ethanporcaro/eric-fulltext-meta huggingface dataset:
Researchers as Knowledge Brokers: A Step toward Research-Informed Policy? Lessons from the Israeli Case
Author: Ramot, Rony
Date: 2020-09-07
Type: Journal Articles
Subjects: Foreign Countries,Educational Research,Educational Researchers,Research Utilization,Educational Policy,Facilitators (Individuals),Neoliberalism,Ideology,Political Influences

In the 1970s, the role of &quot;chief scientist&quot; was established in Israel as part of a knowledge mediation model aimed to promote research-informed policy and narrow the academia-field-policy gap. This paper examines how when researchers cross the boundary toward a policy role and serve as knowledge brokers, they may promote research utilization in policy. This sheds light on a key issue in the field of education research, specifically, what conditions or circumstances contribute to the maximization of research utilization and the implementation of research-based policy recommendations. Using qualitative methodology, we conducted semi-structured interviews with past chief scientists and analyzed newspaper articles to understand the complex nature of the role and to propose practical suggestions for improving its construction in future policy beyond the Israeli context. Despite the positive aura surrounding the common use of intermediaries, the issue of promoting such entities at the national educational level has not yet been realized in a coherent, stand-alone policy globally.
School Funding Disparities and the Plight of Latinx Children
Author: Baker, Bruce D.
Date: 2020-09-14
Type: Journal Articles
Subjects: Educational Finance,Hispanic American Students,Educational Equity (Finance),Racial Differences,Costs,Expenditure per Student,Educational Policy,Finance Reform,English Language Learners

This article provides a systematic decomposition of disparities in school funding by race and ethnicity using two new data resources. First, we use a national district level panel of data from the School Finance Indicators Database to evaluate recent (2012-2017) disparities in school revenue and spending by race in addition to poverty, across and within all states and within selected states. Next, we use data from the National Education Cost Model (NECM) to evaluate disparities in spending against estimates of &quot;costs&quot; of achieving national average student outcomes to determine racial differences in gaps between current spending and costs of equitable outcomes. As Latinx shares increase, per pupil spending and revenue decrease, respectively by about 4% to 7% for districts that are approximately 100% Latinx compared to those that have few or no Latinx students, controlling for poverty. More striking, when controlling for poverty, a district that is 100% Latinx is nearly 2.5 times as likely as a district that is 0% Latinx to be financially disadvantaged (have revenue &lt;90% of labor market average, and poverty greater than 120%), when controlling for poverty and 28.5 times as likely when not controlling for poverty. Finally, spending is less adequate to achieve national average outcomes, across states, in districts serving larger shares of Latinx students.
Analyzing Quality of University Life Perceptions of the Students of School of Physical Education and Sports
Author: Arikan, Gökhan
Date: 2020-00-00
Type: Journal Articles
Subjects: Quality of Life,Student Attitudes,Physical Education,Student Experience,Foreign Countries,Teacher Student Relationship,Peer Relationship,Identification (Psychology),Individual Differences,Social Mobility

In this sense, the improvements to be made for all the dimensions in the scale highlight the importance of this study to determine the problems students will encounter during their school life and to reflect these experiences to students or athletes after graduation. Quality of school life can be considered as an indicator of students' communication, love and respect towards other individuals at the school, and their satisfaction with all kinds of physical and social facilities of the school. In the field of quality of school life education, research has examined the issue of quality of university life, which is the highest level of education and training. The educational structure and administrative differences of universities made it compulsory to examine the quality of university life separately. Quality of university life includes the level of satisfaction with the university and the constructive experiences of students in the learning process. The study aimed to examine the differences of Harran University School of Physical Education and Sports students' scores obtained from the dimensions of the &quot;Quality of University Life Scale&quot; according to gender, athlete identity, year of study, age, and residence variables. The research consisted of 311 participants in total, 135 females and 176 males. Independent sample t-test and one-way analysis of variance (ANOVA) were performed to determine whether the quality of university life varied according to the variables of students. A statistically significant difference was found in social opportunities dimension in favor of males, in participation in decisions dimension in favor of females, and in student-student communication dimension in favor of males, and in identity, social opportunities and future dimensions according to year of study (p &lt; 0.05). In the study, no difference was found among students regarding the gender variable and quality of life. As a result, it is thought that increasing the quality of life in universities will increase the academic success of the student group, and the faculties will become institutions that train more qualified, happier and equipped teachers.
Examination of Student Resistance Behaviors towards Physical Education and Sports Teachers in the Teaching-Learning Process
Author: Arikan, Gökhan
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Behavior,Negative Attitudes,Resistance (Psychology),Physical Education Teachers,High School Students,Teacher Student Relationship,Experienced Teachers,Public Schools,Private Schools,Foreign Countries

This study aims to identify the perceptions of examination of student resistance behaviors towards physical education and sports teachers in the teaching-learning process. For this purpose to define students' resistance behaviors. In education, students' resistance to teaching-learning processes affects the entire school community. Resistance behaviors during the teaching-learning process cause students to fail and create an important problem for teachers and administrators for preventing the formation of efficient learning environments, increasing the number of students showing similar resistance, and developing negative thoughts regarding school and the school community. For this purpose, to examine how physical education and sports teachers perceive students' resistance behaviors throughout the school. Therefore, this study was designed as a descriptive study that reveals the current situation for 157 physical education and sports teachers working in the center of Sanliurfa. In the study, Student Resistance Behaviors Scale Teacher Form SRBS-T which is a five-point Likert scale consisting of 25 items and four identifying factors that are &quot;Hostile Attitudes towards Teacher Authority,&quot; &quot;Hostile Attitudes towards Teacher,&quot; &quot;Constantly Being Angry&quot; and &quot;Passive Resistance&quot; was used. In analyzing the data, a t-test test was used in pairwise comparisons, and One-Way ANOVA tests were used in multiple comparisons. Tukey test was conducted to determine where the difference was in the group. In the study, the findings were statistically significant in the sub-dimensions of &quot;Hostile Attitudes towards Teacher&quot; and seniority, &quot;Passive Resistance&quot; and &quot;Passive Resistance&quot; at the school level. In this study showed that there is no significant difference between genders in the sub-scales of SRBS-T and total scores. In addition &quot;Hostile Attitudes towards the Teacher&quot; sub-dimension were found to be significantly different in teachers with 16-20 years of seniority from other teachers. In the &quot;passive resistance&quot; dimension, teachers with 11-15 years of seniority had significantly higher scores than other teachers.
Analysis of Click-Stream Data to Predict STEM Careers from Student Usage of an Intelligent Tutoring System
Author: Makhlouf, Jihed
Date: 2020-00-00
Type: Journal Articles
Subjects: Learning Analytics,STEM Education,Science Careers,Career Choice,Intelligent Tutoring Systems,Student Behavior,Problem Solving,Skill Development,Predictor Variables,Middle School Students,Majors (Students),Longitudinal Studies

In recent years, we have seen the continuous and rapid increase of job openings in Science, Technology, Engineering and Math (STEM)-related fields. Unfortunately, these positions are not met with an equal number of workers ready to fill them. Efforts are being made to find durable solutions for this phenomena, and they start by encouraging young students to enroll in STEM college majors. However, enrolling in a STEM major requires specific skills in math and science that are learned in schools. Hopefully, institutions are adopting educational software that collects data from the students' usage. This gathered data will serve to conduct analysis and detect students' behaviors, predict their performances and their eventual college enrollment. As we will outline in this paper, we used data collected from the students' usage of an Intelligent Tutoring System to predict whether they would pursue a career in STEM-related fields. We conducted different types of analysis called &quot;problem-based approach&quot; and &quot;skill-based approach&quot;. The problem-based approach focused on evaluating students' actions based on the problems they solved. Likewise, in the skill-based approach we evaluated their usage based on the skills they had practiced. Furthermore, we investigated whether comparing students' features with those of their peer schoolmates can improve the prediction models in both the skill-based and the problem-based approaches. The experimental results showed that the skill-based approach with school aggregation achieved the best results with regard to a combination of two metrics which are the Area Under the Receiver Operating Characteristic Curve (AUC) and the Root Mean Squared Error (RMSE).
Gender Differences in Predicting STEM Choice by Affective States and Behaviors in Online Mathematical Problem Solving: Positive-Affect-to-Success Hypothesis
Author: Chiu, Mei-Shiu
Date: 2020-00-00
Type: Journal Articles
Subjects: Gender Differences,Predictor Variables,STEM Education,Course Selection (Students),Psychological Patterns,Middle School Mathematics,Problem Solving,Intelligent Tutoring Systems,Higher Education,Academic Aspiration,Learner Engagement,Affective Behavior

This study aims to identify effective affective states and behaviors of middle-school students' online mathematics learning in predicting their choices to study science, technology, engineering, and mathematics (STEM) in higher education based on a &quot;positive-affect-to-success hypothesis.&quot; The dataset (591 students and 316,974 actions) was obtained from the ASSISTments project. In the ASSISTments intelligent tutoring system, students completed mathematical problem-solving tasks, and the data was processed to infer their action-level affective states and behaviors, which were averaged to form student-level measures. The students' future STEM choice was predicted by the student- and action-level affective states and behaviors using logistic regression (LR), ordinary least squares regressions with standardized scores (ORz), and random forest with permutation importance and SHAP values (RFPS). The results revealed that student- and action-level gaming behavior consistently predict STEM choice. In addition to gaming, female students are more likely to study STEM if they are less bored and more off-task, and male students if more concentrated and less frustrated. ORz generates theoretically plausible results and identifies sufficiently distinguishable affective states and behaviors. Suggestions for educational practice and research are provided for adaptive teaching.
The Development of Narrative Macrostructure of Thai Children
Author: Rungrojsuwan, Sorabud
Date: 2019-00-00
Type: Journal Articles
Subjects: Thai,Narration,Computational Linguistics,Story Telling,Preschool Children,Young Adults,Elementary School Students,Language Acquisition,Illustrations,Correlation,Skill Development,Age Differences,Databases,Discourse Analysis,Foreign Countries

The present article aims to examine the development of storytelling ability of Thai children. The Thai Frog Story corpus, consisting of a total of 50 narratives by 4-, 6-, 9-, 11- and 20-year-old participants, is used as data for this study. Three main components of narrative macrostructure are employed as the framework for analysis: onset, problem and resolution. Results find that elementary children have shown significant acquisition of narrative macrostructure since the age of 9. In relation to percentage of acquisition, it is found that 'problem' is the easiest component to be recognized, followed by 'onset' and 'resolution,' respectively. More specifically, it is found that 4- to 6-year-old children tend to rely on immediate contexts and existing components in particular pictures. Accordingly, they fail to recognize the relationship among the protagonists and settings of the story. Moreover, they cannot keep the main plot along continuously until the end.
Collaboration before Writing: Exploring How Student Talk Contributes to English L2 Written Narratives
Author: McDonough, Kim
Date: 2020-00-00
Type: Journal Articles
Subjects: Prewriting,Discussion (Teaching Technique),Interaction,Peer Relationship,Cooperative Learning,Writing (Composition),Correlation,English (Second Language),Second Language Learning,Brainstorming,Adult Students,Community Centers,Foreign Countries

Previous studies of prewriting discussions have focused narrowly on classifying the type of student talk e.g., content, organization, language) that occurred during a short planning period. However, less is known about how students' interactions unfold across multiple prewriting discussions in an entire lesson. To gain further insight into the relationship between collaborative talk and individual writing, this case study explores how two ESL students, Lendina and Mateo, interact during three prewriting activities in one lesson. Data sources include transcripts of the students' discussions, their narrative texts, and perceptions from the students, their teacher, and an observer. Findings revealed that their discussions were characterized by collaboration (e.g., equality, mutuality, and shared epistemic stance), with each activity contributing concepts and lexical expressions to the students' narratives. Implications for instructors interested in integrating prewriting discussions into their classes are provided.
How Postgraduate Students Use Video to Help Them Learn
Author: Iskru, Victoria V.
Date: 2020-00-00
Type: Journal Articles
Subjects: Graduate Students,Video Technology,Student Attitudes,Learning Processes,Instructional Design,Instructional Effectiveness,Teaching Methods,Instructional Films,Educational Research,Foreign Countries

Purpose of the study: The object of this paper is to explore the literature in order to discover on what conditions a video-mediated form of instruction can be a learning instrument, the one that enhances teaching, increases the potential of improving learners' performance and leads to a change in students' knowledge and behaviours. Methodology: This exploration is literature based and involves a critical discussion of articles on video-based instruction and video pedagogies. Main findings: Video-based forms of teaching and learning are steadily gaining popularity in the classroom and beyond and are supported by a growing body of academic and professional literature. However, while the pedagogical use of video within a lesson has been explored, what is missing is a focus on the pedagogy within the video -- the pedagogical style or design of the video that leads to learning -- the transformation of information. Applications of this study: Research involving university students suggests that students conceive of video as an important element of their learning process and they will often choose to use videos for support and clarification rather than any other form of digital instruction. The conducted analysis of the research subject will eliminate concerns of instructional designers over the video design and help employ video more consciously and efficiently. Novelty/Originality of this study: In the last decade, the majority of the literature focusing on creating video for learning purposes adopt a transmission of knowledge approach. Thus, the authors focus on a list of characteristics that will facilitate the transmission of content. Few of the articles focus on learning per se. This paper discusses the results of our review of the literature that support the transmission styles of learning, the &quot;hygiene&quot; principles and then it explores the literature to identify the elements that enable a more transformative learning pedagogy for video.
Factors Contributing to the Difficulties in Teaching and Learning of Computer Programming: A Literature Review
Author: Cheah, Chin Soon
Date: 2020-00-00
Type: Journal Articles
Subjects: Difficulty Level,Programming,Computer Science Education,Educational Research,Problem Solving,Thinking Skills,Instructional Effectiveness,Personality Traits,Student Motivation,Negative Attitudes,Transfer of Training,Prior Learning,Instructional Materials,Higher Education,Foreign Countries

This paper reviews the literature relating to the factors that contribute to the difficulties in learning of computer programming. Programming has been a difficult subject to learn and master even at the early stage of education. It has been a global problem and continues to worsen at the local level. Although, there are many education tools available to complement the teaching and learning of computer programming. The problem persists until present day. Even at the initial stage of computer introduction courses, there were high failure rates and high drop out. One of the rationalism behind this scenario is from the students' lack of problem solving abilities. However, the problem does not only lie within the students' level of efficacy. It involves the effective use of teaching and learning material as well. Therefore, the focus of this review is on the factors concerning the students learning method and the effectiveness of the teaching material. Based on plethora of literature review, it is vital that these two aspects need to be consider simultaneously to overcome the difficulties of learning computer programming. A much more comprehensive, effective and universal teaching and learning tools need to be design to address the severity of this problem.
The Impact of Science Communication on Twitter: The Case of Neil Degrasse Tyson
Author: Denia, Elena
Date: 2020-00-00
Type: Journal Articles
Subjects: Public Opinion,Telecommunications,Social Media,Interests,Sciences,Beliefs,Emotional Response,Social Influences,Political Issues,Cultural Influences,Mass Media Effects

Public perceptions of science have been studied extensively since the mid-twentieth century. The aim of this project is to explore the interaction between science and the public in the digital world as a complement to traditional studies on the societal impact of science, particularly on the social network Twitter. It thus proposes a low-cost, easily reproducible methodology involving the design of an algorithm operating on representative sets of tweets to analyse their content by using computational techniques of data mining and natural language processing. To test this methodology, I analyse the communications of the popular science communicator Neil DeGrasse Tyson. The impact of the information is calculated in terms of 1) likes and retweets; 2) suggested formulas for measuring the popularity and controversial nature of the content; and 3) the semantic network. Relevant elements of the communications are then identified and classified according to the categories of &quot;science&quot;, &quot;culture&quot;, &quot;political-social&quot;, &quot;beliefs&quot;, &quot;media&quot; and &quot;emotional&quot;. The results reveal that content with an emotional charge in the communicator's message triggers a substantially more profound response from the public, as do references to socio-political issues. Moreover, numerous concepts peripheral to the scientific discussion arouse more interest than the concepts central to the communication. Both these results suggest that science is more interesting when it is linked to other issues.
Online Parental Mediation Strategies in Family Contexts of Spain
Author: Martínez, Gemma
Date: 2020-00-00
Type: Journal Articles
Subjects: Internet,Parent Child Relationship,Foreign Countries,Family Characteristics,Gender Differences,Child Rearing,Child Behavior,Children,Adolescents

This article explores online parental mediation strategies in Spain and their association with sociodemographic and family context factors. The results of a survey conducted at the end of 2018 are presented herein, based on a sample of 2,900 Spanish minors between 9 and 17 years of age who use Internet. The impact of the diverse parental mediation strategies applied to Internet use has been calculated by taking into account the sociodemographic factors of the participating minors (age and gender). Association analysis was performed using the SPSS statistical analysis programme. In this case, an extra analysis was carried out with regard to the relationship of influence between different strategies and the rules of behaviour and family support in the household context as perceived by the minor. Findings suggest that enabling and restrictive mediation strategies are very common in Spanish families, while technical mediation strategies have a very limited presence. It is noteworthy that restrictions and security strategies generally apply more to girls than to boys. Household rules related to the behaviour of minors have a positive correlation with an increase of influence of nearly all strategies. However, there is no relevant association between family support perceived by children and restrictive strategies and techniques applied by parents.