&quot; Reflecting on lessons from the past, we argue that we need to remain vigilant as professors within Canadian universities and realize that the programs we promote and offer will only thrive if we continue to survive as a valued and visible field of scholarship and practice. We further assert that our survival is contingent upon ramping up our engagement with and educating of colleagues from other disciplines, as well as work and learning contexts.