ethanporcaro/eric-fulltext-meta huggingface dataset:
The Code of Conduct for Research Integrity, Governance, and Ethics in Education in the USA, Europe, and Ukraine: Comparative Analysis
Author: Shykhnenko, Kateryna
Date: 2022-00-00
Type: Journal Articles
Subjects: Cross Cultural Studies,Integrity,Ethics,Standards,Researchers,Role,Laws,Professional Associations,Foreign Countries,Governance,Educational Research,Language Usage,Likert Scales,Policy Analysis,Authors,Research Administration,Administrator Attitudes

The purpose of the study is to identify how the coverage of topics of the Code of Conduct for Research in Education in Ukraine is consistent with the ones from the United States of America (USA) and Europe. Furthermore, the study attempts to explore coherences in the documents so that these could be reviewed and addressed. The study used the methodology for mixed-methods systematic reviews to respond to the first research question and the survey research methodology to respond to the second one. It was identified that the research integrity and ethics terms were not sufficiently covered by the Codes of education and research organisations from Ukraine compared to the Codes from the USA and European Union (EU). It was found that there was a shift from emphasising the role of the researcher (contributor) in the Codes from the USA and EU to drawing the importance of regulatory and legal instruments for the maintenance of research integrity and ethics in Ukraine. The prescriptive wording in the Codes of professional organisations in the USA and EU was given much greater attention than in the Codes of educational and research institutions in Ukraine. The Codes of the educational and research institutions from Ukraine were considered to be tentatively consistent with the relevant ones from the database from the USA, and Europe.
The Effect of Embedding Phonological Awareness Training on Adult EFL Learners&apos; Phonological Awareness Skill
Author: Hentasmaka, Daning
Date: 2022-00-00
Type: Journal Articles
Subjects: Phonological Awareness,English (Second Language),Second Language Learning,Adult Learning,Program Effectiveness,Training,Foreign Countries,Teacher Education Programs,Vocabulary Development

Phonological awareness relates closely to listening and speaking skills. It also has an important role in learning to read in an alphabetic writing system. In the context of learning a new language, it is essential to figure out an appropriate strategy in accelerating the phonological awareness skill. The present study aims at investigating the effect of embedding phonological awareness training in adult English as a foreign language (EFL) learners' phonological awareness skill. It involved 63 EFL students who were divided into two groups: Experimental and control. The data were taken by using a phonological awareness test and analyzed by using independent samples t-test. The overall comparison showed that the experimental group who received an embedded phonological awareness training for 4.5 hours (45 minutes of six meetings) surpassed the control group who joined a regular vocabulary class without phonological awareness training (p = 0.017). Thus, phonological awareness training effectively accelerates adult EFL learners' phonological awareness skills.
Mitochondria as the Linchpin of General Intelligence and the Link between &quot;g,&quot; Health, and Aging
Author: Geary, David C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Intelligence,Aging (Individuals),Cognitive Ability,Brain,Cytology,Neurological Organization,Energy,Problem Solving

In a recent theoretical article, I proposed that the efficiency of mitochondrial functioning is the most fundamental biological mechanism contributing to individual differences in general intelligence (&quot;g;&quot; Geary, 2018). The hypothesis accommodates other contributing mechanisms at higher levels of analysis (e.g., brain networks), and is attractive because mitochondrial energy production undergirds the developmental, maintenance, and expression of these other mechanisms and provides a means to link individual differences in g to individual differences in health and successful aging in adulthood. I provide a brief summation here and a few clarifications to the original article.
A Theory of Adaptive Intelligence and Its Relation to General Intelligence
Author: Sternberg, Robert J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Intelligence Tests,Psychometrics,Adjustment (to Environment),Definitions,Evolution,Cultural Context,Comparative Analysis,Intelligence,Logical Thinking,Critical Thinking,Thinking Skills,Biology

Intelligence typically is defined as consisting of &quot;adaptation to the environment&quot; or in related terms. Yet, it is not clear that &quot;general intelligence&quot; or g, traditionally conceptualized in terms of a general factor in a psychometrically-based hierarchical model of intelligence, provides an optimal way of defining intelligence as adaptation to the environment. Such a definition of adaptive intelligence would need to be biologically based in terms of evolutionary theory, would need to take into account the cultural context of adaptation, and would need to take into account whether thought and behavior labeled as &quot;adaptively intelligent&quot; actually contributed to the perpetuation of the human and other species, or whether it was indifferent or actually destructive to this perpetuation. In this article, I consider the similarities and differences between &quot;general intelligence&quot; and &quot;adaptive intelligence,&quot; as well as the implications especially of the differences.
Psychometric Network Analysis of the Hungarian WAIS
Author: Schmank, Christopher J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Psychometrics,Network Analysis,Foreign Countries,Adults,Intelligence Tests,Factor Analysis

The positive manifold--the finding that cognitive ability measures demonstrate positive correlations with one another--has led to models of intelligence that include a general cognitive ability or general intelligence (g). This view has been reinforced using factor analysis and reflective, higher-order latent variable models. However, a new theory of intelligence, Process Overlap Theory (POT), posits that g is not a psychological attribute but an index of cognitive abilities that results from an interconnected network of cognitive processes. These competing theories of intelligence are compared using two different statistical modeling techniques: (a) latent variable modeling and (b) psychometric network analysis. Network models display partial correlations between pairs of observed variables that demonstrate direct relationships among observations. Secondary data analysis was conducted using the Hungarian Wechsler Adult Intelligence Scale Fourth Edition (H-WAIS-IV). The underlying structure of the H-WAIS-IV was first assessed using confirmatory factor analysis assuming a reflective, higher-order model and then reanalyzed using psychometric network analysis. The compatibility (or lack thereof) of these theoretical accounts of intelligence with the data are discussed.
Mene Mene Tekel Upharsin: Clerical Speed and Elementary Cognitive Speed Are Different by Virtue of Test Mode Only
Author: Schmitz, Florian
Date: 2019-00-00
Type: Journal Articles
Subjects: Taxonomy,Intelligence Tests,Testing,Test Format,Computer Assisted Testing,Task Analysis,Correlation,Cognitive Ability,Short Term Memory,Test Validity,Test Use,Psychometrics,Transfer of Training,Timed Tests

Current taxonomies of intelligence comprise two factors of mental speed, clerical speed (Gs), and elementary cognitive speed (Gt). Both originated from different research traditions and are conceptualized as dissociable constructs in current taxonomies. However, previous research suggests that tasks of one category can be transferred into the other category by simply changing the mode of administration, i.e., in form of a paper-and-pencil test or in from of a computer-based elementary cognitive task. However, cross-mode correlations for specific tasks are usually only moderate. In the present study, mental speed was assessed as a broad construct across different tasks and stimulus materials. This allowed modeling mental speed as a hierarchical construct for paper-and-pencil as well as for computer-based tests. Cross-mode correlations of the respective general factors were moderate (r = 0.64), while the cross-mode correlations of task-specific components depended on task type (r = 0.12 to r = 0.71). Only the g factors of mental speed, but not the task-specific components, were found to be related with working memory capacity as a marker of cognitive ability. The speed general factor modeled across computer-based tests was more highly correlated with working memory capacity (r = 0.66) than the general factor modeled across paper-and-pencil tests (r = 0.46). These findings corroborate a crucial role of the assessment method and imply that validity of speed tests is affected by the choice of the test format.
Searching for G: A New Evaluation of SPM-LS Dimensionality
Author: Garcia-Garzon, Eduardo
Date: 2019-00-00
Type: Journal Articles
Subjects: Intelligence Tests,Test Validity,Evaluation Methods,Undergraduate Students,Matrices,Factor Structure,Statistical Analysis,Test Reliability

There has been increased interest in assessing the quality and usefulness of short versions of the Raven's Progressive Matrices. A recent proposal, composed of the last twelve matrices of the Standard Progressive Matrices (SPM-LS), has been depicted as a valid measure of &quot;g.&quot; Nonetheless, the results provided in the initial validation questioned the assumption of essential unidimensionality for SPM-LS scores. We tested this hypothesis through two different statistical techniques. Firstly, we applied exploratory graph analysis to assess SPM-LS dimensionality. Secondly, exploratory bi-factor modelling was employed to understand the extent that potential specific factors represent significant sources of variance after a general factor has been considered. Results evidenced that if modelled appropriately, SPM-LS scores are essentially unidimensional, and that constitute a reliable measure of &quot;g.&quot; However, an additional specific factor was systematically identified for the last six items of the test. The implications of such findings for future work on the SPM-LS are discussed.
The Relationship between School Principals&apos; Sources of Power and Preschool Teachers&apos; Occupational Sense of Belonging Levels
Author: Gündogdu, Serhat
Date: 2022-11-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Teachers,Principals,Power Structure,Group Membership,Sense of Community,Work Attitudes,Professional Identity

This study aims to examine the effect of sources of power used by school principals on preschool teachers' occupational sense of belonging level. Correlational survey model was used in this quantitative study. The participants of the research consisted of 396 volunteering preschool teachers currently working in 53 different cities in Turkey. 'Organizational Sources of Power Scale' and 'Occupational Sense of Belonging Scale' were used as data collection tools. Data were analysed in software package program. Pearson correlation analysis was performed to determine the relationships between sources of power and occupational sense of belonging levels. It was determined whether sources of power were predictors of occupational sense of belonging level through regression analysis. The results of the study show that school principals use legitimate power most frequently and preschool teachers have a high level of professional belonging. There is a significant and positive relationship between referent power, expert power, reward power and legitimate power used by school principals and preschool teachers' occupational sense of belonging levels. There is a significant and negative relationship between the coercive power used by school principals and preschool teachers' occupational sense of belonging levels. Referent power and reward power, which are sources of power used by school principals, are significant predictors of preschool teachers' occupational sense of belonging levels. The findings were discussed and recommendations were presented in relation to the relevant literature.
The Use of Translanguaging Pedagogy in Writing Classes of Turkish EFL Learners
Author: Karabulut, Aslihan
Date: 2022-11-00
Type: Journal Articles
Subjects: Second Language Instruction,English (Second Language),Translation,Bilingual Education,Writing Instruction,Student Attitudes,Native Language,Language of Instruction,Code Switching (Language),Foreign Countries,College Students

Despite the blurred boundaries among languages and classroom evidence contrary to the implementation of monolingual pedagogies, the dominance of monolingual policies for teaching foreign languages continues to persist. To provide foreign language learners with an appropriate bilingual pedagogy and target one of the most challenging second language (L2) skills, this study aimed to explore the role of translanguaging pedagogy (TP) in writing classes and participants' perceptions regarding its implementation in English as a foreign language (EFL) context. The participants (n=63) at the English prep school of a state university were assigned as one control and two experimental groups. Throughout one semester, the first experimental group was exposed to TP in their writing classes, whereas the second one learned writing through the translanguaging instructional cycle excluding their mother tongue (L1). The control group had product-focused English-only writing classes. Quantitative data collected via four in-class writing tasks (WTs) from three groups were analysed using inferential statistics. A weekly questionnaire regarding the first experimental groups' perceptions of TP was conducted. The results revealed significant gains in task achievement, lexical and grammatical range and accuracy, and cohesion and coherence favouring TP and the participants found the implementation of TP useful in helping them improve in a variety of aspects in their English writing classes.
Computational Thinking Development: Benefiting from Educational Robotics in STEM Teaching
Author: Budiyanto, Cucuk Wawan
Date: 2022-00-00
Type: Journal Articles
Subjects: Computation,Thinking Skills,Skill Development,Robotics,Educational Technology,STEM Education,Preservice Teachers

The delivery of science, technology, engineering and mathematics (STEM) learning to improve an individual's competence and future career interests has become a critical scientific undertaking for teachers and researchers alike. A plethora of research has proposed various hands-on robotics activities built on constructivist theories, thereby facilitating the development of knowledge based on reality for scientific and non-scientific stakeholders. Robotics may become an essential focus point within technology provision, which is an essential underlying characteristic for the seminal development of computational thinking (CT). However, despite the potential benefit of CT in developing an individual's problem-solving skills, strategies for improving this ability through hands-on robotics activities largely remain underexplored. This paper highlights the constructs drawn from hands-on robotics activities in a STEM workshop designed for pre-service teacher students. The qualitative research design involved eight participants to investigate the responses of pre-service teachers to a hands-on robotics activity intended to provide STEM material. The research findings emphasise the correlations between the CT principles and STEM learning phases and underscore the roles played by educational robotics to enhance previous literature on learning experience.
Development of Attitude Assessment Instruments towards Socioscientific Issues in Chemistry Learning
Author: Suparman, Achmad Rante
Date: 2022-00-00
Type: Journal Articles
Subjects: Attitude Measures,Chemistry,Science Instruction,Thinking Skills,Student Attitudes,Factor Analysis,Social Sciences,Teaching Methods,Problem Solving,Ethics,Controversial Issues (Course Content),Validity,Anxiety,Student Interests,Self Esteem,Reliability,Educational Benefits,Construct Validity,High School Students,Foreign Countries

A socio-scientific issue is one of the learning techniques used today, which uses various scientific sources to make students think scientifically to conduct a dialogue and discuss solving a problem. Various problems in socio-scientific are controversial, requiring reasoning, and ethical evaluation in the decision-making process. A conflict between chemical reason and students' social point of view will cause students' different assessments and attitudes towards the socio-scientific issue. This study is a research and development (R&amp;D) that focuses on the instrument's validity with the factor analysis technique to assess attitudes towards the socioscientific issue in chemistry learning. CFA and EFA analysis found five factors in the tool: anxiety, interests, likes, benefits, confidence, validity, and reliability. The total reliability coefficient is 0.853. Of the eight instrument feasibility analysis requirements, seven instruments were declared fit to meet construct validity.
A Thematic Analysis of Theses Prepared on Mathematics Education with Gifted and Talented Students in Türkiye
Author: Inan, Elvan
Date: 2022-11-00
Type: Journal Articles
Subjects: Foreign Countries,Masters Theses,Doctoral Dissertations,Mathematics Education,Academically Gifted,Gifted Education,Educational Research,Research Methodology,Sampling,Data Collection,Data Analysis

The aim of this research is to examine the postgraduate studies conducted in the field of mathematics education with individuals diagnosed as gifted and talented students in Türkiye. For this purpose, master's and doctoral studies in the database of the National Thesis Center of the Council of Higher Education [CHE] of Türkiye were examined. The first graduate thesis carried out in the field of mathematics education with gifted and talented students was carried out in 2009. In this context, the research includes 55 master's and doctoral studies from 2009 to 2020. In this study, in which the qualitative research approach was preferred, thematic content analysis (meta-synthesis) one of the content analysis types was used. The theses included in the scope of the study were examined under different headings such as year, type, subject, approach, research design, sample, data collection tool, and data analysis techniques. This research is important in terms of giving a general idea about the studies carried out in the field of gifted students and mathematics education, providing information pertaining to the relevant literature for the studies to be carried out, helping expand the field with studies with more different content by determining the subjects and scopes that have not been researched in the field, and giving inspiration related to different research ideas that will contribute to the literature.
What Do Science Teachers Expect from a Technology-Based Professional Development Program?: Reflections from a Pilot Study
Author: Elmali, Sule
Date: 2022-11-00
Type: Journal Articles
Subjects: Science Teachers,Expectation,Faculty Development,Technology Integration,Gifted,Program Development

This study aimed to reveal science teachers' expectations from a technology-based professional development program and designate the said program accordingly. The case study was carried out with 12 science teachers of gifted students. In order to identify the needs of the teachers for effective technology integration in the classes, interviews were conducted. The interviews unearthed that the use of technology in classes was mainly at a basic level, and resorted to with a view to providing visualization, make presentations, or web-search. The teachers declared that they would like to attend technology-based training programs to improve their technology competencies. After determing the teachers' needs, the researchers developed a technology-based professional development program based on the ASSURE model and implemented the pilot study. After the pilot study, the participants put forth that the program was beneficial for enriching classes with technology in various ways. It is thought that the dissemination of this training by making extensive applications to teachers in different fields will contribute to the development of their technological competencies and help overcome the difficulties in the use of technology. In order to enhance the technological competence of teachers, technology-based trainings need to be designed and thereupon overcoming the barriers to technology usage can be made possible. It is recommended to carry out studies to evaluate teachers' technological abilities and efficiencies in other ways and pursue them according to their developmental characteristics.
The Relationship between Cognitive Absorption and Digital Literacy Skills among Secondary School Students
Author: Güngören, Özlem Canan
Date: 2022-11-00
Type: Journal Articles
Subjects: Technological Literacy,Secondary School Students,Cognitive Processes,Foreign Countries,Internet,Handheld Devices,Student Attitudes

This study aimed to reveal the effects of secondary school students' cognitive absorption levels on their digital literacy. In line with this purpose, the correlational method was used in the study. The study group of the research consisted of 455 secondary school students. The data were collected from students studying in different state schools in Sakarya, Turkey in the 2019-2020 academic year. The data collection tools employed in the study are as follows: the personal information form developed by the researchers, &quot;Cognitive Absorption Scale&quot;, and &quot;Digital Literacy Scale&quot;. In the study, the relationship between the variables of digital literacy and cognitive absorption was investigated through simple correlation and multiple linear regression analyses. In the present study conducted in line with these indicators, the effect of the cognitive absorption levels of secondary school students on their digital literacy was investigated in terms of cognitive absorption factors (curiosity, pleasure, attention, and time). As a result of the analyses performed in the study, it was determined that the variables of curiosity in the first place, pleasure in the second place, and attention in the third place statistically significantly predicted students' digital literacy status. It was also found that the time variable had no effect on the digital literacy.