ethanporcaro/eric-fulltext-meta huggingface dataset:
Providing Access, Serving Programs, and Strengthening Inclusiveness: A Tripartite Model for Graduate Schools
Author: Windchief, Sweeney
Date: 2019-00-00
Type: Journal Articles
Subjects: Access to Education,Inclusion,Graduate Students,Departments,College Administration,Student Diversity,Resource Allocation,Research Universities,Institutional Mission,Race,Ethnicity,Doctoral Degrees,Affirmative Action,Student Recruitment,Disproportionate Representation,Minority Group Students,School Holding Power

This paper addresses critical issues related to student support and how different departments define inclusivity for graduate students in the context of American higher education. A four-framed, comprehensive, tripartite model is provided to guide institutions by assisting graduate school administrators, who are charged with improving inclusiveness regarding academic programs and departments. This model suggests services and support in precise ways by delineating the different needs that programs have. Finally, this manuscript concludes with a discussion on encouraging programs and departments to deliberate on why they value diversity.
Students Tell Us the Best Way to Learn Mathematics in High School
Author: Barry, Arlene L.
Date: 2019-07-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Secondary School Mathematics,Mathematics Instruction,Student Attitudes,High School Graduates,Preferences,Textbooks,Printed Materials,Instructional Films,Teacher Guidance,Learner Engagement,Demonstrations (Educational),Classroom Environment,Clubs,Student Participation,Teacher Student Relationship,College Freshmen,Independent Study,Cooperative Learning

The purpose of this study was to fill a gap in the literature on student learning and use participant feedback to improve the pedagogical effectiveness in mathematics and literacy classrooms. To this end, an anonymous, semi-structured Qualtrics survey was developed and administered to 1,212 recent high school graduates asking about the best way to learn mathematics. Respondents said they preferred printed textbooks, although 30% rarely read them. They found instructional videos helpful and that guided notes kept them engaged. Students wanted practice problems and examples, in an environment where they were unafraid to ask questions. Their learning benefited from both collaboration and independent work. They knew that participation in math clubs improved their learning, but they admitted not participating. Although no survey items focused on teachers, half of those providing open-ended feedback made clear, the necessity of a &quot;good,&quot; &quot;patient,&quot; &quot;experienced,&quot; teacher, &quot;excited to teach math,&quot; with whom students could work &quot;face-to-face.&quot;
&quot; . . . 4542 Miles from Home . . . &quot;: Repositioning English Language Learners as Power Brokers and Teachers as Learners in the Study Abroad Context
Author: Fasching-Varner, Kenneth J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Study Abroad,English (Second Language),Second Language Learning,Second Language Instruction,Bilingualism,Multilingualism,Internship Programs,Literacy,Longitudinal Studies,Parent Attitudes,Student Attitudes,Teacher Role,Language Minorities,Preservice Teachers,Program Descriptions,Foreign Countries,Parents as Teachers,Vignettes,Partnerships in Education,English Language Learners,Learning Experience,Teacher Education,Faculty Development,Spanish,Electronic Publishing,Teacher Attitudes,Case Studies,Teacher Student Relationship

This article provides an empirical context for the role that bi/multi-lingual children and families may play in supporting pre-service and in-service educators engaging difference through a literacy and language situated study abroad internship in Chile. Drawing on data over a 15-year longitudinal study of the program, the authors examine how students and parents navigate serving the role of teacher, whereas the teacher participants navigate a new role as a learner in a context where they, many for the first time, experience being language and cultural minorities.
Parent and Peer Attachment and Commitment to School: A Correlational Research Involving High School Iranian Students
Author: Sevari, Karim
Date: 2019-07-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Child Relationship,Peer Relationship,Attachment Behavior,Academic Persistence,High School Students,Grade 10,Cognitive Processes,Emotional Response,Behavior

This paper aims to study the relationship between parent attachment and peer attachment with commitment to school in a sample of 500 female and male students in 10th grade at a public high school in Bavi County, Khozestan Province. The sampling includes 500 10th grade high school students (250 girls and 250 boys) studying in the academic year of 2016-2017 in Bavi County. Multistage random sampling was used to select the sample students. An inventory of parent and peer attachment and a school commitment questionnaire are used to evaluate the intended variables. The data were analyzed using Pearson's correlation analyses and multivariate regression. The results of this study shows that significance level at each of three hypotheses, which is equal to 0.001 for the intended variables, it is less than significance level of test (0.05); therefore, peer and parent attachments have multiple relationships with commitment to school. So, the research results shows that parent attachment and commitment to school, which have high scores, have a positive relationship among these youths.
Use of Rain Classroom as a Teaching Tool in a Biochemistry Course
Author: Shu, Bo
Date: 2019-00-00
Type: Journal Articles
Subjects: Biochemistry,Science Instruction,Teaching Methods,Educational Technology,Technology Uses in Education,Handheld Devices,Telecommunications,Student Attitudes,Computer Oriented Programs,Undergraduate Students,College Science

In order to stimulate learning interest among university students towards biochemistry and to improve learning outcomes, we performed a 10-week biochemistry Rain Classroom teaching experiment among students majoring in clinical medicine. Rain Classroom is a plug-in for WeChat, a smartphone instant messaging application. Teachers can post teaching resources on the Rain Classroom platform, administer tests, and communicate with students. Rain Classroom can also be used to automatically collect course learning data from students. When teaching is complete, questionnaire surveys can be conducted, and test scores can be outputted. Results showed that students were interested in the biochemistry Rain Classroom teaching application, and that the application increased their enthusiasm for the course materials. There were significant improvements in the learning outcomes in students given Rain Classroom teaching, compared to those given traditional PowerPoint slideshow lessons. We conclude that the Rain Classroom tool is a new mobile learning application that promotes self-learning and improves learning outcomes in biochemistry learning.
Analysis of 10th Chemistry Curriculum According to Revised Bloom Taxonomy
Author: Zorluoglu, Seraceddin Levent
Date: 2019-00-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,Curriculum Evaluation,Case Studies,Grade 10,High School Students,Outcomes of Education,Science Achievement,Teaching Methods,Reliability,Taxonomy,Metacognition,Knowledge Level,Concept Formation,Scientific Concepts,Foreign Countries

In this study, evaluative case study was used to determine the realization level of the outcomes in the 10th chemistry curriculum. The 23 outcomes in the 10th grade chemistry curriculum were analyzed by two researchers. In order to determine the realization of the achievements based on practice, a chemistry teacher who attended the 10th grade chemistry course was observed. During the observations, notes were kept about the teaching, activity and evaluation dimensions of the application in order to make valid analyzes and shared with the other researcher to determine the size of the application according to RBT. In order to ensure the reliability of the observations, the analyzes were checked by an expert in RBT and the reliability coefficient was calculated (0.79). When the realization status of the 10th grade chemistry curriculum is evaluated, it is understood that it meets 48% in teaching dimension, 57% in activity dimension and 83% in evaluation dimension.
Cross-National Comparison between U.K. and U.S. Higher Education Students in Test Anxiety
Author: Lowe, Patricia A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Cross Cultural Studies,Comparative Education,Foreign Countries,Higher Education,Test Anxiety,Gender Differences,Measures (Individuals),Undergraduate Students,Multidimensional Scaling,Psychometrics,Test Reliability

A cross-national comparison was conducted between U.K. and U.S. higher education students on the Test Anxiety Measure for College Students (TAM-C). The TAM-C was administer to 1,776 U.K. and U.S. higher education students online. The results of tests of measurement invariance found the TAM-C invariant across country and gender. In addition, results of a MANOVA and follow-up ANOVAs indicated U.K. higher education students were more test anxious than U.S. higher education students and females were more test anxious than males. Implications of the findings for mental health professionals who work with higher education students in the United Kingdom and the United States are discussed.
Classroom Interaction Practices and Students&apos; Learning Outcomes in Physics: Implication for Teaching-Skill Development for Physics Teachers
Author: Achor, Emmanuel E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Physics,Science Teachers,Science Instruction,Interaction,Skill Development,Science Achievement,Student Attitudes,Secondary School Science,Secondary Schools,Foreign Countries,Gender Differences,Teacher Student Relationship,Student Centered Learning

In the last decade, evidence in the science education literature seems to suggest that studentcentered classroom interaction appears to have effect over and above teacher-centered interaction in enhancing learning outcomes in various science subjects especially in Physics. Based on this premise, this paper examined the effects of teacher-centered and student-centered interaction practices on students' achievement and attitude in dynamics, an aspect of Physics considered abstract at the secondary school level. This study employed both the quasi-experimental and observational survey designs. From a sample of four comparable schools in Kogi East Local Government Areas of Kogi State, Nigeria, 139 physics students from intact classes and seven teachers (4 who did the teaching and 3 others who observed in all classes) were involved in the study. Three instruments developed were used for data collection. These are Teacher-Student Classroom Observation Schedule (TSCOS), Students' Attitude Questionnaire (SAQ), and Physics Achievement Test (PAT) with reliability indices of 0.68, 0.86 and 0.79 respectively. The data generated from the use of the instruments were analyzed using descriptive statistics of mean and standard deviation to answer the research questions, while the ANCOVA statistic was used to test the hypotheses at 0.05 a-level. Results revealed that the difference between the mean performances and mean attitude of students exposed to the two types of interactions were statistically significant. Gender differences in mean performance and attitude scores were not significant. It was recommended that student-centered classroom interaction strategy should be advocated for use. Implications were drawn for teacher skills acquisition.
Students&apos; Levels of Recognition of Parallelogram and of Establishment of Connections
Author: Biber, Abdullah Çagri
Date: 2019-00-00
Type: Journal Articles
Subjects: Geometric Concepts,Middle School Students,Public Schools,Concept Formation,Geometry,Mathematics Skills,Mathematics Instruction,Instructional Program Divisions,Definitions,Foreign Countries

In this research, it is aimed to explore how students are able to define parallelogram and to establish relations with other quadrilaterals at each class level comparatively. Case study is chosen as the methodology of this study and the participants of the study are 120 middle school students from a state middle school in Turkey. Two open-ended questions are used to gather data and the descriptive analysis is used. The results of the study show that the students determine parallelogram based on its typical image. Furthermore, students have not fully grasp the hierarchical relation between these special quadrilaterals in their minds.
Teaching for Mathematical Literacy: School Leaders&apos; and Teachers&apos; Rationales
Author: Bolstad, Oda Heidi
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Numeracy,Teacher Attitudes,Administrator Attitudes,Secondary School Teachers,Educational Practices,Teacher Competencies,Foreign Countries,Achievement Tests,Secondary School Students,International Assessment,Relevance (Education),Pedagogical Content Knowledge,Interdisciplinary Approach,Mathematics Education

This article reports a qualitative inquiry into school leaders' and teachers' rationales for teaching to develop students' &quot;mathematical literacy.&quot; The study is rooted in an exploration of the meanings that the school leaders and teachers hold about the term mathematical literacy. Six leaders and three grade 9 mathematics teachers from three schools were interviewed. Analysis framed within cultural-historical activity theory indicates that mathematical literacy is perceived as a desired outcome of schooling, and that teaching for mathematical literacy is connected to school leaders' and teachers' contradictory rationales for teaching. The rationales are connected to use value, meaning, teaching practice, teacher competences and knowledge, and universality.
The Investigation of Risk-Taking Behavior in Adolescents in Terms of Attachment Styles and Social Problem-Solving
Author: Yilmaz, Melike
Date: 2019-00-00
Type: Journal Articles
Subjects: Risk,Adolescents,Attachment Behavior,Social Development,Problem Solving,Foreign Countries,Behavior Rating Scales,High School Students,Grade 9,Grade 10,Grade 11

The aim of this study is to examine the risk-taking behavior of adolescents in terms of attachment styles and social problem-solving. The study group consists of 637 students from 9th, 10th and 11th grade, as 276 female (43.2%) and 361 male (56.7%). In order to collect data in the study, the Delinquent Behavior Scale, the Relationship Scale, the Social Problem-Solving Scale and Personal Information Form are used. Pearson Product-Moment Correlation Technique and multidimensional hierarchical regression analysis are used to analyze the data. A positive correlation is found between delinquent behaviors of adolescents and preoccupied style, which is a sub-dimension of attachment styles. While there is a positive and significant relationship between adolescents' delinquent behaviors and negative problem orientation, which is a sub-dimension of social problem-solving, impulsive/careless style and avoidance style; there is a significant negative correlation between delinquent behaviors and rational problem-solving sub-dimension. Research results reveal that preoccupied style, rational problem-solving and avoidance style sub-dimensions are predictors of risk-taking behaviors.
Study on High School Teachers&apos; Self-Esteem in Decision Making and Decision Making Styles
Author: Coruh, Yasar
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Teachers,Self Esteem,Decision Making,Decision Making Skills,Foreign Countries,Physical Education Teachers,Physical Education

This research was carried out in order to investigate self-esteem of high school teachers in Erzurum while making decision and their decision making styles in terms of some variables. In the research, descriptive survey method which aimed to reveal current situation, was used. A total of 160 teachers -of whom 37 are female and 123 are male- working in high schools in Erzurum in 2018-2019 spring semester, participated in the research. In the research, &quot;Melbourne Decision Making Questionnaire&quot; developed by Mann et al. (1998) and adapted to Turkish by Deniz (2004) and &quot;Personal Information Form&quot; developed by researchers were used as data collection tool. Independent Samples T-Test was used in paired comparisons and one-way Anova test was used in multiple comparisons. In multiple comparisons, Tukey-test was used in order to determine between which groups difference existed. Margin of error was considered as 0.05 in this study. As a result of the research, when demographic variables were examined, it was seen that postponer decision making style which is sub-dimension of scale of self-esteem in decision making and decision making styles differentiated according to gender variable of the participants. It was seen that carefully decision making dimension which is sub-dimension of decision making styles scale differentiated significantly according to administrative function variable; and also in age variable, avoidant decision making and panic decision making sub-dimensions which are sub-dimensions of decision making styles scale differentiated significantly. In professional seniority variable, it was determined that avoidant decision making sub-dimension which is sub-dimension of decision making styles scale differentiated significantly.
Which Country Is More Effective in Science Teaching? Evidence from PISA 2015 as a Secondary School Assessment Tool
Author: Ilgaz, Gökhan
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Instruction,Instructional Effectiveness,Science Education,Foreign Countries,Comparative Education,Achievement Tests,International Assessment,Secondary School Students,Science Achievement,Outcomes of Education

The aim of this study is to determine how effectively different countries use educational inputs in the process of science education. The study is in the descriptive model and the data is derived from the PISA 2015 data set, which provides information to countries on secondary education programs. Data from 70 countries, including Turkey, were used in the study. The effectiveness of Turkey in the process of science teaching in secondary education has been compared with other countries and suggestions have been made to increase the effectiveness of secondary education science teaching. The data for this study are grouped into training inputs and training outputs. --Student behaviour hindering learning&quot;, &quot;teacher behaviour hindering learning&quot;, &quot;shortage of educational material&quot;, &quot;shortage of educational staff&quot;, &quot;professional development&quot;, &quot;teachers participation&quot;, &quot;curricular development&quot;, &quot;total number of science teachers at school&quot;, &quot;index science-specific resources (sum)&quot; were defined as the educational inputs. The science achievements of students have been taken into account in determining which countries have more effective management of educational inputs accepted in this study. Secondary scholl level education inputs while nearby countries respectively to use effectively Slovakia (97.30%), Slovenia (91.16%), Brazil (90.50%), Turkey (89.75%), Finland (84.65%), Greece (83.31%), Denmark ( 83.25%), and Czech Republic (80.61%). education outcomes in Turkey is ranked as 20th in science teaching secrets to use it effectively.
Academic Writing and the Internet: Cyber-Plagiarism amongst University Students
Author: Olivia-Dumitrina, Nechita
Date: 2019-00-00
Type: Journal Articles
Subjects: Academic Language,Internet,Plagiarism,Foreign Countries,Undergraduate Students,Student Attitudes,College Freshmen

This research aims to present a number of findings on the perception that university students have on academic plagiarism. Data has been collected on the procedures of copy and paste, paraphrase, translation, as well as the need for citation of resources taken from the Internet. This study was carried out at the University of Lleida (UdL), via an online questionnaire administered to 1150 first-year students. The results show similar figures in the understanding of plagiarism with respect to two procedures: copy and paste (69.3%) and paraphrase (68.3%). In the case of translation, the figure is higher with 82.1% of students considering that translating a text is plagiarism. Regarding the need to cite digital sources, 13.6% argue it is not necessary. When analysing the results according to the different faculties and affiliated schools, no pattern of behaviour has been detected in relation to the typology of the degree students were enrolled in, but a trend towards different behaviours can be observed in the two faculties in which students have received specific training within the framework of subjects of their degrees (Faculty of Nursing and Physiotherapy and Faculty of Education, Psychology and Social Work). In these cases, the figures related to acknowledging plagiarism procedures are higher and so is the percentage of students who say that resources taken from the Internet should be cited. This leads us to conclude, in line with other studies that have dealt with the same subject, that training is key to tackling the issue of plagiarism in higher education.
Com-Educational Platforms: Creativity and Community for Learning
Author: Sánchez-López, Iván
Date: 2019-00-00
Type: Journal Articles
Subjects: Creativity,Communities of Practice,Personal Narratives,Models,Teacher Student Relationship,Community Involvement,Program Implementation,Discourse Analysis,Media Literacy

Education is at a time of redefinition and transformation, in line with an era characterized by considerable technological development and profound social changes. One would expect it to be accompanied by a media context in which narrative models are transformed by the impact of digitalization, affecting student-teacher interactions. However, it has been observed that the media usage of an entire generation emphasizes the gap between formal education and young people's everyday digital life. Within this framework, and at the international level, a series of innovative pedagogical proposals have emerged, which approach education from the field of communication: Minecraft Education, NFB Education, Educ'Arte, Scratch and 7 de Cinema. We have called them com-educational platforms, because of their investment in the education-communication vector, based on an educommunicative idea. The proposed study implements a multimodal discourse analysis (MDA) to gain an in-depth knowledge of its characteristics. Beyond their individual idiosyncrasies, our analysis reveals a common central feature: the placement of community-creativity combination as the core phenomenon for learning.