ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between Technology Literacies and Proactive Personalities of Secondary School Mathematics Teachers
Author: Özkan Hidiroglu, Yeliz
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Technological Literacy,Secondary School Teachers,Personality Traits,Pedagogical Content Knowledge,Mathematics Teachers,Teacher Attitudes,Teacher Surveys,Personality Measures,Foreign Countries

The aim of this study is to determine the level of technology literacy and proactive personality of secondary school mathematics teachers, the relationship between technology literacy and proactive personalities, and how much of the proactive personality is explained by the technology literacy, according to the perceptions of secondary school mathematics teachers. The study was designed around a relational survey model, which is a quantitative research technique. The population of the study consisted of mathematics teachers working in secondary schools in Turkey and the sample was 380 secondary school mathematics teachers selected by simple random sampling method. Technology Literacy Scale and Proactive Personality Scale were used as data collection instruments. Descriptive statistics, correlation and regression analyses were used to analyse the data. The secondary school mathematics teachers' perceptions about technology literacy and proactive personality were found to be high. In addition, there was a moderate level positive and significant correlation between technology literacy and proactive personality of the secondary school mathematics teachers. Finally, the proactive personality of secondary school mathematics teachers explained their technology literacy at 30.7% level.
Open for All: The OERu&apos;s Next Generation Digital Learning Ecosystem
Author: Lane, David C.
Date: 2021-11-00
Type: Journal Articles
Subjects: Open Educational Resources,Postsecondary Education,Educational Technology,Technology Uses in Education,Open Universities,Computer Software,Higher Education,Internet,Social Media,Electronic Publishing,Web Sites,Computer Mediated Communication,Program Effectiveness,Cost Effectiveness,Electronic Mail

This paper describes the functionality, scalability, and cost of implementing and maintaining a suite of open source technologies, which have supported hundreds of thousands of learners in the past year, on an information technology infrastructure budget of less than US$10,000 per year. In addition, it reviews pedagogical opportunities offered by a fully open digital learning ecosystem, as well as benefits for learners and educators alike. The Open Education Resource universitas (OERu) is an international consortium made up of 36 publicly funded institutions and the OER Foundation. The OERu currently offers first-year postsecondary courses through OER-based micro-courses with pathways to gain stackable micro-credentials, convertible to academic credit toward recognised university qualifications. The OERu, adhering to open principles (Wiley, 2014b), has created an open source Next Generation Digital Learning Ecosystem (NGDLE) to meet the needs of learners, consortium partners, and OERu collaborators. The NGDLE--a distributed, loosely coupled component model, consisting entirely of free and open source software (FOSS)--is a global computing infrastructure created to reach learners wherever they are. All OERu services are hosted on commodity FOSS infrastructure, conferring significant advantages and creating opportunities for institutions adopting any of these services to enhance education opportunities at minimal cost. The NGDLE can also increase technological autonomy and resilience while providing exceptional learning opportunities and agency for learners and educators alike.
Examination of the Relationship between Occupational Professionalism and Occupational Alienation in Kindergarten Teachers
Author: Oztabak, Muhammet U.
Date: 2021-00-00
Type: Journal Articles
Subjects: Professionalism,Preschool Teachers,Kindergarten,Alienation,Correlation,Teacher Attitudes,Measures (Individuals),Teacher Characteristics,Work Environment,Foreign Countries,Work Attitudes,Professional Isolation,Self Concept

The aim of this study is to investigate the relationship between the levels of occupational professionalism and occupational alienation in kindergarten teachers. Correlational survey model among the quantitative research models was used in the research. In this context, 224 kindergarten teachers were reached via convenience sampling model. The data of the research was collected via the Teacher Information Form, Teachers' Occupational Professionalism Scale and Occupational Alienation of Preschool Teachers Scale. SPSS software and statistical measures such as independent samples t-test, ANOVA and Pearson's Product-Moment Correlation were used to analyse the obtained data. According to the research findings, both occupational professionalism and occupational alienation levels of kindergarten teachers were found to be high. Levels of occupational professionalism and occupational alienation may differ according to some demographic variables among teachers. The relationship between occupational professionalism and occupation alienation was found to be statistically significant. The same is also true for the sub-dimensions of the scales. Lastly, the findings and results obtained during the research were discussed in the light of the literature and suggestions were made.
A High-Stakes Approach to Response Time Effort in Low-Stakes Assessment
Author: Ilgun Dibek, Munevver
Date: 2021-00-00
Type: Journal Articles
Subjects: Reaction Time,Test Items,Adults,Foreign Countries,Tests,Computer Literacy,Learning Readiness,Age Differences,Educational Attainment,Gender Differences,Literacy,Numeracy,Problem Solving,Pretests Posttests,Statistical Analysis

Response times are one of the important sources that provide information about the performance of individuals during a test process. The main purpose of this study is to show that survival models can be used in educational data. Accordingly, data sets of items measuring literacy, numeracy and problem-solving skills of the countries participating in Round 3 of the Programme for the International Assessment of Adult Competencies were used. Accelerated failure time models have been analyzed for each country and domain. As a result of the analysis of the models in which various covariates are included as independent variables, and response time for giving correct answers is included as a dependent variable, it was found the associations between the covariates and response time for giving correct answers were concluded to vary from one domain to another or from one country to another. The results obtained from the present study have provided the educational stakeholders and practitioners with valuable information.
The Tensions between Student Dropout and Flexibility in Learning Design: The Voices of Professors in Open Online Higher Education
Author: Xavier, Marlon
Date: 2021-11-00
Type: Journal Articles
Subjects: Foreign Countries,Open Universities,Dropouts,Instructional Design,Electronic Learning,Academic Persistence,Time Management,Time Factors (Learning),Learner Engagement,Feedback (Response),Formative Evaluation,Blended Learning,College Faculty,Teacher Attitudes,Introductory Courses,College Freshmen,Dropout Characteristics

Flexibility is typical of open universities and their e-learning designs. While this constitutes their main attraction, promising learners will be able to study &quot;anytime, anyplace,&quot; this also demands more self-regulation and engagement, a cause for student dropout. This case study explores professors' experiences of flexibility in e-learning design and continuous assessment and their perception of the risks and opportunities that more flexibility implies for student persistence and dropout. In-depth interviews with 18 full professors, who are the e-learning designers of undergraduate courses at the Open University of Catalonia (UOC), were analyzed, employing qualitative content analysis. According to the professors, the main causes for dropout are student-centered, yet they are connected to learning design: workload and time availability, as well as students' expectations, profiles, and time management skills. In the professors' view, flexibility has both positive and negative effects. Some are conducive to engagement and persistence: improvement of personalized feedback, formative assessment, and module workload. Others generate resistance: more flexibility may increase workload, procrastination, dropout, and risk of losing professorial control, and may threaten educational standards and quality. Untangling the tensions between dropout and flexibility may enhance learning design and educational practices that help prevent student dropout. Stakeholders should focus on measures perceived as positive, such as assessment extension, personalized feedback and monitoring, and course workload calibration. As higher education is globally turning to online delivery due to the COVID-19 viral pandemic, such findings may be useful in both hybrid and fully online educational contexts.
Ethics in Academic Research and Scholarship: An Elucidation of the Principles and Applications
Author: Agunloye, Olajide O.
Date: 2019-12-00
Type: Journal Articles
Subjects: Ethics,Educational Research,Integrity,Scholarship,Evaluation Criteria,Guidelines,Fidelity,Research Methodology,Social Science Research,Research Problems

Responsible, respectable, and successful engagement in research and scholarship in academia requires adherence to certain basic professional ethical principles to sustain the fidelity of academic work and the integrity of the researcher-scholar. This is more so for works which are intended for dissemination, information, attention, and consumption of audiences beyond the researcher-scholar's proximal academic habitat. Ethical principles in research and scholarship apply whether the intended work, to be made public, is a conceptual scholarly narrative of ideas and thoughts or a narration of actual scientific-process-based research. This paper explores some of the key ethical principles in research and scholarship, their applications, and implications. Emerging ethical requirements, based on the 2018 updates to the Common Rule for Institutional Review Board, are explored. Criteria for meeting international ethical requirements and processes in research and scholarship are outlined with guidelines for authorship. Implications for current and future need for fidelity, integrity and trustworthiness in the academic enterprise are stressed.
Influences of Reasoning and Achievement Motivation on Complex Problem Solving in a New Microworld Operationalization
Author: Bartholdy, Stephan
Date: 2019-12-00
Type: Journal Articles
Subjects: Problem Solving,Academic Achievement,Psychological Patterns,Student Motivation,Measurement,Computer Games,Goal Orientation,Computer Simulation,Correlation,Gender Differences,Abstract Reasoning,Thinking Skills,Intelligence,Test Validity,Test Reliability,Ethics,Psychology,Undergraduate Students,Foreign Countries,Intelligence Tests,Tests

Complex Problem Solving (CPS) can be defined as those psychological processes that enable a person to achieve goals under complex conditions, which are characterized by their complexity, connectivity, dynamics, lack of transparency, and polytely. Although many hypothesized influences have previously been tested concerning their relevance for the process of solving complex problems (e.g., general intelligence), results were often found to be rather heterogeneous. As this was found to be partially caused by fundamental differences between measurements of CPS, a new operationalization was used in the present study: Following the Microworld approach, CPS was assessed in the simulation game &quot;Cities: Skylines,&quot; as its aptitude as a Microworld could be justified from a theoretical perspective. A parameter for CPS performance was defined to investigate the following hypotheses: Both reasoning and achievement motivation were expected to be positively correlated to CPS performance. Furthermore, a gender difference favoring male participants was expected. Participants in the present study (N = 27) first provided demographic information, then subsequently completed a short test of reasoning and an objective personality test of achievement motivation, and finally were given a mission in a complex scenario implemented in &quot;Cities: Skylines.&quot; The results supported all three hypotheses, indicating significant small to moderate positive relationships of both reasoning and achievement motivation with CPS performance, and a significant gender difference favoring male participants in CPS performance. Furthermore, significant gender differences favoring males were also found for reasoning and achievement motivation. Results are discussed and the Microworld operationalization is evaluated.
University Students&apos; Persistence with Technology-Mediated Distance Education: A Response to COVID-19 and beyond in Zimbabwe
Author: Rudhumbu, Norman
Date: 2021-11-00
Type: Journal Articles
Subjects: Graduate Students,Undergraduate Students,Intention,Persistence,COVID-19,Pandemics,Electronic Learning,Distance Education,Technology Integration,Student Characteristics,Institutional Characteristics,Teacher Characteristics,Correlation,Cultural Influences,Behavior Standards,Social Behavior,Foreign Countries

Technology-mediated distance education (TDE) has become part of the new normal in the range of teaching strategies used in universities in Zimbabwe. Contemporary literature abounds with studies that highlight challenges associated with access to education in universities, yet very little is highlighted about how TDE can be used to enhance access to education in Zimbabwean universities during the COVID-19 era and beyond. The purpose of this study was therefore to investigate determinants of students' behavioural intentions to persist with TDE in universities in Zimbabwe during COVID-19 and beyond. The study employed a quantitative approach that used a self-constructed structured questionnaire for data collection from a sample of 1,300 distance learning students selected from five universities using a stratified random sampling strategy. Structural equation modelling using IBM SPSS Amos 22 was used for data analysis. Results of the study show that cultural and norms issues ([beta] = 0.325; p &lt; 0.001) and characteristics of the students ([beta] = 0.329; p &lt; 0.001), the lecturer ([beta] = 0.362; p &lt; 0.001), the institution ([beta] = 0.427; p &lt; 0.001), and external stakeholders ([beta] = 0.279; p &lt; 0.001) were all significantly associated with the behavioural intentions of university students to persist with TDE. Results of this study have implications for both policy and practice with regard to implementing TDE in universities.
The Effects of Writing Proficiency on Cognitive Skills Development among International Students
Author: Curtis, Christie J.
Date: 2019-06-00
Type: Journal Articles
Subjects: Writing Skills,Thinking Skills,Language Proficiency,Skill Development,Correlation,Foreign Students,Undergraduate Students,Student Satisfaction,Academic Achievement,Research Universities,English (Second Language)

Utilizing data from the 2012 University of California Undergraduate Experience Survey (UCUES), the following question was addressed: &quot;What are the direct and indirect effects of writing proficiency on cognitive development among international students?&quot; Because many international students have chosen to study in the United States to improve their academic achievement, the higher education community has needed greater understanding of those factors which contribute significantly to the success and satisfaction of international students. Writing proficiency is one such factor, and the findings of this research study have suggested the importance of providing support and designing programs for improved writing skills.
Coping Strategies of Teachers: An Inventory of Approaches and Programs and Their Knowledge and Usage in German Schools
Author: Blumenthal, Stefan
Date: 2021-00-00
Type: Journal Articles
Subjects: Coping,Teacher Attitudes,Foreign Countries,Stress Variables,Teacher Surveys,Stress Management,Work Environment,Teaching Conditions,Gender Differences,Work Experience,Institutional Characteristics,Special Education Teachers,Teacher Education,Pandemics,COVID-19,Health Promotion,Risk,Prevention,Teacher Burnout,Elementary Secondary Education

Various studies have shown that teachers are subject to an increased stress level and the associated physical and psychological consequences. In this article, the possibilities of coping of stressful situations in everyday school life are systematized. In addition, the knowledge and usage of available programs and trainings for coping with stress at school in German-speaking countries will be assessed. This is a descriptive study based on a survey of 32 teachers. Effects due to contextual variables (gender, school type, and work experience) were examined. The results indicate that only a few of the programs surveyed are known and used in schools. Effects in connection with the gender of the teachers as well as their professional experience could not be determined. Instead, significantly more special education teachers knew and used programs to strengthen protective context factors (school type effect). The fact that a high proportion of teachers are unaware of and do not use available programs, despite their high importance for healthy coping with personal job demands, suggests deficiencies in teacher education and training. In addition, lack of resources at schools may be limiting. The successful management of stressful situations must not be seen as a task for individual employees; rather, systemic solutions must be found. Particularly due to the increased stress experienced by teachers in connection with the COVID-19 pandemic, aspects of health promotion in schools should play a significant role. The aim must be to provide more detailed information about stress management approaches in schools and to support their implementation.
Specialized Writing Instruction for Deaf Students: A Randomized Controlled Trial
Author: Wolbers, Kimberly
Date: 2022-01-00
Type: Journal Articles
Subjects: Deafness,Students with Disabilities,Grade 3,Grade 4,Grade 5,Elementary School Students,Writing Instruction,Metalinguistics,Writing Skills,Hearing Impairments,Elementary School Teachers,Language Usage,Instructional Effectiveness,Writing Strategies,Interaction,Collaborative Writing

Strategic and Interactive Writing Instruction (SIWI) involves teaching cognitive writing strategies and apprenticing novices within collaborative writing communities. It is responsive to deaf students' diverse language experiences through embedded metalinguistic/linguistic components. A randomized controlled trial of SIWI was conducted with 15 teachers and 79 students in grades 3-5. Recount, information report, and persuasive genres were taught across three 9-week periods. Writing samples analyzed for writing traits, language clarity, and language complexity were collected prior to instruction for the genre, immediately following, and 9 weeks after withdrawal of instruction for the genre. Standardized writing measures and motivation surveys were collected at the beginning and end of the academic year. Genre-specific writing outcomes were statistically significant for recount and information report writing, with substantial effect sizes for treatment and maintenance. Standardized writing outcomes mirrored these results. All others variables demonstrated small to moderately large treatment effects, although not all statistically significant.
Effectiveness of Internships as Pedagogical Practices in Promoting Employability Skills amongst Graduating Students in Selected Social Science Degree Programmes in Zambia
Author: Mwelwa, Kapambwe
Date: 2021-00-00
Type: Journal Articles
Subjects: Internship Programs,Program Implementation,Program Effectiveness,Barriers,Employment Potential,Skill Development,Social Sciences,College Seniors,Employer Attitudes,Teacher Attitudes,Student Attitudes,College Faculty,Graduation Requirements,Foreign Countries

To explore their role in enhancing graduate employability, the study investigated the effectiveness of student internships as pedagogical practices in promoting employability skills amongst graduating students in four Social Science Degree programmes of selected universities in Zambia. Qualitative and quantitative data were collected from 162 participants through the questionnaires and interview guides using a mixed-methods approach. The participants included different actors in the labour industry as critical informants; graduating students taking Social Science Degree Programmes; Lecturers, and Employers. The quantitative and qualitative data were analysed using the SPSS version 24 and Atlas. Ti. Version 8, respectively. This study employed the Human Capability Approach and Human Capital theories. Findings indicated that although internship practices were considered an essential component in the social science degree programmes for skills development, their effectiveness in promoting employability skills amongst graduating students varied from one programme to the other. The findings have implications on how universities and the labour industry could work together to design and implement internship experiences for students in social science degree programmes that are more effective in promoting the acquisition of employability skills in Zambia.
Exploring Teachers&apos; Views on Code-Switching as a Communicative Technique to Enhance the Teaching of Mathematics in Grade 4
Author: Mawela, Ailwei Solomon
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Learning Processes,Multilingualism,African Languages,English (Second Language),Case Studies,Code Switching (Language),Grade 4,Elementary School Students,Constructivism (Learning),Foreign Countries,Native Language,Mathematical Concepts,Concept Formation,Educational Policy,Language Usage,Mathematics Teachers,Teacher Attitudes,Language of Instruction

The teaching and learning of mathematics in South Africa are conducted through the authorised Language of Learning and Teaching (LoLT). South Africa has eleven official languages, and English is a Language of Learning and Teaching (LoLT) from the Intermediate and Further Education and Training (FET) Phase. This study explores teachers' views on code-switching as a communicative technique to enhance teaching mathematics in Grade 4 in selected primary schools in South Africa. This qualitative single case study employed the interpretivist paradigm and social constructivism theory. A convenient purposive sampling technique was used to sample six grade 4 mathematics teachers from three primary schools in the Alexandra township in South Africa. Researchers collected data through the use of semi-structured interviews, which were later analysed and discussed using themes. Findings indicate that teachers often code-switch from LoLT (English First Additional Language) into Home Language (H.L.) to enhance learners' understanding of the mathematics concepts. Researchers suggested the integration of code-switching into the curriculum policy and followed by in-service training for Grade 4 mathematics teachers in code-switching.