ethanporcaro/eric-fulltext-meta huggingface dataset:
Reliability and Validity of Fear of Happiness Scale: A Case Study of University Students
Author: Bülbül, Ayse Eliüsük
Date: 2018-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Foreign Countries,Measures (Individuals),College Students,Case Studies,Test Reliability,Test Validity,Fear,Factor Analysis,Correlation,Models,Statistical Analysis

The aim of this study is to determine whether the Happiness Fear Scale (FHS) developed by Joshanloo and Weijers (2014) is suitable for Turkish culture. For this purpose, validity and reliability of the scale were examined. The study consisted of 180 university students, 87 male and 23 female. The linguistic equivalence of the scale was made by translators and experts in psychological counseling and guidance. Exploratory Factor Analysis, Similar Scale Validity, Cronbach Alpha Internal Consistency and Confirmatory Factor Analysis were used in the analysis of the factor analysis of the scale. The scale presents a one-dimensional structure and accounts for 65% of the total variance. The item total correlation scores ranged from 0.60 to 0.72. The one-dimensional structure of the scale was well matched by the model (RMSEA = 0.06, AGFI = 0.92, NFI = 0.98, GFI = 0.9, CFI = 0.99, IFI = 0.99, RFI = 0.95, and SRMR = 0.03). The internal consistency coefficient was found 0.86. From here it is possible to say that this scale is a reliable and valid measuring instrument suitable for Turkish culture.
The Impact of Philosophical Inquiry Method on Classroom Engagement and Reasoning Skills of Low Achievers
Author: Wan Yusoff, Wan Mazwati
Date: 2018-00-00
Type: Journal Articles
Subjects: Inquiry,Philosophy,Thinking Skills,Low Achievement,Foreign Countries,Research Projects,Teaching Methods,Learner Engagement,Classroom Techniques,Qualitative Research,Case Studies,Intervention,Early Adolescents

This research project attempted to investigate the impact of applying philosophical inquiry method of teaching on classroom engagement and reasoning skills of low achievers. Low achievers are those who have the potential to succeed but lagged behind because of several factors that demotivate them to perform at their highest ability. In this study, low achievers were students who failed or obtained the lowest grades in previous standardized school examination. They were 22 students aged 12-13 years old from a school in Gombak district, Malaysia. The students were observed and video recorded while participating in discussing the questions they had formulated in response to the given stimulus materials. Many assumed and projected that these students would not succeed in school and life; and would not have the intelligence to engage in discussion that employed higher order thinking. However, the findings revealed that when low achievers were given opportunities to voice out their opinions in dialogic pedagogy, they demonstrated the ability to be focused and engaged in classroom discussion. Furthermore, this pedagogy has proven effective in stimulating higher order thinking or reasoning skills among low achievers. Specifically, this study found indicators of behavioral, emotional and agentic engagement among low achievers; and demonstrated that low achievers were capable of asking higher order thinking questions, clarifying meanings, giving examples, making conclusion and inductive reasoning, distinguishing and classifying ideas.
From an Academician&apos;s Preschool Diary: Emergent Curriculum and Its Practices in a Qualified Example of Laboratory Preschool
Author: Metin Aslan, Özge
Date: 2018-00-00
Type: Journal Articles
Subjects: Laboratory Schools,Curriculum Design,Case Studies,Qualitative Research,Observation,Content Analysis,Faculty Development,Reggio Emilia Approach,Preschool Education,Preservice Teachers,Preservice Teacher Education,Small Group Instruction,Large Group Instruction,Diaries,Early Childhood Education,Preschool Children,Interviews,Preschool Teachers,Foreign Countries,College School Cooperation,Universities

The purpose of this research; a laboratory preschool located in one of the northern states of the United States of America and operating under the Child Development Institute, explains the practices about the Emergent Curriculum and builds a bridge between theory and practice in preschool education. It is thought that bringing good examples of a laboratory school in the United States with a long history in the field of education to the national domain literature will be especially useful for teachers, researchers and specialists working on this field. The method of the study was carried out by the observational case study which is one of the qualitative research designs. In addition, the document analysis method was used to support the information obtained from the observations over time. Obtained data consisted of observations made by the researcher in the preschool, unstructured teacher interviews, and information obtained from the handbook of the kindergarten. The findings are discussed in the headings on the basis of the Emergent Program: Beginning of the day: Arrival in preschool exploration time and gym, large group time/class meeting, activity time and free play, large and small group activities, use of learning centers, outdoor, role of teacher in practice and role of family and parent involvement practices.
Evaluating Digital Math Tools in the Field
Author: Hollands, Fiona M.
Date: 2018-04-00
Type: Journal Articles
Subjects: Computer Uses in Education,Mathematics Education,Grade 3,Grade 4,Grade 5,Grade 6,Mathematics Achievement,Student Improvement,Costs,Instructional Effectiveness

Many school districts have adopted digital tools to supplement or replace teacher-led instruction, usually based on the premise that these tools can provide more personalized or individualized experiences for students and at lower cost. Rigorously evaluating whether such initiatives promote better student outcomes in the field is difficult as most schools and teachers are unwilling to enforce rigorous study designs such as randomized control trials. We used study designs that were feasible in practice to assess whether two digital math tools, eSpark and IXL, were associated with improvements in 3rd-6th grade student test scores in math. We also investigated the resource requirements and costs of implementing eSpark and IXL to assess whether these tools represent a valuable use of resources. We find that while IXL is substantially less costly to implement than eSpark, its use is not significantly associated with students' math performance.
Agreement Errors in Learner Corpora across CEFR: A Computer-Aided Error Analysis of Greek and Turkish EFL Learners Written Productions
Author: Can, Cem
Date: 2018-05-00
Type: Journal Articles
Subjects: Foreign Countries,Error Patterns,Language Proficiency,Language Usage,English (Second Language),Second Language Learning,Writing (Composition),Verbs,Grammar,Databases,Interlanguage

This paper illustrates the use of learner corpus data (extracted from Cambridge Learner Corpus--CLC) to carry out an error analysis to investigate authentic learner errors and their respective frequencies in terms of types and tokens as well as contexts in which they regularly occur across four distinct proficiency levels, B1-B2; C1-C2, as defined by Common European Framework of Reference for Languages (henceforth CEFR) (Council of Europe, 2001). As a variety of learner corpora compiled by researchers become relatively accessible, it is possible to explore interlanguage errors and conduct error analysis (EA) on learner-generated texts. The necessity to cogitate over these authentic learner errors in designing foreign language learning programs and remedial teaching materials has been widely emphasized by many researchers (see e.g., Juozulynas, 1994; Mitton, 1996; Cowan, Choi, &amp; Kim, 2003; Ndiaye &amp; Vandeventer Faltin, 2003; Allerton et al., 2004). This study aims at conducting a corpus-based error analysis of agreement errors to reveal the related error categories between Greek and Turkish EFL learners, the distribution of agreement errors along the B1-C2 proficiency range according to CEFR, and the distribution of agreement error types in respect of the L1 of the learners. The data analyzed in this study is extracted from the Cambridge Learner Corpus (CLC), the largest annotated test performance corpus which enables the investigation of the linguistic and rhetorical features of the learner performances in the above stated proficiency bands. The findings from this study reveal that, across B1-C2 proficiency levels and across different registers and genres, the most common agreement error categories by the frequency in which they occur are &quot;Verb Agreement&quot; (AGV), &quot;Noun Agreement&quot; (AGN), &quot;Anaphor Agreement&quot; (AGA), &quot;Determiner Agreement&quot; (AGD), &quot;Agreement Error&quot; (AG), and &quot;Quantifier Agreement&quot; (AGQ) errors. This study's approach uses the techniques of computer corpus linguistics and follows the steps of the Error Analysis framework proposed by Corder (1971): identification, description, classification and explanation of errors.
The Examination of the Possible Relationship between Reality Shock Expectations and Teacher Self-Efficacy Levels of the Prospective Teachers Attending Pedagogical Formation Certificate Program
Author: Sezen-Gultekin, Gozde
Date: 2018-03-00
Type: Journal Articles
Subjects: Preservice Teachers,Expectation,Self Efficacy,Preservice Teacher Education,Teacher Certification,Foreign Countries,Individual Differences,Gender Differences,Educational Attainment,Educational Strategies,Graduate Students,Likert Scales,Correlation,Statistical Analysis

The aim of this study is to determine the possible relationship between the reality shock expectations and teacher self-efficacy levels of the prospective teachers attending pedagogical formation certificate program. In accordance with this purpose, the study was designed in correlational model among relational survey models, and the study sample was composed of 293 prospective teachers who were attending the Pedagogical Formation Certificate Program in 2016-2017 academic year by selected through convenience sampling. According to the analysis of the obtained data from this sample, it was seen that the prospective teachers' reality shock expectation levels were generally higher in the possible problems with professional differences, while the teacher self-efficacy levels were lower in the situations regarding individual differences. On the other hand, it was observed that the reality shock expectations and teacher self-efficacy levels did not show difference according to gender, education level and graduated field variables, while only the teacher self-efficacy towards teaching strategies sub-dimension had a difference in terms of education level variable. This difference was in favor of teacher candidates receiving postgraduate training. When the main purpose of the study was examined, it was determined that there was no statistically significant relationship between the teacher's self-efficacy and reality shock expectations of the prospective teachers attending to the pedagogical formation certificate program.
Defining Technology for Learning: Cognitive and Physical Tools of Inquiry
Author: Warner, Connor K.
Date: 2018-04-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Technology Integration,Definitions,Inquiry,Middle Schools,Educational History,Academic Achievement,Program Effectiveness

This essay explores definitions of technology and educational technology. The authors argue the following points: 1. Educational stakeholders, and the public at large, use the term technology as though it has a universally agreed upon definition. It does not, and how technology is defined matters. 2. For technology in schools to support student learning, it must to be defined in a way that describes technology as a tool for problem-solving. 3. Integration of technology, particularly when paired with teacher-centered practices, has the potential of reinforcing and heightening the negative consequences of a conception of learning that positions students as recipients of knowledge instead constructors of knowledge. This article concludes with a call for leaders in the field of educational technology to provide guidance by adopting a definition that encapsulates the third point above.
Exploring Culturally Responsive Teaching and Student-Created Videos in an At-Risk Middle School Classroom
Author: Mackay, Hannah
Date: 2018-04-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Student Developed Materials,Video Technology,Technology Uses in Education,At Risk Students,Middle School Students,Qualitative Research,Summer Schools,English Instruction,Instructional Effectiveness,Outcomes of Education,Case Studies,Semi Structured Interviews,Teacher Student Relationship,Data Analysis,Coding,Observation

As the United States public school classrooms encounter notable shifts in student demographics and increased access to technology, teachers face the dual challenges of cultural and digital differences as they attempt to build relationships with students and develop responsive and relevant instruction. Framed by culturally responsive teaching (CRT), this qualitative study explored how one middle school teacher and his students in two summer school English classes interacted with and responded to novel technology-based instructional approach that sought to connect the students' lives outside of school to the classroom. The findings suggest that involving the students within this culturally responsive teaching approach using student-created videos informs the contribution of both the teacher and the students for connecting home and school contexts with a CRT framework.
Extending the Research on 1:1 Technology Integration in Middle Schools: A Call for Using Institutional Theory in Educational Technology Research
Author: Lamb, Alexandra J.
Date: 2018-04-00
Type: Journal Articles
Subjects: Handheld Devices,Technology Integration,Educational Technology,Technology Uses in Education,Middle Schools,Middle School Students,Academic Achievement,Learner Engagement,Program Implementation,Instructional Leadership,Educational Research,Organizational Theories

In this essay, we argue institutional lenses are a vital but largely missing part of understanding how 1:1 technology programs can effect change in teaching and learning in middle schools. Indeed, while current research highlights the positive effects of technology integration efforts, and 1:1 programs in particular have on student learning and engagement, much has focused on the knowledge, skills, and beliefs of individuals or groups of actors. There is less research considering how the institutional context may impact teacher and administrator behavior regarding these and other technology-focused efforts thus limiting our ability to fully support schools and teachers in these efforts. We conclude by calling on researchers to use institutional theory to further understand and support implementation efforts and enhance outcomes for schools, teachers, and students alike.
In the Zone: An Investigation of the XY-Zone Program on Developmental Assets of At-Risk Male Youth
Author: Hartwig, Elizabeth Kjellstrand
Date: 2017-00-00
Type: Journal Articles
Subjects: Leadership Training,Peer Influence,Adolescents,Males,Social Support Groups,Adolescent Development,Mixed Methods Research,Program Effectiveness,Intervention,High School Students,At Risk Students,Dropout Prevention,Pretests Posttests,Databases,Surveys,Phenomenology,Scores,Empowerment,Skill Development,Competence,Individual Characteristics,Academic Achievement,Student Behavior,Attendance Patterns

The XY-Zone program is a leadership and peer support program that guides adolescent males as they journey into manhood. This mixed methods study examined the influence of the XY-Zone program on developmental assets and academic markers of males in grades nine through 12 who were identified as youth at risk of dropping out of school. Results revealed significant positive increases in developmental asset total scores, two asset categories, and two asset contexts. Findings also indicated that youth enrolled in the XY-Zone program improved in academics, behavior, and attendance. Qualitative findings identified four overall positive themes about the XY-Zone program. The XY-Zone program demonstrates promise as an intervention to increase developmental assets of at-risk male youth.
&quot;Just Don&apos;t Bore Us to Death&quot;: Seventh Graders&apos; Perceptions of Flipping a Technology-Mediated English Language Arts Unit
Author: Moran, Clarice M.
Date: 2018-04-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Grade 7,Homework,Video Technology,Student Attitudes,Mixed Methods Research,Language Arts,Web Sites,Conventional Instruction,Blended Learning,Case Studies,Interviews,Learner Engagement,Emotional Response,Student Surveys,Focus Groups,Middle School Students,Learning Strategies,Questionnaires,Student Motivation,Pretests Posttests

This mixed methods study aimed to assess student engagement during the flipped model of instruction in two seventh-grade English language arts (ELA) classrooms. Implementation of the flipped model required students (n = 183) and teachers (n = 2) to use digital technology via a website and teacher-made videos. It compared student perceptions during a flipped unit to those same students' perceptions during a traditionally taught unit. A hybrid embedded design and case study interviews were used to assess students' cognitive, emotional, and behavioral engagement. Data analysis revealed that overall student engagement decreased in the flipped unit and that students were divided in their reactions to the flipped method with one student poignantly writing on the survey, &quot;Just don't bore us to death.&quot; This work is significant in that it is among the first to examine whether course content matters when utilizing the flipped method and whether student engagement in the traditional ELA curriculum is unique due its emphasis on discussion and holistic assessment.
Student Experiences of Technology Integration in School Subjects: A Comparison across Four Middle Schools
Author: Hughes, Joan E.
Date: 2018-04-00
Type: Journal Articles
Subjects: Student Experience,Technology Integration,Comparative Analysis,Middle Schools,Middle School Students,Focus Groups,Interviews,Grade 6,Grade 7,Technology Uses in Education,Educational Technology,Student Attitudes,Student Surveys,Rural Schools,Mixed Methods Research,Case Studies,Economically Disadvantaged,Hispanic American Students

This research examined student perspectives on their in-school, subject specific, technology use in four U.S. public schools. Considering students' perspectives may provide a significant reframing of adult-created rhetoric of the utopian power of digital technologies for changing teaching and learning. A survey and focus group interviews were administered to 6th and 7th students (n = 1,544) in four public middle schools, with varying demographics, that rely on local funding. These four schools revealed moderate use of many well-established digital technologies, such as word processing, presentation software, and quiz games. Students voiced outright hatred for teacher-directed PowerPoint-supported lectures, the most prominent technology activity students experienced, yet reported enjoying creation activities. The students in the rural school with a Hispanic-majority and high economically disadvantaged population reported much lower technology use. Discussion frame the digital inequities in the four schools and emphasizes the need for awareness and inclusion of students' digital experiences to form any trajectory toward establishing digital equity and learning in schools.
Learning Behavior and Motivation of At-Risk College Students: The Case of a Self-Regulatory Learning Class
Author: Sun, Jerry Chih-Yuan
Date: 2017-00-00
Type: Journal Articles
Subjects: At Risk Students,Outcomes of Education,College Freshmen,Prediction,Learning Strategies,Student Motivation,Student Attitudes,Self Efficacy,Student Characteristics,Student Behavior,Correlation,Study Habits,Metacognition,Factor Analysis,Scores,Attitude Change,Questionnaires,Grade Point Average,College Entrance Examinations,Tests,Statistical Analysis,Multivariate Analysis,Multiple Regression Analysis

The purpose of this study was to explore the motivational characteristics and learning behaviors affecting at-risk college students. To explore how motivation and learning behaviors are related to academic achievement, the relationships between (a) self-efficacy; (b) learning and study strategy indicators; and (c) academic outcomes were assessed. The trajectories of self-efficacy changes were also examined. Data were collected in three sets from freshmen in a self-regulatory learning class at a university in the Southwestern United States. Confirmatory factor analysis and structural equation modeling were conducted to examine the relationships among the observed variables. Changes in self-efficacy scores were examined during the semester. The results revealed a positive change in self-efficacy. Certain learning strategies and motivational characteristics, including attitude, interest, and attention, significantly predicted academic outcomes for the at-risk college freshman population studied. Implications and recommendations for future studies are discussed.
The Effect of Gratitude Training Program on the Gratitude Levels of University Students
Author: Eliüsük-bülbül, Ayse
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Psychological Patterns,Questionnaires,Training,Experimental Groups,Control Groups,Pretests Posttests,Statistical Analysis

In this research, the effect of gratitude training program on the gratitude levels of university students was examined. The sample group of the research consisted of 34 students studying at the Konya Necmettin Erbakan University Eregli Faculty of Education Guidance and Psychological Counseling Department. The Gratitude Questionnaire (GQ) developed by McCullough et al. (2002) and adapted to Turkish by Yüksel and Oguz (2012) was used for gathering the data. The scale was applied 3 times; before and after the application and 2 months after the application. A 6-week gratitude training program was applied to the experimental group. Nothing was applied to the control group. The data was generated using the SPSS program. Mann-Whitney U test and Wilcoxon test were used in the analysis of the data. Significant differences were found in the level of gratitude of the individuals as a result of the practice.
Perceptions of Implementing Positive Behavior Interventions and Supports in High-Need School Contexts through the Voice of Local Stakeholders
Author: McDaniel, Sara C.
Date: 2017-00-00
Type: Journal Articles
Subjects: Positive Behavior Supports,Stakeholders,Models,Educational Environment,Qualitative Research,Barriers,Focus Groups,Behavior Problems,Intervention,Fidelity,Case Studies,Grounded Theory,Program Implementation,Disadvantaged Schools,Economically Disadvantaged,Educationally Disadvantaged,Student Behavior,Elementary Schools,Middle Schools

Positive behavior interventions and supports (PBIS) is an evidence-based framework for preventing and treating challenging behavior in schools and improving overall school climate. The efficacy of this positive, proactive framework has been well established across varying school settings, yet little is known about schoolwide PBIS implementation and sustainability in high-need school contexts. This qualitative study investigated perceptions of the barriers and facilitators to implementing and sustaining PBIS in high-need schools from the perspectives of four stakeholders. A semistructured focus group was conducted with stakeholders from high-need schools with experience in implementing PBIS. Four key categories were identified: (a) perceptions of PBIS outcomes, (b) challenges, (c) additional supports, and (d) suggestions for improving PBIS in high-need schools. Practical implications and next steps are discussed.