ethanporcaro/eric-fulltext-meta huggingface dataset:
Digital Competencies: Are Pre-Service Teachers Qualified for Digital Education?
Author: Alnasib, Badiah N. M
Date: 2023-00-00
Type: Journal Articles
Subjects: Technological Literacy,Teacher Competencies,Preservice Teachers,Student Attitudes,Foreign Countries,Art Education,Kindergarten,Majors (Students),Program Effectiveness

This study examines digital competency (DigComp) as a crucial component of twenty-first century teachers. It investigates pre-service teachers' level of DigComp from their perspective, and whether they felt their preparation programme qualified them for digital education. One hundred forty student teachers in their final year of majoring in either art education or kindergarten at a public university in Saudi Arabia participated. Data was collected via an online survey that included five DigComp areas: information and data literacy, communication and collaboration, digital content creation, safety, and problem-solving. Significant differences were found between the two groups: the communication and collaboration domain had the highest mean in both groups (152.47+19.39; 139.40+ 17.79); while the safety domain had the lowest mean score in both groups (16.48+2.62; 15.06+3.35). Results showed that 77.1% of preservice teachers rated their DigComp as excellent and 22.9% rated it as moderate. The results further revealed that the pre-service teacher programme was average (65.04%) in qualifying pre-service teachers to integrate technology into their future teaching practices. The results of this study highlight the necessity to evaluate pre-service teacher programmes for suitability to produce instructors who possess the cognitive, teaching, and digital competencies required in the era of technology.
Examination of 21st Century Skills and Technological Competences of Students of Fine Arts Faculty
Author: Öztürk, Ömer Tayfur
Date: 2023-00-00
Type: Journal Articles
Subjects: 21st Century Skills,Fine Arts,Technological Literacy,Comparative Analysis,Gender Differences,Instructional Program Divisions,Undergraduate Students,Student Attitudes,Correlation,Foreign Countries,Art Education,Measures (Individuals)

In this study, 21st century skills and technological tendencies of the students of the Faculty of Fine Arts were examined with a relational approach in terms of some variables. With this aim, the 21st century skills and technological competences of the students of the Faculty of Fine Arts were compared in terms of gender and grade level variables. In this respect, this study is a comparative relational survey research. The study was carried out with 198 students studying fine arts at different universities in Turkey. The 21st century skills scale and the technological susceptibility scale were used as data collection tools. In the study, t-test for independent groups, one-way analysis of variance and correlation analysis techniques were used for data analysis. In the study, it was found that the 21st century skills of fine arts students were relatively high, while their technological susceptibility was moderate. It was found that the 21st century skills and technological predispositions of the participant students differed in terms of gender and grade level. Finally, a positive, significant and high-level relationship was found between the 21st century skills and technological predispositions of the students of the Faculty of Fine Arts.
The Effect of STEM Application on Learning History and Culture Based on Photo-Documents in Museums
Author: Temirton, Galiya
Date: 2023-00-00
Type: Journal Articles
Subjects: STEM Education,History,Interdisciplinary Approach,Secondary School Students,Museums,History Instruction,Student Attitudes,Instructional Effectiveness,Foreign Countries

This study aims to reveal the effect of examining photos/documents in museums with traditional and STEM approach on students' success in history lesson, interest, attitude, national value and historical awareness. A control group pretestposttest trial model, which is one of the quantitative research methods, was used in the research. The study group of the research is 2nd year secondary school students. The study was carried out with a total of 60 students, 30 students in the experimental group and 30 students in the control group. The application of the study was carried out in a secondary school and museums in Almaty (Kazakhstan). In the research, four different measurement tools were applied to determine the effect of museum visit and STEM approach, which are independent variables, on students' success in history lesson, attitude, interest and national value and consciousness level. Whether there is a difference between the achievement, attitude, interest, national values and consciousness levels of the experimental and control groups was analyzed with the &quot;Independent t test&quot;. According to the findings obtained from the research, it was determined that the museum tour and STEM application studies were more effective in increasing the success, attitudes and interests of the students in the history lesson than the classical narrative-based tour in the museum with the control group. It was observed that both methods were effective in students' national values and historical awareness.
Gameplay in Perspective: Applications of a Conceptual Framework to Analyze Features of Mathematics Classroom Games in Consideration of Students&apos; Experiences
Author: Nurnberger-Haag, Julie
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Educational Games,Learner Engagement,Learning Motivation,Computer Games,Arithmetic,Difficulty Level,Student Experience,Cognitive Ability,Guidelines,Task Analysis,Student Attitudes,Stress Variables,Instructional Design,STEM Education,Grade 7,Game Based Learning

Games are often used to foster student engagement and motivation to learn content, such as mathematics. Although digital games dominate game-based learning research, the table games commonly used in classrooms warrant investigation. Especially for mathematics learning, prior research has not taken into account content-specific frameworks. Integer arithmetic (i.e., calculations with negative numbers) is a difficult topic that is crucial for later mathematics. Thus, this study synthesized multiple theoretical perspectives to understand students' experiences playing games during an integer unit. A mixed methods design study was conducted to answer the primary question: How was student experience (motivation to learn and engagement) related to game features? Student perspectives about the three integer games they played and observations of student engagement during gameplay were analyzed using perspectives from game design and the Cognitive Demand framework for mathematical tasks. Overall, students positively perceived playing games, however, individuals' motivation and engagement varied in relation to game features. Students provided valuable insights for research and practice as to which game features were engaging or motivating and why. Speed-based synchronous games that exclusively used skill, rather than a chance-skill balance induced stress and decreased motivation for many students. Thus, a critical implication was to first do no harm by selecting or designing classroom games that have features of turn-taking and chance. We suggest recommendations for mathematics learning and provide the STEM Classroom Games Features Framework to benefit research and practice of any STEM content area.
The Level of Well-Being of 6-12 Year Old Children with Disabilities from the Point of View of Parents
Author: Hamadneh, Burhan M.
Date: 2023-00-00
Type: Journal Articles
Subjects: Well Being,Parent Attitudes,Disabilities,Parent Child Relationship,Severity (of Disability),Gender Differences,Foreign Countries,Extracurricular Activities,Safety,Security (Psychology),Daily Living Skills,Self Concept,Children,Preadolescents

Well-being is a balanced way for a disabled child to interact with himself and others and feel comfortable and happy in the activities of his daily life. It also indicates the safety of the mentally disabled child, and that he is free from mental disorders and diseases. This achieves high levels of compatibility, and adaptability to his life quality. Therefore, this study aimed to reveal the level of well-being of children aged 6-12 years with disabilities from the point of view of their parents. Also, it attempted to show any statistical differences in them according to the variables of the disabled child's gender, the type of disability, and the severity of the disability. The descriptive survey method was used. The questionnaire was used as a tool for collecting data. It was applied to a purposive sample of 295 parents of children aged 6-12 years with disabilities in Najran region, southern Saudi Arabia, in 2022. The results showed a weak degree of well-being level for children aged 6-12) years with disabilities from the point of view of the study sample. The results also revealed statistically significant differences in the level of well-being among children aged 6-12 years with disabilities due to the gender of the disabled child in favor of males, the type of disability in favor of learning disabilities, and the severity of disability in favor of the simple disability. The study suggested multiple recommendations focusing on engaging disabled children in extracurricular activities, providing psychological support programs for them, and directing future research to work on identifying ways to confront the difficulties that hinder the progress of disabled children toward acceptable levels of well-being.
Participatory Research to Improve PDS Initiatives: Trying-On Problem-Based Pedagogies with High-School Students
Author: Martin, Anne E.
Date: 2022-00-00
Type: Journal Articles
Subjects: Participatory Research,High School Students,Summer Programs,Career Choice,Teaching (Occupation),Master Teachers,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,School Districts,College Faculty,Community Needs,Partnerships in Education,Teaching Methods,Problem Based Learning,Action Research,State Universities,Researchers,Teamwork,Faculty Development,Preservice Teachers

For three weeks each June, the authors' PDS hosts a summer program called the Academy for Future Teachers (AFT), serving high school students interested in a teaching career. Partners across the PDS convene to support high-school AFT participants, including master teachers (P-12 teachers from local school districts and university faculty) and PDS teacher candidates at the authors' school, Georgia State University. Researchers join master teachers and PDS teacher candidates' planning and interview high-school AFT participants each year to increase the program's responsivity to their community's needs. They share results from data collected during the previous year at the first planning session each year. This article first describes the Academy for Future Teachers, including the roles of high-school participants, master teachers, and PDS teacher candidates. Next, it outlines the characteristics of a PBL approach, and discusses the methods used in the participatory action research project. Then the results of implementing problem-based pedagogies at AFT are shared. Finally, the article concludes with recommendations for incorporating PBL within PDS initiatives.
Technology-Supported Engineering Design and Problem Solving for Elementary Students
Author: Yang, Dazhi
Date: 2022-00-00
Type: Journal Articles
Subjects: Engineering Education,Design,Elementary School Students,Problem Solving,After School Programs,Grade 4,Grade 5,Grade 6,Cooperative Learning,Technology Uses in Education,Educational Technology,Learner Engagement

This study investigated the technologies and tools used to support upper-level elementary students' engineering design and problem-solving activities in a bridge design and building challenge. The study was conducted in an eight-week afterschool program with a total of 36 4th to 6th grade students in small groups of four to six students. Analysis of students' group work based on video recordings revealed the use of a variety of technologies and tools. The results show that the use of technology was engaging and critical for helping students solve the engineering design problem and complete the design challenge. The use of disciplinary tools such as shake tables which are typically used by professionals also allowed students to perform certain tasks like professional engineers. Student focus group interviews showed students enjoyed the use of various technologies and tools during the design challenge. The study has implications for using technology to support K-12 students' engineering design and problem-solving activities, which include the authentic use of technologies and tools can transform learning and support critical problem solving and design thinking. The study also provides an example for instructors on how to use various technologies to engage and motivate students in hands-on engineering design tasks.
The Relationship between Game Addiction, Emotional Autonomy and Emotion Regulation in Adolescents: A Multiple Mediation Model
Author: Eker, Halime
Date: 2022-00-00
Type: Journal Articles
Subjects: Adolescents,Emotional Response,Self Control,Personal Autonomy,Addictive Behavior,Computer Games,Computer Mediated Communication

This study researches the mediating role of emotion regulation in the relationship between emotional autonomy and game addiction. The sample of the study consists of 335 adolescents. Ages of the sample are between 14 and 18, and the mean age is 15.78. 135 (40.3%) of the participants are 9th graders, 96 (28.7%) are 10th graders, 62 (18.5%) are 11th graders, and 42 (12.5%) are 12th graders. Weekly aimless internet usage time of the adolescents were found to vary between 1 and 80, with a mean of 22 hours. Game Addiction Scale, Emotional Autonomy Scale and Emotion Regulation Scale were used as data collection tools. SPSS 25 package program and PROCESS Macro program, which works as an add-on to it, were used in data analysis. According to the results of the study, emotional autonomy significantly predicts dysfunctional internal and external emotion regulation sub-dimensions and game addiction in a positive way. Dysfunctional emotion regulation predicts game addiction significantly in a positive way. The relationship between emotional autonomy and game addiction is mediated by dysfunctional internal emotion regulation and dysfunctional external emotion regulation. As a result, it was found that the relationship between emotional autonomy and game addiction occurred through dysfunctional emotion regulation.
Redesigning the Education Doctorate for Community College Leaders: Generation, Transformation, and Use of Professional Knowledge and Practice
Author: Bartlett, James E., II
Date: 2018-00-00
Type: Journal Articles
Subjects: Curriculum Development,Doctoral Programs,Community Colleges,Postsecondary Education as a Field of Study,Educational Change,Leadership,College Administration,Alignment (Education),Student Attitudes,Job Shadowing,Mentors

This paper describes the redesign of a community college executive leadership doctoral program that seeks to develop senior-level leaders. The paper provides how the redesign was intentionally aligned with the CPED principles and specifically the sixth principle. The paper sought data from students, faculty and other documents to gain an insight into the impact of aligning the program with principles and design concepts. The paper suggests that it is important for this program to integrate examples from practice and practitioners, include job shadowing experiences for students and faculty, and ensure there are active learning activities that are relevant to the students. The paper includes an overview of the program redesign as well as reflection on the first iteration of the new coursework through student's voice, faculty feedback, and a discussion of lessons learned.
Complexities of Practitioner Research: Seeking Hallmarks of Quality
Author: Finch, Maida
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Researchers,Educational Research,Literacy Education,Research Methodology,Research Problems,Doctoral Programs,Journal Articles,Evaluation,Bibliometrics,College Faculty

The emphasis in Ed.D. programs on professional knowledge and practical research means methodological training in these programs must prepare their candidates for the career demands graduates will likely encounter; practitioner research is well-suited to this task. Yet, the lower status traditionally accorded to practitioner research, along with an absence of clear guidelines for its methodology and quality, challenge its acceptance as a form of knowledge production. The current study analyzes 74 accounts of practitioner research in literacy for evidence of methodological quality. Findings reveal ways practitioner researchers systematically conduct and report their inquiries as well as areas for improvement. The hallmarks of quality identified in this study can be used by research educators to advance practitioner research as a methodology and knowledge generating endeavor.
Identifying Commonly Used Literacy Instructional Practices for Students with Extensive Support Needs: Implications from a Control Group Analysis
Author: Hunt, Pam
Date: 2022-09-00
Type: Journal Articles
Subjects: Literacy Education,Special Education Teachers,Students with Disabilities,Student Needs,Elementary School Students,Inclusion,Peer Teaching,Vocabulary Development,Reading Comprehension,Educational Legislation,Equal Education,Federal Legislation,Elementary School Teachers,Regular and Special Education Relationship,Reading Skills,Phonological Awareness

This study explored the characteristics of commonly used early literacy instruction designed by special education teachers for students with extensive support needs (ESN). The 15 special education teachers and 29 students were participants in a randomized controlled trial investigating the effectiveness of an early literacy intervention developed for students with ESN. The students in this study were members of the study's control group and received literacy instruction designed by their special education teachers. The study was conducted in 14 elementary schools across 10 school districts and three states. Literacy instruction was implemented in general education classrooms with peers participating in the lessons as &quot;reading buddies.&quot; The results suggest that teachers in the control group placed the greatest instructional emphasis on vocabulary and comprehension development. However, there was wide variation among teachers both within and across states in their selection of other literacy instructional components to address. These findings are discussed in terms of their broader implications for special education teacher preparation, school district policy, and in-service training of teachers serving students with ESN.
Facilitators and Barriers Highlighted by On-Campus Service Providers for Students Seeking Mental Health Services
Author: MacDonald, Hana
Date: 2022-00-00
Type: Journal Articles
Subjects: Affordances,Barriers,Mental Health Programs,Student Personnel Services,College Students,Foreign Countries,School Personnel

The prevalence of mental illness is increasing among post-secondary students. Despite more mental health services being offered within post-secondary institutions, uptake among students remains suboptimal. This study aimed to examine facilitators and barriers for students seeking mental health services through service providers' perspectives. Twenty-four semi-structured interviews were conducted at a southwestern Ontario post-secondary institution and were analyzed using thematic analysis using NVivo. Facilitators revealed include strengthening communication techniques; improving equity, diversity, and inclusion; increasing social media promotion; and providing incentives. Barriers identified include fear of judgement, time constraints, individual perceptions of the need for services, unawareness, and higher-level barriers such as lowered capacity of staff and physical resources. These facilitators and barriers should be used in tandem with the Theory of Planned Behaviour to help improve uptake and effectiveness of campus mental health services.
Reaching the Finish Line: Personality and Persistence in Post-Secondary Education
Author: Wilson, Claire A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Personality,Persistence,School Holding Power,Emotional Intelligence,Resilience (Psychology),Personality Traits,Males,High Schools,Grade Point Average,Withdrawal (Education),Stopouts

Few studies have examined the contribution of individual psychological factors to long-term indicators of academic success. This study examines the influence of personality and individual difference factors in relation to retention. In this study, 290 Canadian undergraduate students completed measures of personality, resiliency, perfectionism, and trait Emotional Intelligence in the first semester of their first year, and enrolment status was collected at the end of each academic year for four years. Multinomial logistic regression analysis indicated that only high school grade point average (GPA) and being male predicted a higher likelihood of withdrawing from the program or delaying degree completion, compared to those who completed. The need for future studies with larger samples and consideration of more complex relationships between factors is highlighted.
The Effects of Vibration Signal Devices on Motivating Struggling Secondary Students to Write Longer and Better Stories
Author: Vilz, Delia
Date: 2022-00-00
Type: Journal Articles
Subjects: Writing (Composition),Student Motivation,Grade 6,Writing Assignments,Time on Task,Program Effectiveness,Intervention,Self Management,Cues,Secondary School Students,Foreign Countries,Feedback (Response),Handheld Devices

Writing is considered the most arduous academic task in school. Many students struggle with motivating themselves to engage in text production due to the enormous cognitive load it requires. In this pilot study, we used a simple electronic device that emits silent vibration signals at programmed intervals to help five sixth graders to stay focused on their writing assignments. All participants had limited academic abilities and found it hard to stay on task. We applied a single-case reversal design (ABA) to test the efficacy of the intervention. Results indicated that the students wrote considerably longer stories whenever the electronic devices were used. In addition, the quality of their texts increased as assessed by two independent raters. The findings beg for replication and more research on the topic, as this was the first study on using vibration signal devices to foster writing performance in struggling students.