ethanporcaro/eric-fulltext-meta huggingface dataset:
Socioeconomic Gaps in Early Childhood Experiences: 1998 to 2010
Author: Bassok, Daphna
Date: 2016-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Kindergarten,Preschool Children,Experience,Family Environment,Books,Computer Games,Educational Games,Parent Child Relationship,Socioeconomic Influences,Achievement Gap,Enrichment Activities,School Readiness,Child Care,Racial Differences,Ethnicity,Employed Parents,Parent Background

This study compares the early life experiences of kindergarteners in 1998 and 2010 using two nationally representative data sets. We find that (a) young children in the later period are exposed to more books and reading in the home, (b) they have more access to educational games on computers, and (c) they engage with their parents more, inside and outside the home. Although these increases occurred among low- and high-income children, in many cases the biggest changes were seen among the lowest-income children. Our results indicate narrowing but still large early childhood parental investment gaps. In addition, socioeconomic gaps in preschool participation grew over this period, despite substantial investments in public preschool. Implications for early socioeconomic achievement gaps are discussed.
Ethnic and Gender Stereotypes on College Students&apos; Academic Performance
Author: Liang, Ya-Wen
Date: 2018-10-00
Type: Journal Articles
Subjects: College Students,Academic Achievement,Gender Differences,Ethnicity,Learning Strategies,Grade Point Average,Intervention,Stereotypes,Sex Stereotypes,Social Bias,Undergraduate Students,Correlation,Student Attitudes

College students' academic performance reflects their learning strategies, academic competence, and dedication to college life. Ethnic and gender stigmas that contribute to college students' academic performance and Grade Point Average were investigated in this study. Results of the study pointed to the importance of respecting diverse ethnic populations and introduced interventions for conquering negative stereotypes for the purpose of promoting college students' academic success.
We Are Not Even Post-Colonial Yet!: Archetypes in the Master Narrative of U.S. History Textbooks
Author: View, Jenice L.
Date: 2018-00-00
Type: Journal Articles
Subjects: History Instruction,Standardized Tests,Faculty Development,Pedagogical Content Knowledge,Critical Theory,Race,Textbooks,Urban Schools,Foreign Policy,United States History,Stereotypes,Poverty,Ethnic Groups,Content Analysis

This paper uses literary analysis of 21 st century U.S. history textbooks and the theoretical frameworks of post-colonial theory, racial pedagogical content knowledge, and critical race theory to argue that students at urban schools continue to be &quot;made ahistorical&quot; by classroom instructional conditions that devalue history instruction, including textbooks, standardized testing (in both the presence and the absence), and the lack of substantial content-matter teacher professional development. More troublesome is the persistence of a colonial master narrative that both fails to serve the majority of white students, and that minimizes or erases the growing population of students of color in urban schools.
Reflections from the Field: Critical Partnership and Participation in India
Author: Ravitch, Sharon M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Institutional Cooperation,International Cooperation,Foreign Countries,Research Universities,Teacher Attitudes,College Faculty,Social Responsibility,Educational Administration

Cross-national research partnerships require careful consideration if they are to be equitable, generative, and sustainable. This field reflection focuses on the collaborative work between the Tata Institute of Social Sciences (TISS) in Mumbai, India and the University of Pennsylvania Graduate School of Education (Penn GSE) in the United States by presenting excerpts from an interview with Dr. Venkatesh Kumar (TISS) and Dr. Sharon Ravitch (Penn GSE). Kumar and Ravitch reflect on the participatory approaches to research, practice, and partnership that guide their applied work in India. Furthermore, Kumar and Ravitch consider their own processes of learning and unlearning as well as the ways that their partnership is enhanced through deliberately centralizing multiple perspectives.
The Life between Big Data Log Events: Learners&apos; Strategies to Overcome Challenges in MOOCs
Author: Veletsianos, George
Date: 2016-00-00
Type: Journal Articles
Subjects: Data Analysis,Data Collection,Online Courses,Learning Strategies,Electronic Learning,Academic Persistence,Student Attrition,College Students,Educational Environment,Workstations,Study Habits

Big data from massive open online courses (MOOCs) have enabled researchers to examine learning processes at almost infinite levels of granularity. Yet, such data sets do not track every important element in the learning process. Many strategies that MOOC learners use to overcome learning challenges are not captured in clickstream and log data. In this study, we interviewed 92 MOOC learners to better understand their worlds, investigate possible mechanisms of student attrition, and extend conversations about the use of big data in education. Findings reveal three important domains of the experience of MOOC students that are absent from MOOC tracking logs: the practices at learners' workstations, learners' activities online but off-platform, and the wider social context of their lives beyond the MOOC. These findings enrich our understanding of learner agency in MOOCs, clarify the spaces in-between recorded tracking log events, and challenge the view that MOOC learners are disembodied autodidacts.
Study of the Concepts of Athletic Identity and Continuous Sport Self-Confidence in the Light of Various Variables
Author: Sekeroglu, Mustafa Önder
Date: 2017-12-00
Type: Journal Articles
Subjects: Athletics,Athletes,Self Concept,Self Esteem,Recreational Facilities,Role,Gender Differences,Parent Child Relationship,Friendship,Leisure Time,Academic Achievement,Foreign Countries,Competition,Measures (Individuals)

This study was planned and conducted for the purpose of examining the relationship between the concepts of athletic identity and continuous sport self-confidence within the framework of various variables. The study group is comprised of 125 sportsmen of different branches, located at the Ankara Eryaman Olympics Preparation Centre. Along with a personal information form, the participants were subjected to the &quot;Athletic Identity Scale&quot; developed by Brewer and Cornelius (2001) in order to measure the athletic identity roles, as well as the &quot;Continuous Sport Self-Confidence Scale,&quot; which is a sub-dimension of the measurement tool developed by Vealey (1986) in order to assess sport confidence. In this study, while no significant difference was found between the total points for continuous sport self-confidence according to gender, a significant difference was found between the athletic identity points. No statistically significant difference was found between the total points for continuous sport self-confidence and athletic identity according to their branches, number of national representation and their years of sport. In the meanwhile, it was found that 64% of the sportsmen in the research group were satisfied with their relations with their parents, while 52% were satisfied with their relations with their friends. It was found that 40% of the sportsmen were satisfied with how they used their spare time, and 48% were satisfied with their success in their studies.
Experiential Learning: Transformation and Discovery through Travel Study Programs
Author: Tovar, Lynn Atkinson
Date: 2018-10-00
Type: Journal Articles
Subjects: Experiential Learning,Transformative Learning,Discovery Learning,Study Abroad,Criminal Law,Undergraduate Students,Human Body,Anthropology,Student Attitudes,Outcomes of Education

Students involved in two separate travel study programs consented to participate in a mixed-methods research approach examining the effects of an experiential learning course offered to criminal justice and forensic science students. The course exposed students to handson criminal investigations involving human body decomposition and osteology. Results indicate positive findings of transformation and discovery by students after analyzing reflective journals, interviews and pre- and post-tests scores. Students were able to apply their new knowledge and conceptual understanding to real-world problems and potential career opportunities. This transformation produced life affecting changes.
The Effects of Different Strength Training on Static and Dynamic Balance Ability of Volleyball Players
Author: Eylen, Mehmet Ali
Date: 2017-12-00
Type: Journal Articles
Subjects: Athletes,Team Sports,Males,Young Adults,Competition,Muscular Strength,Training,Program Effectiveness,Foreign Countries,Human Body,Human Posture

Abstract The aim of this study is to examine the effect of different strength training on the static and dynamic balance ability of volleyball players. A total of 20 male volleyball players, aged between 18 and 25, are participated in the study who has been playing in national volleyball competition in Gaziantep. The subjects were divided into two groups according to the randomized method as experimental group (n=10, age:21.60±2.06) and control group (n=10, age:20.50±1.77). The experimental group was given a different strength training program for 3 days a week for 8 weeks. Both groups continued their regular volleyball practice. Leg strength, static and dynamic balance measurements were made before starting the different strength training in both groups and after the training was finished. Takei Leg Dynamometer used for leg strength measurement and Biodex Balance SD Isokinetic Balance Test for balance measurement. Paired Sample t test was used for intra-group comparisons and Independent Sample t test was used for statistical analysis of the data. When the pre-test and post-test measurements of the experimental group were compared, there were significant differences in leg strength, static (Double leg-Overall Postural Stability Index (OPSI), Right Leg-OPSI, Left Leg-OPSI) and dynamic (Right Leg- Overall Stability Index (OSI), Left Leg-OSI) balance scores (p&lt;0.05). The control group showed significant significance in the Double leg-OPSI score (p&lt;0.05). No other significance was found in the other data (p&gt;0.05). As a result, it is considered that the different strength training applied to the volleyball players has a positive effect on the static and dynamic balance ability. It can be said that static and dynamic balance abilities of regular strength training may increase.
Learning Styles, Online Courses, Gender, and Academic Achievement of Hispanic Students in Higher Education
Author: Jones, Irma S.
Date: 2018-10-00
Type: Journal Articles
Subjects: Cognitive Style,Online Courses,Gender Differences,Academic Achievement,Hispanic American Students,Undergraduate Students,Legal Education (Professions)

This study aims at identifying learning styles of two groups of online students enrolled inLegal Studies and Corporate Training courses and comparing learning styles and academicachievements in those courses. The learning styles questionnaire was adapted from a learningstyles questionnaire in College Study Strategies (Laskey &amp; Gibson, pp. 52-53, 1997) and is acontinuation of previous research by the authors. In the fall 2017, the authors administered theadapted questionnaire to undergraduate corporate training and legal studies online students in aSouthern Hispanic serving institution. The questionnaire allowed students to identify whethertheir preferred method of learning was field dependent or field independent. Results of thelearning styles questionnaires were compared with academic achievement. A discussion of fielddependent and independent learning styles for Hispanic online learners will be presented. Recentresearch and the evidentiary rationale for attempting to predict academic achievement fromspecific learning styles will be explored.
Special Education Expenditures in South Texas Public Schools during a Period of Changing Enrollment
Author: Perry, Russ
Date: 2018-10-00
Type: Journal Articles
Subjects: Special Education,Public Schools,Expenditures,Enrollment,Educational Finance,Budgets,School Districts

Educational expenditures continue to be a topic of discussion and concern for educators, politicians, and families. The impact of school expenditures has long been debated, but recent evidence links increased expenditures to better post-academic outcomes, especially for students from lower socio-economic backgrounds. To date, this research has not been extended to special education students. Indeed, the amount of research on the effect of special education expenditures is remarkably lacking. The current study begins to address this gap by examining the increase of expenditures on both regular and special education students during a time when enrollment was growing in several Texas school districts. The results showed that schools with increased student enrollment fell behind schools with stable enrollment.
Effects of Teaching Strategies on Student Success, Persistence, and Perceptions of Course Evaluations
Author: Rodriguez, Marisela
Date: 2018-10-00
Type: Journal Articles
Subjects: Community Colleges,Two Year College Students,Teaching Methods,Science Achievement,Academic Persistence,Student Attitudes,Course Evaluation,Science Education,Introductory Courses,Biology,Chemistry,STEM Education,Majors (Students),Gender Differences,Learner Engagement,Active Learning,Student Projects,Peer Teaching

This study explored whether gender and active learning and student-centered pedagogies such as project-based and peer-led in introductory science &quot;gatekeeper&quot; major courses; BIOL 1306 and CHEM 1311 had an impact on student success rates, student perceptions, and student persistence in STEM fields at a community college in South Texas while controlling for the BIOL 1306 and CHEM 1311 pretest, respectively, was analyzed through the utilization of a 2-way ANCOVA. The effects of the three teaching strategies on student perceptions was measured by the student Course Evaluation instrument in BIOL 1306 and CHEM 1311 through a MANOVA statistical method. The relationship between the three teaching strategies and student persistence in pursuing a STEM major for BIOL 1306 and CHEM 1311 students was analyzed through a binary logistic regression method. Throughout the BIOL 1306 and CHEM 1311 sections, there were no significant (1) interaction between gender and teaching strategy, (2) differences among the three teaching strategies, and (3) difference between student genders on the variable of student success as measured by the BIOL 1306 and CHEM 1311 posttest while controlling for the BIOL 1306 and CHEM 1311 pretest, respectively. There were no significance differences seen among the three teaching strategies on student perceptions.
Evaluating a Life Centered Career Education Curriculum to Support Student Success
Author: Aguilar, Sunddip Panesar
Date: 2018-10-00
Type: Journal Articles
Subjects: Foreign Countries,Program Implementation,Daily Living Skills,Career Education,Intellectual Disability,Physical Disabilities,Interpersonal Competence,Workshops,Money Management,Expenditures,Banking,Housing,Health Promotion,Academic Achievement,Self Efficacy,Self Determination,Job Skills,Employment Potential,Career Readiness,Special Needs Students,High School Students

The purpose of this study was to explore the implementation of five life skill components of Brolin's (1979) Life Centered Career Education (LCCE) program in Basic Education classrooms in school districts in the province of British Columbia (BC), Canada. Using a case study approach (Yin, 2014), LCCE Knowledge Battery pre-test was administered to a group of students with varying severity of intellectual, social, and physical disabilities. Working with school staff, families, and the community, workshops on counting money, responsible expenditures, banking, housing, and healthy living was implemented in an attempt to improve student achievement on final examinations, student self-efficacy and self-determination, and to help students develop employability skills. Analysis of the results indicated most students improved in all five areas. The LCCE is described and analyzed and specific examples are provided to explicate the methods used in this study.
The Effects of Ten Weekly Plyometric Training of Judokas on Anaerobic Power
Author: Uzun, Ahmet
Date: 2017-12-00
Type: Journal Articles
Subjects: Experimental Groups,Control Groups,Pretests Posttests,Athletics,Athletes,Human Body,Muscular Strength,Exercise,Males,Comparative Analysis

This study was conducted to determine the effects of ten weekly plyometric training on anaerobic power in judokas. 30 male judokas participated in the study and the subjects were divided into two groups as an experimental (15 male age = 21,40 ± 1,99) and control (15 male age = 21,53 ± 1,80) groups. Judo training programme was applied in both groups for 3 days / 90 minutes per week. Experimental and control group were made warm up exercises for 20 minutes. Both groups continued with the special preparatory period judo training program. After warm up exercises, experimental group judokas were made plyometric training consisting of 15 different movements for 20 minutes. Then they were allowed to continue the judo training. As the groups showed normal distribution, Paired Samples T-Test was applied for the significance between pre-test and post-test measurements of the groups. Independent Samples T-Test was used to analyze the difference between the test group and control group. The Independent Samples T-Test was used to analyze the difference between the experimental group and the control group. As a result of the plyometric training, when the pre-test and post-test differences of the physical measurement parameters for the experimental and control groups were compared, the mean values of back strength, anaerobic power and body fat percentage were found to be significant(p&lt;0.05). However, there was no significance in the mean values of right hand grip strength, left hand grip strength, leg strength and flexibility(p&gt;0.05).
Perceptual and Motor Components at Young Football Players
Author: Bozkurt, Sinan
Date: 2017-12-00
Type: Journal Articles
Subjects: Perceptual Motor Coordination,Reaction Time,Visual Perception,Motor Reactions,Athletes,Team Sports,Body Weight,Correlation,Foreign Countries,Measurement,Physical Fitness

The purpose of this study was to determine some perceptual and motor components level of young football players and to investigate the relationships between perceptual and motor components. Thirty-eight (38) selected football players from different division of Turkey whose mean age was 13.50±.42 years, height 150.00±5.60 cm and body weight 40.00±4.75 kg were tested as voluntarily in this study. This study was conducted in the Riva Orhan Saka Facility of the Turkish Football Federation. The findings indicated that statistically significant relations were observed between visual reaction time and anticipation time and also between sit-ups and sprint time, reaction time and agility times. On the other hands, there is no significant relation was found in other parameters. These findings may be useful for trainer and physical education teachers in the selection process and talent identification and preparing sport education programs.
Language Minority Students&apos; Mathematics Achievement in Urban Schools: Coursework, Race-Ethnicity, and English-Language Proficiency
Author: Maldonado, Saúl I.
Date: 2018-00-00
Type: Journal Articles
Subjects: Language Minorities,Mathematics Achievement,Urban Schools,Race,Ethnicity,English,Language Proficiency,High School Students,Common Core State Standards,Advanced Courses,Student Participation,Predictor Variables,High School Seniors,College Readiness,Grade 12,African American Students,Hispanic American Students,Outcomes of Education

The mathematics performance data from 12,738 high school students were examined to determine the relationship between students' racial-ethnic and linguistic background, participation in higher level mathematics courses, and performance on a norm-referenced measure of achievement, explicitly accounting for important urban school context indicators. Using hierarchical linear models (HLM), researchers analyzed the effects associated with language minority students' mathematics achievement in urban schools. Findings suggest that urban high school students' participation in higher level mathematics courses may ameliorate pervasive patterns of racial-ethnic and linguistic minority disparities in achievement.
Investigation of Meaning of Leisure Activities and the Satisfaction with Life of Students in the Faculty of Sport Sciences: An Example of Akdeniz University
Author: Ugurlu, Alkan
Date: 2017-12-00
Type: Journal Articles
Subjects: Foreign Countries,Leisure Time,Recreational Activities,Life Satisfaction,Student Satisfaction,Physical Education,Student Participation,Undergraduate Students,Instructional Program Divisions,Departments,Time on Task

Aim: It is known that recreational activities have positive effects on people's emotions, thoughts, morale and many other issues. The aim of this study was to measure students' participation in recreational activities, life satisfaction and the meaning of leisure activities to the students in the Faculty of Sport Sciences at Akdeniz University. Method: A total of 252 students (60.3% male, 39.7% female) participated in the study. As data collection instruments, Turkish version (Köker, 1991) of Life Satisfaction Scale (LSS), which was developed by Diener et al. (1985), and Turkish version (Gürbüz et al., 2007) of Leisure Meanings Inventory (LMI) (Esteve et al., 1999) were used. SPSS Package program was used in the study. ANOVA was used in the data analysis. Findings: According to the findings of Leisure Meanings Inventory by classes, there was a statistically significant difference (p &lt;0.005) among the groups. This difference appears to be between sophomores and juniors when examined on a class-by-class basis. According to the findings of Leisure Meanings Inventory with regard to departments, it was noted that there was very little difference between them, although there was a difference in the averages. This difference was not statistically significant though. There was no statistically significant difference between groups regarding class and department variables according to the findings of Life Satisfaction Scale. Conclusion: The results of this study showed that there was a significant difference between sophomores and juniors while there was no significant difference between freshmen and seniors according to the LMI averages. There was no significant difference between the mean scores of LSS among the classes.