ethanporcaro/eric-fulltext-meta huggingface dataset:
Can Educational Robots Improve Student Creativity: A Meta-Analysis Based on 48 Experimental and Quasi-Experimental Studies
Author: Hou, Haoxiang
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Meta Analysis,Robotics,Creativity,Talent Development,Educational Change,Instructional Effectiveness,Elementary Secondary Education,Foreign Countries,Comparative Analysis,Computer Science Education

Cultivating innovative talents has become a critical strategy for building China into a strong country in science and technology. Catering to the trend of educational reform in the intelligent era, the use of robotics in developing student creativity proves to be of greater practical value. The findings of this study are that: first, the overall effect of educational robotics on student creativity reaches above-moderate level; second, educational robotics has more significant effects on creativity of primary and junior secondary students; third, in terms of subjects, robotics courses can most effectively promote student creativity; fourth, among various teaching topics, prototype creation has the most substantial impact on student creativity; fifth, in terms of instruction methods, inquiry-driven teaching can best stimulate student creativity; sixth, compared with ordinary classrooms, the laboratory environment is more favorable for the development of student creativity. The paper also offers recommendations for popularizing robotics curriculum at different education levels.
Family Time and Money Inputs in Education and Teenager Development: Interpretation of Social Capital, Cultural Capital, and Shadow Education
Author: Li, Jiali
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Capital,Cultural Capital,Tutoring,Academic Achievement,Educational Finance,Family Income,Parent Child Relationship,Family Environment,Parent Participation,Parent School Relationship,Social Class,Disadvantaged,Foreign Countries

This paper utilizes data from the China Education Panel Survey 2013-2015 to examine the effects of family time and money inputs in education on adolescent academic performance from the perspectives of home social capital, cultural capital, and shadow education. Home time input in education is more vital to teenager academic progress than money input. Domestic social capital and cultural capital as well as weekend shadow education positively impact child academic results. Home-based parental participation as a key component of domestic social capital has the most significant influence on teenager academic improvement, while weekend supplementary tutoring generates the weakest effect; workday extracurricular tutoring even negatively affects student academic achievement. School-based parental involvement differs among families of different classes, with a significant negative effect on academic results of teenagers from disadvantaged backgrounds. Due to the absence of heterogeneity effects of home time input in education on academic progress of students from various social backgrounds, parental time investment should be taken as the most effective means to improve academic performance of adolescents from underprivileged classes.
General and Vocational Tracks and Equity of Higher Education Enrollment Opportunities among Classes: A Reconstruction of Indicator System for Social Class-Based Differential Enrollment Opportunities and Its Empirical Analysis
Author: Cao, Yan
Date: 2022-00-00
Type: Journal Articles
Subjects: Equal Education,Vocational Education,Social Class,Track System (Education),Social Differences,Academic Education,High School Students,College Admission,Educational Opportunities,College Attendance,Educational Theories,Higher Education,Enrollment Trends,Vocational High Schools,Foreign Countries

Based on the educational hierarchical reproduction theory and the MMI and EMI hypotheses, this paper discusses the impact of the tracking of general and vocational education at the secondary level on higher education opportunity equity among social classes. The study finds that increasing gross enrollment rates of both general high schools and secondary vocational schools can help improve the equity in admission opportunities of colleges and universities among social strata; expanding the share of general high school places by adjusting the structure of general and vocational tracks (that is, the general-vocational ratio) can effectively reduce the class disparities in college and university admission opportunities; neither the change in the scale nor in the structure of general and vocational tracks will contribute to alleviating class inequality in top university enrollment opportunities.
Who Teaches in Rural Schools in Underdeveloped Areas? An Investigation Based on a Survey of 5,554 Teachers from 117 Towns in H Province in Wuling Mountains Zone, China
Author: Zhang, Tianjiao
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Surveys,Teacher Attitudes,Rural Areas,Teacher Characteristics,Validity,Educational Policy,Teacher Supply and Demand,Rural Education,Geographic Regions,Teacher Recruitment,Comparative Analysis,Disadvantaged Schools,Elementary Secondary Education,Student Characteristics,Teacher Education Programs,Place of Residence,Teacher Persistence,Faculty Mobility

Teacher shortage is a major hindrance to China's rural education growth in underdeveloped areas, as well as one of the main causes of educational injustice. We conducted a survey of 5,554 teachers from 117 towns in H province in the Wuling Mountains Zone to investigate the issue of rural school teacher supply. From geographical, emotional, and institutional perspectives, we used a polynomial logit model to examine the validity of the &quot;hometown effects&quot; hypothesis. The findings showed that hometown effects exist in China in all three dimensions. The institutional hometown effects are the most pronounced; when compared to open recruitment, teachers sourced through teacher supply augmentation programs (such as the Secondary Normal Graduates Program, Special Position Program, and Targeted Position Program) are more likely to teach in rural schools, particularly more disadvantaged village primary schools or teaching sites. China's policy of increasing teacher supply has had a considerable positive influence on rural school staffing. Students from rural areas make better teacher candidates; feelings for hometowns should be encouraged among normal school or university students in pre-service education; and the implementation of teacher support policies should be emphasized to retain rural teachers and improve their teaching quality.
Mapping and Performance Evaluation of Mathematics Education Research in Turkey: A Bibliometric Analysis from 2005 to 2021
Author: Dede, Ercan
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Education,Performance Based Assessment,Bibliometrics,Citation Analysis,Foreign Countries,Databases,Authors,Publications,Mathematics Achievement,Mathematical Models,Research Needs,Mathematics Instruction,Universities,Research Reports

Different types of in-depth literature reviews were conducted to identify, evaluate or summarize the findings, common themes, trends, gaps, and used methods in mathematics education research. In recent decades, technological advances have enabled us to evaluate mathematics education literature in a more reliable, powerful, and objective manner. This study aims to present a complete description of Turkey-addressed mathematics education research using bibliometric methods. In other words, the current study aims to identify the most influential and/or productive authors, institutions, and publications in the field of mathematics education in Turkey. This study also aims to visualize and uncover the dynamic of the conceptual and intellectual structure of the field. For this purpose, citation analysis, co-occurrence analysis, co-citation analysis, and science mapping were performed using 416 highly-qualified and SSCIindexed articles obtained from the WoS database. The results of citation analysis indicate the most influential authors are A. Baki, B. Guven, and D. Akyuz, respectively while the most productive ones are M. Isiksal-Bostan, A. Kursat Erbas, and O. Birgin. The most effective and leading institutions in the field are METU, Karadeniz Technical, and Hacettepe Universities. Additionally, co-occurrence analysis indicates mathematical achievement, mathematical modelling, and attitude are the most commonly used author keywords. Co-citation mapping visualizes the knowledge base of the mathematics education research and uncover which subjects the scholars in the field benefited from the research studies of seminal authors. Based on the findings, the current study makes suggestions for the research topics that could be influential and needed further research in the field.
Step It Up: Increasing Physical Activity for Adults with Autism Spectrum Disorder and Intellectual Disability Using Supported Self-Management and Fitbit Technology
Author: Savage, Melissa N.
Date: 2022-09-00
Type: Journal Articles
Subjects: Measurement Equipment,Autism Spectrum Disorders,Intervention,Comparative Analysis,Intellectual Disability,Quality of Life,Self Management,Physical Activity Level,Exercise,Adults,Gender Differences,Health Behavior,Program Evaluation,Body Weight,Health Promotion,Body Composition,Rating Scales,Severity (of Disability),Drug Therapy,Race,Ethnicity,Psychomotor Skills,Nonverbal Ability,Coaching (Performance)

Adults with autism spectrum disorder and intellectual disability often do not engage in healthy levels of physical activity despite its many benefits. We conducted a randomized control trial to evaluate the effectiveness and feasibility of the Step It Up program, which used supported self-management strategies, on daily step counts, health measures, and perceived quality of life for adults with autism spectrum disorder and intellectual disability. Forty participants, ages 18 to 57, were randomly assigned to a control or intervention group. Males accounted for 70.6% of participant gender. Both groups received Fitbits and Fitbit training, and they participated in pre- and post-assessments. The intervention group participated in the Step It Up program. Participants in the intervention group had significantly higher step counts and lost more weight. Feasibility and acceptability were also high. This study provides valuable data on using a supported self-managed exercise program as well as insight into its feasibility in home settings.
Parent Coaching in a Multimodal Communication Intervention for Children with Autism
Author: Liao, Ching-Yi
Date: 2022-09-00
Type: Journal Articles
Subjects: Autism Spectrum Disorders,Coaching (Performance),Program Effectiveness,Parent Role,Intervention,Interpersonal Communication,Seminars,Online Courses,Family Environment,Communication Skills,Skill Development,Program Implementation,Augmentative and Alternative Communication,Behavior Modification

Social-communication deficits associated with autism spectrum disorder often lead to undesirable outcomes in other domains, such as interpersonal relationships, employment, and participation in community activities. Parents may be ideal implementers of interventions to address these deficits when provided with instruction that is efficacious and feasible. This study evaluated a web-based group training and multimodal communication protocol of individualized parent coaching to improve parent implementation of communication intervention components. Results indicated a moderate functional relation between the parent-coaching intervention and parent implementation of the instructional behaviors. Implications and suggestions for future research are discussed.
Does the Method of Acceleration Matter? Exploring the Likelihood of College Coursetaking Success across Four Developmental Education Instructional Strategies
Author: Mokher, Christine G.
Date: 2021-09-00
Type: Journal Articles
Subjects: Mathematics Education,English Instruction,Acceleration (Education),Developmental Programs,College Preparation,Educational Strategies,Prerequisites,Required Courses,Community Colleges,Two Year College Students,Academic Achievement

Background/Context: Accelerated instructional strategies for developmental education have been promoted as a way to help underprepared students to progress more quickly through college-level coursework. Yet, what remains unknown is whether certain accelerated strategies are more effective than others and whether this initial acceleration may lead to longer term success. Purpose/Objective/Research Question/Focus of Study: We examine whether the likelihood of success varies for completion of mathematics and English requirements over 3 years among the Florida students enrolled in courses using one of four developmental instructional strategies: compressed, corequisite, modularized, or contextualized. Population/Participants/Subjects: Our sample includes all first-time-in-college students during the 2015-2016 year who enrolled in all 28 public state colleges and took any developmental education course during the first year. Research Design: We use inverse probability-weighted regression adjustment (IPWRA) to compare success rates in completion of mathematics and English requirements over 3 years for Florida college students in each of these strategies. Findings/Results: Overall, the results demonstrate variation in the likelihood of success for completion of mathematics and English courses over 3 years among students in different developmental instructional strategies, which suggests that the method of acceleration does matter. Corequisite courses tended to lead to greater long-term gains in math and, to an extent, in reading, while contextualized tended to be most effective in writing. Conclusions/Recommendations: Leaders can play an important role in strengthening institutional capacity to effectively implement developmental education reform by developing faculty buy-in, ensuring adequate resources to scale and sustain reform efforts, and using data to inform future decision-making.
Exploring the Intersectional Development of Computer Science Identities in Young Latinas
Author: Rawhiya Jacob, Sharin
Date: 2022-05-00
Type: Journal Articles
Subjects: Elementary School Students,Females,Hispanic American Students,STEM Education,Computer Science Education,Identification (Psychology),Self Concept,Group Membership,Spanish Speaking,Multilingualism,English (Second Language),Social Support Groups,Computation,Thinking Skills

Background: There has been a dearth of research on intersectional identities in STEM, including the fields of computing and engineering. In computing education research, much work has been done on broadening participation, but there has been little investigation into how the field of computer science (CS) presents opportunities for students with strong intersectional identities. This study explores the strengths and connections among the unique identities and the symbiotic relationships that elementary Latina students hold in CS identity attainment. Purpose: The aim of this article is to better understand how predominantly low-income, multilingual Latina students experience identity development through the lens of diverse group membership. We examine how young Latinas, through their participation in a yearlong culturally and linguistically responsive CS curriculum, leverage their intersecting identities to rewrite the formula of what a computer scientist is and can be, leaving space to include and invite other strong identities as well. Research Design: An explanatory sequential mixed-methods design was used that analyzed data from predominantly low-income, multilingual Latinas in upper elementary grades, including pre- and post-CS identity surveys (N = 50) delivered before and after implementation of the curriculum, and eight individual semistructured student interviews. Findings: We found that Latina students developed significantly stronger identification with the field of CS from the beginning to the end of the school year with regard to their experiences with CS, perception of themselves as computer scientists, family support for CS and school, and friend support for CS and school. Interviews revealed that perception of their CS ability greatly influenced identification with CS and that girls' self-perceptions stemmed from their school, cultural, and home learning environments. Conclusion: Our results highlight the wealth of resources that Latinas bring to the classroom through their home- and community-based assets, which are characterized by intersecting group membership. Students did not report on the intersection between language and CS identity development, which warrants further investigation.
Behavioral Self-Regulation: A Comparison of Goals and Self-Monitoring for High School Students with Disabilities
Author: Estrapala, Sara
Date: 2022-09-00
Type: Journal Articles
Subjects: High School Students,Students with Disabilities,Self Control,Self Management,Learner Engagement,Student Behavior,Emotional Disturbances,Behavior Disorders,Goal Orientation,Intervention,Program Effectiveness,Special Education

High school students, particularly those with disabilities, often struggle with academic engagement in general education classes. One empirically supported method for improving academic engagement includes self-regulation interventions. However, individual effects of frequently used self-regulation strategies' goal setting and self-monitoring remain unknown. To address this issue, we implemented a multiple-probe single-case design with embedded alternating treatments to evaluate the differential impact of behavioral goal reminders and self-monitoring. The sample consisted of three high school students with emotional or behavioral disorders (EBD) in general education classes who also received special education services. Innovative approaches to intervention design included student-determined behavioral goals and self-monitoring procedures informed by triangulated behavioral assessment data. Although visual analysis indicated only moderate improvements in academic engagement, and no functional relationships were determined for either the multiple-probe or alternating treatments designs, the intervention was rated with high social validity from teachers and students, and the study represents an exemplar of high-quality special education single-case research. Practical implications, limitations, and directions for future research are discussed.
&quot;Teacher Burnout Is One of My Greatest Fears&quot;: Interrupting a Narrative on Fire
Author: Williams, Emily P.
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Burnout,Teaching Conditions,Resilience (Psychology),Teacher Persistence,Faculty Mobility,Preservice Teachers,Student Attitudes,Reflection,Comprehensive School Health Education,Teacher Education Programs,Self Efficacy,Teaching (Occupation),Stress Variables,Career Change,Foreign Countries

Teacher burnout is often positioned as a common result of the complex demands of the teaching profession (García-Carmona et al., 2019). While there is no denying the demanding nature of teaching, in this article we present an alternative perspective on the widespread burnout discussion that distinguishes between burnout and the complexities of teacher attrition, and offer a more hopeful and strengths-based approach to the teaching profession. In a qualitative study that analyzed the anticipatory beliefs that pre-service teachers expressed in a reflective assignment for a course focused on Comprehensive School Health (CSH), we found evidence to suggest that the burnout narrative may threaten teacher candidates' self-efficacy before entering the teaching profession. We call for a disruption to the overemphasis of burnout narratives in teacher education programs as they may undermine the profession.
MakerMinds: An Exploratory Study of Making and Mindfulness Pedagogies
Author: Edmundson, Joanne
Date: 2022-00-00
Type: Journal Articles
Subjects: Grade 4,Elementary School Students,Metacognition,Teaching Methods,Program Evaluation,Instructional Effectiveness,Learner Engagement,Self Concept,Mental Health,Well Being,Foreign Countries

The purpose of this ethnographically informed research study was to explore the integration of making and mindfulness pedagogies in a single curricular intervention (&quot;MakerMinds&quot;) and, in particular, how making engages students in mindfulness content and encourages their independent use of mindfulness tools. Mindfulness programs have long been used to promote mental health in clinical and non-clinical settings. Related research with school-aged children is limited, however, and the problem of how to fully engage them in mindfulness programming remains unsolved. Here, we report on the experiences of 24 Grade 4 students in MakerMinds over an eight-week period. Qualitative data from multiple sources revealed a program successful in engaging students and encouraging their application of mindfulness tools as needed in their daily lives. It also positively impacted conceptual and experiential knowledge of mindfulness and developed students' agentic awareness of themselves as problem-solving makers and nascent mindfulness practitioners.
Teacher Mental Health and Leaves of Absences: A Pilot Study Examining Gender and Care
Author: Ferguson, Kristen
Date: 2022-00-00
Type: Journal Articles
Subjects: Mental Health,Stress Variables,Work Environment,Teaching Conditions,Teaching Load,Leaves of Absence,Teacher Attitudes,Incidence,Teacher Administrator Relationship,Gender Differences,Educational Resources,Professional Isolation,Family Work Relationship,Sex Role,Social Bias,Teacher Attendance,Teacher Surveys,Caring,Elementary School Teachers,Secondary School Teachers,Foreign Countries,Teacher Characteristics,School Violence

The literature reports high levels of occupational stress for teachers, exacerbated by heavy loads of emotional labour in the classroom. We know less, however, about teacher mental health concerns as they relate to leaves of absences and returns to work, and the role gender may play related to leaves of absences and returns to work. Our pilot study aimed to address these gaps using a survey (n= 67) and follow up interviews (n = 8). We found that the stress teachers experienced at school often results from lack of support from administration, increased workload, lack of resources, violence, and isolation, which then impacts home lives. Over a quarter of teachers surveyed have taken a leave of absence from work, with the majority being women. Female teachers often used sick days to care for ill children. Stigma surrounding teacher mental health and leaves of absence were both perceived as prevalent within the profession.
THIS IS US: Latent Profile Analysis of Canadian Teachers&apos; Burnout during the COVID-19 Pandemic
Author: Babb, Jeff
Date: 2022-00-00
Type: Journal Articles
Subjects: Profiles,Foreign Countries,Teacher Burnout,COVID-19,Pandemics,Resilience (Psychology),Burnout,Measures (Individuals)

During the initial wave of the COVID-19 pandemic, 1,930 Canadian teachers were surveyed about their burnout and resilience levels, as well as their job demands and resources. Latent profile analysis revealed that teachers were responding to their experiences in five distinct patterns, or profiles, of burnout or resilience. Survey data were then used to match each profile group with their salient demands and resources. A continuum model of recommendations is offered to support teacher resilience as they navigate and recover from the pandemic.