ethanporcaro/eric-fulltext-meta huggingface dataset:
Academic Procrastination of University Students: The Role of Problematic Internet Use, Self-Regulated Online Learning, and Academic Self-Efficacy
Author: Karakaya Özyer, Kübra
Date: 2023-00-00
Type: Journal Articles
Subjects: College Students,Foreign Countries,Internet,Computer Use,Addictive Behavior,Time Management,Self Management,Electronic Learning,Self Efficacy,Study Habits,Academic Achievement,Predictor Variables,Graduate Students

To understand the relationship between problematic internet use and academic procrastination, this study constructs a parallel mediation model to examine the impact of university students' problematic internet usage on their academic procrastination and the mediation effect of academic self-efficacy and self-regulated online learning. A total of 498 students in Turkey were surveyed using the Internet Addiction Scale-Short Version, the Academic Self-Efficacy Scale, the Academic Procrastination Scale, and the Self-Regulated Online Learning Scale. The correlation analysis demonstrated that problematic internet usage was positively correlated with academic procrastination. However, academic self-efficacy and selfregulated online learning were negatively correlated with academic procrastination and problematic internet usage. Further, the parallel mediation analysis showed that internet addiction has a direct predictive effect on students' academic procrastination and an indirect predictive effect via academic self-efficacy and self-regulated online learning. Specifically, academic self-efficacy and self-regulated online learning were found to be partial mediators and play a buffering role between problematic internet use and academic procrastination.
Perceptions of Classroom Teachers on the Concept of &apos;Technology&apos; and the Effect of Schools&apos; Technological Infrastructure on the Educational Process: A Qualitative Study
Author: Zengin, Erdal
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Educational Technology,Elementary School Teachers,Definitions,Technology Uses in Education,Access to Computers,Program Effectiveness

The aim of this research is to determine the perceptions of classroom teachers about the concept of technology and the effect of the technological infrastructure of the schools on the education process. For this purpose, interviews were held with 88 primary teachers working in primary schools affiliated to Elazig and Diyarbakir Provincial National Education in the 2021-2022 academic year. For this purpose, the study was based on the phenomenology pattern, which is included in qualitative studies. While forming the study group of the research, cluster sampling method was preferred in line with the purpose of the research. In this study, in which the phenomenology design, which is one of the qualitative research methods, was used, the study group was formed with the cluster sampling method. The data obtained from the study group were collected with a semistructured interview form developed by the researcher. The obtained data were analyzed by subjecting them to content analysis. The findings were tabulated and brought to a high level of clarity. As a result of the analysis of the data obtained, it was concluded that the definitions of the majority of the primary teachers regarding the concept of technology were partially correct. It has been determined that 82 of the teachers who make a partially correct definition of technology actively use technology in daily life. According to the data obtained from the primary teachers, it was concluded that the technology used to support education in the education-teaching process is in a close relationship with education. In addition, according to the opinions of the classroom teachers in their opinions, technology contributes positively to the education process. To the question of how adequate the technology, which has a high impact on the education process, is in the infrastructure of the schools, nearly half of the primary teachers stated that the technological infrastructure of their schools is sufficient, while another majority stated that the technological infrastructure is at a medium level. According to the data obtained from the opinion's primary teachers, it has been concluded that the technological infrastructure of the schools is close to the desired level.
Challenges to Inclusivity: An Investigation of Transgender Policy Implementation at a Suburban High School
Author: Thompson, Eustace
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Rights,State Policy,Educational Policy,LGBTQ People,School Policy,Board of Education Policy,Suburban Schools,Elementary Secondary Education,Educational Legislation,Gender Discrimination,Federal Legislation,Sex Fairness,Sexual Harassment

The national policy context regarding transgender students' rights has been volatile in recent years. New York State's Department of Education has a transgender policy in place, yet local school districts around New York State do not. This qualitative case study examined how district and school staff perceived the knowledge and effectiveness of transgender policies. Findings suggest a policy breakdown created by key stakeholders at both the district and school levels that leave transgender students vulnerable.
Cultural Intelligence in the Diverse Classroom
Author: Macaluso, Ann M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Student Diversity,Immigrants,Cultural Pluralism,High School Students,Suburban Schools,Student Characteristics,Student Attitudes,Comparative Analysis,Peer Groups,Leadership Role,General Education,Bilingual Education,Social Studies,Measures (Individuals)

It cannot be denied that our world has become increasingly interconnected. Improvements in transportation together with advances in technology have provided opportunities for individuals to explore the world beyond geographic and economic boundaries. Add in a global pandemic that forced individuals to interact via the Internet and you see the further erosion of boundaries and a recognition that life today can be essentially flat. A flattened world has fewer borders and allows for a fluid flow of people, goods, and services across national boundaries. To be successful in this flattened world, individuals must be culturally competent. Cultural competence is the ability to fluidly interact with individuals from other cultures and diverse backgrounds (Villagran &amp; Hawamdeh, 2020). The purpose of this study was to identify if immigrant students lived multicultural experiences provided them with the competencies necessary for successful participation in an interconnected world. Participants were high school students in a large, diverse suburban public high school in the Northeast United States. Surveys were administered in-class via pencil and paper to students in general education and bilingual Social Studies classes. This non-experimental study utilized Earley and Ang's (2003) Cultural Intelligence Scale (CQS) to assess student's global competencies. The results of the study revealed that a student's immigrant generational status is related to their level of cultural intelligence. These results suggest that immigrant students, compared to their nonimmigrant peers, may already have the globally desired skills, values, knowledge, and attitudes necessary to be highly successful leaders of tomorrow.
Gamification in Higher Education: A Systematic Literature Review with Particular Reference to Octalysis as the Futuristic Framework for Further Research
Author: Rao, Harika
Date: 2022-00-00
Type: Journal Articles
Subjects: Gamification,Higher Education,Literature Reviews,Feasibility Studies,Student Motivation,Learner Engagement,College Students

An educator's goal has always been to achieve higher student success in learning outcomes. Making students interested in learning is one of the critical factors in achieving that goal. During the past decade, 'gamification' has become a buzzword in business, medical and educational fields that has attracted many researchers. Though there are many definitions of &quot;gamification&quot; in use, for this study, the definition of Educause will be adopted: &quot;Gamification is the application of game elements in non-gaming situations, often to motivate or influence behavior&quot; (Educause, 2011). This literature review explores the dynamic improvements in gamification in higher education and the feasibility of enhancing the student's motivation and engagement with the learning process by dwelling more on the behavioral aspects of motivation.
How Does Opportunity to Learn Influence Student Achievement?
Author: Ficarra, Laura
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Opportunities,Academic Achievement,Teacher Attitudes,Parent Participation,Teaching Methods,Leadership Qualities,Language Arts,Mathematics Education,Achievement Tests,Grade 8,Secondary School Students,Faculty Development,Achievement Gap,Administrator Surveys,Teacher Surveys

The purpose of this article was to explore the differences in opportunity to learn between higher and lower achieving schools. Additionally, the teachers' perception of Opportunity to Learn (OTL) as it relates to students' achievement were investigated. Teachers were surveyed to investigate any difference in their perceptions of opportunity to learn, parental involvement, instructional practices, and quality of leadership between higher and lower achievement schools. This exploratory study scrutinized the variables and demographics that might predict student achievement. The independent variables were opportunity to learn, parental involvement, instructional qualities, and quality of leadership. The dependent variable was student achievement using New York State (NYS) Math 8th Grade scores and English Language Arts (ELA). A significant finding in this study was that student achievement was not related to student demographics. English language learners were equally matched between each pair of higher and lower performing schools. Race and Students with Disabilities were approximately equal in each set of schools. Furthermore, this study found that OTL was employed more in higher performing than in lower performing schools.
Academics&apos; Perspective on Out-of-School Learning Environments
Author: Aslan, Aysegül
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Science Teachers,Teacher Attitudes,After School Programs,Physics,Chemistry,Biology,Science Education,Preferences,Environmental Education,Astronomy,Recycling,Science Teaching Centers,Teacher Competencies

This study aims to ascertain academicians' opinions about out-of-school learning, awareness of it, and competency to plan learning activities in such situations for the purpose of teaching in out-of-school learning environments (OSLEs). The research group of this study, which was conducted as a case study, consists of 56 academics in the physics, chemistry, biology, and science education programs of education faculties in Türkiye. The Out-of-School Learning Environments Regulation Scale and a form containing four questions were used to data collection. The results from the scale, the average score was calculated as 4.41 for academics with experience in teaching OSLEs and 3.82 for academics without such experience. The qualitative results indicate that academics mostly prefer to focus on environmental education, astronomy, living things and life, and recycling issues through out-of-school learning activities and use different types of OSLEs such as science center, recycling facility and observatory. To conclude, despite the academics' high level of competency in performing out-of-school learning activities, it is evident that they underutilize these activities in their teaching.
A Study on Educational Software Development through Gamification in Guitar Education
Author: Aras, Tuncay
Date: 2023-00-00
Type: Journal Articles
Subjects: Computer Software,Musical Instruments,Educational Technology,Music Education,Gamification,Student Attitudes,Student Motivation,Telecommunications,Handheld Devices,Grade 9,Technology Uses in Education,Foreign Countries,Program Effectiveness

This study aims to develop educational software for the instrument (guitar) training course through gamification. The study was carried out by basing on the design and development research method and the processes included in the analysis, design, development, implementation, and evaluation phases of the method are considered as the sub-problems of the study. In each phase, interview techniques were used and the participants were determined according to the requirements of the phases. The results reveal that students find the education with traditional methods in instrument education boring and therefore their motivation is low. As a result of the studies carried out to offer solutions to the existing problems related to motivation in instrument (guitar) education, a mobile application called Gitarist was developed and the application was revealed as a product. In the implementation phase, it was concluded that the application developed through gamification techniques had motivation-enhancing effects on students. In line with the results, some suggestions were made for technology-supported studies to be carried out in the future.
Components of Collective Argumentation in Geometric Construction Tasks
Author: Demiray, Esra
Date: 2023-00-00
Type: Journal Articles
Subjects: Persuasive Discourse,Mathematics Instruction,Geometric Concepts,Geometry,Mathematics Teachers,Middle School Teachers,Group Activities,Group Discussion,Foreign Countries,Preservice Teachers

This study aims to examine the components of collective argumentation of pre-service middle school mathematics teachers during geometric construction activities. To scrutinize this issue, case study research was utilized. The participants were 14 pre-service middle school mathematics teachers who worked collectively by forming four groups. During the data collection process, the groups worked on four geometric construction tasks by using compass-straightedge or GeoGebra. The findings presented that the collective argumentation processes were depicted by means of eleven components. In more detail, the six components of Toulmin's argument model which are data, warrant, claim, backing, rebuttal, and qualifier were insufficient to represent collective argumentation. Instead of claim, the term conclusion was used in this study since the associated data and warrant were provided in the argumentation. The collective argumentation processes of the groups involved not only the mentioned six components but also the five additional components, which were named conclusion/data, target conclusion, guidance, challenger, and objection. The new components might be used while investigating the argumentation process in other disciplines.
The Effects of Augmented Reality Applications on the Academic Achievement and Motivation of Secondary School Students
Author: Özeren, Seçil
Date: 2023-00-00
Type: Journal Articles
Subjects: Computer Simulation,Academic Achievement,Student Motivation,Secondary School Students,Grade 7,Active Learning,Creativity,Educational Technology,Private Schools

This research aims to reveal the effects of using augmented reality applications on seventh-grade secondary school students' academic achievement and motivation and to identify students' views on augmented reality applications. For this purpose, the augmented reality application called &quot;CellAR&quot; has been developed for the &quot;Cell and Cell Division&quot; unit. The study used pre-test - post-test control group quasi-experimental design research method and general survey model. During the research, the experimental group students used the CellAR augmented reality learning application developed by the researcher in addition to the regular course materials (textbooks, e-books, printed materials, videos, visuals, etc.). In contrast, the students in the control group used only the regular course materials. An academic achievement test, motivation scale, and opinion questionnaire for augmented reality application were used to collect data. T-test for independent samples, single-factor analysis of covariance (ANCOVA), and descriptive statistics were used. According to the results, the academic achievement and motivation of the students in the experimental group using augmented reality application were significantly higher than the students in the control group. According to descriptive results, the students thought that the augmented reality application helped them learn the subjects, facilitated the concretization of abstract concepts, and provided active learning experiences. Similarly, the students found the augmented reality application interesting and stated that it increased their creativity and motivation.
Striving for an Inclusive Workplace
Author: Coverdale, John W.
Date: 2022-00-00
Type: Journal Articles
Subjects: Inclusion,Work Environment,Leadership,Diversity,Teacher Recruitment,Teacher Persistence,Faculty Mobility,Educational Administration,Elementary Secondary Education

This article aims to provide school leaders with preliminary information and initial insight into the challenges they face when they seek to hire, retain, and sustain a diverse workforce. This article brings together some essential facts about the lack of diversity in the school district workforce in New York and outlines an array of steps school leaders can take to sustain a more diverse workforce that better reflects the diversity within society and in their schools.
Narrow Listening as a Method to Improve EFL Learners&apos; Listening Comprehension
Author: Yen, Tran Thi Ngoc
Date: 2022-00-00
Type: Journal Articles
Subjects: Listening Comprehension,English (Second Language),English Language Learners,Language Acquisition,Adult Education,Teaching Methods

The practice of narrow listening was introduced almost 30 years ago (Krashen, 1996), but has not received enough attention from English language teachers and researchers. Past research has placed a focus on the combination of this method and narrow reading, or the use of this method in teaching languages other than English. This study explored narrow listening as an independent method to improve EFL learners' listening comprehension. The 38 participants in this study were intermediate EFL adult learners following a general English course. During the experiment, the treatment group were provided with narrow listening materials, while the control group were given listening exercises as homework. A pre-test and a post-test were used to measure the participants' listening comprehension. The results indicated that the treatment group outperformed the control group on the post-test. Compared to their control group counterparts, the narrow listening learners gained significantly greater comprehension of the oral texts, even those about the topics they had not practiced during the treatment. The findings have suggested that narrow listening has a positive impact on EFL learners' listening competence and that repetition in listening is advantageous to language acquisition.
The Effects of Online Corrective Feedback on University Students&apos; Self-Regulation in Writing
Author: Nipaspong, Pajaree
Date: 2022-00-00
Type: Journal Articles
Subjects: Feedback (Response),College Students,Electronic Learning,Written Language,Error Correction,Writing Instruction,Language Proficiency,Foreign Countries

This study aimed to determine how teachers' online written corrective feedback (WCF) affected university students' self-regulation in writing and how the effects differed among students of different English proficiency levels. The participants were 27 second-year university students enrolled in a required online writing course. Throughout the 16-week course, the students received online WCF on their writing through Google Docs. Results from pre- and post-questionnaires and interviews revealed the positive effects of teachers' online WCF on students' self-regulation in writing, especially those with mid- and low-proficiencies. Results from this study provided an indication of the effectiveness of online WCF in developing L2 learners' self-regulation. They also gave insight into how language proficiency levels affect learners' perception of online feedback and its impact on self-regulated learning development.
Examining the Politicization and Framing of HEA 117 in the US between 2019 and 2021
Author: Ahn, Elise S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Political Attitudes,Trend Analysis,International Cooperation,Public Agencies,Discourse Analysis,Universities,Barriers,International Education,Educational Legislation,Higher Education,Federal Legislation,Partnerships in Education,Educational Cooperation,Foreign Countries,International Relations,Contracts,Disclosure,National Security,Accountability,Public Officials,Court Litigation,Donors

In 2019, the U.S. Department of Education (DED) began increasing its enforcement of the Higher Education Act, Section 117 statute, which provides instructions for institutional reporting regarding foreign and contracts. The three questions guiding this article include: What were DED's stated premises for the investigations? How was international engagement characterized in the notices? And finally, what traits, characteristics, and/or qualities were attributed to different actors? After providing an overview of Section 117, this article examines the notices of investigation issued by DED between 2019 and 2021 to better understand how the Agency discursively characterized malign and/or undue foreign influence utilizing a discourse historical analysis approach. After exploring these questions, this article then discusses the problematic assumptions revealed by four frames which emerged from the notices of investigations and concludes with a brief reflection on the continued challenges for universities and their international engagement (broadly defined) moving forward.
From 2000 to 2018: Examining the Relationship between Net Tuition Revenue and the International Undergraduate Student Enrollment at Public Doctoral Universities
Author: Mei, Zongxiang
Date: 2022-00-00
Type: Journal Articles
Subjects: Doctoral Students,Foreign Students,Enrollment,Tuition,Cost Effectiveness,Correlation,Educational Finance,Undergraduate Students

Increased international students could potentially contribute to the institutional financial stability. However, there is limited research evidence regarding the association between net tuition revenue and international undergraduate student enrollment at public doctoral universities through a longitudinal perspective. This research, therefore, fills the gap and investigates the association between international student enrollment and the financial status of institutions. Informed by Cost-Benefit Analysis (CBA), this study used correlational analysis, One-way ANOVA and Post Hoc tests to examine the relationship from different perspectives. These findings indicated a statistically significant positive correlation between net tuition revenue and international undergraduate student enrollment numbers at public doctoral universities from 2000 and 2018. The research also revealed statistically significant differences in net tuition revenue among institutions grouped by international undergraduate student enrollment levels. The results illustrated the nuanced trend in the three waves of international student enrollment.