ethanporcaro/eric-fulltext-meta huggingface dataset:
Personality and Participation in a Japan-Taiwan Online Intercultural Exchange
Author: Kelsen, Brent
Date: 2017-00-00
Type: Journal Articles
Subjects: Personality Traits,Personality Measures,Computer Mediated Communication,Program Descriptions,Exchange Programs,Social Media,English (Second Language),Second Language Learning,Comparative Analysis,Asynchronous Communication,Skill Development,Correlation,Foreign Countries,Intercultural Communication,Rating Scales,College Freshmen,Student Participation

This article examines personality and participation in an online intercultural exchange (OIE) between 57 university students in Japan (n = 28) and Taiwan (n = 29). The two-month OIE used Facebook (FB) as the medium of communication. During the online exchange, participants communicated linguistically using English as their common language and para-linguistically through photos, videos, and emoticons. The revised version of the 60-item HEXACO personality inventory was used to assess personality traits and to compare those traits with participation as measured by a FB participation rubric created for this study. From the data two themes emerged: 1) overall participation rates were high; 2) participation positively correlated with the personality item Modesty and negatively with the items Sincerity and Organization. These results suggest that a degree of modest-insincerity may be natural for student engagement in online social interaction and that the asynchronous nature of the exchange suits students who favor less structured communication activities. One of the implications of this research is that, with the required coaching and support, students can develop the necessary skills to successfully partake in OIEs.
An Investigation of Multitiered Behavioral Interventions on Disruptive Behavior and Academic Engagement of Elementary Students
Author: Bunch-Crump, Kimberly R.
Date: 2017-10-00
Type: Journal Articles
Subjects: Teaching Methods,Elementary School Students,Behavior Problems,Student Behavior,Behavior Modification,Intervention,Learner Engagement,Program Effectiveness,Urban Schools,At Risk Students,Teacher Attitudes,Interpersonal Competence,Competence,African American Students,Males,Audio Equipment,Observation,Self Control,Check Lists,Telecommunications,Assistive Technology

This study examined the effects of a multitiered system of support using Check-In Check-Out (CICO) as a secondary intervention and function-based self-monitoring (FBSM) as a tertiary intervention on the disruptive behavior and academic engagement of four elementary students identified as being in need of additional behavioral supports. A multiple baseline across participants' design was conducted to evaluate the effects of CICO and a reversal design was used to evaluate the additive effects of FBSM with one participant whose behavior was determined nonresponsive to CICO due to variability and minimal change in disruptive behavior. Results indicate a reduction in disruptive behavior and increased academic engagement for three participants upon introduction of CICO. Evaluations of the FBSM intervention were rendered inconclusive; however, preliminary data revealed a decrease in trend and level of disruptive behavior for the participant receiving tertiary support.
Life Satisfaction among High School Students with Social, Emotional, and Behavioral Problems
Author: State, Talida M.
Date: 2017-10-00
Type: Journal Articles
Subjects: Life Satisfaction,High School Students,Interpersonal Competence,Emotional Problems,Behavior Problems,Correlation,Anxiety,Depression (Psychology),Reading Achievement,Mathematics Achievement,Gender Differences,Racial Differences,Hispanic American Students,Child Behavior,Rating Scales,Achievement Tests,Statistical Analysis,Intervention

Over the last decade, there has been increased interest in measuring life satisfaction among children and adolescents as an indicator of broad well-being and happiness. Although limited, existing research with students with social, emotional, and behavioral (SEB) problems indicates they experience lower life satisfaction compared with their nondisabled peers. We evaluated life satisfaction ratings by 553 high school students with SEB problems and examined those ratings relative to their academic, mental health, and behavioral outcomes as well as demographic characteristics. In addition, we examined stability of life satisfaction reports over time. Overall, students reported &quot;medium&quot; satisfaction with life, except in the School domain, which was rated least favorably. Higher life satisfaction reports significantly correlated with lower anxiety, depression, and behavior problems, as well as higher reading and math achievement. Differences were found based on gender and ethnicity, with female and Hispanic/Latino students reporting lower satisfaction in certain life domains compared with their counterparts. Finally, self-reported life satisfaction showed variability across time.
Effects of Dual-Language Immersion Programs on Student Achievement: Evidence from Lottery Data
Author: Steele, Jennifer L.
Date: 2017-04-00
Type: Journal Articles
Subjects: Immersion Programs,Reading Achievement,Mathematics Achievement,Science Achievement,Urban Schools,Program Effectiveness,Scores,English Language Learners,Classification,Cohort Analysis,Native Speakers,Spanish,Mandarin Chinese,Japanese,Russian,Elementary School Students,Secondary School Students,Public Schools,Bilingualism,Grade 5,Grade 8,Intervention

Using data from seven cohorts of language immersion lottery applicants in a large, urban school district, we estimate the causal effects of immersion programs on students' test scores in reading, mathematics, and science and on English learners' (EL) reclassification. We estimate positive intent-to-treat (ITT) effects on reading performance in fifth and eighth grades, ranging from 13% to 22% of a standard deviation, reflecting 7 to 9 months of learning. We find little benefit in terms of mathematics and science performance but also no detriment. By sixth and seventh grade, lottery winners' probabilities of remaining classified as EL are 3 to 4 percentage points lower than those of their counterparts. This effect is stronger for ELs whose native language matches the partner language.
8th Grade Student&apos;s Skill of Connecting Mathematics to Real Life
Author: Altay, Mesture Kayhan
Date: 2017-10-00
Type: Journal Articles
Subjects: Grade 8,Mathematics Instruction,Relevance (Education),Student Surveys,Mathematical Concepts,Foreign Countries,Mathematics Skills,Coding

The purpose of this study is to examine 8th grade students' skills of connecting mathematics to real life. This study uses survey design since it aims to determine existing situations regarding to students' skills of connecting mathematics to real life. The study sample consists of 176 students in total, who are studying at a state school in the Etimesgut district of Ankara in the second semester of 2016-2017 academic year. &quot;Connecting mathematics to real life scale&quot; which is developed by the researchers, used as the data collection tool of this study. In this scale, students are provided with real life situations and then asked to connect these situations with mathematical concepts. During the data analysis, the responses of students examined in detail and subsequently general categories (levels) which identify students' mathematical connection skill, were created and consequently four levels of connecting (Level 1, 2, 3 and 4) were defined. Study findings are showed that, participating 8th grade students' skill of connecting mathematics to real life is not in sufficient level. It is observed that, most of the students can only connect mathematics in real life with numbers and shapes.
A Framework for Understanding of Bilingual Education in Turkey: A Mixed Method Approach
Author: Ozfidan, Burhan
Date: 2017-10-00
Type: Journal Articles
Subjects: Foreign Countries,Bilingual Education,Language of Instruction,Mixed Methods Research,Barriers,Minority Group Students,Teacher Attitudes,Interviews,Program Effectiveness,Cultural Awareness,Student Diversity,Surveys,Elementary Education,Equal Education

This study seeks to identify the obstacles and opportunities involved in setting up a bilingual education system and to identify the challenges and benefits associated with the daily experience of maintaining a bilingual education model. This study discusses the benefits of developing a bilingual education program and what these programs can offer regarding concerns related to the lives of minority people in Turkey. Explanatory sequential mixed method was used for this study. The first phase of this study was a survey that measured the perspectives of educators regarding potential bilingual education curricula in Turkey. The second phase comprised a qualitative data collection process to expand on the findings of quantitative results. For quantitative data collection, 140 participants responded the survey instrument. Participants included 96 males and 44 females. For qualitative data collection, eight participants were interviewed. Both quantitative and qualitative data reflected the benefits of a bilingual education program. First, minority students who are taught by means of a bilingual education program can protect their linguistic knowledge, cultural heritage, ethnic, and religious identity. Second, they can increase their understanding of linguistic and cultural diversity. Third, school attendance at the primary school level could be increased. Fourth, a bilingual program could contribute to the reduction of inequalities.
Adaptation of Individual and Team Character in Sport Questionnaire to Turkish
Author: Görgüt, Ilyas
Date: 2017-10-00
Type: Journal Articles
Subjects: Foreign Countries,Test Validity,Test Reliability,Athletics,Questionnaires,Sportsmanship,Team Sports,Values,Caring,Responsibility,Likert Scales,Individual Characteristics,Age Differences,Gender Differences,Experience

The aim of this study was to make validity and reliability of Turkish form of the individual and team character in sport questionnaire (ITCSQ) which was developed by Davidson et al., (2000). Scale was designed to measure outcomes related with character in the sport environment. 438 participants were voluntarily included into the study in two stages as pilot and main study. After the controlling of the answers, incorrect and incompletely filled scale forms were taken out, 170 people were taken for the pilot study and 268 people were taken into the consideration for the validity and reliability of the scale. Firstly, language validity was provided through expert opinion. Validity of scale to Turkish culture was assessed with confirmatory factor analysis and reliability of scale was assessed with split-half reliability methods and it was seen that fit indices were in acceptable level for six subscales. In conclusion, the internal consistency for all scale was 0.83 and for the six subscale respectively were 0.74, 0.80, 0.82. Obtained data by the application of Turkish form of scale showed that adapted scale which had 3 factors, 44 items and 5 Likert type scoring tool, was a valid and reliable scale.
Self-Awareness and Leadership Skills of Female Students in Outdoor Camp
Author: Esentas, Melike
Date: 2017-10-00
Type: Journal Articles
Subjects: Outdoor Education,Females,Foreign Countries,Leadership Qualities,Observation,Focus Groups,Diaries,Qualitative Research,Adolescents,Student Leadership,Self Concept,Bias,Friendship,Communication Skills,Acculturation,Teamwork,Responsibility,Self Esteem,Volunteers,Role Models,Day Camp Programs,College Students

This study aims to determine the role of youth camp practices, organised by the Ministry of Youth and Sports, in the development of self-awareness and leadership skills of female students participating in youth camps. As a result of analysis of the data collected with triangulation method--observation, focus group discussions and document analysis--, common ten (10) kernel categories were obtained. These themes are prejudice, communication, friendships, acculturation, team work, responsibility, self-confidence, consciousness, volunteering and taking role model. Finally, it is determined that youth camp practices contribute in the development of self-awareness and leadership skills in female students according to &quot;obtained kernel themes.&quot;
Evaluating English Learner Reclassification Policy Effects across Districts
Author: Cimpian, Joseph R.
Date: 2017-04-00
Type: Journal Articles
Subjects: English Language Learners,Classification,Developmentally Appropriate Practices,Longitudinal Studies,Language Fluency,Regression (Statistics),School Districts,State Policy,Educational Policy,Decision Making,Evaluation Criteria,Outcomes of Education,Academic Achievement,Research Design,Probability,Statistical Analysis,Qualitative Research

Effectively educating the large English learner population requires policymakers to ensure developmentally appropriate settings and services throughout the time students are learning English, as well as during their transition to fluent English proficient status--a process termed &quot;reclassification.&quot; Using longitudinal student-level data from two U.S. states (N = 107,549), the authors implemented recent advances in multi-site regression discontinuity designs to assess the effects of reclassification policies across districts. They found that reclassification decisions are heavily influenced by state criteria; however, there is considerable variability across districts in the extent of state-level influence. The authors also found robust evidence of between-district heterogeneity in the effects of reclassification on subsequent achievement and graduation. They discuss the implications of these findings for reclassification policies and future research on the topic. Looking toward the next century of education research, the authors discuss ways that multi-site regression discontinuity designs can be combined with qualitative research to enable policymakers and practitioners to better understand variation in effects of policies across contexts as well as the mechanisms underlying those effects.
Improving Implementation of Function-Based Interventions: Self-Monitoring, Data Collection, and Data Review
Author: Pinkelman, Sarah E.
Date: 2017-10-00
Type: Journal Articles
Subjects: Functional Behavioral Assessment,Student Behavior,Intervention,Program Implementation,Metacognition,Self Management,Elementary Schools,Teaching Assistants,Elementary School Students,Special Education,Behavior Problems,Outcomes of Treatment,Classroom Observation Techniques,Positive Behavior Supports

The success of function-based interventions depends not just on the quality of procedures but also on the extent to which procedures are implemented as planned. Too often in schools, effort is committed to functional assessment and behavior support plan design, only to be followed by weak implementation. This study used a multiple baseline across participants design to examine whether a functional relation exists between a treatment package consisting of (a) self-monitoring treatment fidelity, (b) collecting data on student behavior, (c) entering fidelity and student behavior data into an online data management application, and (d) reviewing those data weekly using graphs generated by the application. Results indicate improved treatment fidelity and student behavior were associated with the treatment package. Potential contributions are discussed in terms of establishing efficient systems for schools that provide the structure for effective implementation of function-based interventions.
Comparability of Fidelity Measures for Assessing Tier 1 School-Wide Positive Behavioral Interventions and Supports
Author: Mercer, Sterett H.
Date: 2017-10-00
Type: Journal Articles
Subjects: Positive Behavior Supports,Intervention,Comparative Analysis,Fidelity,Program Implementation,Elementary School Students,Middle School Students,High School Students,Outcomes of Education,Special Education,Self Evaluation (Individuals),Surveys

Several reliable and valid fidelity surveys are commonly used to assess Tier 1 implementation in School-Wide Positive Behavioral Interventions and Supports (SWPBIS); however, differences across surveys complicate consequential decisions regarding school implementation status when multiple measures are compared. To address this concern, the current study (a) provides updated convergent validity estimates for five fidelity measures, (b) tests mean differences in scores and reports the percentages of schools meeting recommended implementation criteria by measure, and (c) investigates sensitivity of the measures to differences between schools at varied levels of implementation. Across most surveys, convergent validity estimates were moderate (r = 0.59-0.71), and mean differences were negligible for all surveys other than the School-Wide Evaluation Tool (SET), on which higher scores were more likely to be obtained. Despite higher average scores, the SET classified similar percentages of schools as adequately implementing compared with other measures with a 70% implementation criterion, but fewer schools when compared with measures with an 80% criterion. Compared with other measures, the PBIS Self-Assessment Survey (SAS) was more sensitive to differences among schools at higher levels of implementation. Implications for SWPBIS research and fidelity assessment are discussed.
Incidental Vocabulary Acquisition as Student Performance Determinant in Undergraduate Research Modules
Author: West, Joyce
Date: 2017-10-00
Type: Journal Articles
Subjects: Vocabulary Development,Academic Achievement,Undergraduate Students,Student Research,Pretests Posttests,Case Studies,Language Proficiency,Learning Processes,Foreign Countries,Mixed Methods Research

Vocabulary knowledge plays an important role in determining a person's language proficiency level. This study investigates the role vocabulary plays in determining students' performance within research modules at private higher education institutions (HEIs). The discipline-specific vocabulary in this study includes target words, sampled from an undergraduate research module's prescribed textbook. A mixed-method design is used to explain students' challenges and concerns with regard to research modules. An investigation is launched into students' research vocabulary acquisition by administering pre- and post-testing with regular reliability. By measuring the students' research vocabulary acquisition, the effectiveness of the research module's (mostly incidental) learning process is determined. The relationship between the students' research vocabulary acquisition and their research module performance as part of a Bachelor of Education degree (B.Ed.) curriculum is also established. This study contributes to the development of best practices and the advancement of institutional research development across HEI; it also stimulates interdisciplinary engagement within the research field research modules at HEI in South Africa.
Academic Workload Planning for Open and Distance Learning (ODL) Universities: The Experience of National Open University of Nigeria (NOUN)
Author: Inegbedion, Juliet Obhajajie
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Workload,Educational Planning,Distance Education,Electronic Learning,Open Universities,Scheduling,Teacher Attitudes,Teacher Surveys,Questionnaires,Scholarship,Noninstructional Responsibility,Job Satisfaction,Hypothesis Testing,Models,Statistical Analysis

The quality of the programmes and courses in ODL depends on the academics that plan the programmes, develop the curriculum, manage courses and programmes and carry out administrative duties. It is observed that the academics often complain of work overload. It also appears there is a mix-up in integrating the mode of planning workload in the conventional universities into the open and distance education universities. This may be attributed to inadequate spread in the duties assigned, which if not checked could affect the quality of teaching and learning. This necessitated the study that was carried out to determine academic workload in NOUN. The findings revealed a gap between academic activities and adequate utilisation of time. Also, inadequate spread of activities affects the quality of the academic inputs. This led to the development of academic workload model to guide the spread of academic activities in open and distance learning.
Developing Self-Efficacy through a Massive Open Online Course on Study Skills
Author: Padilla Rodriguez, Brenda Cecilia
Date: 2017-00-00
Type: Journal Articles
Subjects: Self Efficacy,Skill Development,Online Courses,Foreign Countries,Student Surveys,Likert Scales,Statistical Significance,Outcomes of Education,Study Skills,Undergraduate Students,Employees

Self-efficacy is a strong predictor of academic performance, and an area of interest for higher education institutions. This paper reports on a massive open online course (MOOC) on study skills, aimed at increasing self-efficacy. Participants (n = 32) were from Mexico and Colombia, with ages ranging from 21 to 45 years. At the beginning and the end of the MOOC, learners answered a survey that included the General Self-Efficacy Scale, items on specific study skills, and space for optional comments. Findings show statistically significant increases in general self-efficacy after completing the MOOC, as well as in the perceived self-efficacy related to five out of six study skills. Comments suggest that participants are aware of and value their own improvement. For students, MOOCs can represent low-risk, formative opportunities to widen their knowledge and increase their self-efficacy. For academic institutions, well-designed MOOCs on study skills provide a means to support students.
Distance Education Examination Management in a Lowly Resourced North-Eastern Region of Zambia: a Phenomenological Approach
Author: Simui, Francis
Date: 2017-00-00
Type: Journal Articles
Subjects: Distance Education,Phenomenology,Testing Programs,Testing,Hermeneutics,School Administration,Administrative Organization,Educational Strategies,Change Strategies,Barriers,Student Records,Attendance,Expenditures,Content Analysis,School Statistics,College Programs,Models,Disadvantaged Schools,Educational Resources,Foreign Countries,Qualitative Research

This paper focuses on the management of distance education examination in a lowly resourced North-Eastern region of Zambia. The study applies Hermeneutic Phenomenology approach to generate and make sense of the data. It is the lived experiences of 2 invigilators and 66 students purposively selected that the study draws its insights from. Meaning within the generated data is elicited using the Chaos theory. Emerging from this study is a multiplicity of ingredients needed to effectively manage distance education examinations in a chaotic environment. The need for visionary leadership with a shared understanding of institutional purpose, the need for motivated staff with creativity and innovation and the need for effective communication are all vital ingredients needed to manage examinations. In conclusion, we now know that amidst chaos lay opportunities for innovation and creativity in terms of new strategies for managing distance education. To this extent, chaos should be treasured and not censured.