ethanporcaro/eric-fulltext-meta huggingface dataset:
Reading and Deafness: State of the Evidence and Implications for Research and Practice
Author: Trezek, Beverly
Date: 2019-00-00
Type: Journal Articles
Subjects: Deafness,Reading Skills,Hearing (Physiology),Learning Processes,Phonology,Models,Intervention,Reading Instruction,Decoding (Reading),Language Processing,Meta Analysis,Standards,Phonemic Awareness,Phonological Awareness,Reading Comprehension,Language Skills,Role,Language Acquisition

Over the years, persistently low achievement levels have led scholars to question whether reading skill development is different for deaf readers. Research findings suggest that in order for deaf students to become proficient readers, they must master the same fundamental abilities that are well established for hearing learners, regardless of the degree of hearing loss or communication modality used (e.g., spoken or signed). The simple view of reading (SVR), which hypothesizes the critical role both language abilities and phonological skills play in development of reading comprehension, provides a model for understanding the reading process for a wide range of students and has the potential to shed light on the challenges deaf students have historically experienced in achieving age-appropriate outcomes. Therefore, the purpose of this paper is to review the components of the SVR and use this conceptual model as the basis for exploring and discussing both historical and current research evidence in reading and deafness, with a particular focus on phonological skills. Recommendations for future research and practice based on the existing body of literature will also be provided.
Implementation of Fuzzy Functions Aimed at Fairer Grading of Students&apos; Tests
Author: Ivanova, Vanya
Date: 2019-00-00
Type: Journal Articles
Subjects: Grading,Tests,Student Evaluation,Scores,Foreign Countries,College Freshmen,Language Tests,English (Second Language),Mathematical Logic

The main goal of this research is to achieve fairer assessment of students' knowledge and skills in tests in view of the fact that learners with similar abilities are often assigned different test grades if their achievements are borderline cases between two grades. As an example, a student who has scored 29 points out of 60 in a test will fail, while another one with 30 or 31 points will pass, which can be viewed as unjust. This problem is addressed by using fuzzy logic and different fuzzy functions to determine whether students with borderline test scores are assigned the higher or the lower grade of the two. Furthermore, although changing the grades of individual students, the authors endeavor to preserve the overall score of all test takers statistically unchanged.
Analyzing Characteristics of Experts in the Context of Stoichiometric Problem-Solving
Author: Gulacar, Ozcan
Date: 2019-00-00
Type: Journal Articles
Subjects: Expertise,Problem Solving,Stoichiometry,Chemistry,Graduate Students,College Faculty,College Graduates,Work Experience,Personality Traits,Familiarity,Cognitive Structures

To gauge the variability in expert problem-solving strategies for stoichiometry problems, a set of experts in different career tracks were studied with the cohort including 17 graduate students in chemistry, three college chemistry instructors, and seven college graduates working in the industry. The goal of the study was to determine whether variability would be observed based upon experience and career trajectories. The data were collected using interviews and analyzed qualitatively and quantitatively using the COSINE (Coding System for Investigating Sub-problems and Network) method. Although the method was developed for the analysis of undergraduate problem-solving, it appeared to be effective in examining experts' problem-solving in chemistry as well. The study revealed similar abilities for succeeding at solving a series of problems, but the strategies were variable for the three cohorts of experts. Specifically, the amount of information used to solve the problems differed across the three cohorts with graduate students focusing more upon each of the specific subproblems within each problem compared to industry chemists utilizing the big-picture approach in lieu of breaking down each problem into respective subproblems. Familiarity with the question types and ability to chunk information were common characteristics observed consistently for the expert participants, which is consistent with existing research.
Industry-Practice-Based Engineering Hydrology Education at USQ, Australia
Author: Chowdhury, Rezaul
Date: 2019-00-00
Type: Journal Articles
Subjects: Water,Industry,Engineering Education,Foreign Countries,Outcomes of Education,Course Descriptions,Online Courses,Student Attitudes,Careers,Engineering,Education Work Relationship,Climate,Educational Objectives,Self Evaluation (Individuals),Group Discussion,Computer Mediated Communication,Management Systems,Student Evaluation,Undergraduate Students,Work Environment

Engineering education must embrace several challenges, such as increased numbers of work-based students, increased demand for online education, mismatches in employability skills and industry requirements, and lack of student engagement. The hydrology course at the University of Southern Queensland attracts more than 100 students every year, where more than 70% of students are off-campus and most of them are work-based. This study explored how an online hydrology course can embrace industry practice and engage students in order to achieve learning outcomes. Industrial careers in hydrology involve extensive use of hydroclimatological data and modeling applications. The course modules, learning objectives and outcomes, and assessment tools have been designed to align with industry practices. Active participation of students was observed in self-assessment quizzes and discussion forums. The course was rated very well in achieving learning outcomes and in overall student satisfaction. Students appreciated the well-structured real-world and professional practice in the course.
Bullying among Teens: Are Ethnicity and Race Risk Factors for Victimization? A Bibliometric Research
Author: Fuentes Cabrera, Arturo
Date: 2019-00-00
Type: Journal Articles
Subjects: Bullying,Risk,Race,Bibliometrics,Educational Environment,Ethnic Groups,Self Concept,Correlation,Victims,Drug Use,Depression (Psychology),Socioeconomic Status,Cultural Influences,Racial Bias,Computer Mediated Communication

Bullying is a problematic situation that negatively affects thousands of children and adolescents in today's world. The multicultural society resulting from globalization has caused different reactions throughout society. In the school context, some authors indicate that ethnicity and race are risk factors for being victims of bullying. Therefore, the purpose of this paper was to analyze the scientific production on racial or ethnic bullying with the greatest impact at present, considering nine variables: Publication date, authors, organizations, countries, journals, type of document, area of research, language, and reference with more impact (cites). We conducted a bibliometric study through systematic review, documentary quantification, and data visualization techniques. We analyzed 831 documents, with a notable increase in recent years (2011-2019), highlighting the production from Dewey Cornell (University of Virginia, Charlottesville, VA, USA). On the other hand, the results showed that ethnic identity constitutes a differential factor in harassment appearing, accompanied by very poor socio-economic and cultural levels favoring depressive tendencies and drug consumption in the ethnic harassed. In short, bullying has a negative impact both physically and psychologically on the victims. For this reason, we must continue to work from the school context to eradicate the situation that is affecting more and more people.
Remote Hardware Controlled Experiment Virtual Laboratory for Undergraduate Teaching in Power Electronics
Author: Cheng, Ka Wai Eric
Date: 2019-00-00
Type: Journal Articles
Subjects: Electronics,Engineering Education,Virtual Classrooms,Undergraduate Students,Laboratory Experiments,Energy,Power Technology,Computer Simulation,Student Attitudes,Time Management,Laboratory Procedures,Instructional Effectiveness,Web Based Instruction,Vocational Schools,Foreign Countries

A remote-controlled experiment for power electronics was developed for a virtual laboratory. Power converter experiments were set up, allowing students to conduct a remote-controlled experiment with special hardware and electric power. Students can activate parameter controls, connect wires, and tune electric load conditions with preset electronic laboratory instruction. Waveforms and experimental voltage and currents are measured, and the results can be delivered to users via the internet. The virtual laboratory features lecture notes and other computer simulations to improve learning. The development was used in a class of a power electronics course, in which students participated in a trial of the virtual experiment. The feedback from the students was very positive, and it was observed that students displayed better time management and improved learning and understanding of laboratory procedure as compared to a conventional laboratory class.
Autonomy-Supportive and Controlling Teaching in the Classroom: A Video-Based Case Study
Author: Jiang, Jingwen
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Styles,Personal Autonomy,Classroom Techniques,Secondary School Teachers,Foreign Countries,Error Correction,Creativity,Teacher Student Relationship,Student Welfare,Student Motivation,Feedback (Response),Positive Reinforcement,Teacher Behavior,Learning

This study explored teachers' autonomy-supportive and controlling behaviors through video-taped observation in the classroom. Four lessons by two teachers from a secondary school in Finland were videotaped and analyzed using a rigorous coding protocol. It was found that teachers employed both autonomy-supportive and controlling teaching during the same lesson, and even combined them in the same instructional sequence. This finding suggests the complexity of the use of autonomy support and control in the classroom, as well as their context-dependent aspects. The novel finding from this study was that teachers showed error tolerance and creativity to support students' autonomy. Showing error tolerance and teaching creatively have not been investigated from the perspective of autonomy support in previous research. Furthermore, this study suggested that indirect control and its negative effects on students' learning and well-being should arouse more concern in future research. Implications for teaching practice concerning supporting students' autonomy have been provided.
Mobile Technology and Generation Z in the English Language Classroom--A Preliminary Study
Author: Poláková, Petra
Date: 2019-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,English (Second Language),Second Language Learning,Second Language Instruction,Vocabulary Development,Academic Achievement,Learning Activities,Teaching Methods,Comparative Analysis,Pretests Posttests,Computer Software,Age Groups,Learning Motivation,Constructivism (Learning),Teacher Role,Secondary School Students,Student Attitudes,Vocational Education,Tourism

Every generation of students has different characteristics that reflect the conditions of the time period they were growing in. It is important for educators from all fields of study, especially English language teachers, to understand the generational differences and the learning preferences of students in order to create productive learning environments. In today's technology driven era, students have different learning needs in comparison with their predecessors. To enhance language learning in the new generation, it is recommended to use mobile technology in class. Mobile devices and applications offer a wide range of activities that support language learning. The aim of this study was to discover if the students using mobile devices in the class got higher scores in tests than the students using traditional methods. The methods included pre- and post-tests, as well as a questionnaire survey. The results of this study reveal that the use of a mobile application had a positive effect on students' achievement results as far as the vocabulary learning was concerned. The students using the app seemed to retain more words than the students in the control group. Furthermore, the results of the questionnaire showed that using the app was more enjoyable for students than the traditional teaching methods. In addition, it contributed to collaborative learning. However, the results also indicate that being a Generation Z student does not make him/her automatically interested in using mobile applications in the process of language acquisition. Considering the small number of participants, further studies are planned to confirm the results from the current preliminary study.
Mindfulness-Based Attention Training: Feasibility and Preliminary Outcomes of a Digital Course for High School Students
Author: Mrazek, Alissa J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Metacognition,High School Students,Intervention,Public Schools,Stress Management,Emotional Response,Self Management,Attention Control,Adolescents,Student Improvement,Online Courses,Student Motivation,Self Efficacy,Life Satisfaction

Digital mindfulness-based interventions (d-MBIs) present an unprecedented opportunity to share mindfulness training at scale. However, the feasibility of digital mindfulness training for high schools remains unknown. Using a one-group pre-post design, this feasibility study evaluated the adoption of a digital mindfulness course in a public high school. The 22-day course was delivered on laptops, tablets, or phones via a custom digital learning platform. The course included a total of 2.25 h of instruction designed to improve focus, stress management, and emotion regulation. The intervention was implemented across 11 classrooms with 9th-12th grade students. On average across all classes, students completed 80% of lessons and 77% of daily exercises. Although the one-group design precludes definitive conclusions about the intervention's effects, paired t-tests from pretest to post-test (N = 190) revealed improved emotional regulation and stress management despite students experiencing significantly increased life demands toward the end of the academic term. Results suggest that students also adopted a stronger growth mindset about their ability to focus, and they felt more motivated and confident to train this ability. A total of 64% of students indicated that the course improved their focus. Among the 81.6% of students who reported at baseline that they paid attention in class less than they should, focus during class increased significantly. This investigation supports the feasibility of digital mindfulness training for high schools and highlights strategies for increasing fidelity of implementation of digital interventions in school settings.
Assessment of Language and Literacy in Children Who Are d/Deaf and Hard of Hearing
Author: Pizzo, Lianna
Date: 2019-00-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Literacy,Language Skills,Evaluation Methods,Multilingualism,Children,Disabilities,American Sign Language,Naturalistic Observation,Performance Based Assessment,Curriculum Based Assessment,Portfolio Assessment,Alternative Assessment

This article presents theoretical orientations and practical applications for the assessment of d/Deaf and hard of hearing (d/Dhh) children. It discusses current approaches to assessment and the factors affecting d/Dhh children's participation in assessments using those approaches. Gaps in the field around access to appropriate assessments are discussed. This review also shares information on the relationship between the purpose of the assessment and the approach selected. Basic considerations for both d/Deaf and hard of hearing multilingual learners (d/DMLs) and d/Dhh children with additional disabilities will be addressed. Finally, general recommendations are made for research and practice.
Process Drama in Civic Education: Balancing Student Input and Learning Outcomes in a Playful Format
Author: Hallgren, Eva
Date: 2019-00-00
Type: Journal Articles
Subjects: Theater Arts,Civics,Democracy,Migration,Teaching Methods,Secondary School Students,Play,Learner Engagement,Secondary School Teachers,Questioning Techniques,Team Teaching,Foreign Countries,Grade 9,Critical Thinking

The purpose is to investigate process drama for teaching civics, mainly democracy and migration. Process drama implies students and teacher to take on roles, to explore a subject content collectively. The study is based on a secondary school educational initiative where a drama pedagogue was invited to address civics through process drama. Four civic lessons were video recorded and analyzed through an activity theory framework. From this perspective, process drama can be understood as two activities with different motives/objects, the educational and the fictional, where the fictional activity should have a playful format. The results show that the dialogical approach used by the drama pedagogue created a democratic opportunity and also established the playful format. The students' engagement was notably high. However, it was obvious there were no challenging or probing questions being asked by the drama pedagogue or the civics teacher, neither in nor out of role. As a consequence, the full learning potential of process drama in civics education could not be achieved. We suggest a co-teaching approach between civic teachers and drama pedagogues, to overcome challenges in using process drama in civic education for learning objectives to be attained.
Extending Smart Phone Based Techniques to Provide AI Flavored Interaction with DIY Robots, over Wi-Fi and LoRa Interfaces
Author: Loukatos, Dimitrios
Date: 2019-00-00
Type: Journal Articles
Subjects: Handheld Devices,Artificial Intelligence,Robotics,Internet,Student Attitudes,Educational Technology,Technology Uses in Education,Telecommunications,College Students,Agricultural Engineering,Student Projects

Inspired by the mobile phone market boost, several low cost credit card-sized computers have made the scene, able to support educational applications with artificial intelligence features, intended for students of various levels. This paper describes the learning experience and highlights the technologies used to improve the function of DIY robots. The paper also reports on the students' perceptions of this experience. The students participating in this problem based learning activity, despite having a weak programming background and a confined time schedule, tried to find efficient ways to improve the DIY robotic vehicle construction and better interact with it. Scenario cases under investigation, mainly via smart phones or tablets, involved from touch button to gesture and voice recognition methods exploiting modern AI techniques. The robotic platform used generic hardware, namely arduino and raspberry pi units, and incorporated basic automatic control functionality. Several programming environments, from MIT app inventor to C and python, were used. Apart from cloud based methods to tackle the voice recognition issues, locally running software alternatives were assessed to provide better autonomy. Typically, scenarios were performed through Wi-Fi interfaces, while the whole functionality was extended by using LoRa interfaces, to improve the robot's controlling distance. Through experimentation, students were able to apply cutting edge technologies, to construct, integrate, evaluate and improve interaction with custom robotic vehicle solutions. The whole activity involved technologies similar to the ones making the scene in the modern agriculture era that students need to be familiar with, as future professionals.
Teaching Ecosystem Design: Teachers&apos; Satisfaction with the Integrated Course Service System
Author: Li, Meng-Hua
Date: 2019-00-00
Type: Journal Articles
Subjects: Satisfaction,Instructional Materials,Foreign Countries,Elementary School Teachers,Middle School Teachers,High School Teachers,Online Systems,Teacher Characteristics,Teacher Attitudes,Computer Uses in Education

In order to support teachers preparing their teaching resources, a teaching ecosystem for developing an online service system to acquire teaching materials, the Ministry of Education (MOE) in Taiwan, implemented an Integrated Course Service System (ICSS) to assist teachers in searching for instructional resources from distributed Educational Six Learning Networks (ESLN) of MOE. The study designed the ICSS and developed an instrument to investigate the satisfaction for the teachers of primary schools, junior high schools and senior high schools. By analyzing 253 teachers, the results show that demographics, such as age, school level, teaching experience and position, have significant effects on the ICSS satisfaction. Further, the teachers were found to be satisfied with the system content, system accuracy, report format, ease of use, system timeliness and community building offered by the ICSS that helps us to understand the teachers' online behavior in more detail for the popularization of the course service system.
Prediction of Students&apos; Performances Using Course Analytics Data: A Case of Water Engineering Course at the University of South Australia
Author: Ahammed, Faisal
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Water,Engineering Education,Academic Achievement,Prediction,Learning Analytics,Learner Engagement,Undergraduate Students,Civil Engineering,Electronic Learning

An association between students' learn-online engagement and academic performance was investigated for a third-year Water Resources Systems Design course at the University of South Australia in 2017. As the patterns of data were non-parametric, Mann-Whitney and Kruskal-Wallis tests were performed using SPSS. It was revealed from the test results that distributions of students' logins to learn-online site for all categories and sub-categories including gender, international/domestic students and grades were almost similar. Therefore, it is relatively unrealistic to use lean-online engagement data to predict students' performances. A correlation test was further performed to validate the hypothesis testing results and a weak relationship (Pearson's r = 0.29) between login to learn-online site and grade was observed. The smaller F ratios of one way ANOVA also validated the test results. Mann-Whitney and Kruskal-Wallis tests can be applied to course analytics data for face-to-face and online courses to understand a better picture about the uses of learn-online engagement data.