ethanporcaro/eric-fulltext-meta huggingface dataset:
Modifying the Student Course Engagement Questionnaire for Use with Online Courses
Author: Nasir, Mohd Azrin Mohd
Date: 2020-01-00
Type: Journal Articles
Subjects: Learner Engagement,Questionnaires,Student Surveys,Online Courses,Graduate Students,Cognitive Style,Student Participation,Discussion Groups,Blended Learning,Conventional Instruction,Relevance (Education),Goal Orientation,Interaction,Self Management

The purpose of this study was to modify the Student Course Engagement Questionnaire (SCEQ) for use in varied teaching settings, including online graduate courses. The SCEQ-M was administered to 276 students enrolled in a variety of graduate-level education and counseling courses during the Spring 2016 semester. An exploratory factor analysis (EFA) using Maximum Likelihood identified four dimensions in the modified scale: Applied Engagement, Goal-Oriented Engagement, Self-Discipline Engagement, and Interactive Engagement. The SCEQ-M scores showed good internal consistency reliabilities ranging from 0.71 to 0.81. This study found that this instrument may be used to compare student engagement styles and suggests that instructors should seek to improve student engagement to better match engagement style to type of course. Other findings and implications for future research are also discussed.
Why Do Japanese Bully More than Americans? Influence of External Locus of Control and Student Attitudes toward Bullying
Author: Kobayashi, Emiko
Date: 2020-01-00
Type: Journal Articles
Subjects: Bullying,Locus of Control,Student Attitudes,Cultural Differences,Foreign Countries,College Students,Positive Attitudes

It is widely accepted that Japanese, compared to Americans, commit fewer criminal and other forms of deviant acts. However, there is evidence that Japanese students have an unusually high prevalence of bullying. In the current study, we develop a rationale for predicting that Japanese students, relative to Americans, should be oriented more strongly toward an external locus of control and have more favorable attitudes toward bullying, which, in turn, might explain why student bullying is more prevalent in Japan than in the U.S. Analyses of comparable survey data from college students in Japan (N = 584) and the U.S. (N = 623) provide generally supportive evidence for our predictions. In agreement with expectations, Japanese students committed more bullying acts during their high school days than Americans. Further, Japanese students were oriented more strongly toward an external locus of control and had more favorable attitudes toward bullying. After controlling for both an external locus of control and student attitudes toward bullying, the initially significant difference between the two samples in student bullying disappeared. We discuss the utility of comparative research to increase our understanding of cross-national differences in student bullying. We suggest that longitudinal comparative data on an external locus of control and student attitudes toward bullying, both of which reflect individual cognitive orientations, are an important resource for further development of school intervention programs around the world.
The ESSA Arts Indicator in Illinois: A Study in the Art of Policymaking
Author: VanderBrug, Jonathan
Date: 2020-01-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Educational Legislation,Federal Legislation,State Policy,Educational Policy,Policy Formation,Accountability,Art Education,Educational Indicators,Educational Quality,State Boards of Education

Recognizing the essential value of the arts, the Illinois State Board of Education (ISBE) included the arts as an indicator of school quality and student success in the state's Every Student Succeeds Act (ESSA) plan, which the U.S. Department of Education approved in August 2017. The indicator currently has no weight in Illinois's accountability and support system, but in 2017, the Illinois board committed to weighting the indicator after a sound method of measurement is determined. The Illinois Arts Indicator Work Group formed in January 2018, and the board asked it to recommend both the measure and weight. Chaired by Arts Alliance Illinois and the Chicago-based nonprofit Ingenuity, the work group formed a data and research team, which conducted the most extensive analysis to date of Illinois statewide arts education data. After more than a year of deliberations, the work group recommended a composite measure that combines student participation in arts coursework, quality of instruction, and student voice and provides a comprehensive, nuanced picture of the arts in Illinois schools. It recommended using these same submeasures for elementary and high schools. This article describes how the Illinois Arts Indicator Work Group and its process shed light on how arts educators and state boards across the country can collaborate to create innovative policy. Additionally, it discusses guiding principles established by the work group and how the group incorporated student input. It concludes with ways state boards can engage the arts education community.
The Role of Arts Integration and Education in Improving Student Outcomes
Author: Wan, Yinmei
Date: 2020-01-00
Type: Journal Articles
Subjects: Art Education,Integrated Activities,Educational Research,Research Needs,Federal Aid,Educational Legislation,Federal Legislation,Elementary Secondary Education,Outcomes of Education

State boards of education rely on educators and researchers for evidence about the value of approaches in arts education--as in all other disciplines-- to help them weigh needs against the investment and the opportunities for good outcomes for all students and their communities. Yet there is only a modest body of rigorous research to inform education policy decisions related to arts education or arts integration. Two recent evidence reviews by the American Institutes for Research (AIR) examine the impact of the arts in education through the lens of the Every Student Succeeds Act (ESSA), which introduced criteria for evaluating the level of research evidence behind educational programs and practices. Informed by these reviews, the authors find that there are four kinds of gaps with critical implications for state and district decisions related to the arts: (1) gaps in research focus, where there is little or no rigorous research about a particular art type or outcome; (2) gaps regarding size and type of populations participating in a program, such that the results of the research cannot be generalized to other school settings, population locations, or makeup; (3) gaps in recency and reporting, because the timing of the collection of data is not consistent with the scheduled need or the results may not be publicly available; and (4) gaps in understanding the role of mediating factors that affect outcomes, such as location of the program, the student focus, or level of implementation. Research has not kept pace with the stakeholders' needs for policy-relevant information. This article offers the following recommendations for State board members who seek policy-relevant research: (1) Encourage districts to gauge the theoretical and empirical support for arts integration or arts education interventions they wish to adopt; (2) Ask whether and how your state's education department is collaborating with other states to design systems for collecting and sharing data on arts participation and achievement; and (3) Advocate for partnerships between independent organizations and researchers to support more rigorous research and thus stronger evidence for arts integration and arts education.
Examining the Willingness of Turkish Teachers for Vocational Development in Educational Assessment in Terms of Different Variables
Author: Kartal, Seval Kula
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Surveys,Administrator Surveys,Faculty Development,Educational Assessment,Gender Differences,Age Differences,Experienced Teachers,Inservice Teacher Education,Teacher Motivation

The aim of this study is to reveal how many different groups Turkish teachers constitute according to their vocational development needs in educational assessment, willingness for development in this area, gender, age, experiences, and subject areas. In addition, it is aimed to examine how teachers' willingness for vocational development vary for different teacher profiles that were defined based on their gender, age, experience, and subject areas. The subject pool included 1407 teachers teaching different subjects. The data was obtained from the answers given by the teachers to the Teacher Questionnaire of Teaching and Learning International Survey (TALIS). The latent class analysis was performed with the Mplus 7.4 program to reveal how many groups teachers constitute according to their professional development need, willingness for the development, gender, age, experience, and subject areas. Results of the latent class analysis showed that teachers constitute two different classes. The probability of belonging to the first latent class is high for the male teachers older than 40 years old, having experience more than 20 years, not needing professional development, and not willing to attend in-service training in this area. Female teachers, younger than 40 years old, having experience less than 11 years need professional development in assessment, and they are also willing to attend more training in this area. Based on the results of the study, it was recommended to increase the number of in-service trainings especially for this teacher profile. The study revealed that Turkish teachers are not motivated and willing to develop their assessment skills. Researcher suggested examining possible reasons of low motivations among teachers to develop their assessment skills.
Investigation of the Effects of Out-of-School Learning Environments on the Attitudes and Opinions of Prospective Classroom Teachers about Renewable Energy Sources
Author: Izgi-Onbasili, Umit
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Energy Conservation,Field Trips,Attitude Change,Program Effectiveness,Nuclear Energy,Social Problems,Student Projects,Elementary School Students

The aim of this study is to investigate the effects of energy resources activities on attitudes and views of prospective classroom teachers about renewable energy resources within the context of out-of school learning environments. In the study, quasi-experimental design without pre-test post-test control group was used. The research was conducted in the spring term of 2017-2018 academic year with an in-depth study plan for a total of 14 weeks with 12 prospective classroom teachers within the scope of Community Service Practices course. Out-of-school learning activities are held in Solar Park House and Akkuyu Nuclear Power Plant Information Center which is Turkey's first nuclear power plant, located in Mersin. In the research, Attitude Scale for Renewable Energy Resources developed by Günes, Alat and Gözüm (2013) was used. Also, the interview form, which consists of open-ended questions developed by the researcher and the diaries kept by the prospective teachers within the scope of the course were examined by qualitative analysis method. As a result of the research, it was found that there was a significant difference between the pre-test and post-test scores of the prospective classroom teachers regarding the renewable energy resources in favor of the post-test scores.
Students&apos; Belief Biases Concerning Climate Change and Factors Considered While Evaluating Informal Reasoning Arguments
Author: Gunes, Perihan
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Beliefs,Grade 9,High School Students,Climate,Change,Environment,Foreign Countries,Ecology,Bias

This study determines whether 9th-grade students have belief biases about the cause of climate change. Furthermore, it determines the factors considered while evaluating the informal arguments about climate change. This study employs a case study, a qualitative research method. Participants included 137 9th-grade students (76 females, 61 males) from three different high schools located in the central district of the city of Aksaray, Turkey. Four types of arguments for climate change were considered: strong-believable, weak-believable, strong-unbelievable, and weak-unbelievable. Each argument contained two questions. One of the questions was related to the strength (strong, weak) of the argument, while the other was linked to the reason why students considered an argument to be weak or strong. The data were analyzed using descriptive statistics and content analysis. As a result, the findings showed that students evaluated various argument types in different ways. Students considered the strong-believable arguments to be the strongest. This was followed by weak-believable, strong-unbelievable, and weak-unbelievable arguments with diminishing strength. The students showed a weak tendency for the argument-based evaluation concerning the reasons for the strength and weak of arguments that included logical reasoning between premises and conclusions. Most of the students focused on the assertion-based evaluations that include the reality of premises and conclusion rather than the relationship between the premises and conclusions. This was followed by the arguments focusing on the relation between the conclusion and premise as well as alternative evaluations independent from the argument and those that considered the different aspects of the issue.
A Case of Service-Learning and Research Engagement in Preservice Teachers&apos; Education
Author: Mortari, Luigina
Date: 2019-00-00
Type: Journal Articles
Subjects: Service Learning,Preservice Teacher Education,Preservice Teachers,Foreign Countries,Student Participation,Elementary Education,Apprenticeships,Cooperating Teachers,Masters Theses,Skill Development,Research Skills,Reflection,Program Effectiveness,Enrichment

This article describes a service-learning program developed at the University of Verona, Italy. This community service research learning (CSRL) program involves preservice and in-service teachers and incorporates learning, community service, and research. We detail the program's theoretical basis and then present the results of a research project conducted with 45 students (preservice teachers) involved in the program during the academic year 2017-2018. The aim of the research was to identify the enrichments students' believe they achieved through their program participation and what they considered most relevant from program participation for their professional improvement.
Conceptual Change Inquiry Curriculum and Traditional Lecture Approach: Preservice Teacher&apos;s Perceptions of Learning
Author: Mataka, Lloyd M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Inquiry,Active Learning,Concept Formation,Science Instruction,Student Attitudes,Instructional Effectiveness,Preservice Teachers,Elementary School Teachers,Misconceptions,Lecture Method,Learning

A quasi-experimental treatment control group design was used to investigate the effect of a conceptual change curriculum, Multi-Step Inquiry approach, on students' perception of their learning in a science classroom. This started with the development of a workbook that explicitly focused on conceptual understanding, followed by the development and validation of an inventory to explore students' perceptions of learning. Interpretation of data involved the use of inferential and descriptive statistics. The inferential statistics included t-tests, ANOVA, Pearson correlations, and regressions. Cohen's &quot;d&quot; effect sizes facilitated further interpretation of the data. The analysis shows potential for the Multi-Step Inquiry to improve students' perceptions. These results provided room for recommendations for both research and teaching.
A Common Outcome Measurement for Service-Learning in Hong Kong
Author: Ka, Carol Ma Hok
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Service Learning,Higher Education,Program Development,Program Effectiveness,Test Construction,Test Validity,Test Reliability,Test Items,College Students,Self Concept,Self Esteem,Communication Skills,Problem Solving,Social Responsibility,Teamwork,Reflection,Knowledge Level,Caring,Altruism,Interpersonal Competence,21st Century Skills

Use of service-learning is burgeoning among higher education institutions in Hong Kong and expanding in Asia. The positive student outcomes that have been reported in Western society, however, are not as widely recognized in Asian society. Asian institutions of higher education need a standardized measurement of outcomes that will help refine the practice of service-learning, increase government funding for this pedagogy, and encourage cross-institution collaboration. This article describes the development, testing, and verification of the common outcomes measurement (COM), a tool for generating reliable data on student learning outcomes achieved through different service-learning initiatives. With nine domains and 34 items, the COM contributes to both theoretical and practical aspects of service-learning. As a verified means of measuring service-learning outcomes in Asian circumstances, the COM encourages development of quality education that can yield community impacts in Hong Kong.
Civic Attitudes and Skills Development through Service-Learning in Ecuador
Author: Díaz, Karla
Date: 2019-00-00
Type: Journal Articles
Subjects: Skill Development,Service Learning,Student Attitudes,Foreign Countries,College Students,Citizenship,Private Colleges,Comparative Analysis,Case Studies,Problem Solving,Interpersonal Competence,Political Attitudes,Leadership,Political Issues,Social Justice,Diversity,Course Descriptions,Experiential Learning,Transformative Learning,Poverty

A mixed methods study was conducted to determine if a mandatory hybrid service-learning course had an effect on the civic attitudes and skills of college students attending a private university in Ecuador. The Civic Attitudes and Skills Questionnaire (CASQ) was used in a quasiexperimental design using MANOVA with follow up t tests. After this analysis, results showed that civic action was not significantly different while the other five factors of the CASQ had a significant difference. A case-study interview approach was used for the qualitative portion, and students reported feeling engaged with the community and perceived a positive impact in each of the CASQ six factors: civic action, interpersonal and problem-solving skills, political awareness, leadership skills, social justice attitudes, and diversity attitudes.
Impact Analysis of a Service-Learning University Program from the Student Perspective
Author: Escofet, Anna
Date: 2019-00-00
Type: Journal Articles
Subjects: Service Learning,College Students,Foreign Countries,Program Effectiveness,Student Participation,Value Judgment,Skill Development,Social Responsibility,Competence,Student Satisfaction,Reflection

Service-learning has become increasingly prevalent in higher education in recent years. Within this context, this article presents and analyzes some data regarding the perception of students who participated in a program developed by the Service-Learning Office of the Faculty of Education at the University of Barcelona during the 2015-2016 and 2016-2017 academic years. In particular, by means of a survey method, the article analyzes university students' perception of the impact of service-learning projects in terms of their participation, development of competencies, service performed, and experience gained. The results indicate that students value their participation positively, although they point out the need to further improve the link between learning and service. Finally, the article highlights the need to delve into and further develop reflective practice as a means to strengthen the academic link with the service performed by the students.
Utilization of Open Educational Resources in Mathematics Instruction for the Intermediate School
Author: Assiri, Eman A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Open Educational Resources,Mathematics Instruction,Foreign Countries,Middle School Teachers,Teaching Methods,Affordances,Barriers,Teaching Experience,Educational Benefits,Access to Education

The present study aimed to examine the extent of utilizing Open Educational Resources (OER) in mathematics instruction for the intermediate school in Riyadh, Saudi Arabia. It also aimed at identifying the benefits, the challenges, and the opportunities of applying OER in the educational process. For achieving the study objectives, the descriptive analytical approach was adopted. The study population comprised all the teachers of the intermediate school in Riyadh. A questionnaire was prepared and applied to a randomly selected sample of (113) teachers of the intermediate school. In the light of the findings, a set of recommendations and further studies were formulated.
Dilemmas in Service-Learning: (Missed) Opportunities for Transformative Partnership
Author: Adarlo, Genejane
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Service Learning,Transformative Learning,Partnerships in Education,Undergraduate Students,School Community Programs,Health Services,Student Attitudes,Poverty,Urban Areas,Consciousness Raising,Barriers,Experiential Learning,Emotional Response,Psychological Patterns,Social Influences

Although there have been growing concerns on how service-learning can accentuate the power differences between the server and the served, service-learning can foster transformative partnership by recognizing the contributions each can offer for a better society. Using participant observation and discourse analysis, this case study examines the perceptions of third-year undergraduate students of a health-related degree in a Philippine-based Jesuit university about their school-community collaboration in a primary healthcare setting. Despite apprehensions at the start of service-learning, students saw themselves confronted with the challenge to overcome personal barriers from authentically encountering the urban poor, whom they served in the community. However, establishing transformative partnership in service-learning was not without its share of dilemmas. Such findings can contribute to discourses on service-learning, informing practitioners how to support social transformation in university-community collaboration.
The State of Service-Learning in Australia
Author: Patrick, Carol-Joy
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Service Learning,Universities,Community Services,Nonprofit Organizations,Reflection,College Credits

This article provides an overview of the present status of service-learning in Australia. It explores the evidence for service-learning in Australia through published literature and a desktop audit that identified service-learning units/courses publicly available on university websites. Authorship of the article has provided a wider perspective to ensure the accuracy of its substance and conclusions. Service-learning is a relatively new curriculum approach in Australia in all but small pockets within universities and in faith-based institutions. However, in recent years, interest in civic learning outcomes for students has been behind efforts to include it more broadly in higher education approaches to engendering citizenship and social awareness as well as to expand the range of approaches to work-integrated learning. To capture this growing interest, an Australian service-learning network and summit is planned for November 2019.