IdRegistro;IdFichero;Titulo;TituloOtro;ISSN;EISSN;TituloRev;Volumen;Ejemplar;PagIni;PagFin;Mes;Anyo;Idioma;TipoDoc;PartNumber;Suplemento;NumEspecial;CitasScopus;CitasISI;NumReferencias;NumPaginas;Resumen;GA;UT;CA;ED;Reprint;Origen;PMID;FechaCreacion;FechaCompletado;FechaPubArticulo;Afiliacion;TipoPubliacion;TituloAbreviado;MedlinePais;MedlineTA;MedlineId;MedlineISSN;CategoriaWOS;CodReg;CodImportacion;DOI;SC;CitasACM;Siglos;Toponimos;ModoDoc;PeriodoHistorico;ClasificacionUnesco;TipoPublicacion;Financiacion;FinanciacionTxt;FundingText;Autor;Universidad;Departamento;Programa;Directores;Tribunal;OA;IdSql;Identificador;Datestamp;Leader;IdZenodo;CopyRight;FechaPub;FechaLib;AutorPrincipal;DoiVersion;AwdUniversity;FechaCongreso;AbreviaCongreso;NombreCongreso;LugarCongreso;ImpresionEn;CiudadImpresionEn;PublicadoEn;UrlLicencia;Licencia;IdFicheroSql;NumProyFinanciado;TituloProyFinanciado;Downloads;DownloadsUnique;DownloadsVersion;DownloadsUniqueVersion;Views_;ViewsUnique;ViewsVersion;ViewsUniqueVersion;Github;Volume;VolumeVersion;FechaRecibido;FechaRevisado;FechaAceptado;FechaElectro;NLM;PMC;LugarPublicacion;ConflictoInteres;DatosFuente;FuenteSecundaria;DataAvailability;EAM;EAA;PGS;CitasWOS;Recuento180;Recuento2013;URL;Version;TipoDatos;Geoespacial;DataPosted;Email;ResearcherID;Orcid;Sourceurl
2;Educadata Datos asociados 2018-2022.txt;Evaluating the impact of a classroom simulator training on graduate teaching assistants´ instructional practices and undergraduate student learning;;2469-9896;;PHYSICAL REVIEW PHYSICS EDUCATION RESEARCH;17;1;0;0;JUN;2021;English;Article;;;;;1;98;27;"In this study, we evaluate the impact of rehearsing teaching skills in a mixed-reality classroom simulator on graduate teaching assistants´ (GTAs) instructional practices as well as undergraduate student learning outcomes. The simulator training is intended to provide GTAs opportunities to deliberately practice essential pedagogical skills that support active learning, specifically in the context of the combined tutorial and laboratory sections of an algebra-based introductory physics sequence. Over three semesters, GTAs participated in different numbers of simulator rehearsal sessions: no simulator training, one session, and four sessions. We conducted 109 classroom observations for 23 GTAs, using a modified version of the Laboratory Observation Protocol for Undergraduate STEM (LOPUS); we also documented the frequencies of questioning-related skills (e.g., cold calling) implemented by the GTAs. Undergraduate student learning outcomes were measured by pre- and posttests of the Force Concept Inventory (FCI) and Conceptual Survey of Electricity and Magnetism (CSEM). To classify and characterize GTAs´ instructional practices, we conducted a hierarchical cluster analysis and found three instructional styles: the small-group facilitator, the whole-class facilitator, and the waiter. The results suggest that four-session simulator training throughout a semester supported GTAs (i) to shift away from the style of the waiter toward the whole-class facilitator, and (ii) to implement posing questions and cold calling techniques. While new GTAs were found to have more interactive behaviors than experienced GTAs in the semester with no simulator training, we found that four-session simulator training supported both new and experienced GTAs to use more interactive instructional styles and to implement questioning-related skills more frequently. Although the results demonstrate the effectiveness of simulator training, our analysis also indicates areas for improvement. GTAs tended to shift away from the style of the small-group facilitator toward the whole-class facilitator when they participated in four-session training, and the weekly implementations of questioning-related skills decreased over the course of a semester despite an increased total implementation. In addition, student learning outcomes in different semesters (with different numbers of simulator rehearsal sessions) did not show a statistically significant difference. However, GTAs´ instructional styles were correlated with student performance on FCI posttest with a small effect size when controlling for FCI pretest scores and lecture instructors; no correlation was found between GTAs´ instructional style and student performance on the CSEM posttest. We conclude with a discussion of factors that may have led to the success of the simulator training as well as strategies to further enhance the effectiveness of the simulator training.";TB8HN;WOS:000668187300001;;;Chini, JJ (corresponding author), Univ Cent Florida, Dept Phys, 4111 Libra Dr, Orlando, FL 32816 USA.;ISI;;;;;;;"Education & Educational Research; Education, Scientific Disciplines";;;;;"Education & Educational Research; Education, Scientific Disciplines WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)";;;10.1103/PhysRevPhysEducRes.17.010146;Education & Educational Research;;;;;;;;NSF [DUE 1725554];This work is funded in part by NSF Grant No. DUE 1725554. We acknowledge   Isadore Nottolini for assistance developing materials for the simulator   training. We also acknowledge Andrew Cheshire for helping organize the   observation data for analysis. Last but not least, we thank the faculty   members, graduate teaching assistants and undergraduate students who   participated in this study.;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;1;1;20;;;;;;;;;
4;Educadata Datos asociados 2018-2022.txt;The Construction and Validation of the Visuospatial Self-Efficacy (VSSE) Scale;;1059-0145;1573-1839;JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY;31;4;414;427;AUG;2022;English;Article;;;;;0;65;14;Visuospatial (VS) skills have been shown to be a crucial foundation for success in STEM courses and careers while the impact of visuospatial self-efficacy (VSSE) has been overlooked. To address the lack of a reliable instrument to measure VSSE, we developed and validated a VSSE scale. Exploratory Factor Analysis of the initial 42 scale items (n = 179) suggested a five-factor structure with 25 items retained. Confirmatory Factor Analysis of the 25 items (n = 183) demonstrated a reasonable model fit to the data. Coupled with acceptable to high levels of internal consistency, the results indicate that the VSSE scale can be used as a diagnostic and research tool in educational practice and future research.;2O1JP;WOS:000788034900001;;;"Kuznetcova, I (corresponding author), Ohio State Univ, Dept Educ Studies, 1945 North High St, Columbus, OH 43210 USA.; Kuznetcova, I (corresponding author), Akita Int Univ, Global Connect Program, Bldg A,Off A3-10, Akita 0101211, Japan.";ISI;;;;;;;"Education & Educational Research; Education, Scientific Disciplines";;;;;"Education & Educational Research; Education, Scientific Disciplines WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)";;;10.1007/s10956-022-09964-1;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;APR;2022;;0;4;12;;;;;;;;;
7;Educadata Datos asociados 2018-2022.txt;Comparing conceptual understanding across institutions with module analysis;;2469-9896;;PHYSICAL REVIEW PHYSICS EDUCATION RESEARCH;18;2;0;0;NOV;2022;English;Article;;;;;0;75;20;"The Force Concept Inventory (FCI) is a popular multiple-choice instrument used to measure a student´s conceptual understanding of Newtonian mechanics. Recently, a network analytic technique called module analysis has been used to identify responses to the FCI and other conceptual instruments that are preferentially selected together by students; these groups of responses are called communities. This study uses module analysis to explore the misconception structure of the FCI at five U.S. institutions with varying undergraduate populations (sample sizes of N 1/4 9606, 4360, 1496, 466, and 213). Students from these universities had a broad range of prior knowledge in physics and of general high school academic preparation, resulting in large differences in FCI normalized gain, pretest, and post-test scores. In the current work, modified module analysis partial was applied and communities of consistently selected responses within the FCI were identified at the five institutions studied. There was substantial similarity between the communities identified postinstruction; somewhat less similarity preinstruction. This suggests that consistently applied Newtonian misconceptions exist both before and after instruction at a wide range of institutions. The most frequently applied misconceptions were ""largest force determines motion,"" Newton´s third law misconceptions, and ""motion implies active forces.""These misconceptions were still consistently applied even after instruction by a substantial number of students at all but the highest performing of the five institutions.";6H9SN;WOS:000885770300001;;;Stewart, J (corresponding author), West Virginia Univ, Dept Phys & Astron, Morgantown, WV 26506 USA.;ISI;;;;;;;"Education & Educational Research; Education, Scientific Disciplines";;;;;"Education & Educational Research; Education, Scientific Disciplines WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)";;;10.1103/PhysRevPhysEducRes.18.020132;Education & Educational Research;;;;;;;;National Science Foundation [PHY-0108787, EPS -1003907, ECR-1561517,   HRD-1834569];This work was supported in part by the National Science Foundation as   part of the evaluation of improved learning for the Physics Teacher   Education Coalition, PHY-0108787. Data collection for this work was   supported by National Science Foundation Grants No. EPS -1003907, No.   ECR-1561517, and No. HRD-1834569.;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;3;3;;;;;;;;;
9;Educadata Datos asociados 2018-2022.txt;Burnout and dropout intention in medical students: the protective role of academic engagement;;1472-6920;1472-6920;BMC MEDICAL EDUCATION;22;1;0;0;FEB;2022;English;Article;;;;;9;52;11;"Introduction The influence of burnout, academic engagement, and their interaction in dropout intention among medical students should be further studied. Current research shows its consequences are relevant, however, there is little understanding on burnout and academic engagement moderation in dropout intention. The current study tested a model that relates the effects of coping strategies, social support satisfaction, general distress on academic engagement, burnout, and dropout intention, on medical students. Methods Through an online survey a non-probabilistic sample of one Medical Faculty´s 1st- and 2nd-year students was recruited. Cross-sectional data were collected using psychometric instruments (Maslach Burnout Inventory - Student Survey, Social Support Satisfaction Scale for College Students, Brief COPE Scale for College Students, University Student Engagement Inventory, and Depression, Anxiety and Stress Scale), sociodemographic and academic variables, and analyzed using structural equation modeling. Results 532 students (76% response rate) enrolled in the study. Latent variables structural model presented a satisfactory fit to the data and confirmed the expected negative path between burnout and dropout intention (beta(DI)=0.430; p<.001) and the latent moderation burnout x engagement (beta(DI)=-0.218; p<.001). Conclusion Academic engagement attenuates the impact of burnout on dropout intention, working as a protective factor. Social support satisfaction and adaptive coping are associated with increased levels of academic engagement, and general distress and maladaptive coping are associated with burnout. Medical Schools should develop interventions to prevent dropout intention, tackle students´ stress and academic challenges, and develop their academic engagement levels.";YU8RW;WOS:000752305000001;;;Alves, SA (corresponding author), Univ Lisbon, Fac Med, Lisbon, Portugal.;ISI;35130892;;;;;;"Education & Educational Research; Education, Scientific Disciplines";;;;;"Education & Educational Research; Education, Scientific Disciplines WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)";;;10.1186/s12909-021-03094-9;Education & Educational Research;;;;;;;;"FCT I.P. [CPCA/A0/7417/2020]; INCD";This work was produced with the support of INCD and it was funded by FCT   I.P. under the project Advanced Computing Project CPCA/A0/7417/2020,   platform Stratus.;;;;;;;;Green Published, gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;9;21;42;;;;;;;;;
10;Educadata Datos asociados 2018-2022.txt;Stress and behavior patterns throughout medical education - a six year longitudinal study;;1472-6920;1472-6920;BMC MEDICAL EDUCATION;21;1;0;0;AUG;2021;English;Article;;;;;4;79;12;Background Medical education has a reputation for being demanding and stressful. However, longitudinal surveys across the whole course of study considering risks and resources are rare. Methods For the evaluation of stress and coping we administered the standard instruments Perceived Medical School Stress Scale (PMSS), Hospital Anxiety and Depression Scale (HADS), Work-Related Behavior and Experience Patterns (AVEM), Maslach Burnout Inventory (MBI), and a short form of the Coping Orientations to Problems Experienced Scale (Brief COPE) in three consecutive cohorts of medical students (N = 377) at one German university. Students were surveyed at the beginning of their studies (t0) and again during each consecutive summer semester (t1-t6). Results Stress and symptoms of anxiety and depression increased in the first two years of medical studies but decreased again towards their end. Consistently, freshmen medical students presented with a large proportion of the healthy pattern at t0 (56 %) that decreased to 30 % at t2, and increased up to 44 % at t6. Correspondingly, the proportion with the burnout-related risk pattern B increased from 9 to 16 % at t2, again decreasing to 7 % at t6. Over the whole course of study there was an almost continuous increase of the unambitious pattern S from t0 13 to 40 % at t6. Characteristic differences especially between the healthy pattern and the risk patterns regarding stress, mental health symptoms and coping were observed. Female students showed a higher vulnerability for stress, anxiety and depression as well as lower proportions with a healthy pattern, and higher proportions with risk patterns for overexertion and burnout. Conclusions The development of stress, symptoms and behavior and experience patterns especially in the first two years, demonstrating increasing study-related stress in the preclinical years, as well as the high proportion with an unambitious pattern at the end of the course of study emphasize the need for prevention and health promotion at both the individual and contextual levels.;UI9LG;WOS:000690918300004;;;Voltmer, E (corresponding author), Univ Lubeck, Inst Social Med & Epidemiol, Ralzeburger Allee 160, D-23562 Lubeck, Germany.;ISI;34454487;;;;;;"Education & Educational Research; Education, Scientific Disciplines";;;;;"Education & Educational Research; Education, Scientific Disciplines WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)";;;10.1186/s12909-021-02862-x;Education & Educational Research;;;;;;;;"Luebeck Medical School [E18-2011]; Projekt DEAL";This research was supported by a grant from Luebeck Medical School   received by TK (E18-2011). Open Access funding enabled and organized by   Projekt DEAL.;;;;;;;;Green Published, gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;4;2;7;;;;;;;;;
11;Educadata Datos asociados 2018-2022.txt;Internet use at and outside of school in relation to low- and high-stakes mathematics test scores across 3 years;;2196-7822;;INTERNATIONAL JOURNAL OF STEM EDUCATION;8;1;0;0;APR;2021;English;Article;;;;;4;73;14;"Background The excessive use of Internet-based technologies has received a considerable attention over the past years. Despite this, there is relatively little research on how general Internet usage patterns at and outside of school as well as on weekends may be associated with mathematics achievement. Moreover, only a handful of studies have implemented a longitudinal or repeated-measures approach on this research question. The aim of the current study was to fill that gap. Specifically, we investigated the potential associations of Internet use at and outside of school as well as on weekends with mathematics test performance in both high- and low-stakes testing conditions over a period of 3 years in a representative sample of Estonian teenagers. Methods PISA 2015 survey data in conjunction with national educational registry data were used for the current study. Specifically, Internet use at and outside of school as well as on weekends were queried during the PISA 2015 survey. In addition, the data set included PISA mathematics test results from 4113 Estonian 9th-grade students. Furthermore, 3758 of these students also had a 9th-grade national mathematics exam score from a couple of months after the PISA survey. Finally, of these students, the results of 12th-grade mathematics national exam scores were available for 1612 and 1174 students for ""wide"" (comprehensive) and ""narrow"" (less comprehensive) mathematics exams, respectively. Results The results showed that the rather low-stakes PISA mathematics test scores correlated well with the high-stakes national mathematics exam scores obtained from the 9th (completed a couple of months after the PISA survey) and 12th grade (completed approximately 3 years after the PISA survey), with correlation values ranging from r = .438 to .557. Furthermore, socioeconomic status index was positively correlated with all mathematics scores (ranging from r = .162 to .305). Controlled for age and gender, the results also showed that students who reported using Internet the longest tended to have, on average, the lowest mathematics scores in all tests across 3 years. Although effect sizes were generally small, they seemed to be more pronounced in Internet use at school. Conclusions Based on these results, one may notice that significantly longer time spent on Internet use at and outside of school as well as on weekends may be associated with poorer mathematics performance. These results are somewhat in line with research outlining the potentially negative associations between longer time spent on digital technology use and daily life outcomes.";RK0JE;WOS:000637990900001;;;"Rozgonjuk, D (corresponding author), Ulm Univ, Inst Psychol & Educ, Dept Mol Psychol, Ulm, Germany.; Rozgonjuk, D (corresponding author), Univ Tartu, Inst Math & Stat, Tartu, Estonia.";ISI;;;;;;;"Education & Educational Research; Education, Scientific Disciplines";;;;;"Education & Educational Research; Education, Scientific Disciplines WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)";;;10.1186/s40594-021-00287-y;Education & Educational Research;;;;;;;;Projekt DEAL;This work did not receive funding. Open Access funding enabled and   organized by Projekt DEAL.;;;;;;;;gold, Green Published;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;4;1;13;;;;;;;;;
13;Educadata Datos asociados 2018-2022.txt;Evaluation of an international medical E-learning course with natural language processing and machine learning;;1472-6920;1472-6920;BMC MEDICAL EDUCATION;21;1;0;0;MAR;2021;English;Article;;;;;5;62;10;"BackgroundIn the context of the ongoing pandemic, e-learning has become essential to maintain existing medical educational programmes. Evaluation of such courses has thus far been on a small scale at single institutions. Further, systematic appraisal of the large volume of qualitative feedback generated by massive online e-learning courses manually is time consuming. This study aimed to evaluate the impact of an e-learning course targeting medical students collaborating in an international cohort study, with semi-automated analysis of feedback using text mining and machine learning methods.MethodThis study was based on a multi-centre cohort study exploring gastrointestinal recovery following elective colorectal surgery. Collaborators were invited to complete a series of e-learning modules on key aspects of the study and complete a feedback questionnaire on the modules. Quantitative data were analysed using simple descriptive statistics. Qualitative data were analysed using text mining with most frequent words, sentiment analysis with the AFINN-111 and syuzhet lexicons and topic modelling using the Latent Dirichlet Allocation (LDA).ResultsOne thousand six hundred and eleventh collaborators from 24 countries completed the e-learning course; 1396 (86.7%) were medical students; 1067 (66.2%) entered feedback. 1031 (96.6%) rated the quality of the course a 4/5 or higher (mean 4.56; SD 0.58). The mean sentiment score using the AFINN was +1.54/5 (5: most positive; SD 1.19) and+0.287/1 (1: most positive; SD 0.390) using syuzhet. LDA generated topics consolidated into the themes: (1) ease of use, (2) conciseness and (3) interactivity.ConclusionsE-learning can have high user satisfaction for training investigators of clinical studies and medical students. Natural language processing may be beneficial in analysis of large scale educational courses.";RG0DB;WOS:000635205900001;;;Borakati, A (corresponding author), Royal Free Hosp, Univ Dept Surg, Pond St, London NW3 2QG, England.;ISI;33766037;;;;;;"Education & Educational Research; Education, Scientific Disciplines";;;;;"Education & Educational Research; Education, Scientific Disciplines WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)";;;10.1186/s12909-021-02609-8;Education & Educational Research;;;;;;;;British Journal of Surgery Society;Funding for hosting of the e-learning course and associated website was   made available by the British Journal of Surgery Society.;;;;;;;;Green Published, gold, Green Submitted;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;5;3;32;;;;;;;;;
14;Educadata Datos asociados 2018-2022.txt;Development of a machine learning-based tool to evaluate correct Lewis acid-base model use in written responses to open-ended formative assessment items;;1109-4028;1756-1108;CHEMISTRY EDUCATION RESEARCH AND PRACTICE;22;4;866;885;OCT;2021;English;Article;;;;;7;133;20;"Acid-base chemistry is a key reaction motif taught in postsecondary organic chemistry courses. More specifically, concepts from the Lewis acid-base model are broadly applicable to understanding mechanistic ideas such as electron density, nucleophilicity, and electrophilicity; thus, the Lewis model is fundamental to explaining an array of reaction mechanisms taught in organic chemistry. Herein, we report the development of a generalized predictive model using machine learning techniques to assess students´ written responses for the correct use of the Lewis acid-base model for a variety (N = 26) of open-ended formative assessment items. These items follow a general framework of prompts that ask: why a compound can act as (i) an acid, (ii) a base, or (iii) both an acid and a base (i.e., amphoteric)? Or, what is happening and why for aqueous proton-transfer reactions and reactions that can only be explained using the Lewis model. Our predictive scoring model was constructed from a large collection of responses (N = 8520) using a machine learning technique, i.e., support vector machine, and subsequently evaluated using a variety of validation procedures resulting in overall 84.5-88.9% accuracies. The predictive model underwent further scrutiny with a set of responses (N = 2162) from different prompts not used in model construction along with a new prompt type: non-aqueous proton-transfer reactions. Model validation with these data achieved 92.7% accuracy. Our results suggest that machine learning techniques can be used to construct generalized predictive models for the evaluation of acid-base reaction mechanisms and their properties. Links to open-access files are provided that allow instructors to conduct their own analyses on written, open-ended formative assessment items to evaluate correct Lewis model use.";UW5RC;WOS:000668608900001;;;Raker, JR (corresponding author), Univ S Florida, Dept Chem, Tampa, FL 33620 USA.;ISI;;;;;;;"Education & Educational Research; Education, Scientific Disciplines";;;;;"Education & Educational Research; Education, Scientific Disciplines WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)";;;10.1039/d1rp00111f;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUL;2021;;7;6;35;;;;;;;;;
15;Educadata Datos asociados 2018-2022.txt;Maintaining item banks with the Rasch model: An example from wave optics;;2469-9896;;PHYSICAL REVIEW PHYSICS EDUCATION RESEARCH;17;1;0;0;FEB;2021;English;Article;;;;;3;65;18;Item banks are generally considered the basis of a new generation of educational measurement. In combination with specialized software, they can facilitate the computerized assembling of multiple pre-quated test forms. However, for advantages of item banks to become fully realized it is important that the item banks store a relatively large number of valid test items. In this paper, we demonstrate how the Rasch model is used for integrating new items into an existing wave optics item bank. First, we identified and applied a set of criteria for selecting 18 linking items from our initial item bank. In order to integrate 12 newly developed items, we combined the 18 linking items with the 12 newly developed ones into one test and administered this test to 106 postinstruction physics students from 4 universities in Slovenia, Croatia, and Bosnia and Herzegovina. It was determined that the 12 new items measure the same construct as items from the initial item bank. In addition, all items exhibited good item fit, item reliability was excellent and person reliability was fair. The ratio of standard deviations of linking item difficulties for the new test and existing item bank amounted to 0.89 and correlation of these difficulties amounted to 0.93 which indicated good linking precision. We could conclude that good linking precision can be obtained if linking items are chosen based on the following set of criteria: number of items, item fit, range and spacing of item difficulties, content representativeness, position in test form and interuniversity DIF contrasts.;QD7ZE;WOS:000615731700001;;;Glamocic, DS (corresponding author), Univ Sarajevo, Fac Sci, Zmaja Bosne 33-35, Sarajevo 71000, Bosnia & Herceg.;ISI;;;;;;;"Education & Educational Research; Education, Scientific Disciplines";;;;;"Education & Educational Research; Education, Scientific Disciplines WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)";;;10.1103/PhysRevPhysEducRes.17.010105;Education & Educational Research;;;;;;;;"University of Rijeka [uniri-pr-prirod-19-5]; Ministry of Science and   Education of Republic of Croatia under the bilateral CRO-SAD Project   [2/2019]";This work has been supported in part by the University of Rijeka under   Project No. uniri-pr-prirod-19-5, as well as by the Ministry of Science   and Education of Republic of Croatia under the bilateral CRO-SAD Project   No. 2/2019.;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;3;1;3;;;;;;;;;
16;Educadata Datos asociados 2018-2022.txt;Data sharing model for physics education research using the 70 000 response Colorado Learning Attitudes about Science Survey for Experimental Physics dataset;;2469-9896;;PHYSICAL REVIEW PHYSICS EDUCATION RESEARCH;17;2;0;0;DEC;2021;English;Article;;;;;3;70;16;We present a model for sharing quantitative data in the field of physics education research and use it to present a newly available dataset as an example. This model is in line with calls from across physics and science more generally to democratize data and results through open access. The model includes suggestions for data collection, creation of a data schema, and data sharing. It attends to the specific needs of the physics education research community, such as anonymization of human subjects data. As an example of this model, we use the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS) dataset, which includes over 70 000 responses to the E-CLASS survey. These data cover 133 institutions, 599 unique courses, and 204 instructors, and was collected between 2016 and 2019. These data are made available at the time of publication and can be used freely, without the need of any institutional review board approval.;YG4LS;WOS:000742462900001;;;"Aiken, JM (corresponding author), Univ Oslo, Njord Ctr, N-0371 Oslo, Norway.; Aiken, JM (corresponding author), Univ Oslo, Ctr Comp Sci Educ, N-0371 Oslo, Norway.; Aiken, JM (corresponding author), Natl Inst Stand & Technol, JILA, Boulder, CO 80309 USA.;";ISI;;;;;;;"Education & Educational Research; Education, Scientific Disciplines";;;;;"Education & Educational Research; Education, Scientific Disciplines WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)";;;10.1103/PhysRevPhysEducRes.17.020144;Education & Educational Research;;;;;;;;"INTPART project of the Research Council of Norway [288125]; Norwegian   Agency for International Cooperation and Quality Enhancement in Higher   Education (DIKU) - Center for Computing in Science Education; National   Science Foundation [PHY-1734006]";We would like to thank the many people who have worked over the years to   help collect the data in the E-CLASS dataset. We would also like to   thank Coline Bouchayer who created Fig. 1. This project has received   support from the INTPART project of the Research Council of Norway   (Grant No. 288125) and the Norwegian Agency for International   Cooperation and Quality Enhancement in Higher Education (DIKU), which   supports the Center for Computing in Science Education. Additional   support was provided by the National Science Foundation (PHY-1734006).;;;;;;;;gold, Green Published;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;3;0;3;;;;;;;;;
17;Educadata Datos asociados 2018-2022.txt;Teaching patient-centred communication skills during clinical procedural skill training-a preliminary pre-post study comparing international and local medical students;;1472-6920;1472-6920;BMC MEDICAL EDUCATION;21;1;0;0;SEP;2021;English;Article;;;;;1;42;11;Background International medical students are frequently confronted with intercultural, psychosocial, and language barriers and often receive lower marks in written, oral, and clinical-practical examinations than fellow local students. Training communication competence in procedural skills, such as blood sampling, is further challenge in this particular group of medical students. This pre-post comparative intervention study aimed to investigate the effects of training communication skills during the performance of procedural skills (taking blood samples from a silicone model) in international and local students as part of their clinical practical medical training. Methods Study participants performed blood sampling on an arm prosthesis model (part-task trainer) before and after the communication skills training, focusing on accompanying communication with a simulation patient sitting next to the arm model. The pre- and post-evaluation video was assessed by two independent evaluators using a binary checklist, the Integrated Procedural Performance Instrument (IPPI) and global assessments of clinical professionalism in terms of procedural and communication performance. Linear models with mixed effects were used. Group differences regarding global competence levels were analysed with chi(2)-tests. Results International medical students did not perform as well as their local counterparts in the pre- and post-examinations. Both groups improved their performance significantly, whereby the international students improved more than their local counterparts in terms of their communication performance, assessed via binary checklist. Clinical professionalism evaluated via global assessments of procedural and communication performance highlights the intervention´s impact insofar as no international student was assessed as clinically not competent after the training. Conclusions Our results suggest that already a low-dose intervention can lead to improved communication skills in medical students performing procedural tasks and significantly increase their confidence in patient interaction.;UN7YX;WOS:000694228100001;;;Nagy, E (corresponding author), Heidelberg Univ, Univ Hosp Heidelberg, Dept Gen Internal Med & Psychosomat, Thibautstr 4, D-69115 Heidelberg, Germany.;ISI;34479572;;;;;;"Education & Educational Research; Education, Scientific Disciplines";;;;;"Education & Educational Research; Education, Scientific Disciplines WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)";;;10.1186/s12909-021-02901-7;Education & Educational Research;;;;;;;;Ruprecht-Karls-Universitat Heidelberg, Germany;This study was supported by the Ruprecht-Karls-Universitat Heidelberg,   Germany. Open Access funding enabled and organized by Projekt DEAL.;;;;;;;;Green Published, gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;1;1;8;;;;;;;;;
19;Educadata Datos asociados 2018-2022.txt;Anaphor Processing During Reading Comprehension in Students With Autism Spectrum Disorder;;1057-3569;1521-0693;READING & WRITING QUARTERLY;38;6;505;525;NOV;2022;English;Article;;;;;1;42;21;With the purpose of promoting academic inclusion, it is essential for educators to understand the nature underlying poor reading comprehension in children with Autism Spectrum Disorder (ASD). In this study, we examined the time course of anaphor resolution during text comprehension in children and adolescents with ASD and a group of children with Typical Development (TD) matched in chronological age (age range: 9-16) and non-verbal IQ. Their eye movements were monitored as they read short paragraphs in which two factors were manipulated: (1) the semantic typicality of an antecedent (e.g. shark vs. salmon) with regards to a category noun that serves as anaphor (e.g. fish) and (2) the distance between the antecedent and anaphor (e.g. near vs. far). Both, children with ASD and TD showed more and longer first fixations in the near anaphors than in the far anaphors but not in the post-anaphor region which suggests that the effect of distance on anaphor resolution was immediate. The reverse effect of distance indicated that the far condition was too demanding for students of these ages to occur online. Typical antecedents received fewer and shorter revisits than atypical antecedents but only for participants with TD. In contrast, ASD participants did not show such typicality facilitation. Finally, children with ASD made more but shorter fixations and revisits in general than their typical peers. Theoretical and applied implications of our results for the literacy training on ASD participants are discussed.;5E8NY;WOS:000712193200001;;;"Fajardo, I (corresponding author), Univ Valencia, ERI Lect, Avda Blasco Ibanez 21, Valencia 46010, Spain.; Fajardo, I (corresponding author), Univ Valencia, Dept Dev & Educ Psychol, Avda Blasco Ibanez 21, Valencia 46010, Spain.";ISI;;;;;;;"Education & Educational Research; Education, Scientific Disciplines";;;;;"Education & Educational Research; Education, Special WE Social Science Citation Index (SSCI)";;;10.1080/10573569.2021.1982430;Education & Educational Research;;;;;;;;"University of Valencia; Instituto de Investigacion Sanitaria La Fe_   BIOMED [32-COMTEA-FAJARDO-GARCIA-2017-A, AICO/2016/072]; Ministerio de   Ciencia, Innovacion y Universidad; Fundaci~on Alicia Koplowitz   [JR17/00003, PI18/01352]; MSCA-COFUND (Athenea3";"Authors of this study were supported by the University of Valencia, the   Instituto de Investigacion Sanitaria La Fe_ BIOMED   (32-COMTEA-FAJARDO-GARCIA-2017-A, AICO/2016/072), the Ministerio de   Ciencia, Innovacion y Universidad, the Instituto de Salud Carlos III.   the Fundaci~on Alicia Koplowitz (JR17/00003; PI18/01352) and the   MSCA-COFUND (Athenea3i-2018).";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;OCT;2021;;1;3;7;;;;;;;;;
21;Educadata Datos asociados 2018-2022.txt;Tangibility of representations in engineering courses and the workplace;;1069-4730;2168-9830;JOURNAL OF ENGINEERING EDUCATION;111;1;162;184;JAN;2022;English;Article;;;;;0;50;23;Background Situated cognition theory suggests that representations of concepts are products of the environment wherein we learn and apply concepts. This research builds on situated cognition by investigating how concepts are tangible to a professional engineering environment. Purpose/Hypothesis The tangibility of concepts in relation to social and material contexts was defined and explored in this study. Specifically, the conceptual representations of structural loads were examined within workplace and academic environments. Design/Method A researcher conducted ethnographic fieldwork at a private engineering firm and in undergraduate engineering courses. Data sources from this fieldwork included the ethnographer´s participant-observation field notes, formal and informal interviews, and artifact documentation. Results Findings from this study described how academic representations of structural loads are more or less tangible to the social and material contexts of engineering practice. Representations documented in the workplace were found to be tangible to (1) real-world conditions, (2) project/stakeholder constraints, and (3) engineering tools. Conversely, representations documented in the courses studied exhibited various degrees of tangibility to none, some, or all of these three traits. Conclusions These findings explicitly identify the ways in which representations of structural loads differ across academic and workplace environments and how these differences may contribute to the education-practice gap. Specific suggestions for making academic representations more tangible to workplace environments are provided based on findings from in the workplace, previous engineering education literature, and best practices observed in the courses studied. Future research considerations and the value of ethnographic methodology to situated cognition theory are also discussed.;YB3AS;WOS:000718289700001;;;Barner, MS (corresponding author), Mackenzie, 1515 SE Water Ave,Suite 100, Portland, OR 97214 USA.;ISI;;;;;;;"Education & Educational Research; Education, Scientific Disciplines";;;;;"Education & Educational Research; Education, Scientific Disciplines; Engineering, Multidisciplinary WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)";;;10.1002/jee.20439;"Education & Educational Research; Engineering";;;;;;;;Division of Engineering Education and Centers [1664250];Division of Engineering Education and Centers, Grant/Award Number:   1664250;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;NOV;2021;;0;0;3;;;;;;;;;
24;Educadata Datos asociados 2018-2022.txt;Recognizing the funds of knowledge of first-generation college students in engineering: An instrument development;;1069-4730;2168-9830;JOURNAL OF ENGINEERING EDUCATION;110;3;671;699;JUL;2021;English;Article;;;;;2;83;29;Background Students who are the first in their families to attend college are an integral part of undergraduate engineering programs. Growing bodies of research argue that educators could better support these students if they understood the unique backgrounds, experiences, and knowledge they bring with them to higher education. Purpose/Hypothesis The purpose of this article is twofold. First, we identify salient funds of knowledge used by a group of first-generation college students in their educational and work-related experiences. Secondly, we use the funds of knowledge identified in our participants´ experiences to create a survey instrument. Design/Method A mixed methods approach was used. Ethnographic interview data of six first-generation college students were used to hypothesize constructs and create survey items. Survey data were collected from 812 students. Exploratory and confirmatory factor analyses were used to verify the underlying theoretical structures among the survey items and hypothesized constructs. Results Validity evidence supported a 10-factor model as opposed to the hypothesized 6-factor model. The 10 latent constructs that make up the funds of knowledge instrument are as follows: tinkering knowledge from home, tinkering knowledge from work, connecting experiences, networks from family members, networks from college friends, networks from coworkers, networks from neighborhood friends, perspective taking, reading people, and mediating ability. Conclusions Recognizing first-generation college students´ funds of knowledge is a first step to creating curricular spaces and experiences that better serve them. A survey scale allows educators to empirically examine how these accumulated bodies of knowledge are transmitted to capital, create advantages in engineering, and provides a useful tool to bridge students´ knowledge in the classroom.;TX3QW;WOS:000669828000001;;;Verdin, D (corresponding author), Arizona State Univ, Engn Educ Syst & Design, 7171 E Sonoran Arroyo Mall, Mesa, AZ 85212 USA.;ISI;;;;;;;"Education & Educational Research; Education, Scientific Disciplines";;;;;"Education & Educational Research; Education, Scientific Disciplines; Engineering, Multidisciplinary WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)";;;10.1002/jee.20410;"Education & Educational Research; Engineering";;;;;;;;National Science Foundation [EAGER 1734044];National Science Foundation, Grant/Award Number: EAGER 1734044;;;;;;;;hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUL;2021;;2;0;9;;;;;;;;;
26;Educadata Datos asociados 2018-2022.txt;Comparison of two different mindfulness interventions among health care students in Finland: a randomised controlled trial;;1382-4996;1573-1677;ADVANCES IN HEALTH SCIENCES EDUCATION;27;3;709;734;AUG;2022;English;Article;;;;;1;74;26;We investigated the short- and long-term effects of two different evidence-based mindfulness training on students´ stress and well-being. A randomised controlled trial with three measurement points (baseline, post-intervention, and 4 months post-intervention) was conducted among undergraduate students of medicine, dentistry, psychology, and logopaedics at the University of Helsinki. The participants were randomly assigned into three groups: (1) face-to-face mindfulness training based on the Mindfulness Skills for Students course (n = 40), (2) a web-based Student Compass program using Mindfulness and Acceptance and Commitment therapy (n = 22), and (3) a control group that received mental health support as usual (n = 40). The primary outcome was psychological distress measured using the Clinical Outcomes in Routine Evaluation Outcome Measure (CORE-OM). Secondary outcomes included hair cortisol concentrations and a wide range of well-being indicators. Psychological distress increased in all the groups from baseline to post-intervention, but significantly less so in the intervention groups than in the control group. At 4-month follow-up, were found no differences between the primary outcomes of the control and intervention groups, but the participants who continued practising mindfulness at least twice a week were less stressed than the others. Our results suggest that participating in a mindfulness course may mitigate health care students´ psychological distress during the academic year, but only if the participants continue practising mindfulness at least twice a week.;3T2CM;WOS:000790256400001;;;Repo, S (corresponding author), Univ Helsinki, Ctr Univ Teaching & Learning, POB 21, Helsinki 00014, Finland.;ISI;35503145;;;;;;"Education & Educational Research; Education, Scientific Disciplines";;;;;"Education & Educational Research; Education, Scientific Disciplines; Health Care Sciences & Services WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)";;;10.1007/s10459-022-10116-8;"Education & Educational Research; Health Care Sciences & Services";;;;;;;;"University of Helsinki; Helsinki University Central Hospital";Open Access funding provided by University of Helsinki including   Helsinki University Central Hospital.;;;;;;;;Green Published, hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAY;2022;;1;2;7;;;;;;;;;
27;Educadata Datos asociados 2018-2022.txt;Cognitive diagnostic modelling in healthcare professions education: an eye-opener;;1382-4996;1573-1677;ADVANCES IN HEALTH SCIENCES EDUCATION;27;2;427;440;MAY;2022;English;Article;;;;;1;29;14;"Criticisms about psychometric paradigms currently used in healthcare professions education include claims of reductionism, objectification, and poor compliance with assumptions. Nevertheless, perhaps the most crucial criticism comes from learners´ difficulty in interpreting and making meaningful use of summative scores and the potentially detrimental impact these scores have on learners. The term ""post-psychometric era"" has become popular, despite persisting calls for the sensible use of modern psychometrics. In recent years, cognitive diagnostic modelling has emerged as a new psychometric paradigm capable of providing meaningful diagnostic feedback. Cognitive diagnostic modelling allows the classification of examinees in multiple cognitive attributes. This measurement is obtained by modelling these attributes as categorical, discrete latent variables. Furthermore, items can reflect more than one latent variable simultaneously. The interactions between latent variables can be modelled with flexibility, allowing a unique perspective on complex cognitive processes. These characteristic features of cognitive diagnostic modelling enable diagnostic classification over a large number of constructs of interest, preventing the necessity of providing numerical scores as feedback to test takers. This paper provides an overview of cognitive diagnostic modelling, including an introduction to its foundations and illustrating potential applications, to help teachers be involved in developing and evaluating assessment tools used in healthcare professions education. Cognitive diagnosis may represent a revolutionary new psychometric paradigm, overcoming the known limitations found in frequently used psychometric approaches, offering the possibility of robust qualitative feedback and better alignment with competency-based curricula and modern programmatic assessment frameworks.";1I9CO;WOS:000771067900001;;;"Collares, CF (corresponding author), Maastricht Univ, Fac Hlth Med & Life Sci, Sch Hlth Profess Educ SHE, Dept Educ Dev & Res, Postbus 616, NL-6200 Maastricht, Netherlands.; Collares, CF (corresponding author), European Board Med Assessors, Edinburgh, Mid";ISI;35201484;;;;;;"Education & Educational Research; Education, Scientific Disciplines";;;;;"Education & Educational Research; Education, Scientific Disciplines; Health Care Sciences & Services WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)";;;10.1007/s10459-022-10093-y;"Education & Educational Research; Health Care Sciences & Services";;;;;;;;;;;;;;;;;Green Published, hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;FEB;2022;;1;4;11;;;;;;;;;
28;Educadata Datos asociados 2018-2022.txt;Multi-level longitudinal learning curve regression models integrated with item difficulty metrics for deliberate practice of visual diagnosis: groundwork for adaptive learning;;1382-4996;1573-1677;ADVANCES IN HEALTH SCIENCES EDUCATION;26;3;881;912;AUG;2021;English;Article;;;;;5;47;32;Visual diagnosis of radiographs, histology and electrocardiograms lends itself to deliberate practice, facilitated by large online banks of cases. Which cases to supply to which learners in which order is still to be worked out, with there being considerable potential for adapting the learning. Advances in statistical modeling, based on an accumulating learning curve, offer methods for more effectively pairing learners with cases of known calibrations. Using demonstration radiograph and electrocardiogram datasets, the advantages of moving from traditional regression to multilevel methods for modeling growth in ability or performance are demonstrated, with a final step of integrating case-level item-response information based on diagnostic grouping. This produces more precise individual-level estimates that can eventually support learner adaptive case selection. The progressive increase in model sophistication is not simply statistical but rather brings the models into alignment with core learning principles including the importance of taking into account individual differences in baseline skill and learning rate as well as the differential interaction with cases of varying diagnosis and difficulty. The developed approach can thus give researchers and educators a better basis on which to anticipate learners´ pathways and individually adapt their future learning.;TU9AI;WOS:000623730200002;;;"Pusic, MV (corresponding author), NYU Grossman Sch Med, Inst Innovat Med Educ, 550 First Ave,MSB G109, New York, NY 10016 USA.; Pusic, MV (corresponding author), NYU Grossman Sch Med, Dept Emergency Med, New York, NY 10016 USA.";ISI;33646468;;;;;;"Education & Educational Research; Education, Scientific Disciplines";;;;;"Education & Educational Research; Education, Scientific Disciplines; Health Care Sciences & Services WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)";;;10.1007/s10459-021-10027-0;"Education & Educational Research; Health Care Sciences & Services";;;;;;;;"U.S. Department of Defense Medical Simulation and Information Sciences   Research Program [W81XWH-16-1-0797]; Royal College of Physicians and   Surgeons of Canada Medical Education Research Grant";This work was funded by the U.S. Department of Defense Medical   Simulation and Information Sciences Research Program Grant Number   W81XWH-16-1-0797. The funding source played no role in the design and   conduct of the study. The authors would like to acknowledge the support   in developing the ECG dataset by the full grant team including Drs.   Julie Friedman, Joseph Bennett, David Rhee, Barry Rosenzweig and Jeffrey   Lorin. The elbow radiograph dataset is provided courtesy of Drs. Kathy   Boutis and Martin Pecaric with that work having been funded by a Royal   College of Physicians and Surgeons of Canada Medical Education Research   Grant.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAR;2021;;5;0;4;;;;;;;;;
29;Educadata Datos asociados 2018-2022.txt;Does spaced education improve clinical knowledge among Family Medicine residents? A cluster randomized controlled trial;;1382-4996;1573-1677;ADVANCES IN HEALTH SCIENCES EDUCATION;26;3;771;783;AUG;2021;English;Article;;;;;1;25;13;Spaced education is a learning strategy to improve knowledge acquisition and retention. To date, no robust evidence exists to support the utility of spaced education in the Family Medicine residency. We aimed to test whether alerts to encourage spaced education can improve clinical knowledge as measured by scores on the Canadian Family Medicine certification examination. Method: We conducted a cluster randomized controlled trial to empirically and pragmatically test spaced education using two versions of the Family Medicine Study Guide mobile app. 12 residency training programs in Canada agreed to participate. At six intervention sites, we consented 335 of the 654 (51%) eligible residents. Residents in the intervention group were sent alerts through the app to encourage the answering of questions linked to clinical cases. At six control sites, 299 of 586 (51%) residents consented. Residents in the control group received the same app but with no alerts. Incidence rates of case completion between trial arms were compared using repeated measures analysis. We linked residents in both trial arms to their knowledge scores on the certification examination of the College of Family Physicians of Canada. Results: Over 67 weeks, there was no statistically significant difference in the completion of clinical cases by participants. The difference in mean exam scores and the associated confidence interval did not exceed the pre-defined limit of 4 percentage points. Conclusion: Further research is recommended before deploying spaced educational interventions in the Family Medicine residency to improve knowledge.;TU9AI;WOS:000604444800002;;;Grad, R (corresponding author), McGill Univ, Herzl Family Practice Ctr, 3755 Cote Ste Catherine Rd, Montreal, PQ H3T 1E2, Canada.;ISI;33389233;;;;;;"Education & Educational Research; Education, Scientific Disciplines";;;;;"Education & Educational Research; Education, Scientific Disciplines; Health Care Sciences & Services WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)";;;10.1007/s10459-020-10020-z;"Education & Educational Research; Health Care Sciences & Services";;;;;;;;;;;;;;;;;Green Published;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JAN;2021;;1;3;6;;;;;;;;;
30;Educadata Datos asociados 2018-2022.txt;Evaluating the effectiveness of a structured, simulator-assisted, peer-led training on cardiovascular physical examination in third-year medical students: a prospective, randomized, controlled trial;;2366-5017;;GMS JOURNAL FOR MEDICAL EDUCATION;38;6;0;0;;2021;English;Article;;;;;1;35;18;Background: Previous research suggests that cardiac examination skills in undergraduate medical students frequently need improvement. There are different ways to enhance physical examination (PE) skills such as simulator-based training or peer-assisted learning (PAL). Aim: The aim of this study was to evaluate the effectiveness of a structured, simulator-assisted, peer-led training on cardiovascular PE. Methods: Participants were third-year medical students at Leipzig University Faculty of Medicine. Students were randomly assigned to an intervention group (IG) and a control group (CG). In addition to standard curricular training, IG received a peer-led, simulator-based training in cardiac PE. Participant performance in cardiac PE was assessed using a standardized checklist with a maximum of 25 points. Primary outcome was assessed via checklist point distribution. Results: 89 students were randomised to either CG (n=43) or IG (n=46) with 70 completing the study. Overall, IG students performed significantly better than CG students did (max. points: 25, M +/- SD in IG was 17 +/- 3, in CG 12 +/- 4, p<.0001). Simple mistakes such as not using the stethoscope correctly were more frequent in CG students. Prior experience did not lead to a significant difference in performance. Conclusions: Structured, peer-led and simulator-assisted teaching sessions improve cardiac PE skills in this setting compared to control students that did not receive this training.;UR5VZ;WOS:000696818200011;;;Rotzoll, DE (corresponding author), Univ Leipzig, Med Fak, LernKlin Leipzig, Liebigstr 23-25, D-04103 Leipzig, Germany.;ISI;34651066;;;;;;Education, Scientific Disciplines;;;;;Education, Scientific Disciplines WE Emerging Sources Citation Index (ESCI);;;10.3205/zma001504;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;1;0;1;;;;;;;;;
31;Educadata Datos asociados 2018-2022.txt;Using Team-Based Learning to Teach Data Science;;2693-9169;2693-9169;JOURNAL OF STATISTICS AND DATA SCIENCE EDUCATION;29;3;277;296;SEP;2021;English;Article;;;;;4;56;20;Data science is collaborative and its students should learn teamwork and collaboration. Yet it can be a challenge to fit the teaching of such skills into the data science curriculum. Team-Based Learning (TBL) is a pedagogical strategy that can help educators teach data science better by flipping the classroom to employ small-group collaborative learning to actively engage students in doing data science. A consequence of this teaching method is helping students achieve the workforce-relevant data science learning goals of effective communication, teamwork, and collaboration. We describe the essential elements of TBL: accountability structures and feedback mechanisms to support students collaborating within permanent teams on well-designed application exercises to do data science. The results of our case study of using TBL to teach a modern, introductory data science course indicate that the course effectively taught reproducible data science workflows, beginning R programming, and communication and collaboration. Students also reported much room for improvement in their learning of statistical thinking and advanced R concepts. To help the data science education community adopt this appealing pedagogical strategy, we outline steps for deciding on using TBL, preparing and planning for it, and overcoming potential pitfalls when using TBL to teach data science.;XT5OP;WOS:000702709900001;;;Vance, EA (corresponding author), Univ Colorado, Dept Appl Math, Lab Interdisciplinary Stat Anal, 1111 Engn Dr, Boulder, CO 80309 USA.;ISI;;;;;;;Education, Scientific Disciplines;;;;;Education, Scientific Disciplines WE Emerging Sources Citation Index (ESCI);;;10.1080/26939169.2021.1971587;Education & Educational Research;;;;;;;;"NSF Division of Undergraduate Education [2044384]; Directorate for STEM   Education; Division Of Undergraduate Education [2044384] Funding Source:   National Science Foundation";This work was partially funded by NSF Division of Undergraduate   Education grant #2044384 for IUSE: Collaborative Data Science Education:   StatisticsWith Integration of Technology, Computing, and the Humanities   (CODE:SWITCH).;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;SEP;2021;;4;0;5;;;;;;;;;
32;Educadata Datos asociados 2018-2022.txt;Brief, Written Reflections Improve Interest of Introductory Animal Science Undergraduates;;1931-7913;;CBE-LIFE SCIENCES EDUCATION;20;2;0;0;JUN;2021;English;Article;;;;;1;74;11;In addition to stimulating interest through experiential means, educators can support interest development through structured reflection. Our randomized controlled intervention study assessed the effectiveness of 10-minute written utility-value reflections designed to enhance the interest of introductory animal science students. During the Spring 2019 semester, we randomly assigned participating students into two blocks, utility-value reflection (n = 39) and control (n = 34), at the beginning of the course. In week 6 during the 16-week semester, students completed corresponding tasks: either written reflections on the personal value of course laboratory material or a control picture-summarization task. Results showed that the utility-value reflection intervention tended to improve situational interest and was most effective for students with low pretest individual interest. Neither the intervention nor the interest variable predicted course performance. In utility-value reflection responses, we catalogued themes aligned with a range of task-value components beyond utility-value. Our results reinforce previous work indicating that utility-value reflections support low individual interest students in developing academic motivation.;SU1UA;WOS:000662925700001;;;Karcher, EL (corresponding author), Purdue Univ, Dept Anim Sci, W Lafayette, IN 47907 USA.;ISI;33938765;;;;;;Education, Scientific Disciplines;;;;;"Education, Scientific Disciplines WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)";;;10.1187/cbe.20-08-0164;Education & Educational Research;;;;;;;;;;;;;;;;;gold, Green Published;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;1;3;10;;;;;;;;;
33;Educadata Datos asociados 2018-2022.txt;Assessing Interrater Reliability of a Faculty-Provided Feedback Rating Instrument;;2382-1205;;JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT;9;;0;0;JUN;2022;English;Article;;;;;0;15;8;"High quality feedback on resident clinical performance is pivotal to growth and development. Therefore, a reliable means of assessing faculty feedback is necessary. A feedback assessment instrument would also allow for appropriate focus of interventions to improve faculty feedback. We piloted an assessment of the interrater reliability of a seven-item feedback rating instrument on faculty educators trained via a three-workshop frame-of-reference training regimen. The rating instrument´s items assessed for the presence or absence of six feedback traits: actionable, behavior focused, detailed, negative feedback, professionalism / communication, and specific; as well as for overall utility of feedback with regard to devising a resident performance improvement plan on an ordinal scale from 1 to 5. Participants completed three cycles consisting of one-hour-long workshops where an instructor led a review of the feedback rating instrument on deidentified feedback comments, followed by participants independently rating a set of 20 deidentified feedback comments, and the study team reviewing the interrater reliability for each feedback rating category to guide future workshops. Comments came from four different anesthesia residency programs in the United States; each set of feedback comments was balanced with respect to utility scores to promote participants´ ability to discriminate between high and low utility comments. On the third and final independent rating exercise, participants achieved moderate or greater interrater reliability on all seven rating categories of a feedback rating instrument using Gwet´s agreement coefficient 1 for the six feedback traits and using intraclass correlation for utility score. This illustrates that when this instrument is utilized by trained, expert educators, reliable assessments of faculty-provided feedback can be made. This rating instrument, with further validity evidence, has the potential to help programs reliably assess both the quality and utility of their feedback, as well as the impact of any educational interventions designed to improve feedback.";1Y4BT;WOS:000808087400001;;;Mitchell, JD (corresponding author), Beth Israel Deaconess Med Ctr, Dept Anesthesiol, 1 Deaconess Rd,RB-470 C, Boston, MA 02215 USA.;ISI;35677580;;;;;;Education, Scientific Disciplines;;;;;Education, Scientific Disciplines WE Emerging Sources Citation Index (ESCI);;;10.1177/23821205221093205;Education & Educational Research;;;;;;;;;;;;;;;;;gold, Green Published;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;3;4;;;;;;;;;
34;Educadata Datos asociados 2018-2022.txt;Real-life Evaluation of an Interactive Versus Noninteractive e-Learning Module on Chronic Obstructive Pulmonary Disease for Medical Licentiate Students in Zambia: Web-Based, Mixed Methods Randomized Controlled Trial;;2369-3762;;JMIR MEDICAL EDUCATION;8;1;0;0;JAN;2022;English;Article;;;;;2;57;18;"Background: e-Learning for health professionals in many low- and middle-income countries (LMICs) is still in its infancy, but with the advent of COVID-19, a significant expansion of digital learning has occurred. Asynchronous e-learning can be grouped into interactive (user-influenceable content) and noninteractive (static material) e-learning. Studies conducted in high-income countries suggest that interactive e-learning is more effective than noninteractive e-learning in increasing learner satisfaction and knowledge; however, there is a gap in our understanding of whether this also holds true in LMICs. Objective: This study aims to validate the hypothesis above in a resource-constrained and real-life setting to understand e-learning quality and delivery by comparing interactive and noninteractive e-learning user satisfaction, usability, and knowledge gain in a new medical university in Zambia. Methods: We conducted a web-based, mixed methods randomized controlled trial at the Levy Mwanawasa Medical University (LMMU) in Lusaka, Zambia, between April and July 2021. We recruited medical licentiate students (second, third, and fourth study years) via email. Participants were randomized to undergo asynchronous e-learning with an interactive or noninteractive module for chronic obstructive pulmonary disease and informally blinded to their group allocation. The interactive module included interactive interfaces, quizzes, and a virtual patient, whereas the noninteractive module consisted of PowerPoint slides. Both modules covered the same content scope. The primary outcome was learner satisfaction. The secondary outcomes were usability, short- and long-term knowledge gain, and barriers to e-learning. The mixed methods study followed an explanatory sequential design in which rating conferences delivered further insights into quantitative findings, which were evaluated through web-based questionnaires. Results: Initially, 94 participants were enrolled in the study, of whom 41 (44%; 18 intervention participants and 23 control participants) remained in the study and were analyzed. There were no significant differences in satisfaction (intervention: median 33.5, first quartile 31.3, second quartile 35; control: median 33, first quartile 30, second quartile 37.5; P=.66), usability, or knowledge gain between the intervention and control groups. Challenges in accessing both e-learning modules led to many dropouts. Qualitative data suggested that the content of the interactive module was more challenging to access because of technical difficulties and individual factors (eg, limited experience with interactive e-learning). Conclusions: We did not observe an increase in user satisfaction with interactive e-learning. However, this finding may not be generalizable to other low-resource settings because the post hoc power was low, and the e-learning system at LMMU has not yet reached its full potential. Consequently, technical and individual barriers to accessing e-learning may have affected the results, mainly because the interactive module was considered more difficult to access and use. Nevertheless, qualitative data showed high motivation and interest in e-learning. Future studies should minimize technical barriers to e-learning to further evaluate interactive e-learning in LMICs.";4F7TB;WOS:000848711900018;;;"Schnieders, E (corresponding author), Heidelberg Univ, Fac Med, Heidelberg Inst Global Hlth HIGH, Neuenheimer Feld 672, D-69120 Heidelberg, Germany.; Schnieders, E (corresponding author), Heidelberg Univ, Univ Hosp, Heidelberg Inst Global Hlth HIGH, Neuen";ISI;35200149;;;;;;Education, Scientific Disciplines;;;;;Education, Scientific Disciplines WE Emerging Sources Citation Index (ESCI);;;10.2196/34751;Education & Educational Research;;;;;;;;School of Medicine and Clinical Sciences at the Levy Mwanawasa Medical   University;Statistical consultation was obtained from the Institute for Medical   Biometrics and Informatics at the Heidelberg University, Germany. The   authors thank Dr Gardner Syakantu, dean of the School of Medicine and   Clinical Sciences at the Levy Mwanawasa Medical University, for   supporting this study.;;;;;;;;gold, Green Published;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;2;2;2;;;;;;;;;
35;Educadata Datos asociados 2018-2022.txt;Spatial Data in Undergraduate Statistics Curriculum;;2693-9169;2693-9169;JOURNAL OF STATISTICS AND DATA SCIENCE EDUCATION;29;1;27;38;JAN;2021;English;Article;;;;;0;19;12;In this article we present and discuss the importance and relevance of the inclusion of spatial data analysis as part of the undergraduate statistics curriculum. Given its usefulness and applicability across a range of disciplines, spatial data are a topic that should receive more emphasis within undergraduate statistics curricula. There exist many topical and intriguing spatial datasets from different areas of research that can bring fruitful discussions into the classroom including the environment, medicine, and political science. Spatial data can be incorporated at any level of study, from lower to upper division courses, as well as graduate-level courses in Mathematics and Statistics. This article will focus on its role in undergraduate statistics curricula, and present topics that can be included in an introductory course, a mathematical course in statistics, and an elective course in spatial data analysis. Supplemental materials for this article are available online.;SI7IG;WOS:000654999600001;;;Christou, N (corresponding author), UCLA, Dept Stat, Los Angeles, CA 90095 USA.;ISI;;;;;;;Education, Scientific Disciplines;;;;;Education, Scientific Disciplines WE Emerging Sources Citation Index (ESCI);;;10.1080/10691898.2020.1844104;Education & Educational Research;;;;;;;;ASA Members Initiative grant in 2012;Part of this article was supported by ASA Members Initiative grant in   2012.;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;1;3;;;;;;;;;
36;Educadata Datos asociados 2018-2022.txt;Differences Between Attached and Detached Cadaveric Prosections on Students´ Identification Ability During Practical Examinations;;1935-9772;1935-9780;ANATOMICAL SCIENCES EDUCATION;14;6;808;815;NOV;2021;English;Article;;;;;2;52;8;Cadaveric prosections are effective learning tools in anatomy education. They range from a fully dissected, sometimes plastinated, complete cadaver (in situ prosections), to a single, carefully dissected structure detached from a cadaver (ex situ prosections). While most research has focused on the advantages and disadvantages of dissection versus prosection, limited information is available on the instructional efficacy of different prosection types. This contribution explored potential differences between in situ and ex situ prosections regarding the ability of undergraduate students to identify anatomical structures. To determine if students were able to recognize the same anatomical structure on both in situ and ex situ prosections, or on either one individually, six structures were tagged on both prosection types as part of three course summative examinations. The majority of students (61%-68%) fell into one of the two categories: those that recognized or failed to recognize the same structure on both in situ and ex situ prosections. The percentage of students who recognized a selected structure on only one type of prosection was small (1.6%-31.6%), but skewed in favor of ex situ prosections (P <= 0.01). These results suggest that overall students´ identification ability was due to knowledge differences, not the spatial or contextual challenges posed by each type of prosection. They also suggest that the relative difficulty of either prosection type depends on the nature of the anatomical structure. Thus, one type of prosection might be more appropriate for teaching some structures, and therefore the use of both types is recommended.;XO4BA;WOS:000589767400001;;;Gonzalez, VH (corresponding author), Univ Kansas, Dept Ecol & Evolutionary Biol, Undergrad Biol Program, Haworth Hall,1200 Sunnyside Ave, Lawrence, KS USA.;ISI;33037784;;;;;;Education, Scientific Disciplines;;;;;"Education, Scientific Disciplines WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)";;;10.1002/ase.2023;Education & Educational Research;;;;;;;;National Science Foundation´s REU program [DBI 1560389];The authors wish to thank Amy R. Comfort for her comments on the   manuscript as well as for suggesting the use of the name in situ and ex   situ prosections for these cadaveric materials. The authors also thank   four anonymous reviewers and editors for comments and suggestions that   significantly improved this manuscript. The National Science   Foundation´s REU program (DBI 1560389) provided partial support to   V.H.G. The authors declare no conflict of interest.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;NOV;2020;;2;1;2;;;;;;;;;
37;Educadata Datos asociados 2018-2022.txt;Feasibility of virtual mock trials as a parallel teaching-assessment activity for student pharmacists at two American pharmacy programmes during the COVID-19 pandemic and beyond;;1560-2214;1477-2701;PHARMACY EDUCATION;21;1;362;372;;2021;English;Article;;;;;0;19;11;Background: Student-pharmacists forced into remote-learning by the COVID-19 pandemic participated in a Virtual Mock Trial (VMT). Objectives: Feasibility of VMTs was assessed by evaluating student VMT performance, student perceptions on technology and overall experiences. Methods: The VMT was implemented via video conferencing technology in April 2020. Faculty-judges and student-jurors observed/rated student performance using pre-established rubrics. A post-VMT survey was administered electronically. Descriptive analyses were performed, and WilcoxonMann-Whitney tests were conducted to compare programmes. Results: Forty-six students from Programme A (East Coast, USA) and 89 from Programme B (West Coast, USA) participated in the VMTs. The faculty-judges´ evaluation scores for student performance ranged from 85.0% to 96.7%, while the student-jurors´ evaluation scores ranged from 68.3% to 100%. Student perceptions on the four categories regarding technology use all had means > 5 on a 7-Point Likert Scale. More than 79.0% of students rated their VMT experience positively (i.e. 6 or 7). Conclusions: VMT is feasible for the current pandemic remote-learning environment, and it could be replicated in other pharmacy or healthcare programmes to enrich students´ active learning in virtual education.;UJ3GT;WOS:000691178800001;;;Hsu, SYH (corresponding author), West Coast Univ, Sch Pharm, Dept Pharm Practice, 590 N Vermont Ave, Los Angeles, CA 90004 USA.;ISI;;;;;;;Education, Scientific Disciplines;;;;;Education, Scientific Disciplines WE Emerging Sources Citation Index (ESCI);;;10.46542/pe.2021.211.362372;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;0;0;;;;;;;;;
38;Educadata Datos asociados 2018-2022.txt;Modeling and Measuring Tree-Reading Skills in Undergraduate and Graduate Students;;1931-7913;;CBE-LIFE SCIENCES EDUCATION;20;3;0;0;SEP;2021;English;Article;;;;;1;49;11;Evolutionary trees are central to learning about evolutionary processes, yet students at all educational levels struggle to read and interpret them. The synthetic tree-reading model (STREAM), based on published and not yet empirically tested models, was tested to determine whether the assumed hierarchy of the model could be substantiated and how far students´ skills could be distinguished empirically. We developed a tree-reading test instrument based on STREAM and assessed it with 592 undergraduate and graduate biology students. Following item response theory, we conducted a dimensional analysis and evaluated item difficulty. Investigating item difficulty and the resulting Wright map showed that skill levels displayed a broad scatter of overlapping item difficulty. Furthermore, the skill level assumed easiest was actually the third most difficult. No conclusive evidence of the hierarchical nature of the model was obtained. Dimensional analysis showed that a five-dimensional model outperformed all other reasonable models, corroborating that the skills could be arranged in empirically differentiable groups. Consequently, we revised the STREAM by discarding the hierarchical organization, using a five-dimensional organization instead. Comparison of the revised STREAM with another recently published approach showed that, although these two instruments have a different focus, they are supplemental approaches that show comparable results.;UY1JB;WOS:000701286500021;;;Schramm, T (corresponding author), Univ Duisburg Essen, Dept Biol Educ, D-45141 Essen, Germany.;ISI;34100648;;;;;;Education, Scientific Disciplines;;;;;"Education, Scientific Disciplines WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)";;;10.1187/cbe.20-06-0131;Education & Educational Research;;;;;;;;;;;;;;;;;gold, Green Published;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;1;2;3;;;;;;;;;
42;Educadata Datos asociados 2018-2022.txt;The Case for Biocalculus: Improving Student Understanding of the Utility Value of Mathematics to Biology and Affect toward Mathematics;;1931-7913;;CBE-LIFE SCIENCES EDUCATION;20;1;0;0;MAR;2021;English;Article;;;;;1;70;14;The next generation of life science professionals will require far more quantitative skills than prior generations. Calculus is important for understanding dynamical systems in biology and, therefore, is often a required course for life science students. However, many life science students do not understand the utility value of mathematics to biology. Therefore, according to expectancy-value theory, life science students may experience lower motivation, which can impact their performance in a calculus course. This study examines how two different biocalculus courses, which integrated calculus and biological concepts and successfully halved the rates of students earning a D, F, or withdrawing (DFW), affected life science students´ utility value, interest, and overall attitudes toward mathematics. Using pre and post surveys, we found that students´ interest in mathematics increased by the end of the semester, and they demonstrated a more sophisticated understanding of how mathematics is used in biology. Students whose attitudes toward mathematics improved primarily attributed these changes to a better understanding of the utility of mathematics to biology, feelings of competence in mathematics, or rapport with the instructor. Thus, communicating the utility value of mathematics to biology through integrated mathematics-biology courses can contribute to improved attitudes toward mathematics that can impact students´ motivation and performance.;PT6LG;WOS:000608724400001;;;Highlander, HC (corresponding author), Univ Portland, Dept Math, Portland, OR 97203 USA.;ISI;33444110;;;;;;Education, Scientific Disciplines;;;;;"Education, Scientific Disciplines WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)";;;10.1187/cbe.20-06-0124;Education & Educational Research;;;;;;;;;;;;;;;;;gold, Green Published;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;1;1;3;;;;;;;;;
43;Educadata Datos asociados 2018-2022.txt;Online medical history taking course: Opportunities and limitations in comparison to traditional bedside teaching;;2366-5017;;GMS JOURNAL FOR MEDICAL EDUCATION;39;3;0;0;;2022;English;Article;;;;;1;55;9;"Objective: Obtaining a systematic medical history (MH) from a patient is a core competency in medical education and plays a vital role in the diagnosis of diseases. At the Faculty of Medicine at LMU Munich, students have their first course in MH taking during their second year. Due to the COVID-19 pandemic, the traditional bedside MH taking course had to be transformed into an online course (OC). Our objectives were to implement an online MH taking course, to evaluate its feasibility and to compare the evaluation results to a historic cohort that had undertaken the traditional bedside teaching course (BTC). Methods: 874 second-year students participated in the OC (BTC=827). After teaching the theoretical background via asynchronous online lectures, students participated in a practical exercise with fellow students using the video communication platform Zoom where they were able to practice taking a MH on the basis of fictitious, text-based patient cases. Students were then asked to evaluate the course through a standardized online survey with 31 questions on teaching quality and self-perceived learning success, which had also been used in previous years. The survey results were compared to the results of the historic cohort using the Mann-Whitney U test. Results: A total of n=162 students (18.5%) evaluated the OC. In the historic cohort, n=252 (30.5%) completed the survey. 85.3% of the OC respondents thought that the atmosphere during the practical exercise was productive and 83.0% greatly appreciated the flexibility in terms of time management. Moreover, they appreciated the online resources as well as having the opportunity to undertake a MH taking course during the COVID-19 pandemic. 27.7% of the respondents thought that traditional BTCs should be supplemented through more online activities in the future. With respect to the ability of independently taking a MH upon completion of the course, the OC was rated significantly lower relative to the BTC (mean OC=2.4, SD=+/- 1.1 vs. mean BTC=1.9, SD=+/- 1.1 (1=strongly agree; 5=strongly disagree); p<0.0001). Conclusion: OCs are a feasible format and seem to convey the theory and practical implementation in a peer-exercise format of MH taking to medical students. The theoretical background can be acquired with great flexibility. Nevertheless, the students´ self-appraisal suggested that the traditional teaching format was more effective at teaching MH taking skills. Thus, we propose a blended learning concept, combining elements of both formats. In this context, we suggest prospective, randomized trials to evaluate blended learning approaches.";3V1RO;WOS:000841439300007;;;Lange, S (corresponding author), Ludwig Maximilians Univ LMU Munich, Univ Hosp, Inst Med Educ, Pettenkoferstr 8A, D-80336 Munich, Germany.;ISI;36119150;;;;;;Education, Scientific Disciplines;;;;;Education, Scientific Disciplines WE Emerging Sources Citation Index (ESCI);;;10.3205/zma001555;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;1;3;6;;;;;;;;;
44;Educadata Datos asociados 2018-2022.txt;Medical Data Mining Course Development in Postgraduate Medical Education: Web-Based Survey and Case Study;;2369-3762;;JMIR MEDICAL EDUCATION;7;4;0;0;OCT;2021;English;Article;;;;;0;53;18;"Background: Medical postgraduates´ demand for data capabilities is growing, as biomedical research becomes more data driven, integrative, and computational. In the context of the application of big data in health and medicine, the integration of data mining skills into postgraduate medical education becomes important. Objective: This study aimed to demonstrate the design and implementation of a medical data mining course for medical postgraduates with diverse backgrounds in a medical school. Methods: We developed a medical data mining course called ""Practical Techniques of Medical Data Mining"" for postgraduate medical education and taught the course online at Peking Union Medical College (PUMC). To identify the background knowledge, programming skills, and expectations of targeted learners, we conducted a web-based questionnaire survey. After determining the instructional methods to be used in the course, three technical platforms-Rain Classroom, Tencent Meeting, and WeChat-were chosen for online teaching. A medical data mining platform called Medical Data Mining - R Programming Hub (MedHub) was developed for self-learning, which could support the development and comprehensive testing of data mining algorithms. Finally, we carried out a postcourse survey and a case study to demonstrate that our online course could accommodate a diverse group of medical students with a wide range of academic backgrounds and programming experience. Results: In total, 200 postgraduates from 30 disciplines participated in the precourse survey. Based on the analysis of students´ characteristics and expectations, we designed an optimized course structured into nine logical teaching units (one 4-hour unit per week for 9 weeks). The course covered basic knowledge of R programming, machine learning models, clinical data mining, and omics data mining, among other topics, as well as diversified health care analysis scenarios. Finally, this 9-week course was successfully implemented in an online format from May to July in the spring semester of 2020 at PUMC. A total of 6 faculty members and 317 students participated in the course. Postcourse survey data showed that our course was considered to be very practical (83/83, 100% indicated ""very positive"" or ""positive""), and MedHub received the best feedback, both in function (80/83, 96% chose ""satisfied"") and teaching effect (80/83, 96% chose ""satisfied""). The case study showed that our course was able to fill the gap between student expectations and learning outcomes. Conclusions: We developed content for a data mining course, with online instructional methods to accommodate the diversified characteristics of students. Our optimized course could improve the data mining skills of medical students with a wide range of academic backgrounds and programming experience.";4F7OP;WOS:000848700000001;;;Li, J (corresponding author), Chinese Acad Med Sci & Peking Union Med Coll, Inst Med Informat & Lib, 3 Yabao Rd, Beijing 100020, Peoples R China.;ISI;34596575;;;;;;Education, Scientific Disciplines;;;;;Education, Scientific Disciplines WE Emerging Sources Citation Index (ESCI);;;10.2196/24027;Education & Educational Research;;;;;;;;"National Steering Committee for Medical Professional Degree Education   [A-YXC20200201-01]; PUMC Disciplinary Construction Program; Chinese   Academy of Medical Sciences [2018-I2M-AI-016]; PUMC Graduate School;   Tencent Meeting, WeChat";This research is supported by the National Steering Committee for   Medical Professional Degree Education (grant A-YXC20200201-01), the PUMC   Disciplinary Construction Program, and the Chinese Academy of Medical   Sciences (grant 2018-I2M-AI-016). The authors would like to thank PUMC   Graduate School for providing support and facilities during teaching of   the online course, the student participants for providing useful   feedback, and Rain Classroom, Tencent Meeting, WeChat, and Shanghai   HeyWhale Information Technology Company for providing technical support.;;;;;;;;gold, Green Published;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;0;2;;;;;;;;;
45;Educadata Datos asociados 2018-2022.txt;A New Measure of Students´ Perceived Conflict between Evolution and Religion (PCoRE) Is a Stronger Predictor of Evolution Acceptance than Understanding or Religiosity;;1931-7913;;CBE-LIFE SCIENCES EDUCATION;20;3;0;0;SEP;2021;English;Article;;;;;5;87;16;"Evolution is controversial among students and religiosity, religious affiliation, understanding of evolution, and demographics are predictors of evolution acceptance. However, quantitative research has not explored the unique impact of student perceived conflict between their religion and evolution as a major factor influencing evolution acceptance. We developed an instrument with validity evidence called ""Perceived Conflict between Evolution and Religion"" (PCoRE). Using this measure, we find that, among students in 26 biology courses in 11 states, adding student perceived conflict between their religion and evolution to linear mixed models more than doubled the capacity of the models to predict evolution acceptance compared with models that only included religiosity, religious affiliation, understanding of evolution, and demographics. Student perceived conflict between evolution and their religion was the strongest predictor of evolution acceptance among all variables and mediated the impact of religiosity on evolution acceptance. These results build upon prior literature that suggests that reducing perceived conflict between students´ religious beliefs and evolution can help raise evolution acceptance levels. Further, these results indicate that including measures of perceived conflict between religion and evolution in evolution acceptance studies in the future is important.";UY1JB;WOS:000701286500008;;;Barnes, ME (corresponding author), Middle Tennessee State Univ, Dept Biol, Social Percept Sci Lab, Murfreesboro, TN 37132 USA.;ISI;34283632;;;;;;Education, Scientific Disciplines;;;;;"Education, Scientific Disciplines WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)";;;10.1187/cbe.21-02-0024;Education & Educational Research;;;;;;;;"National Science Foundation [IUSE 1818659, 1712188]; Middle Tennessee   State University; Direct For Education and Human Resources; Division Of   Undergraduate Education [1712188] Funding Source: National Science   Foundation";We would like to thank the instructors of the courses included in this   study who were willing to send our survey to their students and the   students who completed the survey. We thank ASU´s Biology Education   Research Lab for helpful feedback about this project, and specifically   Rachel Scott. This project was supported by National Science Foundation   grants IUSE 1818659 and 1712188 as well as a Faculty Creative Research   and Activity grant from Middle Tennessee State University.;;;;;;;;gold, Green Published;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;5;0;4;;;;;;;;;
46;Educadata Datos asociados 2018-2022.txt;Revisiting Clickers: In-Class Questions Followed by At-Home Reflections Are Associated with Higher Student Performance on Related Exam Questions;;1935-7877;1935-7885;JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION;23;2;0;0;AUG;2022;English;Article;;;;;0;63;13;Clicker questions are a commonly used active learning technique that stimulates student interactions to help advance understanding of key concepts. Clicker questions are often administered with an initial vote, peer discussion, and a second vote, followed by broader classroom explanation. While clickers can promote learning, some studies have questioned whether students maintain this performance on later exams, highlighting the need to further understand how student answer patterns relate to their understanding of the material and to identify ways for clickers to benefit a broader range of students. Systematic requizzing of concepts during at-home assignments represents a promising mechanism to improve student learning. Thus, we paired clicker questions with at-home follow-up reflections to help students articulate and synthesize their understandings. This pairing of clickers with homework allowed us to decipher how student answer patterns related to their underlying conceptions and to determine if revisiting concepts provided additional benefits. We found that students answering both clicker votes correctly performed better on isomorphic exam questions and that students who corrected their answers after the first vote did not show better homework or exam performance than students who maintained an incorrect answer across both votes. Furthermore, completing the follow-up homework assignment modestly boosted exam question performance. Our data suggest that longer-term benefits of clickers and associated homework may stem from students having repeated opportunities to retrieve, refine, and reinforce emerging conceptions.;4H9OJ;WOS:000823144400001;;;Couch, BA (corresponding author), Univ Nebraska, Sch Biol Sci, Lincoln, NE 68588 USA.;ISI;36061330;;;;;;Education, Scientific Disciplines;;;;;Education, Scientific Disciplines WE Emerging Sources Citation Index (ESCI);;;10.1128/jmbe.00038-22;Education & Educational Research;;;;;;;;National Science Foundation (NSF) [DUE-1610621, DUE-2044243];"This work was funded by grants from the National Science Foundation   (NSF; DUE-1610621 and DUE-2044243). We received technical support from   Jessica Mercer, who was paid using funds from the associated NSF grant   (DUE-1610621). No other individuals provided writing or other   assistance, and there were no potential conflicts for study   participants. The study sponsors had no role in the study design; in the   collection, analysis, and interpretation of the data; in the writing of   the report; or in the decision to submit the report for publication.";;;;;;;;Green Published;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUL;2022;;0;3;5;;;;;;;;;
47;Educadata Datos asociados 2018-2022.txt;Enhancement of the Command-Line Environment for use in the Introductory Statistics Course and Beyond;;2693-9169;2693-9169;JOURNAL OF STATISTICS AND DATA SCIENCE EDUCATION;29;3;251;266;SEP;2021;English;Article;;;;;1;28;16;R and Python are commonly used software languages for data analytics. Using these languages as the course software for the introductory course gives students practical skills for applying statistical concepts to data analysis. However, the reliance upon the command line is perceived by the typical non-technical introductory student as sufficiently esoteric that its use detracts from the teaching of statistical concepts and data analysis. An R package was developed based on the successive feedback of hundreds of introductory statistics students over multiple years to provide a set of functions that apply basic statistical principles with command-line R. The package offers gentler error checking and many visualizations and analytics, successfully serving as the course software for teaching and homework. This software includes pedagogical functions, data analytic functions for a variety of analyses, and the foundation for access to the entire R ecosystem and, by extension, any command-line environment.;XT5OP;WOS:000729065800001;;;Gerbing, DW (corresponding author), Portland State Univ, Sch Business, 615 SW Harrison, Portland, OR 97207 USA.;ISI;;;;;;;Education, Scientific Disciplines;;;;;Education, Scientific Disciplines WE Emerging Sources Citation Index (ESCI);;;10.1080/26939169.2021.1999871;Education & Educational Research;;;;;;;;;;;;;;;;;Green Published, gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;DEC;2021;;1;0;0;;;;;;;;;
48;Educadata Datos asociados 2018-2022.txt;Preparing for Class: Actions and Resources of Introductory Biology Students;;1935-7877;1935-7885;JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION;22;3;0;0;DEC;2021;English;Article;;;;;0;41;9;Instructors want students to be prepared for class. There are several different resources and activities available to help students prepare for class, but very little is known about how students choose to prepare for class in the context of undergraduate biology. In this study, we used content analysis to investigate what students do to prepare for an introductory biology course and if and how that preparation differed under two different conditions. Students were either directed to search out and choose their resources to prepare for class (choice treatment) or assigned specific pages from a textbook (text treatment). Students in the choice treatment reported preparing for class slightly more often than students in the text treatment, with both groups reporting that they prepared for over three-quarters of classes. However, students assigned specific textbook passages engaged more while preparing than students who had to find their resources. The textbook was a popular resource but second to websites for students who got to choose. Students in both groups performed similarly in the course. This work helps instructors understand what their students may be doing to prepare for class. We provide recommendations to guide instructors on how to help their students prepare for class.;ZB6HU;WOS:000756941700015;;;Bergan-Roller, HE (corresponding author), Northern Illinois Univ, Dept Biol Sci, De Kalb, IL 60115 USA.;ISI;34880962;;;;;;Education, Scientific Disciplines;;;;;Education, Scientific Disciplines WE Emerging Sources Citation Index (ESCI);;;10.1128/jmbe.00243-21;Education & Educational Research;;;;;;;;"Department of Biological Sciences, College of Liberal Arts and Sciences;   Division of Research and Innovative Partnerships at Northern Illinois   University";We thank Mary Durham, Joey Hubbard, and Collin Jaeger for valuable input   on this work. We thank Jodi Lampi for helping to facilitate this   collaboration. We thank members of the BBER Group (Christina Cline,   Brenda Kucha Anak Ganeng, MadelineHoeppner, Emily Calgaro, Brianna   Negrete McGinley, and Waseem Kattom) and the NIU DBER group for their   input on the manuscript. This project was funded by the Department of   Biological Sciences, College of Liberal Arts and Sciences, and the   Division of Research and Innovative Partnerships at Northern Illinois   University. Funds were used to support the authors in their work on this   project. However, the funders had no input on any aspect of this   project.;;;;;;;;Green Published;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;0;3;;;;;;;;;
49;Educadata Datos asociados 2018-2022.txt;Making a First Impression: Exploring What Instructors Do and Say on the First Day of Introductory STEM Courses;;1931-7913;;CBE-LIFE SCIENCES EDUCATION;20;1;0;0;MAR;2021;English;Article;;;;;12;58;11;Student impressions formed during the first day of class can impact course satisfaction and performance. Despite its potential importance, little is known about how instructors format the first day of class. Here, we report on observations of the first day of class in 23 introductory science, technology, engineering, and math (STEM) courses. We first described how introductory STEM instructors structure their class time by characterizing topics covered on the first day through inductive coding of class videos. We found that all instructors discussed policies and basic information. However, a cluster analysis revealed two groups of instructors who differed primarily in their level of STEM content coverage. We then coded the videos with the noncontent Instructor Talk framework, which organizes the statements instructors make unrelated to disciplinary content into several categories and subcategories. Instructors generally focused on building the instructor-student relationship and establishing classroom culture. Qualitative analysis indicated that instructors varied in the specificity of their noncontent statements and may have sent mixed messages by making negatively phrased statements with seemingly positive intentions. These results uncovered variation in instructor actions on the first day of class and can help instructors more effectively plan this day by providing messages that set students up for success.;PT6LG;WOS:000608724400005;;;"Couch, BA; Smith, MK; Stains, M (corresponding author), Univ Minnesota, Dept Biol Teaching & Learning, Minneapolis, MN 55455 USA.; Couch, BA; Smith, MK; Stains, M (corresponding author), Cornell Univ, Dept Ecol & Evolutionary Biol, Ithaca, NY 14853 USA.;";ISI;33444106;;;;;;Education, Scientific Disciplines;;;;;"Education, Scientific Disciplines WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)";;;10.1187/cbe.20-05-0098;Education & Educational Research;;;;;;;;"National Science Foundation [DUE-1712074, DUE-1712060, DUE-1347814];   NebraskaSCIENCE Program of Excellence at the University of   Nebraska-Lincoln; Provost´s Gateway Initiative at Cornell University;   Center for Teaching Innovation at Cornell Universit";"This work was supported by the National Science Foundation under grants   DUE-1712074, DUE-1712060, and DUE-1347814; the NebraskaSCIENCE Program   of Excellence at the University of Nebraska-Lincoln; and the Provost´s   Gateway Initiative and the Center for Teaching Innovation at Cornell   University. This research was considered exempt from institutional   review: University of Maine protocol 2017-05-12, University of   Nebraska-Lincoln protocol 20170617341, and Cornell University protocol   1806008047.";;;;;;;;Green Published, gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;12;2;8;;;;;;;;;
50;Educadata Datos asociados 2018-2022.txt;Interventions involving spiritual and religious themes in pharmacy student patient encounters during advanced practice rotations;;1877-1297;1877-1300;CURRENTS IN PHARMACY TEACHING AND LEARNING;13;11;1445;1450;NOV;2021;English;Article;;;;;0;32;6;Introduction: Patient spiritual and religious beliefs can impact their health care choices and outcomes. Pharmacists and other health care providers need to be prepared when these beliefs present changes from usual medical care. The objective of this research brief was to describe interventions related to spirituality and/or religion that are encountered by students during advanced pharmacy practice experience (APPE) patient care activities. Methods: Fourth-year pharmacy students were asked to complete a web-based questionnaire defining the frequency and setting of patient care activities that incorporated spiritual beliefs during APPEs. Data analysis utilized descriptive statistics. Results: Sixty-three students completed the questionnaire. The most common theme encountered was that of patient refusal of specific therapy based on patient´s spiritual or religious beliefs. This result remained consistent across multiple practice settings, except in the community practice setting, where product substitution due to a religious forbidden ingredient was the most common theme encountered. Conclusions: Training for future and current pharmacists should provide them with the tools needed to navigate spiritual and religious-focused barriers, such as patient refusal of care and substitutes for religiously forbidden ingredients.;XC8YI;WOS:000722297400009;;;Cryder, BT (corresponding author), Midwestern Univ, Coll Pharm Downers Grove, Dept Pharm Practice, 555 31st St, Downers Grove, IL 60515 USA.;ISI;34799057;;;;;;Education, Scientific Disciplines;;;;;Education, Scientific Disciplines WE Emerging Sources Citation Index (ESCI);;;10.1016/j.cptl.2021.09.004;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;NOV;2021;;0;1;1;;;;;;;;;
51;Educadata Datos asociados 2018-2022.txt;Implementation of a Machine Learning-Based MOOC Recommender System Using Learner Motivation Prediction;;2192-4880;;INTERNATIONAL JOURNAL OF ENGINEERING PEDAGOGY;12;5;68;85;;2022;English;Article;;;;;0;35;18;phenomenon of high dropout rates has been the concern of MOOC providers and educators since the emergence of this disruptive technology in online learning. This led to the focus on learner motivation studies from different aspects like demotivation signs detection, learning path personalization and course recommendation. Our paper aims to predict learner motivation for MOOCs to select the right MOOC for the right learner. Accordingly, we predict the motivation in an educational data mining approach by extracting and preprocessing learners´ navigation traces on a MOOC platform, and building a Machine Learning model that predicts accurately a given learner´s motivation for a MOOC. The comparison of the performance of four supervised learning algorithms resulted in the selection of the Random Forest classifier as the best modeling technique for motivation prediction with an accuracy of 95%. Afterward, we test the Machine Learning-based recommendation function for learners of the MOOC platform dataset to recommend the Top-10 MOOCs suitable for the target learner. Finally, further research on learner characteristics considered in recommender systems could enlarge the recommendation scope of MOOCs and maintain learner motivation.;6D1GW;WOS:000882449200005;;;Assami, S (corresponding author), Mohammed V Univ Rabat, Natl Sch Comp Sci & Syst Anal ENSIAS, Rabat, Morocco.;ISI;;;;;;;Education, Scientific Disciplines;;;;;Education, Scientific Disciplines WE Emerging Sources Citation Index (ESCI);;;10.3991/ijep.v12i5.30523;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;10;10;;;;;;;;;
52;Educadata Datos asociados 2018-2022.txt;Joint learning for improvement - interprofessional competence development within the framework of a co-operative project between the University of Applied Sciences for Health Professions Upper Austria and the Medical Faculty of Johannes Kepler University;;2366-5017;;GMS JOURNAL FOR MEDICAL EDUCATION;39;2;0;0;;2022;English;Article;;;;;0;36;7;"Objectives: This project carried out in cooperation between the University of Applied Sciences for Health Professions Upper Austria (UASHPUA) and the Medical Faculty of Johannes Kepler University Linz (MFJKUL), describes the feasibility, i.e., the planning and implementation, and presents selected results of an inter-university lecture on interprofessional cooperation. Methodology: The lecture ""Grundlagen zu interprofessioneller Zusammenarbeit im Gesundheitswesen (IPZ3I)""/""Introduction to interprofessional cooperation in health care (IPZ3I)"" as well as an interprofessional job shadowing were designed. The pilot lecture started in the winter semester (WS) 2019/20. An evaluation of IPZ3I was undertaken by means of a questionnaire. Results: IPZ3I was held in the WS 2019/20 for 296 students from nine different health care professions and included a specialist lecture, the presentation of the professions, and interprofessional case processing. In the evaluation approx. 80% of the students described a better understanding of the interprofessional collaboration. More than 70% regard interprofessional courses in education as important or very important. The majority of respondents indicate that after completing the lecture they can make recommendations for action for interprofessional cooperation. Conclusions: The joint lecture IPZ3I will be maintained at both universities. The process of evaluation and adaptation of curricula at UASHPUA is currently underway. This includes, for instance, consultations with the curriculum officers at MFJKUL, and the exploration of further possibilities to identify and to implement joint interprofessional teaching aspects in the curricula. This shall be achieved by considering the existing resources, increasing student numbers at MFJKUL as of 2023, planned curricula revisions as well as using possible synergies aiming at an extension of the existing cooperation.";0W5CX;WOS:000789045700011;;;Rinnhofer, C (corresponding author), Univ Appl Sci Hlth Profess Upper Austria, Competence Ctr Learning & Interprofessionalism, Linz, Austria.;ISI;35692360;;;;;;Education, Scientific Disciplines;;;;;Education, Scientific Disciplines WE Emerging Sources Citation Index (ESCI);;;10.3205/zma001539;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;0;2;;;;;;;;;
54;Educadata Datos asociados 2018-2022.txt;Bringing Visual Inference to the Classroom;;2693-9169;2693-9169;JOURNAL OF STATISTICS AND DATA SCIENCE EDUCATION;29;2;171;182;AUG;2021;English;Article;;;;;2;31;12;In the classroom, we traditionally visualize inferential concepts using static graphics or interactive apps. For example, there is a long history of using apps to visualize sampling distributions. The lineup protocol for visual inference is a recent development in statistical graphics that has created an opportunity to build student understanding. Lineups are created by embedding plots of observed data into a field of null (noise) plots. This arrangement facilitates comparison and helps build student intuition about the difference between signal and noise. Lineups can be used to visualize randomization/permutation tests, diagnose models, and even conduct valid inference when distributional assumptions break down. This article provides an overview of how the lineup protocol for visual inference can be used to build understanding of key statistical topics throughout the statistics curriculum. Supplementary materials for this article are available online.;UB0SO;WOS:000657810500001;;;Loy, A (corresponding author), Carleton Coll, Dept Math & Stat, Northfield, MN 55057 USA.;ISI;;;;;;;Education, Scientific Disciplines;;;;;Education, Scientific Disciplines WE Emerging Sources Citation Index (ESCI);;;10.1080/26939169.2021.1920866;Education & Educational Research;;;;;;;;;;;;;;;;;gold, Green Submitted;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAY;2021;;2;0;4;;;;;;;;;
57;Educadata Datos asociados 2018-2022.txt;A Study on Student Performance, Engagement, and Experience With Kaggle InClass data Challenges;;2693-9169;2693-9169;JOURNAL OF STATISTICS AND DATA SCIENCE EDUCATION;29;1;63;70;APR;2021;English;Article;;;;;3;19;8;Kaggle is a data modeling competition service, where participants compete to build a model with lower predictive error than other participants. Several years ago they released a simplified service that is ideal for instructors to run competitions in a classroom setting. This article describes the results of an experiment to determine if participating in a predictivemodeling competition enhances learning. The evidence suggests it does. In addition, studentswere surveyed to examine if the competition improved engagement and interest in the class. Supplementary materials for this article are available online.;SI7JG;WOS:000655003000001;;;Polak, J (corresponding author), Univ Melbourne, Dept Stat, Parkville, Vic 3010, Australia.;ISI;;;;;;;Education, Scientific Disciplines;;;;;Education, Scientific Disciplines WE Emerging Sources Citation Index (ESCI);;;10.1080/10691898.2021.1892554;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;3;2;4;;;;;;;;;
58;Educadata Datos asociados 2018-2022.txt;Open Inquiry versus Broadly Relevant Short-Term Research Experiences for Non-Biology Majors;;1935-7877;1935-7885;JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION;22;1;0;0;JAN;2021;English;Article;;;;;2;46;12;Undergraduate student participation in course-based research experiences results in many positive outcomes, but there is a lack of evidence demonstrating which elements of a research experience are necessary, especially for non-biology majors. Broad relevance is one element that can be logistically challenging to incorporate into research experiences in large-enrollment courses. We investigated the impacts of broad relevance in a short-term research experience in an introductory biology course for non-majors. Students either participated in an open-inquiry research experience (OI-RE), where they developed their own research question, or a broadly relevant research experience (BR-RE), where they investigated a question assigned to them that was relevant to an ongoing research project. We found a significant association between the type of research project experienced and students´ preference for an experience, with half of the students in the OI-RE group and nearly all students in the BR-RE group preferring a broadly relevant research experience. However, since science confidence increased over the course for both groups, these findings indicate that while students who participated in a BR-RE valued it, broadly relevant research experiences may not be necessary for positive outcomes for non-majors.;QF9PI;WOS:000617220200003;;;Hebert, S (corresponding author), Univ Minnesota, 3-154 MCB,420 Washington Ave SE, Minneapolis, MN 55455 USA.;ISI;33584942;;;;;;Education, Scientific Disciplines;;;;;Education, Scientific Disciplines WE Emerging Sources Citation Index (ESCI);;;10.1128/jmbe.v22i1.2167;Education & Educational Research;;;;;;;;National Science Foundation [NSF 1432414];We thank Ashley Breiland and Cody Smith for help with laboratory   logistics, the laboratory teaching assistants for their work teaching   the laboratory sections, and Christine Lian for assistance coding   open-ended survey responses. This work was supported by a grant from the   National Science Foundation awarded to S.C. (NSF 1432414). We have no   conflicts of interest to declare.;;;;;;;;Green Published, gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;2;0;1;;;;;;;;;
59;Educadata Datos asociados 2018-2022.txt;Building a Multiple Linear Regression Model With LEGO Brick Data;;2693-9169;2693-9169;JOURNAL OF STATISTICS AND DATA SCIENCE EDUCATION;29;3;297;303;SEP;2021;English;Article;;;;;1;17;7;We present an innovative activity that uses data about LEGO sets to help students self-discover multiple linear regressions. Students are guided to predict the price of a LEGO set posted on Amazon.com (Amazon price) using LEGO characteristics such as the number of pieces, the theme (i.e., product line), and the general size of the pieces. By starting with graphical displays and simple linear regression, students are able to develop additive multiple linear regression models as well as interaction models to accomplish the task. We provide examples of student responses to the activity and suggestions for teachers based on our experiences. for this article are available online.;XT5OP;WOS:000681529500001;;;Ziegler, L (corresponding author), Iowa State Univ, Dept Stat, Ames, IA USA.;ISI;;;;;;;Education, Scientific Disciplines;;;;;Education, Scientific Disciplines WE Emerging Sources Citation Index (ESCI);;;10.1080/26939169.2021.1946450;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUL;2021;;1;0;0;;;;;;;;;
60;Educadata Datos asociados 2018-2022.txt;"The accuracy and consistency of mastery for each content domain using the Rasch and deterministic inputs, noisy ""and"" gate diagnostic classification models: a simulation study and a real-world analysis using data from the Korean Medical Licensing Examinat";;1975-5937;;JOURNAL OF EDUCATIONAL EVALUATION FOR HEALTH PROFESSIONS;18;;0;0;JUL;2021;English;Article;;;;;0;16;8;"Purpose: Diagnostic classification models (DCMs) were developed to identify the mastery or non-mastery of the attributes required for solving test items, but their application has been limited to very low-level attributes, and the accuracy and consistency of high-level attributes using DCMs have rarely been reported compared with classical test theory (CTT) and item response theory models. This paper compared the accuracy of high-level attribute mastery between deterministic inputs, noisy ""and"" gate (DINA) and Rasch models, along with sub-scores based on CTT. Methods: First, a simulation study explored the effects of attribute length (number of items per attribute) and the correlations among attributes with respect to the accuracy of mastery. Second, a real-data study examined model and item fit and investigated the consistency of mastery for each attribute among the 3 models using the 2017 Korean Medical Licensing Examination with 360 items. Results: Accuracy of mastery increased with a higher number of items measuring each attribute across all conditions. The DINA model was more accurate than the CTT and Rasch models for attributes with high correlations (>0.5) and few items. In the real-data analysis, the DINA and Rasch models generally showed better item fits and appropriate model fit. The consistency of mastery between the Rasch and DINA models ranged from 0.541 to 0.633 and the correlations of person attribute scores between the Rasch and DINA models ranged from 0.579 to 0.786. Conclusion: Although all 3 models provide a mastery decision for each examinee, the individual mastery profile using the DINA model provides more accurate decisions for attributes with high correlations than the CTT and Rasch models. The DINA model can also be directly applied to tests with complex structures, unlike the CTT and Rasch models, and it provides different diagnostic information from the CTT and Rasch models.";UY9WP;WOS:000701865600002;;;"Seo, DG (corresponding author), Hallym Univ, Dept Psychol, Coll Social Sci, Chunchon, South Korea.; Seo, DG (corresponding author), Hallym Univ, Hallym Appl Psychol Inst, Coll Social Sci, Chunchon, South Korea.";ISI;34225413;;;;;;Education, Scientific Disciplines;;;;;Education, Scientific Disciplines WE Emerging Sources Citation Index (ESCI);;;10.3352/jeehp.2021.18.15;Education & Educational Research;;;;;;;;"Ministry of Education of the Republic of Korea; National Research   Foundation of Korea [NRF-2018S1A5A2A03030006]";This work was supported by the Ministry of Education of the Republic of   Korea and the National Research Foundation of Korea   (NRF-2018S1A5A2A03030006).;;;;;;;;Green Published, gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;1;2;;;;;;;;;
61;Educadata Datos asociados 2018-2022.txt;Using the Intended-Enacted- Experienced Curriculum Model to Map the Vision and Change Core Competencies in Undergraduate Biology Programs and Courses;;1931-7913;;CBE-LIFE SCIENCES EDUCATION;21;1;0;0;MAR;2022;English;Article;;;;;3;65;18;"One critical step in the challenging process of curricular reform is determining how closely a curriculum aligns with national recommendations. Here, we examine the alignment of teaching, assessment, and student experience in undergraduate biology courses with the Vision and Change core competency recommendations. We applied the intended- enacted-experienced curriculum model to obtain a more complete, multiperspective view of the curriculum. First, we developed and piloted the BioSkills Curriculum Survey with more than 100 biology instructors across five institutions. Using multilevel logistic regression modeling of the survey data, we found that instructors were equally likely to report teaching all competencies; however, they reported assessing some competencies more than others. After adding course characteristics to our model, we found that the likelihood of teaching certain competencies depended on course type. Next, we analyzed class materials and student perceptions of instruction in 10 biology courses in one department. Within this smaller sample, we found that instructors messaged a narrower range of competency learning outcomes on their syllabi than they reported teaching on the survey. Finally, modeling revealed that inclusion of an outcome on assessments, but not syllabi, increased the likelihood that students and their instructor agreed whether it was taught.";XW7FE;WOS:000735779400002;;;Clemmons, AW (corresponding author), Codon Learning, Golden, CO 80401 USA.;ISI;34941362;;;;;;Education, Scientific Disciplines;;;;;"Education, Scientific Disciplines WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)";;;10.1187/cbe.21-02-0054;Education & Educational Research;;;;;;;;National Science Foundation [DUE 1710772];This project was funded by the National Science Foundation (DUE   1710772). We thank Jerry Timbrook and the University of Washington (UW)   Department of Biology Undergraduate Program Committee for constructive   conversations about the initial drafting of the curriculum mapping   survey. Thank you to Sara Brownell, Jenny McFarland, Erika Offerdahl,   and the UW Biology Education Research Group for their continued feedback   and assistance throughout this project. We thank Robin Altman, Alex   Doetsch, Kelly McDonald, Heather McGray, and Mark Mort for coordinating   the pilot survey administration. We thank instructors in the California   State University Sacramento Department of Biological Sciences, the   College of Southern Idaho Biology Program, the San Diego City College   Life Sciences Department, the University of Kansas Undergraduate Biology   Program, the UW Department of Biology, and the Western Washington   University Biology Department for completing various versions of the   curriculum survey. We thank Sara Brownell, Erika Offerdahl, Emily Scott,   and anonymous reviewers for constructive feedback that greatly improved   the article.;;;;;;;;gold, Green Published;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;3;2;13;;;;;;;;;
62;Educadata Datos asociados 2018-2022.txt;Implementing Version Control With Git and GitHub as a Learning Objective in Statistics and Data Science Courses;;2693-9169;2693-9169;JOURNAL OF STATISTICS AND DATA SCIENCE EDUCATION;29;;S132;S144;JAN;2021;English;Article;;1;SI;;7;28;13;A version control system records changes to a file or set of files over time so that changes can be tracked and specific versions of a file can be recalled later. As such, it is an essential element of a reproducible workflow that deserves due consideration among the learning objectives of statistics courses. This article describes experiences and implementation decisions of four contributing faculty who are teaching different courses at a variety of institutions. Each of these faculty has set version control as a learning objective and successfully integrated one such system (Git) into one or more statistics courses. The various approaches described in the article span different implementation strategies to suit student background, course type, software choices, and assessment practices. By presenting a wide range of approaches to teaching Git, the article aims to serve as a resource for statistics and data science instructors teaching courses at any level within an undergraduate or graduate curriculum.;SJ4NK;WOS:000655510200002;;;Horton, NJ (corresponding author), Amherst Coll, Dept Math & Stat, POB 5000,AC 2239, Amherst, MA 01002 USA.;ISI;;;;;;;Education, Scientific Disciplines;;;;;Education, Scientific Disciplines WE Emerging Sources Citation Index (ESCI);;;10.1080/10691898.2020.1848485;Education & Educational Research;;;;;;;;;;;;;;;;;Green Submitted, gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;7;1;6;;;;;;;;;
63;Educadata Datos asociados 2018-2022.txt;Tools and Recommendations for Reproducible Teaching;;2693-9169;2693-9169;JOURNAL OF STATISTICS AND DATA SCIENCE EDUCATION;30;3;251;260;NOV;2022;English;Article;;;;;0;57;10;It is recommended that teacher-scholars of data science adopt reproducible workflows in their research as scholars and teach reproducible workflows to their students. In this article, we propose a third dimension to reproducibility practices and recommend that regardless of whether they teach reproducibility in their courses or not, data science instructors adopt reproducible workflows for their own teaching. We consider computational reproducibility, documentation, and openness as three pillars of reproducible teaching framework. We share tools, examples, and recommendations for the three pillars.;6M4JW;WOS:000883309300001;;;Dogucu, M (corresponding author), UCL, Dept Stat Sci, London, England.;ISI;;;;;;;Education, Scientific Disciplines;;;;;Education, Scientific Disciplines WE Emerging Sources Citation Index (ESCI);;;10.1080/26939169.2022.2138645;Education & Educational Research;;;;;;;;;;;;;;;;;gold, Green Published, Green Submitted;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;NOV;2022;;0;2;2;;;;;;;;;
64;Educadata Datos asociados 2018-2022.txt;Opinionated Practices for Teaching Reproducibility: Motivation, Guided Instruction and Practice;;2693-9169;2693-9169;JOURNAL OF STATISTICS AND DATA SCIENCE EDUCATION;30;3;241;250;NOV;2022;English;Article;;;;;2;47;10;In the data science courses at the University of British Columbia, we define data science as the study, development and practice of reproducible and auditable processes to obtain insight from data. While reproducibility is core to our definition, most data science learners enter the field with other aspects of data science in mind, for example predictive modeling, which is often one of the most interesting topics to novices. This fact, along with the highly technical nature of the industry standard reproducibility tools currently employed in data science, present out-of-the gate challenges in teaching reproducibility in the data science classroom. Put simply, students are not as intrinsically motivated to learn this topic, and it is not an easy one for them to learn. What can a data science educator do? Over several iterations of teaching courses focused on reproducible data science tools and workflows, we have found that providing extra motivation, guided instruction and lots of practice are key to effectively teaching this challenging, yet important subject. Here we present examples of how we motivate, guide, and provide ample practice opportunities to data science students to effectively engage them in learning about this topic.;6M4JW;WOS:000815543000001;;;Timbers, T (corresponding author), Univ British Columbia, Dept Stat, Vancouver, BC, Canada.;ISI;;;;;;;Education, Scientific Disciplines;;;;;Education, Scientific Disciplines WE Emerging Sources Citation Index (ESCI);;;10.1080/26939169.2022.2074922;Education & Educational Research;;;;;;;;;;;;;;;;;Green Submitted, gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUN;2022;;2;3;3;;;;;;;;;
65;Educadata Datos asociados 2018-2022.txt;A Journey from Wild to Textbook Data to Reproducibly Refresh the Wages Data from the National Longitudinal Survey of Youth Database;;2693-9169;2693-9169;JOURNAL OF STATISTICS AND DATA SCIENCE EDUCATION;30;3;289;303;NOV;2022;English;Article;;;;;0;35;15;Textbook data is essential for teaching statistics and data science methods because it is clean, allowing the instructor to focus on methodology. Ideally textbook datasets are refreshed regularly, especially when they are subsets taken from an ongoing data collection. It is also important to use contemporary data for teaching, to imbue the sense that the methodology is relevant today. This article describes the trials and tribulations of refreshing a textbook dataset on wages, extracted from the National Longitudinal Survey of Youth (NLSY79) in the early 1990s. The data is useful for teaching modeling and exploratory analysis of longitudinal data. Subsets of NLSY79, including the wages data, can be found in supplementary materials from numerous textbooks and research articles. The NLSY79 database has been continually updated through to 2018, so new records are available. Here we describe our journey to refresh the wages data, and document the process so that the data can be regularly updated into the future. Our journey was difficult because the steps and decisions taken to get from the raw data to the wages textbook subset have not been clearly articulated. We have been diligent to provide a reproducible workflow for others to follow, which also hopefully inspires more attempts at refreshing data for teaching. Three new datasets and the code to produce them are provided in the open source R package called yowie. Supplementary materials for this article are available online.;6M4JW;WOS:000830447700001;;;Amaliah, D (corresponding author), Monash Univ, Dept Econometr & Business Stat, Clayton, Vic, Australia.;ISI;;;;;;;Education, Scientific Disciplines;;;;;Education, Scientific Disciplines WE Emerging Sources Citation Index (ESCI);;;10.1080/26939169.2022.2094300;Education & Educational Research;;;;;;;;;;;;;;;;;Green Submitted;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUL;2022;;0;3;3;;;;;;;;;
66;Educadata Datos asociados 2018-2022.txt;Effects of using a cognitive aid on content and feasibility of debriefings of simulated emergencies;;2366-5017;;GMS JOURNAL FOR MEDICAL EDUCATION;38;5;0;0;;2021;English;Article;;;;;1;43;8;"Background: Adverse events in patient care are often caused by failures in teamwork. Simulation training and its debriefing can contribute to improving teamwork and thus patient care. When conducting debriefings, there are several design factors that can potentially influence learning outcomes. This study examines the use of a cognitive aid to help structure the content of debriefings and compares it with debriefings that are merely roughly structured. In addition, the feasibility of the debriefing, the satisfaction of the participants and their teamwork during the training are investigated. Methods: In a simulated night shift, seven teams of four to five medical students (n=32) took part in six cases that simulated common situations in an emergency medicine environment and received a debriefing on their teamwork after each case, either in the intervention condition with the help of the TeamTAG tool - a cognitive aid focusing on selected teamwork principles from Crisis Resource Management (CRM) - or in the control condition without it. The facilitators noted the topics of the debriefings and rated their experience of conducting them; the participants indicated their satisfaction with the debriefings, as well as their assessment of the importance of CRM principles. In addition, the quality of teamwork was assessed using the Team Emergency Assessment Measure (TEAM). Results: The analysis showed no difference in the number of teamwork principles discussed between the control and intervention conditions, but topics were repeated more frequently in the control group. The TeamTAG guideline was focused on and implemented by the tutors, who discussed the CRM principles included in the TeamTAG more consistently than in the control condition. The tutors in both conditions were satisfied with the implementation, and the use of TeamTAG facilitated time management. There were no differences in participants´ satisfaction, their assessment of the importance of the teamwork principles, or the quality of teamwork between conditions. Conclusion: The use of a cognitive aid can help to direct the focus on certain topics or learning objectives and facilitate time management through pre-structuring; however, a difference in learning outcomes (in terms of the quality of teamwork) could not be identified. Besides the influence of a certain structure or script, a strong influence from the individual guiding the debriefing is likely.";SS6YX;WOS:000661902400003;;;"Freytag, J (corresponding author), Charite, Berlin, Germany.; Freytag, J (corresponding author), Free Univ Berlin, Berlin, Germany.; Freytag, J (corresponding author), Humboldt Univ, Simulated Patient Programme, Berlin, Germany.";ISI;34286075;;;;;;Education, Scientific Disciplines;;;;;Education, Scientific Disciplines WE Emerging Sources Citation Index (ESCI);;;10.3205/zma001491;Education & Educational Research;;;;;;;;"Quality Pact for Teaching from the German Federal Ministry of Education   and Research (BMBF) [01PL16036]; Swiss National Science Foundation;   Mundipharma Research UK; Marie Sklodowska-Curie funding through Horizon   2020, an EU Framework Program for Res";"No specific funding was available for this study. JF was partially   funded by the Quality Pact for Teaching from the German Federal Ministry   of Education and Research (BMBF) (grant number: 01PL16036). WEH received   research funding from the Swiss National Science Foundation and   Mundipharma Research UK, as well as honoraria for consulting services   from the AO Foundation Zurich. Ineach case, there was no connection to   the present study. JEK received a Marie Sklodowska-Curie funding through   Horizon 2020, an EU Framework Program for Research and Innovation (grant   no. 894536, project ""TeamUp"").";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;1;0;4;;;;;;;;;
67;Educadata Datos asociados 2018-2022.txt;Statistical Skills Gaps of Professors of Education at US Universities and HBCUs;;2693-9169;2693-9169;JOURNAL OF STATISTICS AND DATA SCIENCE EDUCATION;30;1;45;53;JAN;2022;English;Article;;;;;0;36;9;This study aims to identify some perceived gaps in a selection of statistical skills and software abilities of professors of education in United States colleges and universities. In addition to a general U. S. sample, a sample of education professors in Historically Black Colleges and Universities (HBCUs) was examined in order to understand their unique needs. Results showed that many professors from both samples felt they were weak in their abilities with more advanced statistical methods such as structural equation modeling and propensity score matching. Professors of education at HBCUs, however, had significant perceived skill-need methodology gaps in most of the methodologies evaluated. The general U.S. sample indicated a skill-need gap with statistical software packages such as R, and the HBCU sample indicated a skill-need gap with all five software packages evaluated (Excel, SPSS, SAS, Stata, and R). Affordable training workshops addressing the greatest areas of perceived need should be helpful in reducing this skill-need gap.;ZX9FU;WOS:000766471800001;;;Everson, KC (corresponding author), Western Kentucky Univ, Educ Adm Leadership & Res Dept, 1906 Coll Hts Blvd 41031, Bowling Green, KY 42101 USA.;ISI;;;;;;;Education, Scientific Disciplines;;;;;Education, Scientific Disciplines WE Emerging Sources Citation Index (ESCI);;;10.1080/26939169.2022.2034488;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAR;2022;;0;2;3;;;;;;;;;
68;Educadata Datos asociados 2018-2022.txt;What factors motivate male and female Generation Z students to become engaged as peer teachers? A mixed-method study among medical and dental students in the gross anatomy course;;1935-9772;1935-9780;ANATOMICAL SCIENCES EDUCATION;15;4;650;662;JUL;2022;English;Article;;;;;0;77;13;Peer-teaching is widely established in anatomy teaching and offers well-described advantages. Nevertheless, at Ulm University, Germany, a reduction in the number of peer teacher applicants for the dissection course was observed. This study examined factors related to the attractiveness of a position as a peer teacher for Generation Z students. Participants of the gross anatomy course were asked to evaluate factors influencing the attractiveness of a peer teacher position using a six-point Likert scale. Additionally, open-ended questions were analyzed qualitatively. Sex-specific subgroup analysis was performed comparing students of low and high motivation to apply for a tutorship. Of the 374 students who participated in this study (response rate 53%), 38% stated that they were intending to apply as peer teachers. Data indicated that students displayed intrinsic motivation to apply for a tutorship because of the opportunity to improve their anatomy knowledge and/or their pleasure in teaching. In contrast, extrinsic factors like remuneration of the tutorship and its relevance for their curriculum vitae were least important. Anatomy educators underestimated the demotivating factor of the workload associated with the tutorship and encouraged students less frequently to apply than peer teachers. Only minor sex-specific differences could be identified. Nevertheless, female students were encouraged less frequently to apply than their male peers. In summary, Generation Z students apply as peer teachers because they are enthusiastic about the task. To motivate students to commit to extracurricular activities like a tutorship, anatomy educators should actively encourage students-particularly females-more frequently to apply.;3D9CI;WOS:000710475500001;;;Bockers, A (corresponding author), Ulm Univ, Med Fac, Inst Anat & Cell Biol, Albert Einstein Allee 11, D-89081 Ulm, Germany.;ISI;34164936;;;;;;Education, Scientific Disciplines;;;;;Education, Scientific Disciplines WE Science Citation Index Expanded (SCI-EXPANDED);;;10.1002/ase.2114;Education & Educational Research;;;;;;;;Medical Faculty, Ulm University;"This study was financially supported by a research grant to D.A.C. M.   provided by the ""AG Lehrforschung"" (Committee on Medical Educational   Research) of the Medical Faculty, Ulm University";;;;;;;;hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;OCT;2021;;0;3;5;;;;;;;;;
69;Educadata Datos asociados 2018-2022.txt;Using an E-learning activity to enhance student nurses´ understanding of cognitive impairment;;0260-6917;1532-2793;NURSE EDUCATION TODAY;108;;0;0;JAN;2022;English;Article;;;;;2;45;7;Background: Nurses often lack the knowledge and expertise to work with older people with cognitive impairment, which includes dementia, delirium and depression. This is due in part to deficits in their basic nursing education related to older people and managing the care needs of people with cognitive impairment. We developed an elearning activity to facilitate student nurses´ knowledge of cognitive impairment. Objectives: To test if the e-learning activity could improve student nurses´ knowledge of cognitive impairment and whether they would find the style of learning beneficial. Design: A quasi-experimental pre-post-test design was used to test if the cognitive impairment e-learning activity could improve student nurses´ knowledge about assessing and managing the needs of older people who are experiencing cognitive impairment. A 12-item true/false quiz was completed by participants. Settings: One large Western Canadian university. Participants: Second year nursing students in the four-year baccalaureate degree program, second year nursing students in the bilingual four-year baccalaureate degree program, and first year nursing students in the two-year after-degree nursing program were invited to participate. Data from 166 students were included in the analysis (n = 166). Results: Based on the results of a paired t-test (p < 0.001 and an average score increase of 1.12 out of nine), we conclude that students´ knowledge about cognitive impairment in older people increased following the e-learning activity. Students also offered qualitative feedback that identified the activity as both helpful and as an enjoyable way to learn and provided suggestions for improvement. Conclusions: This e-learning activity was effective in helping students learn about how to work with older people experiencing cognitive impairment. This mode of learning might be useful for other difficult-to-teach content areas.;XG7HN;WOS:000724919500008;;;Kalogirou, MR (corresponding author), Univ Alberta, Fac Nursing, Edmonton, AB T69 1C9, Canada.;ISI;34678668;;;;;;Education, Scientific Disciplines;;;;;"Education, Scientific Disciplines; Nursing WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)";;;10.1016/j.nedt.2021.105167;"Education & Educational Research; Nursing";;;;;;;;McCalla Teaching Professorship Award;Funding was obtained through the McCalla Teaching Professorship Award.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;2;2;5;;;;;;;;;
70;Educadata Datos asociados 2018-2022.txt;Attitudes and knowledge in blood donation among nursing students: A cross-sectional study in Spain and Portugal;;0260-6917;1532-2793;NURSE EDUCATION TODAY;106;;0;0;NOV;2021;English;Article;;;;;1;38;7;"Background: Blood donors are key in meeting the ever-increasing blood requirements worldwide. The Spanish and Portuguese donation systems are based on altruism and voluntariness. However, nursing students may not be fully aware of the importance of this social responsibility and their professional skills in this field. Objectives: This study aimed to identify differences regarding attitudes towards and knowledge about blood donation among Spanish and Portuguese undergraduate Nursing students (1st to 8th semester), as well as to analyse how different variables account for them. Design: A multicentre cross-sectional study was carried out. Participants/settings: The participants of the study were 1038 nursing students from four Schools of Nursing in two countries, Spain and Portugal. Methods: The web-based CADS-19 questionnaire to measure attitudes and knowledge was used during the academic years 2018-2019 and 2019-2020. Additionally, sociodemographic data were collected. Results: The mean knowledge score was 3.079 out of 10 (SD = 1.429). The level of knowledge differed significantly by gender, where females scored higher, along with older students and previous donors. The highest mean attitude score corresponded to the ""external incentives"" dimension, significant differences were found between countries. In barriers and incentives, some differences were found depending on gender or sexual orientation, among others, with slightly better attitudes in Spanish participants. Conclusions: The level of knowledge was lower than expected, considering participants were nursing students. The attitude´s comparative analysis between both countries showed significant differences, especially in the pretext dimension. As for greater donation rates found in Spanish students, nurse-led international partnerships could be designed to enhance health literacy and sensitivity among nursing undergraduates. Interventions should focus on specific theoretical and practical training programs and educative actions should contribute to a greater awareness, motivation, and sensitise students to blood donation.";UR7NW;WOS:000696932300008;;;Rodriguez-Gonzalez, R (corresponding author), Univ Santiago de Compostela, Fac Nursing, Ave Xoan XXIII S-N,Campus Norte, Santiago De Compostela 15782, Spain.;ISI;34450456;;;;;;Education, Scientific Disciplines;;;;;"Education, Scientific Disciplines; Nursing WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)";;;10.1016/j.nedt.2021.105100;"Education & Educational Research; Nursing";;;;;;;;;;;;;;;;;hybrid, Green Published;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;1;1;8;;;;;;;;;
73;Educadata Datos asociados 2018-2022.txt;Computer-Based Activity to Engage Students in Exploring Biodiversity Decline & Extinction;;0002-7685;1938-4211;AMERICAN BIOLOGY TEACHER;84;2;82;87;FEB;2022;English;Article;;;;;0;16;6;Understanding the main causes of biodiversity decline is an essential part of the syllabus of any university-level course in conservation biology. A novel computer-based activity is described for introducing students to using the International Union for Conservation of Nature (IUCN) Red List database. The specific objectives of this activity are (1) to understand the main causes that threaten species worldwide and, if these causes differ, to try to elucidate the underlying processes that might be responsible for these differences in a given country and (2) to train students how to use digital biological data platforms, such as the IUCN Red List, and how to analyze and interpret biological data. To achieve these goals, students must obtain information from the IUCN Red List to assess why species are threatened globally and in a given country. Based on the total number of threatened species, students calculate the percentage of species affected by each threat within each Red List category and for all categories combined both globally and at the national level. The activity ends with a discussion in the classroom where the students are expected to share their interpretations about the main causes that threaten biodiversity at different scales of analysis and the applications of their findings in a conservation context. The activity is expected to increase the awareness of students regarding environmental issues and to develop different key competencies and basic skills as learning outcomes, including expertise in biological diagnosis, information management, and using the internet as an information source.;ZE8ME;WOS:000759131400005;;;Cayuela, L (corresponding author), Univ Rey Juan Carlos, Madrid, Spain.;ISI;;;;;;;Education, Scientific Disciplines;;;;;"Biology; Education, Scientific Disciplines WE Science Citation Index Expanded (SCI-EXPANDED)";;;10.1525/abt.2022.84.2.82;"Life Sciences & Biomedicine - Other Topics; Education & Educational Research";;;;;;;;"Innovative Teaching Research Group for Active Learning in Biology   (GID-MAsBio) at Universidad Rey Juan Carlos;  [PID2019-105064GB-I00]";I thank Marcos Mendez, Jose Maria Iriondo, and an anonymous reviewer for   their useful comments and suggestions regarding the manuscript. Duncan   E. Jackson conducted English-language editing of the paper. This study   was supported by the Innovative Teaching Research Group for Active   Learning in Biology (GID-MAsBio) at Universidad Rey Juan Carlos, and it   was partially funded by project PID2019-105064GB-I00.;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;3;5;;;;;;;;;
74;Educadata Datos asociados 2018-2022.txt;Cats Teach Stats: An Interactive Module to Help Reduce Anxiety When Learning Statistics in Biology;;0002-7685;1938-4211;AMERICAN BIOLOGY TEACHER;83;8;542;544;OCT;2021;English;Article;;;;;1;14;3;Tools that teach quantitative skills and foster positive student attitudes toward these skills are important in biology curricula. Math and statistics anxiety is common and can interfere with student learning in biology courses. We describe a new framework for alleviating this anxiety. In our module, students watch a cute internet cat video, which inspires them to ask scientific questions about animal behavior and collect, analyze, and interpret data. We developed two freely available interactive tools to implement our module. We successfully implemented these tools with undergraduate students at two institutions. Based on this experience, we provide ideas for extension along with assessment.;WM3VH;WOS:000711015800009;;;Yang, S (corresponding author), SUNY Coll Geneseo, Biol, Geneseo, NY 14454 USA.;ISI;;;;;;;Education, Scientific Disciplines;;;;;"Biology; Education, Scientific Disciplines WE Science Citation Index Expanded (SCI-EXPANDED)";;;10.1525/abt.2021.83.8.542;"Life Sciences & Biomedicine - Other Topics; Education & Educational Research";;;;;;;;"SUNY Geneseo; CSU East Bay; CSU San Marcos";Thanks to QUBES and BioQUEST for facilitating our collaboration, and to   our respective institutions (SUNY Geneseo, CSU East Bay, CSU San Marcos)   for support of this work. Thanks to Drew LaMar for the helpful revisions   of our shiny app and implementing swirl lessons in QUBESHub, and to the   students who participated in piloting our module at CSUSM and SUNY   Geneseo. All authors contributed equally.;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;1;3;7;;;;;;;;;
75;Educadata Datos asociados 2018-2022.txt;Predicting nursing baccalaureate program graduates using machine learning models: A quantitative research study*;;0260-6917;1532-2793;NURSE EDUCATION TODAY;99;;0;0;APR;2021;English;Article;;;;;5;31;9;Background: Despite powerful efforts to maximize nursing school enrollment, schools and colleges of nursing are faced with high rates of attrition and low rates of completion. Early identification of at-risk students and the factors associated with graduation outcomes are the main foci for the studies that have addressed attrition and completion rates in nursing programs. Machine learning has been shown to perform better in prediction tasks than traditional statistical methods. Objectives: The purpose of this study was to identify adequate models that predict, early in a students career, if an undergraduate nursing student will graduate within six college years. In addition, factors related to successful graduation were to be identified using several of the algorithms. Design: Predictions were made at five time points: the beginning of the first, second, third, fourth years, and the end of the sixth year. Fourteen scenarios were built for each machine learning algorithm through the combinations of different variable sections and time points. Settings: College of Nursing in a private university in an urban Midwest city, USA. Participants: Seven hundred and seventy-three full time, first time, and degree-seeking students who enrolled from 2004 through 2012 in a traditional 4-year baccalaureate nursing program. Methods: Eight popular machine learning algorithms were chosen for model construction and comparison. In addition, a stacked ensemble method was introduced in the study to boost the accuracy and reduce the variance of prediction. Results: Using one year of college academic performance, the graduation outcome can be correctly predicted for over 80% of the students. The prediction accuracy can reach 90% after the second college year and 99% after the third year. Among all the variables, cumulative grade points average (GPA) and nursing course GPA are the most influential factors for predicting graduation. Conclusions: This study provides a potential mode of data-based tracking system for nursing students during their entire baccalaureate program. This tracking system can serve a large number of students automatically to provide customized evaluation on the dropout risk students and enhance the ability of a school or college to more strategically design school-based prevention and interventional services.;RF6MV;WOS:000634957300026;;;Hannaford, L (corresponding author), Creighton Univ, Coll Nursing, 2500 Calif Plaza, Omaha, NE 68178 USA.;ISI;33578003;;;;;;Education, Scientific Disciplines;;;;;"Education, Scientific Disciplines; Nursing WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)";;;10.1016/j.nedt.2021.104784;"Education & Educational Research; Nursing";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;5;4;19;;;;;;;;;
79;Educadata Datos asociados 2018-2022.txt;Social participation in the context of inclusive education: primary school students´ friendship networks from students´ and teachers´ perspectives;;0885-6257;1469-591X;EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION;37;5;834;849;SEP;2022;English;Article;;;;;5;47;16;Having friends influences students´ academic, socio-emotional as well as health development. Especially, students with special educational needs (SEN) are at a high risk to belong to the subgroup of students without friends in class. Within a sequential explanatory design, two study phases have been implemented in the present study. In phase 1, a sociometric network analysis of 449 students from 25 inclusive primary school classes (4(th) grade, age = 9-11 years) were examined at t1. To assess students´ friendships, sociometric nominations of the students´ top five friends have been used. Results showed that the agreement of students´ and teachers´ rating varies strongly across classes (r = .18 - .71). In phase 2, interview data from a subsample (a sub-sample selected from phase 1) comprising teachers (n = 2) and students (n = 15) was qualitatively analysed. The evaluation of teachers´ interviews identified three explanations for missing accuracy in the sociometric networks. From students´ interviews, six subcategories describing friendship were found.;5J2UG;WOS:000679578400001;;;"Schwab, S (corresponding author), Univ Vienna, Ctr Teacher Educ, Vienna, Austria.; Schwab, S (corresponding author), North West Univ, Optentia Res Programme, Vanderbijlpark, South Africa.";ISI;;;;;;;Education, Special;;;;;Education, Special WE Social Science Citation Index (SSCI);;;10.1080/08856257.2021.1961194;Education & Educational Research;;;;;;;;Deutsche Forschungsgemeinschaft (DFG), a self-governing organization for   science and research in Germany [393078153];The data of the current study is part of the research project SISI,   funded by the Deutsche Forschungsgemeinschaft (DFG), a self-governing   organization for science and research in Germany (funding number:   393078153).;;;;;;;;Green Published, hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;AUG;2021;;5;2;12;;;;;;;;;
80;Educadata Datos asociados 2018-2022.txt;´THE GC MS PROFILES PLUMARIA PUDICA LEAF EXTRACTS´;;1308-5581;;INTERNATIONAL JOURNAL OF EARLY CHILDHOOD SPECIAL EDUCATION;14;5;130;142;;2022;English;Article;;;;;0;8;13;Plumaria pudicawhich is a garden plant belonging to family, Apocynaceae is also known as bridal bouquet and White Frangipani.This plant was collected from herbal garden at Chennai, Tamil Nadu India. The ethyl acetate and n-Hexane extracts of the leaves this plant was subjected to GC MS study following standard protocols. It was observed that some very important molecules such as Methyl 11,12-tetradecadienoate, Methyl N-(N-benzyloxycarbonyl-beta-l- , aspartyl)-beta-d- glucosaminide, 9-Octadecenoic acid, (2-phenyl-1,3-dioxolan-4-yl)methyl ester, trans-, trans-3,4,5-Trimethoxy-.beta.-methyl.beta.-nitrostyrene, 2,4,6-Trimethylmandelic acid, 1-Heptatriacotanol and p-Xylenolphthalein in ethyl acetate extract and Strychane, 1-acetyl-20.alpha.-hydroxy-16-methylene-, trans-3,4,5-Trimethoxy-.beta.-methyl-.beta.-nitrostyrene, Ethyl isoallocholate, 7-Methyl-Z-tetradecen-1-ol acetate, 1-Heptatriacotanol and p-Xylenolphthalein in n-Hexane extract. These molecules have far reaching medicinal roles which correspond to the reports of its medicinal values of Plumaria pudica.;3K5US;WOS:000834141500011;;;Sharmila, D (corresponding author), BIHER, Dept Biotechnol, Chennai, Tamil Nadu, India.;ISI;;;;;;;Education, Special;;;;;Education, Special WE Emerging Sources Citation Index (ESCI);;;10.9756/INTJECSE/V14I5.10;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;1;1;;;;;;;;;
81;Educadata Datos asociados 2018-2022.txt;Using Partial Transfer Learning To Improve Detection Children And Elderly Pedestrians;;1308-5581;;INTERNATIONAL JOURNAL OF EARLY CHILDHOOD SPECIAL EDUCATION;14;05;4563;4570;;2022;English;Article;;;;;0;21;8;The Children and elderly are among the most vulnerable to accidents, in computer vision detection applications, they can be detected distinctly to avoid collision with them. In this case, the role of pre-trained algorithms come in to achieve this goal in real time, and in our work the most general detection algorithms were compared, and transfer-learning techniques were studied and applied to train the detection model, we got distinct results in detection that reached 0.81 mAP in real time, using the Yolov5 model.;3K4WL;WOS:000834077800012;;;Sukkar, M (corresponding author), Marwadi Univ, Comp Engn, Rajkot, Gujarat, India.;ISI;;;;;;;Education, Special;;;;;Education, Special WE Emerging Sources Citation Index (ESCI);;;10.9756/INTJECSE/V14I5.548;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;3;3;;;;;;;;;
83;Educadata Datos asociados 2018-2022.txt;Veterinary Forensics, Animal Welfare and Animal Abuse: Perceptions and Knowledge of Brazilian and Colombian Veterinary Students;;0748-321X;1943-7218;JOURNAL OF VETERINARY MEDICAL EDUCATION;48;6;640;648;DEC;2021;English;Article;;;;;2;48;9;Veterinarians have a fundamental role to play in the detection of animal abuse and domestic violence cases.Therefore, it is essential that veterinary colleges provide appropriate training in animal welfare and veterinary forensics.The aim of this article is to characterize the perception and knowledge of veterinary students about training in veterinary forensics, animal welfare and the association between animal abuse and human violence.An online survey was made available to veterinary students at 227 veterinary colleges in Brazil and 22 in Colombia.The Chi-square test of independence was performed to compare responses of Brazilian and Colombian students for categorical survey items. Most of the surveyed students indicated that their college offered animal welfare training. However, only 21.8% (47/216) of the Colombian and 43.1% (216/523) of the Brazilian students mentioned that their veterinary colleges offered veterinary forensics training.Deficits in training in identification of non-accidental traumas, reporting of animal abuse and awareness of the association between interpersonal violence and animal abuse were identified in both countries. Despite this, more than 90% of students were aware of the relationship between these two crimes and in the importance of receiving compulsory training in animal abuse and veterinary forensics. Likewise, most of the respondents recognized that animal abuse includes both physical and mental abuse. The results highlight the need to improve education in animal welfare, animal abuse, human violence and veterinary forensics in veterinary colleges in Brazil and Colombia.;XO2SI;WOS:000730040200004;;;"Monsalve, S (corresponding author), Fdn Univ Agr Colombia, Dept Vet Med, Calle 170 54a-10, Bogota, Colombia.; Monsalve, S (corresponding author), Fdn Univ San Martin, Fac Vet Med & Anim Sci, Carrera 19 80-56, Bogota, Colombia.";ISI;33226910;;;;;;Education, Scientific Disciplines;;;;;"Education, Scientific Disciplines; Veterinary Sciences WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)";;;10.3138/jvme-2019-0138;"Education & Educational Research; Veterinary Sciences";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;2;0;5;;;;;;;;;
84;Educadata Datos asociados 2018-2022.txt;THE GC MS STUDY OF ONE AYURVEDIC MEDICINE, SUKUMARAM KASHAYAM;;1308-5581;;INTERNATIONAL JOURNAL OF EARLY CHILDHOOD SPECIAL EDUCATION;14;2;5614;5618;;2022;English;Article;;;;;0;20;5;The present work deals with the GC MS analysis of one Ayurvedic medicine, Sukumaram Kashayam, mainly prescribed for gynaecological ailments. The medicine was procured from standard Ayurvedic medicine vendor at Chennai, and was processed as per protocol before subjecting it to GC MS analysis. Some important biomolecules such as, Benzoic acid, 2, 4, 6-Cycloheptatrien-1-one, 2-hydroxy-, Cyclobutane-1,1-dicarboxamide, N, N´-di-benzoyloxy-, Z-10-Methyl-11-tetradecen-1-ol propionate, 5, 8, 11, 14-Eicosatetraynoic acid, methyl ester etc. were observed which have direct or indirect roles in curing the uterus related problems. It is concluded that the GC MS indicated some important biomolecules that could support that could support the role of SukumaramKashayam as formulation for Gynaecological ailments.;2Y9JU;WOS:000826204400010;;;Vijayakumar, R (corresponding author), Sree Lakshmi Narayana Med Coll & Res Inst, Dept Physiol, Pondicherry, India.;ISI;;;;;;;Education, Special;;;;;Education, Special WE Emerging Sources Citation Index (ESCI);;;10.9756/INT-JECSE/V14I2.629;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;3;4;;;;;;;;;
85;Educadata Datos asociados 2018-2022.txt;A How-To Guide for Open-Science Practices in Special Education Research;;0741-9325;1538-4756;REMEDIAL AND SPECIAL EDUCATION;43;4;270;280;AUG;2022;English;Article;;;;;10;57;11;Open-science reforms, which aim to increase credibility and access of research, have the potential to benefit the research base in special education, as well as practice and policy informed by that research base. Awareness of open science is increasing among special education researchers. However, relatively few researchers in the field have experience using multiple open-science practices, and few practical guidelines or resources have been tailored to special education researchers to support their exploration and adoption of open science. In this article, we described and provided guidelines and resources for applying five core open-science practices-preregistration, registered reports, data sharing, materials sharing, and open-access publishing-in special education research.;3J7SQ;WOS:000657900400001;;;Cook, BG (corresponding author), Univ Virginia, Charlottesville, VA 22903 USA.;ISI;36052401;;;;;;Education, Special;;;;;Education, Special WE Social Science Citation Index (SSCI);;;10.1177/07419325211019100;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAY;2021;;10;2;8;;;;;;;;;
86;Educadata Datos asociados 2018-2022.txt;Change Over Time in Educational Attainment for Deaf Individuals from 2008-2018;;2379-7762;2328-3343;JOURNAL OF POSTSECONDARY EDUCATION AND DISABILITY;34;3;253;272;;2021;English;Article;;;;;2;83;20;Educational attainment is a crucial contributor to postsecondary achievement for deaf people, as a key component of narrowing employment gaps. Fewer deaf people complete high school and postsecondary education than their hearing peers, resulting in severe educational attainment gaps. However, secondary data analyses of the American Community Survey revealed areas of optimism related to the change over time in educational attainment for deaf people from 2008 to 2018. In general, attainment appears to be steadily improving for deaf people, with demonstrated growth in high school, associate, and bachelor´s degree completion. Differences in growth occurred across gender, race, and ethnicity. Educational attainment gaps between deaf and hearing people narrowed over time for high school and associate degree completion, but stayed stable for bachelor´s degree completion. Findings can drive changes in policy and practice that facilitate greater educational attainment for deaf people.;XQ5CK;WOS:000731562700010;;;Garberoglio, CL (corresponding author), Univ Texas Austin, Natl Deaf Ctr Postsecondary Outcomes, Austin, TX 78712 USA.;ISI;;;;;;;Education, Special;;;;;Education, Special WE Emerging Sources Citation Index (ESCI);;;;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;2;0;0;;;;;;;;;
92;Educadata Datos asociados 2018-2022.txt;Teaching Outbreak Investigations with an Interactive Blended Learning Approach;;0748-321X;1943-7218;JOURNAL OF VETERINARY MEDICAL EDUCATION;49;3;312;322;JUN;2022;English;Article;;;;;2;39;11;Public health is a central but often neglected component of veterinary education. German veterinary public health (VPH) education includes substantial theory-focused lectures, but practical case studies are often missing. To change this, we combined the advantages of case-based teaching and blended learning to teach these topics in a more practical and interactive way. Blended learning describes the combination of online and classroom-based teaching. With it, we created an interdisciplinary module for outbreak investigations and zoonoses, based on the epidemiology, food safety, and microbiology disciplines. We implemented this module within the veterinary curriculum of the seventh semester (in the clinical phase of the studies). In this study, we investigated the acceptance of this interdisciplinary approach and established a framework for the creation of interactive outbreak investigation cases that can serve as a basis for further cases. Over a period of 3 years, we created three interactive online cases and one interactive in-class case and observed the student-reported evaluation of the blended learning concept and self-assessed learning outcomes. Results show that 80% (75-89) of students evaluated the chosen combination of case-based and blended learning for interdisciplinary teaching positively and therefore accepted it well. Additionally, 76% (70-98) of students evaluated their self-assessed learning outcomes positively. Our results suggest that teaching VPH through interdisciplinary cases in a blended learning approach can increase the quality of teaching VPH topics. Moreover, it provides a framework to incorporate realistic interdisciplinary VPH cases into the curriculum.;1V8YF;WOS:000750120400001;;;Duckwitz, V (corresponding author), Free Univ Berlin, Inst Vet Epidemiol & Biostat, QuerVet Project, Konigsweg 67, D-14163 Berlin, Germany.;ISI;34129432;;;;;;Education, Scientific Disciplines;;;;;"Education, Scientific Disciplines; Veterinary Sciences WE Science Citation Index Expanded (SCI-EXPANDED)";;;10.3138/jvme-2020-0077;"Education & Educational Research; Veterinary Sciences";;;;;;;;"Freie Universitat Berlin e-learning grant [04/2015]; Freie Universitat   Berlin´s Open Access Publication Initiative";The authors hereby acknowledge the initiators and authors of the QuerVet   research grant proposal, Dr. Carolin Deiner and Prof. Jorg Aschenbach.   In addition, we would like to thank Stephan Birk, Lisa Gorisek, Jochen   Dietz, Lara Klitzing, Fabienne Eichler, Leonie Gnewuch, and Carola   Fischer-Tenhagen for their support in the conception of the cases.   Furthermore, we thank all students who participated in our study. The   QuerVet project was funded through Freie Universitat Berlin e-learning   grant 04/2015. We acknowledge support from Freie Universitat Berlin´s   Open Access Publication Initiative. The cases are currently not publicly   available. To get test access, please contact the corresponding author.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUN;2021;;2;2;9;;;;;;;;;
94;Educadata Datos asociados 2018-2022.txt;Formulation and Evaluation of Film Forming Solution of Diphenhydramine Hydrochloride for Transdermal Delivery;;0019-5464;;INDIAN JOURNAL OF PHARMACEUTICAL EDUCATION AND RESEARCH;56;1;43;49;JAN;2022;English;Article;;;;;1;12;7;Aim: The present work intends to formulate and evaluate film forming solution of diphenhydramine. Materials and Methods: Film forming solutions (FFS) for transdermal delivery of Diphenhydramine HCl were prepared using different polymers (hydroxypropyl cellulose, Eudragit L 100, polyvinylpyrollidone K30 and polyvinylpyrollidone K90), PEG 400 as plasticizer and ethyl alcohol as solvent. Results: The film forming solutions were found to display an acceptable drying time ranging from 2 to 5 min. In-vitro release studies indicated percentage drug released by the end of 8 h from FFS of HPC-EF, Eudragit L 100 and PVP K 30 was found to be 41.31 +/- 2.1%, 14.81 +/- 1.2 % and 25.7 +/- 1.9 % respectively. FFS of HPC-EF that readily released drug were considered for further development by incorporating penetration enhancers like azone, isopropyl myristate and oleic acid. Steady state flux of drug across shed snake skin used as a barrier in vertical Franz diffusion cell was found to be 42.27 +/- 3.5 mg/cm(2)/hr, 51.18 +/- 4.9 mg/cm(2)/hr and 57.91 +/- 7.2 mg/cm(2)/hr for FFS containing isopropyl myristate, oleic acid and azone as permeation enhancers respectively. Conclusion: Considering the plasma clearance of the drug and transdermal steady state flux, it can be inferred that FFS containing azone as enhancer needs to be spread across an application area of 0.5 cm2 to elicit a therapeutic response.;2E2EF;WOS:000812043900006;;;Baby, A (corresponding author), KLE Coll Pharm, Dept Pharmaceut, Bangalore 560010, Karnataka, India.;ISI;;;;;;;Education, Scientific Disciplines;;;;;"Education, Scientific Disciplines; Pharmacology & Pharmacy WE Science Citation Index Expanded (SCI-EXPANDED)";;;10.5530/ijper.56.1.6;"Education & Educational Research; Pharmacology & Pharmacy";;;;;;;;;;;;;;;;;hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;1;2;2;;;;;;;;;
96;Educadata Datos asociados 2018-2022.txt;THE GC MS ANALYSIS OF ETHYL ACETATE EXTRACT OF ONE HERBAL PLANT CASSIA ABSUS;;1308-5581;;INTERNATIONAL JOURNAL OF EARLY CHILDHOOD SPECIAL EDUCATION;14;2;5619;5627;;2022;English;Article;;;;;0;28;9;The present study is to understand the types of biomolecules present in the ethyl acetate extract of one herbal plant Cassia absus. Ethnobotanically this plant is used for ailments such as wound healing, eye diseases, skin diseases, irritable bowel syndrome, renal calculi, hypertension etc. The plants are collected from near the paddy fields at Chenagalpattu, Tamil Nadu, India and the ethyl acetate extracts of the whole plant was subjected to GC MS analysis for due processing. Results: The results indicated the presence of many molecules such as Thiocyanic acid, ethyl ester, Cyclopropanecarboxylic acid, 1-amino-, 2-Ethylbutyl (E)-2-methylbut-2-enoate, 4-(2,4-Dimethylcyclohex-3-enyl)but-3-en-2-one, 5,5,8a-Trimethyl-3,5,6,7,8,8a-hexahydro-2H-chromene, 7-Octadecyne, 2-methyl-, n-Hexadecanoic acid, .beta.-D-Mannothiofuranoside, S-n-octyl-, Z-(13,14-Epoxy)tetradec-11-en-1-ol acetate, 1-Heptatriacotanol, .gamma.-Tocopherol, Stigmasterol, .beta.-Amyrin, .beta.-Sitosterol etc. These molecules among others, which have multiple medicinal roles thus indicating this plant as a very important medicinal herb.;2Y9JJ;WOS:000826203300002;;;"Vijayakumar, R (corresponding author), Sree Lakshmi Narayana Med Coll, Dept Physiol, Pondicherry, India.; Vijayakumar, R (corresponding author), Sree Lakshmi Narayana Med Coll, Res Inst, Pondicherry, India.";ISI;;;;;;;Education, Special;;;;;Education, Special WE Emerging Sources Citation Index (ESCI);;;10.9756/INT-JECSE/V14I2.630;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;2;5;;;;;;;;;
98;Educadata Datos asociados 2018-2022.txt;Race to achieving sustainable environment in China: Can financial globalization and renewable energy consumption help meet this stride?;;0036-8504;2047-7163;SCIENCE PROGRESS;105;4;0;0;OCT;2022;English;Article;;;;;2;58;22;Investigating the drivers of CO2 emissions is essential for limiting global warming, which has sparked widespread concern. This study evaluates the association between economic complexity and CO2 emissions in China, considering the effect of disintegrated energy and financial globalization on the environmental function between 1970 and 2018. This dataset was analyzed using the autoregressive lag model (ARDL) and frequency-domain causality approaches. The ARDL unveiled that urbanization, economic complexity, financial globalization, and economic growth deteriorate the environment while environmental sustainability is achieved through renewable energy utilization. The study also validates the Environmental Kuznets Curve hypothesis. Also, the frequency-domain causality disclosed that all regressors (economic growth, financial globalization, economic complexity, and urbanization) could forecast CO2 emissions in China at different frequencies. Based on these outcomes, policy recommendations are formulated.;7K3CR;WOS:000905163300014;;;Uhunamure, SE (corresponding author), Cape Peninsula Univ Technol, Fac Appl Sci, POB 652, ZA-8000 Cape Town, South Africa.;ISI;36384338;;;;;;Education, Scientific Disciplines;;;;;"Education, Scientific Disciplines; Multidisciplinary Sciences WE Science Citation Index Expanded (SCI-EXPANDED)";;;10.1177/00368504221138715;"Education & Educational Research; Science & Technology - Other Topics";;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;2;12;12;;;;;;;;;
99;Educadata Datos asociados 2018-2022.txt;Developing and Implementing a Specifications Grading System in an Organic Chemistry Laboratory Course;;0021-9584;1938-1328;JOURNAL OF CHEMICAL EDUCATION;98;2;385;394;FEB;2021;English;Article;;;;;5;57;10;"Large, multisection laboratory courses are particularly challenging when managing grading with as many as 35 teaching assistants (TAs). Traditional grading systems using point-based rubrics lead to significant variations in how individual TAs grad; which necessitates the use of curving across laboratory sections. Final grade uncertainty perpetuates student anxieties and disincentivizes a collaborative learning environment, so we adopted an alternative grading system, called specifications grading. In this system each student knows exactly what level of proficiency they must demonstrate to earn their desired course grade. Higher grades require demonstrating mastery of skills and content at defined higher levels. Each students´ grade is solely dependent on the work they produce rather than the performance of other students. We piloted specifications grading in the smaller, third quarter course of the lower division organic chemistry laboratory series held during a summer term. Open-ended questions were chosen to gather student and TA perceptions of the new grading system. TAs felt that the new grading system reduced the weekly grading time because it was less ambiguous. Responses from students about the nature of the grading system were mixed. Their perceptions indicate that initial buy-in and multiple reminders about the bigger picture of the grading system will be essential to the success of this grading system on a larger scale.";QI3JQ;WOS:000618875500015;;;Link, RD (corresponding author), Univ Calif Irvine, Dept Chem, Irvine, CA 92697 USA.;ISI;;;;;;;Education, Scientific Disciplines;;;;;"Chemistry, Multidisciplinary; Education, Scientific Disciplines WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)";;;10.1021/acs.jchemed.0c00450;"Chemistry; Education & Educational Research";;;;;;;;;;;;;;;;;Green Submitted;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;4;0;13;;;;;;;;;
100;Educadata Datos asociados 2018-2022.txt;Quantification of Fluoxetine in Human Plasma by the Development of Liquid Chromatography-tandem Mass Spectrometry Method;;0019-5464;;INDIAN JOURNAL OF PHARMACEUTICAL EDUCATION AND RESEARCH;55;1;S303;S311;JAN;2021;English;Article;;S;;;0;18;9;Aim: The aim of this research paper is the development and validation of an easy, selective and sensitive liquid chromatography-tandem mass spectrometry (LC-MS/MS) method for the quantification of fluoxetine in human K3EDTA plasma and application of this method on bioequivalence studies of fluoxetine. Methods: As Amitriptyline belongs to same category drug so, it was selected as an internal standard for the quantification of fluoxetine. The protein precipitation (PPT) method was used to extract analyte from 250 mu l aliquot of human plasma. Chromatographic separation was achieved on BDS Hypersil C-18 (50 x 4.6 mm, 5 mu m) column at in 4.0 min run time using isocratic mobile phase consisting of acetonitrile and mixture of ammonium acetate containing 0.15% formic acid (55:45 % v/v) at a flow rate of 0.5 ml/min. The ionization was carried out through Electron spray ionization (ESI) operating in positive ion mode and detection was via multiple reaction monitoring (MRM) acquisition mode using the respective m/ z 310.1 -> 44.2 for fluoxetine and 278.1 -> 233.1 for IS. The method was validated to be linear over the concentration range 0.25 to 40.00 ng/ml. Results: This LC-MS/MS method was found to be accurate and precise with intra-batch and inter-batch accuracy (% Nominal) of +/- 15 % and precision of <15 % and the method was successfully applied in analyzing human plasma samples of fluoxetine.;RA7YK;WOS:000631634400031;;;Majeed, J (corresponding author), Delhi Pharmaceut Sci & Res Univ, Sch Allied Hlth Sci, New Delhi 110017, India.;ISI;;;;;;;Education, Scientific Disciplines;;;;;"Education, Scientific Disciplines; Pharmacology & Pharmacy WE Science Citation Index Expanded (SCI-EXPANDED)";;;10.5530/ijper.55.1s.63;"Education & Educational Research; Pharmacology & Pharmacy";;;;;;;;Arbro Pharmaceuticals Pvt. Ltd., Kirti Nagar, Delhi;The authors gratefully acknowledge Arbro Pharmaceuticals Pvt. Ltd.,   Kirti Nagar, Delhi for their support and providing necessary facilities   to carry out this work.;;;;;;;;hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;2;5;;;;;;;;;
104;Educadata Datos asociados 2018-2022.txt;Creating Veterinary Public Health Online Cases by Students for Students;;0748-321X;1943-7218;JOURNAL OF VETERINARY MEDICAL EDUCATION;49;2;172;178;MAR;2022;English;Article;;;;;0;33;7;"Online-based processing of case reports is often used and well accepted in veterinary medical education. However, lecturers usually develop cases from their own point of view, without input from students. In order to give students the chance to create online cases for students, an elective course, ""Creative Workshop Case Creation"", was held three times between 2017 and 2019 at the Faculty of Veterinary Medicine, Freie Universitat Berlin. During this course, students created cases based on animal welfare and epizootics issues through a problem-based blended learning approach. In this approach, students worked on an assigned veterinary public health problem and actively solved it in small groups in class and then used the issue as the basis to create cases for their fellow students. The cases were implemented in interdisciplinary lectures, which are mandatory for every student in semesters six to eight. After taking these classes, fellow students evaluated one of these cases, specifically, on animal welfare and another one on epizootics. Evaluations showed these cases were received well. Moreover, we received excellent feedback from students participating in the elective course and working with a proactive and motivated group of six students throughout the course was a very productive experience. The course made it possible to create cases that are more accurately tailored to the needs of students. The students´ good ideas and preparatory work also saved time in the preparation of cases for lecturers.";0H3GY;WOS:000750156100003;;;Duckwitz, V (corresponding author), Free Univ Berlin, QuerVet Project, Inst Vet Epidemiol & Biostat, Berlin, Germany.;ISI;33929287;;;;;;Education, Scientific Disciplines;;;;;"Education, Scientific Disciplines; Veterinary Sciences WE Science Citation Index Expanded (SCI-EXPANDED)";;;10.3138/jvme-2020-0094;"Education & Educational Research; Veterinary Sciences";;;;;;;;Freie Universitat Berlin [04/2015];The authors hereby acknowledge the initiators and authors of the QuerVet   research grant proposal, Dr. Carolin Deiner and Prof. Jorg Aschenbach.   In addition, we would like to thank Stephan Birk, Jochen Dietz, Jeelka   Reinhardt, Kirsten Reers, Lara Klitzing, Lisa Gorisek, Fabienne Eichler   as part of the QuerVet-Team and all the lecturers who supported us in   the conception of the cases. Furthermore, we want to thank Janina Samuel   for proofreading the document for English spelling and grammar. We also   want to acknowledge the participating students in our elective course   and all those who evaluated the cases. The QuerVet project was funded   through an e-learning grant 04/2015 of the Freie Universitat Berlin.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAY;2021;;0;2;2;;;;;;;;;
105;Educadata Datos asociados 2018-2022.txt;Considering the Impact of Image-Based Search Engines for Online Chemistry Assessments;;0021-9584;1938-1328;JOURNAL OF CHEMICAL EDUCATION;99;3;1497;1502;MAR;2022;English;Article;;;;;1;33;6;The shift to online education has dealt several important pedagogical lessons in a very short time frame, none more so than approaches to assessments. This experience, coupled to improved access to education, will likely see online assessments remain as a major component of modern mainstream education. The powerful technologies that facilitate the online learning environment also provide tools to undermine the quality of assessments. While these discussions have typically focused on word-based searches using well-known search engines, very little comment has revolved around the use of image-based searches. Here, through a small sample of illustrative examples, the potential impact of image-based search technology on online chemistry assessments is discussed.;1N0LY;WOS:000800356900043;;;Veale, CGL (corresponding author), Univ KwaZulu Natal, Sch Chem & Phys, Pietermaritzburg Campus, ZA-3209 Scottsville, South Africa.;ISI;;;;;;;Education, Scientific Disciplines;;;;;"Chemistry, Multidisciplinary; Education, Scientific Disciplines WE Science Citation Index Expanded (SCI-EXPANDED)";;;10.1021/acs.jchemed.1c01075;"Chemistry; Education & Educational Research";;;;;;;;UK Government as part of the Global Challenge Research Fund (GCRF);I would like to thank Professor Matthew Akerman for the discussions in   formulating this idea. Future Leaders-African Independent Research   (FLAIR), a partnership between the African Academy of Sciences and the   Royal Society that is funded by the UK Government as part of the Global   Challenge Research Fund (GCRF), is gratefully acknowledged for financial   support.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;1;1;2;;;;;;;;;
112;Educadata Datos asociados 2018-2022.txt;A gentle introduction to the non-equilibrium physics of trajectories: Theory, algorithms, and biomolecular applications;;0002-9505;1943-2909;AMERICAN JOURNAL OF PHYSICS;89;11;1048;1061;NOV;2021;English;Article;;;;;3;65;14;"Despite the importance of non-equilibrium statistical mechanics in modern physics and related fields, the topic is often omitted from undergraduate and core-graduate curricula. Key aspects of non-equilibrium physics, however, can be understood with a minimum of formalism based on a rigorous trajectory picture. The fundamental object is the ensemble of trajectories, a set of independent time-evolving systems, which easily can be visualized or simulated (e.g., for protein folding) and which can be analyzed rigorously in analogy to an ensemble of static system configurations. The trajectory picture provides a straightforward basis for understanding first-passage times, ""mechanisms"" in complex systems, and fundamental constraints on the apparent reversibility of complex processes. Trajectories make concrete the physics underlying the diffusion and Fokker-Planck partial differential equations. Last but not least, trajectory ensembles underpin some of the most important algorithms that have provided significant advances in biomolecular studies of protein conformational and binding processes. (C) 2021 Published under an exclusive license by American Association of Physics Teachers.";WZ8BM;WOS:000720187400001;;;Zuckerman, DM (corresponding author), Oregon Hlth & Sci Univ, Dept Biomed Engn, Portland, OR 97239 USA.;ISI;35530173;;;;;;Education, Scientific Disciplines;;;;;"Education, Scientific Disciplines; Physics, Multidisciplinary WE Science Citation Index Expanded (SCI-EXPANDED)";;;10.1119/10.0005603;"Education & Educational Research; Physics";;;;;;;;"National Science Foundation [MCB 1715823]; National Institutes of Health   [GM115805]";ACKNOWLEDGMENTS The authors are grateful for support from the National   Science Foundation under Grant No. MCB 1715823 and from the National   Institutes of Health under Grant No. GM115805. The authors very much   appreciate helpful discussions with Jeremy Copperman and Ernesto Suarez.;;;;;;;;Green Submitted, Green Accepted;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;3;1;7;;;;;;;;;
113;Educadata Datos asociados 2018-2022.txt;Nanostructured Lipid Carrier: A Potential System for Enhanced Oral Bioavailability of Felodipine;;0019-5464;;INDIAN JOURNAL OF PHARMACEUTICAL EDUCATION AND RESEARCH;56;1;77;85;JAN;2022;English;Article;;;;;0;23;9;Background: Felodipine is BCS class II drug with poor and variable bioavailability due to its insolubility in water (19mg/L) and extensive metabolism in liver and gut. Thus, in the study Nanostructured lipid carriers (NLCs) of Felodipine were formulated to improve its solubility and bioavailability. Methods: NLCs loaded with Felodipine were prepared by high shear homogenization with ultrasonication. The NLCs were characterized for particle size, polydispersity index, entrapment efficiency, content of drug, in vitro drug release studies, stability studies and in vivo bioavailability studies. Results: The mean particle size and polydispersity index for optimized formulation F2 was found to be 187.0??0.06 and 0.259??0.002 respectively. The drug content achieved was between the ranges of 51.15?? 0.01 to 69.14??003% for F1 to F5 formulations. The zeta potential of optimized formulation was found to be-38.2 mV, which showed good stability. Formulation F2 showed highest percentage entrapment efficiency of 75.15??0.003. In vitro drug release studies showed sustained release pattern with maximum drug release of 72.82% by F2 formulation at the end of 12h. The bioavailability studies demonstrated significant enhancement in bioavailability of Felodipine NLCs in comparison to marketed product. Stability studies carried out for optimized formulation F2 showed that the NLCs are more stable at 4??2??C. Conclusion: Nanostructured lipid carriers loaded with Felodipine were able enhance the bioavailability of drug by 2.0 folds in comparison to marketed product and also demonstrated sustained drug release pattern for longer period of time.;2E2EF;WOS:000812043900010;;;Patil, AS (corresponding author), KLE Acad Higher Educ & Res, KLES Coll Pharm, Dept Pharmaceut, Belagavi 590010, Karnataka, India.;ISI;;;;;;;Education, Scientific Disciplines;;;;;"Education, Scientific Disciplines; Pharmacology & Pharmacy WE Science Citation Index Expanded (SCI-EXPANDED)";;;10.5530/ijper.56.1.10;"Education & Educational Research; Pharmacology & Pharmacy";;;;;;;;;;;;;;;;;hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;1;1;;;;;;;;;
114;Educadata Datos asociados 2018-2022.txt;Multiweek Experiments for an Inorganic Chemistry Laboratory Course: Synthesis of Nickel Complexes Supported by a Tetradentate Ligand with a N2O2 Donor Set;;0021-9584;1938-1328;JOURNAL OF CHEMICAL EDUCATION;98;2;592;599;FEB;2021;English;Article;;;;;2;41;8;Inorganic Chemistry teaches students the concept that modifications to ligand structures, especially the donor properties, can have a drastic impact on the reactivity and stability of the metal complexes. Experiments described here reinforce this concept through the investigation of two tetradentate ligands derived from o-phenylenediamine and salicylaldehyde. The Schiff base ligand, H-2 salophen, reacts with Ni(OAc)(2)center dot 4H(2)O to yield a maroon, square planar complex, Ni(salophen). Under the same conditions, the amine-type ligand, H-2 salophan, forms a light-blue compound analyzed as [Ni(Hsalophan)(OAc)](2). The Ni(salophan) complex free of acetate may be produced from the reaction of H-2 salophan with Ni(OAc)(2)center dot 4H(2)O in the presence of NaOH but undergoes ligand dehydrogenation to yield Ni(salophen). Students conducting these experiments have the opportunity to learn synthetic techniques and various characterization methods. Most importantly, the inquiry-guided experimental design helps them develop critical thinking skills and apply acquired knowledge to solving a research problem in a laboratory course.;QI3JQ;WOS:000618875500044;;;Guan, HR (corresponding author), Univ Cincinnati, Dept Chem, Cincinnati, OH 45221 USA.;ISI;;;;;;;Education, Scientific Disciplines;;;;;"Chemistry, Multidisciplinary; Education, Scientific Disciplines WE Science Citation Index Expanded (SCI-EXPANDED)";;;10.1021/acs.jchemed.0c01117;"Chemistry; Education & Educational Research";;;;;;;;"Department of Chemistry at the University of Cincinnati; NSF Chemical   Catalysis Program [CHE-1800151]; NSF MRI Program [CHE-0215950,   CHE-1625737, CHE-1726092]";The authors thank the Department of Chemistry at the University of   Cincinnati and the NSF Chemical Catalysis Program (CHE-1800151) for   financial support, Larry Sallans at the University of Cincinnati for   assistance with mass spectrometric analysis, and the NSF MRI Program for   instrumental support, which includes the purchase of two Bruker   single-crystal diffractometers (CHE-0215950 and CHE-1625737) and a   Bruker NEO400 MHz NMR spectrometer (CHE-1726092).;;;;;;;;Green Submitted;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;2;1;16;;;;;;;;;
116;Educadata Datos asociados 2018-2022.txt;Positive Change in Healthy Eating Scores Among Adults With Low Income After Expanded Food and Nutrition Education Program Participation;;1499-4046;1878-2620;JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR;53;6;503;510;JUN;2021;English;Article;;;;;3;40;8;"Objective: Using 24-hour dietary recalls, compare Healthy Eating Index (HEI)-2005 scores of Expanded Food and Nutrition Education Program participants before and after 8-12 weekly lessons. Design: Analysis of preexisting 24-hour dietary recalls information collected from October, 2012 through September, 2014. Participants: Participants with complete pre-post dietary data (n = 122,961); subset of those with complete demographic data (n = 97,522). Main Outcome Measures: Change in HEI-2005 scores (total and components). Statistical Analysis: Linear regression model fit separately for total HEI and 12 components. The response variable was changed in the HEI-2005 score; predictor variables included age, education, sex, and race/ethnicity. Results: The mean total HEI scores were 51.1 (SD, 13.7) at entry and 56.5 (SD, 13.7) at exit, with a change of 5.4 (SD, 16.2). Nine of 12 component scores increased. Changes were greater as age increased, with increasing education, and in women. Hispanics had the greatest improvement (mean +/- SE) in total HEI score (8.3 +/- 0.1). Conclusions and Implications: Although diet quality remained poor, participation in the Expanded Food and Nutrition Education Program resulted in improvement in dietary quality. The degree of improvements varied among demographic groups, but all groups improved.";TH6CJ;WOS:000672175400007;;;Baker, SS (corresponding author), Colorado State Univ, Dept Food Sci & Human Nutr, Expanded Food & Nutr Educ Program EFNEP, 102 Gifford Bldg,Campus Box 1571, Ft Collins, CO 80523 USA.;ISI;33541768;;;;;;Education, Scientific Disciplines;;;;;"Education, Scientific Disciplines; Nutrition & Dietetics WE Science Citation Index Expanded (SCI-EXPANDED)";;;10.1016/j.jneb.2020.12.006;"Education & Educational Research; Nutrition & Dietetics";;;;;;;;"Regional Nutrition Education and Obesity Prevention Centers of   Excellence from the US Department of Agriculture Food and Nutrition   Service [2014-48757-22609]; National Institute of Food and Agriculture;   North Central Agricultural Experiment Station";This work is supported by the Regional Nutrition Education and Obesity   Prevention Centers of Excellence (grant no. 2014-48757-22609) from the   US Department of Agriculture Food and Nutrition Service and National   Institute of Food and Agriculture. The authors also acknowledge Ben   Gowan for assistance with data analyses and the North Central   Agricultural Experiment Station Multistate Research Project (NC-2169):   EF-NEP Related Research, Program Evaluation, and Outreach for funding   and consultation.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUL;2021;;3;1;7;;;;;;;;;
117;Educadata Datos asociados 2018-2022.txt;Getting Students Back on Track: Persistent Effects of Flipping Accelerated Organic Chemistry on Student Achievement, Study Strategies, and Perceptions of Instruction;;0021-9584;1938-1328;JOURNAL OF CHEMICAL EDUCATION;98;4;1088;1098;APR;2021;English;Article;;;;;2;73;11;"Converting a first-term, accelerated summer organic chemistry course to a flipped format reduced the achievement gap in the flipped course and in the second-term traditional lecture course between Non-Repeaters taking an accelerated course to ""get ahead"" and Repeaters taking the course to ""get back on track"". The difference in final exam performance in the second-term course was nearly halved, the GPA gap in both courses was reduced, and the gap in passing rate for the second-term course was eliminated. First-generation students who took the first-term course in the flipped format experienced a final exam score boost in the second-term course regardless of repeater status. While most students responded positively to the flipped course structure, repeating students held a stronger preference for the flipped format. These findings provide guidance on how to create courses that promote equity, access, and retention of diverse students in STEM.";RO2QP;WOS:000640890900004;;;Link, RD (corresponding author), Univ Calif Irvine, Dept Chem, Irvine, CA 92697 USA.;ISI;;;;;;;Education, Scientific Disciplines;;;;;"Chemistry, Multidisciplinary; Education, Scientific Disciplines WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)";;;10.1021/acs.jchemed.0c00092;"Chemistry; Education & Educational Research";;;;;;;;;;;;;;;;;Green Submitted;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAR;2021;;2;2;10;;;;;;;;;
121;Educadata Datos asociados 2018-2022.txt;Knowledge, attitude and practice survey on the preference of people in Chennai for spending on dental treatment;;1308-5581;;INTERNATIONAL JOURNAL OF EARLY CHILDHOOD SPECIAL EDUCATION;14;5;1970;1978;;2022;English;Article;;;;;0;35;9;Introduction: Dental treatments contribute to one of the highest expenses among health services. The aims of the study were to assess dental expenditure, people´s interest in spending on dentistry. Materials and methods: A self accessible questionnaire consisting of 10 questions was created and a survey link was sent to participants who underwent treatment in government and private dental clinics/hospitals using an online platform. Results were statistically analysed with Chi square tests using SPSS software version 21.0 and represented in the form of pie charts and bar graphs. P value was set at 0.05. Results: The present study inferred that most of the people were aware about maintaining proper oral hygiene and 62% felt dental treatment improves their overall health. 56% felt regular visits to the dentist reduces the total amount spent on treatment in the later stages. 70% of participants were willing to spend on preventive measures to reduce complications in the future. There was no significant association of gender with the knowledge and attitude of people in Chennai about oral health care (P value > 0.0.5). Conclusion: The study concluded that people of Chennai are willing to spend on dental treatment and have a good knowledge on the importance of maintaining oral health.;3K6UR;WOS:000834211600012;;;Sowmya, K (corresponding author), Saveetha Univ, Dept Conservat Dent & Endodont, Saveetha Dent Coll & Hosp, Saveetha Inst Med & Tech Sci, Chennai 600077, Tamil Nadu, India.;ISI;;;;;;;Education, Special;;;;;Education, Special WE Emerging Sources Citation Index (ESCI);;;10.9756/INTJECSE/V14I5.209;Education & Educational Research;;;;;;;;Jeevan clinic -Saveetha Dental College and Hospitals;The present study was sponsored by the following agencies -Jeevan clinic   -Saveetha Dental College and Hospitals;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;2;3;;;;;;;;;
122;Educadata Datos asociados 2018-2022.txt;Paralleling the Quality and Economy of Levofloxacin Hemihydrate and Cefuroxime Axetil Tablets;;0019-5464;;INDIAN JOURNAL OF PHARMACEUTICAL EDUCATION AND RESEARCH;55;1;136;145;JAN;2021;English;Article;;;;;0;24;10;Aim/Background: The Government of India has initiated different regulations and provisions to provide low cost medicines at affordable rates than the high cost medicines. The government has initiated Jan Aushadhi stores in every city and village of India with the motto of promoting quality medicines for all at economic price. Improving the public perception and addressing their doubts regarding the quality and efficacy of low-cost medicines is a big challenge in this endeavour. Materials and Methods: In the present study, we have compared the low, medium and high cost medicines of biopharmaceutical classification system class I drug, levofloxacin hemihydrate and biopharmaceutical classification system class II drug, cefuroxime axetil, in order to verify their quality and efficacy. Existing low cost and medium cost brands of these drugs were selected and compared with their respective high cost products as per quality standards of Indian Pharmacopoeia viz. weight variation, friability, disintegration, assay and in vitro dissolution study specified in general and individual monographs. Moreover, ex vivo permeability and antimicrobial activities were assessed while comparing the efficacy of these products. Results: Findings from these studies revealed no significant differences between the efficacy of low cost, medium cost and high cost products. All products complied with the Indian Pharmacopoeia tests along with the comparable ex vivo permeation and antimicrobial activities for both the drugs. Conclusion: This study revealed that the low cost and medium cost tablets of levofloxacin hemihydrate and cefuroxime axetil can be used at par with the costlier tablets of same drugs.;QL9SM;WOS:000621420600015;;;Pawar, A (corresponding author), Bharati Vidyapeeth Univ, Poona Coll Pharm, Pharmaceut, Pune 411038, Maharashtra, India.;ISI;;;;;;;Education, Scientific Disciplines;;;;;"Education, Scientific Disciplines; Pharmacology & Pharmacy WE Science Citation Index Expanded (SCI-EXPANDED)";;;10.5530/ijper.55.1.16;"Education & Educational Research; Pharmacology & Pharmacy";;;;;;;;;;;;;;;;;hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;0;1;;;;;;;;;
124;Educadata Datos asociados 2018-2022.txt;Simple and Inexpensive Method for the Detection of Carbon Monoxide Released from Thermal Cheletropic Decarbonylation Reactions;;0021-9584;1938-1328;JOURNAL OF CHEMICAL EDUCATION;98;11;3608;3613;NOV;2021;English;Article;;;SI;;2;14;6;This work presents a simple protocol that demonstrates the use of an inexpensive household carbon monoxide detector as a useful tool to detect the release of carbon monoxide gas from thermal cheletropic decarbonylation reactions. The carbon monoxide detection method described has been employed in a short series of reactions used in a university teaching laboratory setting, and full procedures for these are outlined. In each case, the procedure to isolate and identify the decarbonylation products has also been provided.;WW8UZ;WOS:000718185800027;;;Smellie, IA (corresponding author), Univ St Andrews, Sch Chem, EaStChem, St Andrews KY16 9ST, Fife, Scotland.;ISI;;;;;;;Education, Scientific Disciplines;;;;;"Chemistry, Multidisciplinary; Education, Scientific Disciplines WE Science Citation Index Expanded (SCI-EXPANDED)";;;10.1021/acs.jchemed.1c00517;"Chemistry; Education & Educational Research";;;;;;;;;;;;;;;;;Green Accepted;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;OCT;2021;;2;4;6;;;;;;;;;
125;Educadata Datos asociados 2018-2022.txt;Validity and reliability of an electromyography-based upper limb assessment quantifying selective voluntary motor control in children with upper motor neuron lesions;;0036-8504;2047-7163;SCIENCE PROGRESS;104;2;0;0;APR;2021;English;Article;;;;;2;51;21;"Current clinical assessments evaluating selective voluntary motor control are measured on an ordinal scale. We combined the Selective Control of the Upper Extremity Scale (SCUES) with surface electromyography to develop a more objective and interval-scaled assessment of selective voluntary motor control. The resulting Similarity Index (SI) quantifies the similarity of muscle activation patterns. We aimed to evaluate the validity and reliability of this new assessment named SISCUES (Similarity Index of the SCUES) in children with upper motor neuron lesions. Thirty-three patients (12.2 years [8.8;14.9]) affected by upper motor neuron lesions with mild to moderate impairments and 31 typically developing children (11.6 years [8.5;13.9]) participated. We calculated reference muscle activation patterns for the SISCUES using data of 33 neurologically healthy adults (median [1st; 3rd quantile]: 32.5 [27.9; 38.3]). We calculated Spearman correlations (rho) between the SISCUES and the SCUES and the Manual Ability Classification System (MACS) to establish concurrent validity. Discriminative validity was tested by comparing scores of patients and healthy peers with a robust ANCOVA. Intraclass correlation coefficients(2,1) and minimal detectable changes indicated relative and absolute reliability. The SISCUES correlates strongly with SCUES (rho = 0.76, p < 0.001) and moderately with the MACS (rho = -0.58, p < 0.001). The average SISCUES can discriminate between patients and peers. The intraclass correlation coefficient(2,1) was 0.90 and the minimal detectable change was 0.07 (8% of patients´ median score). Concurrent validity, discriminative validity, and reliability of the SISCUES were established. Further studies are needed to evaluate whether it is responsive enough to detect changes from therapeutic interventions.";RP8QR;WOS:000641988300001;;;Keller, JW (corresponding author), Univ Childrens Hosp Zurich, Swiss Childrens Rehab, CH-8910 Affoltern Am Albis, Switzerland.;ISI;33871293;;;;;;Education, Scientific Disciplines;;;;;"Education, Scientific Disciplines; Multidisciplinary Sciences WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)";;;10.1177/00368504211008058;"Education & Educational Research; Science & Technology - Other Topics";;;;;;;;Swiss National Science Foundation [32003B_156646, 32003B_179471];The author(s) disclosed receipt of the following financial support for   the research, authorship, and/or publication of this article: The Swiss   National Science Foundation supported this work (grant numbers   32003B_156646 und 32003B_179471). The funding body did not have a role   in designing the study, analyzing or interpreting the data, or writing   the manuscript.;;;;;;;;Green Submitted, gold, Green Accepted;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;2;0;7;;;;;;;;;
126;Educadata Datos asociados 2018-2022.txt;Teaching Cheminformatics through a Collaborative Intercollegiate Online Chemistry Course (OLCC);;0021-9584;1938-1328;JOURNAL OF CHEMICAL EDUCATION;98;2;416;425;FEB;2021;English;Article;;;;;8;70;10;While cheminformatics skills necessary for dealing with an ever-increasing amount of chemical information are considered important for students pursuing STEM careers in the age of big data, many schools do not offer a cheminformatics course or alternative training opportunities. This paper presents the Cheminformatics Online Chemistry Course (OLCC), which is organized and run by the Committee on Computers in Chemical Education (CCCE) of the American Chemical Society (ACS)´s Division of Chemical Education (CHED). The Cheminformatics OLCC is a highly collaborative teaching project involving instructors at multiple schools who teamed up with external chemical information experts recruited across sectors, including government and industry. From 2015 to 2019, three Cheminformatics OLCCs were offered. In each program, the instructors at participating schools would meet face-to-face with the students of a class, while external content experts engaged through online discussions across campuses with both the instructors and students. All the material created in the course has been made available at the open education repositories of LibreTexts and CCCE Web sites for other institutions to adapt to their future needs.;QI3JQ;WOS:000618875500019;;;"Belford, RE (corresponding author), Univ Arkansas, Dept Chem, Little Rock, AR 72022 USA.; Kim, S (corresponding author), NIH, Natl Ctr Biotechnol Informat, Natl Lib Med, Bethesda, MD 20894 USA.; Bucholtz, EC (corresponding author), Univ Hlth Sci & Pharm S";ISI;33762777;;;;;;Education, Scientific Disciplines;;;;;"Chemistry, Multidisciplinary; Education, Scientific Disciplines WE Science Citation Index Expanded (SCI-EXPANDED)";;;10.1021/acs.jchemed.0c01035;"Chemistry; Education & Educational Research";;;;;;;;"U.S. National Science Foundation (NSF) [DUE-1140485]; Intramural   Research Program of the National Library of Medicine, National   Institutes of Health; joint Division of Chemical Education/Chemical   Information (CHED/CINF) Innovative Project Grant (IPG";We would like to thank additional colleagues who participated in or   contributed to the Cheminformatics OLCCs: David Wild (Indiana University   Bloomington), Justin Shorb (Hope College), Stuart Chalk (University of   North Florida), Ralph Stuart (Keene State College), John Penn   (University of West Virginia), Damon Ridley (Reaxys), Anja Brunner   (Reaxys), Herman Bergwerf (MolView), Robert Hanson (St. Olaf College),   Martin Walker (SUNY-Potsdam), Elizabeth Blue (Campbell University), Jon   Holmes (Chemical Education Xchange), Jason Moore (University of   California, Davis), Hao Zhu (Rutgers University, Camden), Nathan Brown   (BenevolentAI), Alex Clark (Molecular Materials Informatics, Inc.),   Steve Heller (InChI Trust), Rick Spinney (Ohio State University), Peter   Hoare (Newcastle University), and Xavier Prat-Resina (University of   Minnesota Rochester). E.C.B. thanks Miss C. Katherine Bucholtz for   assistance in creating the graphical abstract. The Cheminformatics OLCC   was supported by the U.S. National Science Foundation (NSF) (Grant No.   DUE-1140485). The work of S.K. was supported by the Intramural Research   Program of the National Library of Medicine, National Institutes of   Health. Select students who presented at the ACS National Meetings were   supported by a joint Division of Chemical Education/Chemical Information   (CHED/CINF) Innovative Project Grant (IPG) from the ACS. LibreTexts was   supported by the U.S. NSF (Grant No. NSF-DUE-1525862) and Department of   Education (Grant No. P116T180029);;;;;;;;Green Published, Green Accepted, hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;8;2;14;;;;;;;;;
127;Educadata Datos asociados 2018-2022.txt;Simulating computerized adaptive testing in special education based on inclusive progress monitoring data;;2504-284X;2504-284X;FRONTIERS IN EDUCATION;7;;0;0;NOV;2022;English;Article;;;;;0;73;11;IntroductionAdaptive tests have advantages especially for children with special needs but are rarely used in practice. Therefore, we have investigated for our web-based progress-monitoring platform www.levumi.de of how to build adaptive tests based on existing item pools by computerized adaptive testing (CAT). In this study, we explore the requirements of item pools and necessary settings of computerized adaptive testing in special education and inclusion in order to achieve both short test length and good test accuracy. MethodsWe used existing items fitted to the Rasch model and data samples of progress monitoring tests (N = 681) for mathematics and reading to create two item pools for adaptive testing. In a simulation study (N = 4,000), we compared different test lengths and test accuracies as stopping rules with regard to an inclusive use of adaptive testing. ResultsThe results show an optimal maximum test length of 37 and 24 items, with a target standard error for accuracy of 0.5. These results correspond to an average execution time of about 3 min per test. DiscussionThe results are discussed in terms of the use of adaptive testing in inclusive settings and the applicability of such adaptive tests as screenings, focusing mainly on students with special needs in learning, language, or behavior.;6T5EJ;WOS:000893700800001;;;Ebenbeck, N (corresponding author), Univ Regensburg, Dept Educ, Regensburg, Germany.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3389/feduc.2022.945733;Education & Educational Research;;;;;;;;"German Federal Ministry of Education and Research;  [01NV2116D]";Funding The project on which this article is based is funded by the   German Federal Ministry of Education and Research under the funding code   01NV2116D.;;;;;;;;gold, Green Published;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;5;5;;;;;;;;;
128;Educadata Datos asociados 2018-2022.txt;Adaptation to Remote Teaching during Spring 2020 Amidst COVID-19: Perspectives of Advanced Placement Statistics Teachers;;0738-0569;1528-7033;COMPUTERS IN THE SCHOOLS;39;4;342;372;OCT;2022;English;Article;;;;;1;107;31;"During the Spring 2020 semester, K-12 teachers throughout many parts of the world adapted from face-to-face to online teaching. To better understand these experiences, seven advanced placement (AP) Statistics high school teachers were interviewed following a semi-structured protocol. A collaborative and consensus-driven analysis of transcripts revealed 12 distinct themes. The three most extensively discussed themes appeared to be assessment (19.11%), communication methods (12.23%), and use of online instructional approaches (11.90%). Teachers from schools that did not provide devices to students (i.e., not ""one-to-one"") tended to report concerns around digital access more frequently (6.87%) and tended to express a more negative sentiment (Sentiment Mean = -.09) than teachers at schools that provided devices (5.69%; Sentiment Mean = 1.35, p < .01). These findings highlight issues facing teachers during the transition to remote and online instruction and suggest a need for supporting teachers in developing familiarity with online and remote assessment resources and strategies.";6B6CY;WOS:000828257400001;;;Cheng, Y (corresponding author), Univ Notre Dame, Dept Psychol, 390 Corbett Family Hall, Notre Dame, IL 46556 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1080/07380569.2022.2090764;Education & Educational Research;;;;;;;;"National Science Foundation CAREER [DRL-1350787]; Institute for   Education Sciences [R305A180269]";This work was supported by a National Science Foundation CAREER (Grant   #DRL-1350787) and an Institute for Education Sciences (Grant   #R305A180269) awarded to Dr. Ying Cheng. We would like to thank members   of the Learning Analytics and Measurement in Behavioral Sciences (LAMBS)   Lab at the University of Notre Dame for their contributions to the   broader discussion of the topic. We would also like to thank the high   school statistics teachers who contributed to this project.;;;;;;;;Green Submitted;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUN;2022;;1;2;4;;;;;;;;;
129;Educadata Datos asociados 2018-2022.txt;Embedding the self-concept in music as a school subject into academic self-concept research;;1434-663X;1862-5215;ZEITSCHRIFT FUR ERZIEHUNGSWISSENSCHAFT;25;3;629;658;JUN;2022;German;Article;;;;;0;85;30;This study aims to embed the self-concept in music as a school subject into contemporary academic self-concept research. To this aim, we examined the relations between self-concept in music as a school subject and (1) other academic self-concepts in multiple school subjects and related to school in general, (2) school grades, and (3) intrinsic values in multiple school subjects. In addition, we examined invariance in the structure and latent mean levels of different academic self-concepts including the self-concept in music as a school subject between boys and girls and between musically active and non-active students. The sample consisted of N = 442 students of Grades 7 to 9. The self-concept in music as a school subject showed higher relations to verbal academic self-concepts than to academic self-concepts of the math/science domain. The self-concept in music as a school subject further showed higher relations to the school grade and intrinsic value of the same subject compared to school grades and intrinsic values related to other domains. Musically active and non-active students did not differ in the structure, but in the latent mean levels of academic self-concepts. The same was found for boys and girls. However, the gender effect in the mean level of the self-concept in music as a school subject in favor of girls might be due to the unequal gender distribution in musical activity. The results lead to the conclusion that well-established phenomena of academic self-concept research also apply to the self-concept in music as a school subject.;4L1NH;WOS:000810378400002;;;"Arens, AK (corresponding author), DIPF Leibniz Inst Bildungsforsch & Bildungsinform, Abt Bildung & Entwicklung, Rostocker Str 6, D-60323 Frankfurt, Germany.; Arens, AK (corresponding author), DIPF Leibniz Inst Bildungsforsch & Bildungsinform, IDeA Res Ctr";ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1007/s11618-022-01098-9;Education & Educational Research;;;;;;;;Projekt DEAL;Open Access funding enabled and organized by Projekt DEAL.;;;;;;;;Green Published, hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUN;2022;;0;6;7;;;;;;;;;
130;Educadata Datos asociados 2018-2022.txt;Why do German students reject free money?;;0964-5292;1469-5782;EDUCATION ECONOMICS;30;3;303;319;MAY;2022;English;Article;;;;;0;33;17;Numerous eligible German students do not apply for heavily subsidized student aid (BAfoG). Our theoretical model shows how imperfect information, risk aversion, debt aversion, and student income can incentivize rational students to abstain from an application. We use GSOEP data from 2001 to 2013 to simulate BAfoG eligibility and find that in particular risk averse students with low income are discouraged if they have little information about the application procedure. Moreover, debt-averse students are more reluctant to apply. This suggests that a non-transparent and complicated student aid system disproportionally discourages poor students with little experience with the BAfoG system.;0X0CB;WOS:000698247500001;;;Manger, C (corresponding author), Univ Tubingen, Fac Econ & Social Sci, Nauklerstr 50, D-72074 Tubingen, Germany.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1080/09645292.2021.1978937;Education & Educational Research;;;;;;;;;;;;;;;;;hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;SEP;2021;;0;3;9;;;;;;;;;
131;Educadata Datos asociados 2018-2022.txt;Developing emotional intelligence skills for e-negotiations;;0883-2323;1940-3356;JOURNAL OF EDUCATION FOR BUSINESS;97;6;413;418;AUG;2022;English;Article;;;;;0;20;6;The purpose of this paper is to provide a low-cost, effective way to teach emotional intelligence (EI) skills for email communications by utilizing Dale Carnegie´s 30 Human Relations Principles. Our teaching approach is based on an actual multiple-party negotiation that included an executive from a Fortune 500 Company. Utilizing negotiation enhances students´ critical thinking about real-world, business decision-making scenarios. Active learning is incorporated into the project through student collaboration and reflection. Finally, the project can be administered completely online through the school´s learning management system, which reduces demand on valuable class time. We provide extensive resources to assist instructors in teaching EI and administering the project.;3B9RX;WOS:000692276200001;;;England, TK (corresponding author), Sam Houston State Univ, Coll Business Adm, Huntsville, TX 77341 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1080/08832323.2021.1972276;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;SEP;2021;;0;4;14;;;;;;;;;
132;Educadata Datos asociados 2018-2022.txt;The effects of demography, expectations and student attitudes on Australian secondary school teachers´ homework practices;;0004-9441;2050-5884;AUSTRALIAN JOURNAL OF EDUCATION;65;2;195;218;AUG;2021;English;Article;;;;;0;66;24;Homework has been associated with a range of academic and cognitive benefits for secondary students. Research has also revealed that students´ homework behaviours can vary with demographic traits. An important factor that may account for some of this variation is the role played by teachers and schools in homework allocation. It is hypothesised that some of the demographic variables that have been found to predict individual students´ homework practices are also related to teachers´ practices in terms of the frequency and volume of homework allocated at the classroom level. To test this hypothesis, Australian data from the 2015 Trends in International Mathematics and Science Study are analysed in the current study. Results show that the frequency of mathematics homework allocated by teachers is related to some variables that have commonly predicted the differences in student achievement such as socioeconomic status, valuing of and confidence in mathematics, teaching experience and school location. The implications of these findings for schools and education systems are explored as suggestions for ensuring that homework policies and practices do not exacerbate demographic differences in school outcomes.;TT6MA;WOS:000673725100001;;;Bowd, J (corresponding author), Melbourne Grad Sch Educ, 234 Queensberry St, Parkville, Vic 3053, Australia.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1177/00049441211030728;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUL;2021;;0;2;7;;;;;;;;;
133;Educadata Datos asociados 2018-2022.txt;FridaysForFuture as an Enactive Network: Collective Agency for the Transition Towards Sustainable Development;;2504-284X;2504-284X;FRONTIERS IN EDUCATION;6;;0;0;JUN;2021;English;Article;;;;;2;69;10;In this article, we provide a theoretical conceptual analysis of FridaysForFuture (FFF) and of its effort in promoting the governance of socioeconomic transition toward sustainable development. FFF is a social movement that has received outstanding public recognition and visibility across the world in the last 2 years and is of great interest to educational research because it is largely composed of youngsters and appears to play a paideutic role in societal innovation. There is a growing but still limited body of investigation of FFF´s structures, genealogy, and behavior. The same goes for its theoretical and ethical background and principles. Its efforts to promote social change by going beyond individual agency toward collective agency deserve greater attention from educational scientists. We argue that FFF is a complex, self-organizing, informal network, which we define as an enactive network for its ability to retrieve scientific knowledge and transform it into lived meaningful knowledge, and for its capacity to mobilize masses and influence public discourse under a specific ethical umbrella. We provide six macro categories to describe and explain FFF: 1) nested emergent network, 2) collective social agency and leadership, 3) political impact, 4) science-based learning and activism, 5) paideutic function, and 6) ethical (normative) stance. We stress the FFF capacity to recruit high-level scientific knowledge without direct support from schools, and embody strong ethical stances with specific references to the ethics of responsibility and care for the interaction between humanity and the natural world. Finally, we suggest that FFF can be interpreted as an enactive network with the ability to affect collective identity and empower collective agency by encouraging communities into a more scientific, evidence-based, and ethical public discourse.;TI5UP;WOS:000672869000001;;;"Francesconi, D (corresponding author), Aarhus Univ, Danish Sch Educ, Aarhus, Denmark.; Francesconi, D; Agostini, E (corresponding author), Univ Vienna, Dept Teacher Educ, Vienna, Austria.; Agostini, E (corresponding author), Univ Vienna, Dept Educ, Vienna";ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3389/feduc.2021.636067;Education & Educational Research;;;;;;;;Marie Sklodowska-Curie Individual Fellowship (IF) [799779];This research has been supported by a Marie Sklodowska-Curie Individual   Fellowship (IF) under contract number 799779.;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;2;0;7;;;;;;;;;
134;Educadata Datos asociados 2018-2022.txt;Unpacking the connections between 8th graders´ climate literacy and epistemic cognition;;0022-4308;1098-2736;JOURNAL OF RESEARCH IN SCIENCE TEACHING;58;10;1527;1556;DEC;2021;English;Article;;;;;3;130;30;Our epistemic cognition informs what scientific claims we choose to endorse over others, how we come to know in science, and our assumptions about the construction of scientific knowledge. The topic of climate change provides context for how we come to know about our surrounding environment. The development of climate literacy in young learners has received heightened attention over the last decade. What learners choose to believe about the topic of climate change presents an epistemic challenge for science educators as they help students navigate through a sea of information that often contains competing claims. The study described here examines how climate literacy and epistemic cognition interact in a group of 8th grade students in the Midwestern United States. Findings from Rasch analysis of survey responses and coding of student interviews suggests a positive relationship between learners´ climate literacy and epistemic cognition, with participants tending to exhibit quasi-reflective judgment when justifying their beliefs about the causes and effects of climate change, how scientists come to know about Earth´s climate, and the level of certainty that researchers have about changes to our climate system. Implications for the development of learning environments that help shape adolescents´ epistemic cognition and engage with the topic of climate change using place-based learning and teaching materials will be discussed.;WS5ZJ;WOS:000664341800001;;;Quarderer, NA (corresponding author), CIRES Earth Lab, 4001 Discovery Dr,Suite S348 611 UCB, Boulder, CO 80303 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1002/tea.21717;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUN;2021;;3;3;25;;;;;;;;;
135;Educadata Datos asociados 2018-2022.txt;Academic, social, and cultural learning in the French #bac2018 Twitter hashtag;;1042-1629;1556-6501;ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT;69;3;1835;1851;JUN;2021;English;Article;;;;;1;43;17;"Despite the continued use of social media in educational contexts, there remains skepticism about whether platforms like Twitter can actually contribute to learning. In this paper, we argue that such skepticism is based on an overly narrow conception of learning that focuses on academic performance and disregards other manifestations. To advance this argument, we document use of the #bac2018 Twitter hashtag in the month leading up to the 2018 baccalaureat exams (the ""bac""), which are significant not only for their role in the French educational system but also for their connections with broader French society and culture. We found that participants engaged in sharing notes; slacking, doubting, and fearing; requesting retweets; preferring topics; complaining; connecting with bac heritage and experience; joking; and showing awareness of time. In keeping with the significance of the bac, we found that these practices within the #bac2018 hashtag were associated with not only academic learning but also social and cultural practices that are significant despite their absence from any formal curriculum. These findings underline the complexity and richness that characterizes learning-especially in digital contexts.";TE8LB;WOS:000661360300002;;;Greenhalgh, SP (corresponding author), Univ Kentucky, Sch Informat Sci, 320 Lucille Little Fine Arts Lib, Lexington, KY 40506 USA.;ISI;34149263;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1007/s11423-021-10015-6;Education & Educational Research;;;;;;;;;;;;;;;;;Bronze, Green Published;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUN;2021;;1;4;6;;;;;;;;;
136;Educadata Datos asociados 2018-2022.txt;Mobile App for Science Education: Designing the Learning Approach;;2227-7102;2227-7102;EDUCATION SCIENCES;11;2;0;0;FEB;2021;English;Article;;;;;3;79;23;"This paper reports research work related to a wider study, aimed at developing a mobile app for Science Education in primary-school. Several studies reveal that Science Education can be improved by using technology, namely educational software. However, to promote a structured use of technology, innovative learning approaches must be designed for educational software. This paper aims to answer how the interaction between students and a mobile app for Science Education can promote students´ scientific competences development and self-regulated learning. To achieve this, a learning approach was designed, combining the Universal Design for Learning principles, Inquiry-Based Science Education and the BSCS 5E - teaching model for Science Education designed by the Biological Sciences Curriculum Study, which results in the acronym of the model. The 5E is related to each phase of the model: Engagement; Exploration; Explanation; Elaboration; Evaluation. The proposed was based on a grounded, participatory, and user-centred approach, crossing literature contributions with data collected among primary-school teachers through the application of a questionnaire (n = 118). Data collected allowed deductions about the expected adequacy of the learning approach, according to Nieveen´s criteria for high quality educational interventions. This adequacy was revealed through the teachers´ conceptions about the potential impact of the conceptualized mobile app (i) to provide a comprehensive and practical Science Education learning; and (ii) to enhance students´ scientific competences development and self-regulated learning. The paper aims to contribute to the design of an innovative learning approach in Science Education and to share it with other researchers since it can be expanded to other educational software.";QN4PT;WOS:000622444200001;;;Tavares, R (corresponding author), Univ Aveiro, Dept Educ & Psychol, CIDTFF, P-3810193 Aveiro, Portugal.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3390/educsci11020079;Education & Educational Research;;;;;;;;"Fundacao para a Ciencia e a Tecnologia -FCT I.P. -Portugal within the   PhD Program Technology Enhanced Learning and Societal Challenges   [PD/00173/2014]; European Social Fund [SFRH/BD/107808/2015]; national   funds of the Ministry of Science, Technology";"This research was funded by Fundacao para a Ciencia e a Tecnologia -FCT   I.P. -Portugal, grant number PD/00173/2014 within the PhD Program   Technology Enhanced Learning and Societal Challenges; and   SFRH/BD/107808/2015 under the Human Capital Operational Program,   supported by the European Social Fund and national funds of the Ministry   of Science, Technology and Higher Education.";;;;;;;;Green Published, gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;3;6;37;;;;;;;;;
138;Educadata Datos asociados 2018-2022.txt;Experiences of an international student with a visual disability making sense of assessment and feedback;;1360-3116;1464-5173;INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION;26;5;466;479;APR;2022;English;Article;;;;;2;55;14;Tom (pseudonym) was an international undergraduate student with a rare visual disability, known as cone dystrophy. His appearance was that of a normal person but variations in light greatly influenced his vision. During his first two years at a university in Australia, Tom had particular difficulty making sense of assessment and feedback. His perceptions, struggles and strategies are presented here as a narrative, primarily in his own words. Tom´s interactions with academics were strong contributors to his mostly negative perceptions about assessment and feedback. Key influencers were his cultural background, his approach to feedback, and his own expectations of the role feedback should play. An analysis of four in-depth interviews and a written response of this student´s attitudes, needs and issues demonstrate how academics, university stakeholders and experts in assessment and feedback can develop a raised awareness of, and sensitivity to, specialised ways of assisting international students with disabilities. A greater exploration and unpacking of these students´ individual needs and difficulties is suggested in the process of understanding feedback and assessment in a new academic context.;0H2EO;WOS:000501428800001;;;Olave-Encina, K (corresponding author), Univ Queensland, Sch Educ, St Lucia, Qld 4072, Australia.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1080/13603116.2019.1698063;Education & Educational Research;;;;;;;;School of Education at The University of Queensland;Dr Karen Olave-Encina holds a fellowship in the School of Education at   The University of Queensland and is also working as a casual lecturer in   the School of Languages and Cultures at the same university. She has   nearly twenty years of experience working in higher education in Chile   and Australia. Her research interests are feedback, inclusive education,   students who have English as an Additional Language, and assessment.   Karen has a PhD in international students´ practices and perceptions of   feedback, assessment, and academic literacies in higher education.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;DEC;2019;;2;2;7;;;;;;;;;
139;Educadata Datos asociados 2018-2022.txt;Dynamics between reading and math proficiency over time in secondary education - observational evidence from continuous time models;;2196-0739;2196-0739;LARGE-SCALE ASSESSMENTS IN EDUCATION;10;1;0;0;DEC;2022;English;Article;;;;;0;79;19;Introduction Reading and math proficiency are assumed to be crucial for the development of other academic skills. Further, different studies found reading and math development to be related. We contribute to the literature by looking at the relationship between reading and math using continuous time models. In contrast to previous studies, this allows us to (a) report estimates for autoregressive and cross lagged effects for a range of possible time intervals while still only estimating one set of continuous time parameters and (b) identify peak effects for the relationship between the two. Using data from Starting Cohort 3 of the National Educational Panel Study, we find, in line with previous evidence, a larger effect of reading on math than the other way around. Furthermore, we identify peak standardized cross-lagged effects (a(reading -> math) asymptotic to 0.30, a(math -> reading) asymptotic to 0.13) for a time interval of approximately 6 months.;6W7QG;WOS:000895921000001;;;Jindra, C (corresponding author), Humboldt Univ, Inst Educ Qual Improvement, Unter Linden 6, D-10099 Berlin, Germany.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1186/s40536-022-00136-6;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;4;4;;;;;;;;;
140;Educadata Datos asociados 2018-2022.txt;School closures and educational attainment in Ethiopia: Can extra classes help children to catch up?;;0141-1926;1469-3518;BRITISH EDUCATIONAL RESEARCH JOURNAL;48;4;640;664;AUG;2022;English;Article;;;;;1;94;25;School closures impact children´s attainment adversely, but understanding the effects of closures on children´s attainment in lower-income countries is still limited. Addressing this deficit, this study examines how past school closures have impacted children´s educational attainment in Ethiopia. The study uses individual student-level data from the Young Lives School Survey and standardised test scores in mathematics and language recorded at the start and end of the school year to model children´s attainment. Multiple regression with propensity score matching is used to analyse how attainment over the school year is impacted by school closures for a matched sub-sample of 4842 students. The effectiveness of additional classes to make up for lost learning is also evaluated. Past school closures have had a detrimental effect on attainment in mathematics, but not literacy. Extra classes, specifically those that families do not pay for, have helped children in the past to recuperate lost learning and could serve this function post-Covid-19. Inequalities in learning outcomes, measured by Gini coefficients in educational attainment, are widened by school closures. Applying these results to the extensive school closures under Covid-19 furthers our understanding of the likely effects on academic attainment and can inform policy to mitigate the impact.;3O6OO;WOS:000771974300001;;;Darko, CK (corresponding author), Univ Birmingham, Birmingham Business Sch, Univ House,Edgbaston Pk Rd, Birmingham B15 2TT, W Midlands, England.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1002/berj.3787;Education & Educational Research;;;;;;;;;;;;;;;;;Green Published, Green Accepted;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAR;2022;;1;1;8;;;;;;;;;
141;Educadata Datos asociados 2018-2022.txt;Conditioning factors pertaining to putting training into practice;;1134-4032;;RELIEVE-REVISTA ELECTRONICA DE INVESTIGACION Y EVALUACION EDUCATIVA;28;2;0;0;;2022;English;Article;;;;;0;44;1;The effects of in-service teacher training on the improvement of educational quality should be considered when rolling out professional development policies. To this end, important information can be gathered by examining the most relevant conditioning factors regarding the likelihood that teachers will successfully transfer learning into teaching practice. Knowledge of the effects of such transfer would also be useful. The aim of the present article is to analyse the existing associations between conditioning factors and the likelihood of transferring knowledge acquired via professional teacher training in non-university education classrooms. The present research was non-experimental and exploratory in nature, employing a survey in order to collect cross-sectional data. A total of 4769 teachers participated. A non-probabilistic convenience sample was recruited due to the accessibility and availability of participants. Obtained data enabled identification of predictive variables pertaining to the likelihood of transferring the knowledge attained through lifelong learning. A logistic regression model was developed to estimate transfer likelihood based on outcomes pertaining to the conditioning factors.;A7GL4;WOS:000956764700009;;;Pamies-Berengue, M (corresponding author), Univ Murcia, Fac Informat, Campus Univ Espinardo,Edificio 32, Murcia 30100, Spain.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.30827/relieve.v28i2.24604;Education & Educational Research;;;;;;;;MCIN/AEI (Ministry of Science and Innovation/State Research Agency)   [PID2020-113505RB-I00];This work was supported under Grant number PID2020-113505RB-I00 funded   by MCIN/AEI/10.13039/501100011033 (Ministry of Science and   Innovation/State Research Agency);;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;0;0;;;;;;;;;
142;Educadata Datos asociados 2018-2022.txt;Parents´ Perceptions of School Support During COVID-19: What Satisfies Parents?;;2504-284X;2504-284X;FRONTIERS IN EDUCATION;6;;0;0;SEP;2021;English;Article;;;;;5;101;15;"During the COVID-19 pandemic lockdown, face-to-face schooling could not be performed continuously, and alternative ways of learning had to be organized. Parents had to act as their children´s home schooling tutors while working from home, and schools had to deal with various alternatives to distance education. Since parents are by all means both important school users and partners, their perceptions of schools can be considered a central indicator for assessing school quality. In this respect, during school lockdown, parents´ school satisfaction may reflect schools´ ability to adjust and react to fast social changes with almost no time for preparation. To date, there is nearly no knowledge about school satisfaction or school support during this challenging situation. Using data from the COVID-19 survey of the German National Educational Panel Study, we identified central predictors of parents´ perceptions of school support during the national lockdown in Germany in spring 2020. All students (N = 1,587; M-age = 14.20; SD = 0.36; 53% girls) and their parents (M-age = 47.36; SD = 4.99; 91% women) have participated in the longitudinal survey for at least 8 years. The results of the structural equation model indicate that the perceived support and abilities of teachers have been especially relevant for parents´ school satisfaction during the time of the school lockdown. In contrast, factors relating to parents´ and children´s backgrounds seem to be less important.";XI6EO;WOS:000726202500001;;;Haller, T (corresponding author), Leibniz Inst Educ Trajectories LIfBi, Dept Competencies, Personal, Learning Environm, Bamberg, Germany.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3389/feduc.2021.700441;Education & Educational Research;;;;;;;;Leibniz Association;The publication of this article was funded by the Open Access Fund of   the Leibniz Association.;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;6;3;14;;;;;;;;;
143;Educadata Datos asociados 2018-2022.txt;Automated and controlled processes in comprehending multiple documents;;0307-5079;1470-174X;STUDIES IN HIGHER EDUCATION;46;10;2074;2086;OCT;2021;English;Article;;;SI;;1;39;13;The study investigates automated and controlled cognitive processes that occur when university students read multiple documents (MDs). We examined data of 401 students dealing with two MD sets in a digital environment. Performance was assessed through several comprehension questions. Recorded log data gave indications about students´ time allocation, corroboration, and sourcing. Independent measures were used for reading speed to tap the effects of automatic processing and for working memory and single-text reading comprehension to tap effects of controlled processing, with working memory considered the mental capacity for performing controlled processing. We found that faster readers completed the MD tasks faster and showed more corroboration behavior. At the same time, students skilled in comprehension allocated more time to processing MD tasks and were more likely to show MD-specific behaviors of corroboration and sourcing. Students´ success in MD tasks was predicted by reading speed and working memory, with the effect of working memory being mediated by single-text comprehension. Behavioral indicators contributed independently in predicting students´ MD comprehension. Results suggest that reading MDs resembles a problem-solving situation where students need to engage in controlled, non-routine processing to build up a comprehensive representation of MDs and benefit from highly automated, lower-level reading processes.;UQ9LT;WOS:000675080100001;;;"Hahnel, C (corresponding author), Leibniz Inst Res & Informat Educ, DIPF, Frankfurt, Germany.; Hahnel, C (corresponding author), Ctr Int Student Assessment ZIB, Frankfurt, Germany.";ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1080/03075079.2021.1953333;Education & Educational Research;;;;;;;;German Federal Ministry of Education and Research [01PK15008];This work was supported by the German Federal Ministry of Education and   Research under [Grant no 01PK15008].;;;;;;;;Green Published;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUL;2021;;1;0;2;;;;;;;;;
144;Educadata Datos asociados 2018-2022.txt;Contract cheating: To legislate or not to legislate-is that the question?;;0260-2938;1469-297X;ASSESSMENT & EVALUATION IN HIGHER EDUCATION;47;5;712;726;JUL;2022;English;Article;;;;;5;42;15;Increasing pressure is being placed on governments and legislators in different countries to take action against assignment outsourcing in higher education. Global discussions focus on prohibiting commercial outsourcing providers, such as contract cheating services. Despite evidence to suggest that outsourcing behaviours by students are increasing, and the number/reach of companies is increasing, little research has been undertaken to explore whether legislation will deter or prevent students from engaging in these dishonest behaviours. We investigated the issue of legality with higher education students, asking about their peers and their own assignment outsourcing behaviours, whether they believed such companies were already illegal, or whether they thought they should be illegal. Using quantitative analysis, responses from 7126 international participants were considered. We found that some students outsourced their assignments whether they thought it was illegal or not. Further, the majority of respondents argued that students should be impacted by any legislation, as well as the companies that provide outsourced work. The study presents evidence which should be considered in determining whether any law may have an effect to reduce assignment outsourcing behaviours in higher education students.;2Y5TF;WOS:000683197700001;;;Awdry, R (corresponding author), Deakin Univ, Melbourne, Vic, Australia.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1080/02602938.2021.1957773;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUL;2021;;5;2;4;;;;;;;;;
145;Educadata Datos asociados 2018-2022.txt;Higher Education Teaching Practices Experience in Mexico, During the Emergency Remote Teaching Implementation due to COVID-19;;2504-284X;2504-284X;FRONTIERS IN EDUCATION;6;;0;0;MAR;2021;English;Article;;;;;7;28;14;"Higher education teaching practices experience in Mexico changed from face-to-face teaching to the emergency remote teaching derived from the health contingency by COVID-19. The change from face-to-face to an online modality in the Mexican education system represented a great challenge for teachers of all educational levels. In Mexico, the federal government declared on Tuesday March 24, 2020, Phase 2 of the plan to address the country´s Covid 19 pandemic. Governments in at least ten states decided to suspend their activities and services as of March 17, including the education system. On April 13, the Mexican education system began activities in the online modality exclusively; however, derived from the country´s technical adequacy and digital connectivity conditions, a large proportion of the educational campuses, academic programs, and the teaching staff were not prepared for this situation. This cross-sectional study was carried out to analyze the faculty members experiences about the change from face-to-face to an online modality in the health emergency context due to the COVID-19 outbreak. We designed a study to gather information on practice in the new online learning scenario. For this purpose, we collected data on the previous experience in the conduct of online courses, the technological tools used, the barriers faced while driving online courses, the current conditions of use of educational and technological tools, the vision for the future, and some indicators of physical and mental health.In a sample of 341 faculty members, those working in public institutions were on less favorable terms than their peers attached to private universities. In contrast, lecturers recorded better conditions for dealing with modality change than full-time teachers. Likewise, lecturers more often mentioned having their infrastructure to teach courses from their homes than full-time teachers, which indeed responds to less access to the universities facilities in which they teach. Another important aspect to highlight is the increased proportion of teachers in public institutions and lecturers who have other jobs, so their workload can be more intense than those of their peers.";TW7LL;WOS:000682576500001;;;Zapata-Garibay, R (corresponding author), US Mexico Border Heath Commiss, Hlth Border Program, Tijuana, Mexico.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3389/feduc.2021.628158;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;6;1;16;;;;;;;;;
146;Educadata Datos asociados 2018-2022.txt;The more, the better? The influence of learning opportunities in physics teacher training programs;;1434-663X;1862-5215;ZEITSCHRIFT FUR ERZIEHUNGSWISSENSCHAFT;24;3;545;570;JUN;2021;German;Article;;;;;0;71;26;Learning opportunities in teacher training programs are crucial for the development of pre-service teachers´ content knowledge (CK) and pedagogical content knowledge (PCK). However, German teacher training programs (TTP) differ in their structure, particularly in their amount and content of learning opportunities. The present study characterizes different TTP and analyzes their influence on pre-service physics teachers´ CK and PCK. Therefore, curricula of 20 German TTP were compared and the amount and content of their learning opportunities during the first three years of enrollment were examined. Findings show that the amount of physics-specific learning opportunities is five times greater than the amount of learning opportunities related to physics education. Furthermore, four clusters can be identified which can be interpreted as TTP with more/less learning opportunities for physics and physics education. Clusters with more learning opportunities for physics have a positive influence on pre-service teachers´ CK. For clusters with less learning opportunities for physics education pre-service teachers rely more on their CK for their PCK.;TR0QQ;WOS:000625834500001;;;Schiering, D (corresponding author), IPN Leibniz Inst Padag Nat Wissensch & Math, Abt Didakt Phys, Olshausenstr 62, D-24118 Kiel, Germany.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1007/s11618-021-01003-w;Education & Educational Research;;;;;;;;Projekt DEAL;Open Access funding enabled and organized by Projekt DEAL.;;;;;;;;hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAR;2021;;0;0;5;;;;;;;;;
147;Educadata Datos asociados 2018-2022.txt;Game-Based Learning Analytics for Supporting Adolescents´ Reflection;;1929-7750;1929-7750;JOURNAL OF LEARNING ANALYTICS;8;2;51;72;;2021;English;Article;;;SI;;6;63;22;"Reflection is critical for adolescents´ problem solving and learning in game-based learning environments (GBLEs). Yet challenges exist in the literature because most studies lack a theoretical perspective and clear operational definition to inform how and when reflection should be scaf-folded during game-based learning. In this paper, we address these issues by studying the quantity and quality of 120 adolescents´ written reflections and their relation to their learning and problem solving with Crystal Island, a GBLE. Specifically, we (1) define reflection and how it relates to skill and knowledge acquisition; (2) review studies examining reflection and its relation to problem solving and learning with emerging technologies; and (3) provide direction for building reflection prompts into GBLEs that are aligned with the learning goals built into the learning session (e.g., learn about microbiology versus successfully solve a problem) to maximize adolescents´ reflection, learning, and performance. Overall, our findings emphasize how important it is to examine not only the quantity of reflection but also the depth of written reflection as it relates to specific learning goals. We discuss the implications of using game-learning analytics to guide instructional decision making in the classroom.";UO5DO;WOS:000694714900004;;;Cloude, EB (corresponding author), Univ Cent Florida, Dept Learning Sci & Educ Res, 4000 Cent Florida Blvd, Orlando, FL 32816 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.18608/jla.2021.7371;Education & Educational Research;;;;;;;;US National Science Foundation [DRL-1661202];The publication of this article received financial support from the US   National Science Foundation (DRL-1661202). Any opinions, findings, and   conclusions expressed in this material are those of the authors and do   not necessarily reflect the views of NSF.;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;6;3;11;;;;;;;;;
148;Educadata Datos asociados 2018-2022.txt;Educating on democracy in a time of environmental disasters;;1474-8460;1474-8479;LONDON REVIEW OF EDUCATION;19;1;0;0;;2021;English;Article;;;;;0;77;16;The recent diffusion of democracy across the globe has led to an increase in the curiosity of scholars, policymakers and the public alike about the main principles and characteristics of democracy. Equally important are concerns over outcomes of democracy, especially responsiveness of democracy to environmental and citizens´ protection in times of disasters. This article aims to answer several questions about the understanding of principles and outcomes of democracy, and the complexity and variability of democracy across countries, which are still unanswered in the literature. Specifically, it adds to the scholarly debates on democracy and environmental disasters in three ways. First, it presents theoretical and empirical debates on definitions and principles of democracy and its progress worldwide. Second, it discusses the effect of democracy on environmental sustainability. Third, it focuses on the pre-eminence of responsiveness of democratic in comparison to non-democratic governments to environmental disasters, and the best pathways to education on democracy in a time of environmental disasters. The article concludes by highlighting the advantage of mechanisms and solutions of democracy in contrast to non-democracy to challenges in times of environmental disasters and to teaching about responses to environmental disasters.;XZ1TZ;WOS:000737444000011;;;"Wejnert, B (corresponding author), Univ Buffalo, Dept Environm & Sustainabil, New York, NY 14260 USA.; Wejnert, B (corresponding author), Univ Buffalo, Dept Global Gender Studies, New York, NY 14260 USA.";ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.14324/LRE.19.1.30;Education & Educational Research;;;;;;;;"State University of New York, University at Buffalo; Fondazione   Gravissimum Educationis, Vatican";The author acknowledges that this work was in part supported by a   Research and Development Grant from the State University of New York,   University at Buffalo, obtained by the author. An earlier draft of this   article was presented as part of the 2020/1 series of webinars   `Understanding 21st century democracy´, organised by the University of   Santo Tomas Research Center for Social Sciences and Education in Manila,   Philippines, in partnership with the Teacher Education Council of the   Department of Education, and funded by the Fondazione Gravissimum   Educationis, Vatican.;;;;;;;;gold, Green Published;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;2;4;;;;;;;;;
149;Educadata Datos asociados 2018-2022.txt;The automated literacies of e-recruitment and online services;;0266-0830;1478-9833;STUDIES IN THE EDUCATION OF ADULTS-NIACE;53;1;4;22;JAN;2021;English;Article;;;;;2;76;19;Online technologies have entered almost all spheres of life, introducing new challenges to how literacies are theorised, defined and taken up in adult literacy education settings. This process has accelerated during the COVID-19 pandemic and on a global scale, as more services, resources and information move online. An important, if under-studied example of this trend is e-recruitment. Job seekers increasingly rely upon automated platforms to find and apply for jobs, and their fate in these selection processes are often automated. Drawing on data from the German LEO study and ethnographic interviews with job seekers in community-based digital literacy classes in Canada, this article explores how adult job seekers experience e-recruitment platforms, examining promises of efficiency, convenience and fairness in light of embedded inequalities within algorithmic agencies. Located within constructs of digital inequality, new literacy studies and sociomaterial literacies, findings suggest the need to reconfigure skills discourses, literacy measurement projects, and literacies education to account for automated intelligences as new actors in the literacies landscape.;RP5FD;WOS:000598539300001;;;Buddeberg, K (corresponding author), Univ Hamburg, Fac Educ Sci, Dept Lifelong Learning, Melle Pk 8, D-20146 Hamburg, Germany.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1080/02660830.2020.1855870;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;NOV;2020;;2;8;22;;;;;;;;;
155;Educadata Datos asociados 2018-2022.txt;County-Level School Sex Education Policy: A Single State Analysis of the Association with Adolescent Birth and Sexually Transmitted Infections;;1554-6128;1554-6136;AMERICAN JOURNAL OF SEXUALITY EDUCATION;17;4;536;547;OCT;2022;English;Article;;;;;0;36;12;Substantial evidence supports comprehensive sex education programs as effective means of promoting adolescent sexual health, but evidence on the effect of state-level sex education policy is inconclusive. Multiple states in the U.S. afford local authority in school policy, and existing literature calls for investigation of the impact of local interpretation and implementation of sex education policy. This study is the first to assess the association between stated county policy and select adolescent sexual health outcomes. In this single state multivariate analysis, stated county policy was not significantly associated with adolescent birth or sexually transmitted infections. The incongruity of evidence between the impacts of sex education programs and policies on teen birth and STIs in Florida suggests that implementation of policy and delivery of sex education at the district or school level may not align with stated county policy and may be a critic& mediating factor, confirming an area of essential future research in sex education.;5P6NP;WOS:000817253300001;;;Zori, G (corresponding author), Univ Florida, Coll Publ Hlth & Hlth Profess, POB 100182,1225 Ctr Dr, Gainesville, FL 32610 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1080/15546128.2022.2091697;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUN;2022;;0;5;6;;;;;;;;;
156;Educadata Datos asociados 2018-2022.txt;Student and advisor gender identity in STEM doctoral programs: Examining longitudinal and mediating effects with latent growth models;;0022-4308;1098-2736;JOURNAL OF RESEARCH IN SCIENCE TEACHING;59;8;1416;1446;OCT;2022;English;Article;;;;;1;99;31;While previous research documents that women in STEM doctoral programs tend to fare better when their advisor shares their gender identity, this study provides new insights into the role of student-advisor gender identity congruence, relying on a longitudinal sample of doctoral students in biology and using structural equation and latent growth curve modeling. Findings show that advisor gender played an inconsistent and typically indirect role in predicting student outcomes. Further, all students, regardless of gender, tended to report higher quality advising when their advisor was a woman, pointing to potential gender inequities in advising expectations of faculty. Implications for research, theory, and practice are discussed.;4L6SE;WOS:000762977000001;;;Blaney, JM (corresponding author), No Arizona Univ, Coll Educ, Flagstaff, AZ 86011 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1002/tea.21761;Education & Educational Research;;;;;;;;"National Science Foundation [1431234, 1431290, 1760894]; Division Of   Graduate Education; Direct For Education and Human Resources [1431290]   Funding Source: National Science Foundation; Division Of Graduate   Education; Direct For Education and Human R";National Science Foundation, Grant/Award Numbers: 1431234, 1431290,   1760894;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAR;2022;;1;3;11;;;;;;;;;
157;Educadata Datos asociados 2018-2022.txt;Explaining faculty members´ behavioral intention to use learning management systems;;2197-9987;2197-9995;JOURNAL OF COMPUTERS IN EDUCATION;9;4;707;725;DEC;2022;English;Article;;;;;11;42;19;Utilizing learning management system (LMS) in higher education and the factors could explain it is an emerging research field. Limited research has investigated factors influencing the adoption of LMS as a distinct system of e-learning as well as these studies mainly investigate the determinants of intention to use LMS from students and less from the point of view of the university instructors. This study investigates the factors that explain LMS acceptance from the faculty members. A version of the technology acceptance model including five external factors (perceived self-efficacy, subjective norm, image, technological complexity, and facilitating conditions) is proposed. The sample consists of 378 faculty members from 20 universities of Greece who declared to use LMS. A variance-based structural equation modeling was applied and ten out of thirteen hypotheses were confirmed. The total explained variance of behavioral intention to use LMS is estimated at 73%. Attitudes toward use, perceived usefulness, perceived easy of use, technological complexity, perceived self-efficacy, and subjective norm are the main determinants of faculty members´ behavioral intention to use LMS. Implications for training, educational policy, as well as the design and/or use of educational information systems are discussed.;5I5HA;WOS:000749162400002;;;"Lavidas, K (corresponding author), Hellenic Open Univ, Patras 26500, Greece.; Lavidas, K (corresponding author), Univ Patras, Dept Educ Sci & Early Childhood Educ, Patras 26500, Greece.";ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1007/s40692-021-00217-5;Education & Educational Research;;;;;;;;;;;;;;;;;Bronze;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JAN;2022;;11;5;12;;;;;;;;;
158;Educadata Datos asociados 2018-2022.txt;The Role of Studying Abroad in Attitudes toward Immigration: A European Context;;2162-3104;2166-3750;JOURNAL OF INTERNATIONAL STUDENTS;12;2;489;509;;2022;English;Article;;;;;0;63;21;International student mobility has been rising as a global phenomenon in the last few decades, while its impact could be various in different contexts. For the European Union (EU), studying in another EU member country could be regarded as an important factor for the solidarity and integrity of the Union. The current study elaborates on the role of studying abroad regarding the attitudes of people toward immigration in the EU. It shows that people who are studying in an EU member country, belonging to higher social classes and from EU15 countries, are more likely to have positive attitudes toward immigration. But after controlling several socio-demographic variables studying abroad still contributes positively to the attitudes of EU citizens toward immigration. Accordingly, current study provides promising pieces of evidence on the social contribution of studying abroad for both future research and policymakers.;2E4SZ;WOS:000812219900012;;;Oz, Y (corresponding author), Karamanoglu Mehmetbey Univ, Dept Educ Sci, Karaman, Turkey.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.32674/jis.v12i2.3561;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;4;4;;;;;;;;;
159;Educadata Datos asociados 2018-2022.txt;Influence of School Factors on Adolescent Smoking Behavior From the Perspective of Hirschi´s Social Bond Theory;;2073-753X;;JOURNAL OF RESEARCH IN EDUCATION SCIENCES;66;4;103;132;DEC;2021;Chinese;Article;;;SI;;0;60;30;"Y Introduction This study explored the impact of different school factors on adolescent smoking behavior from the perspective of Hirschi´s social bond theory. Hirschi proposed that social bonds restrain adolescents from deviant behavior. According to this theory, four elements constitute social bonds: attachment, involvement, commitment, and belief. Hirschi suggested that these bonds, such as attachment to teachers and peers, involvement in conventional activities, commitment to higher educational levels, and belief in moral values, reduce the likelihood of rules being broken. According to the Global Youth Tobacco Survey (Health Promotion Administration [HPA], 2020), the smoking rate among high school students in Taiwan was 8.4% (12.7% for boys and 3.7% for girls). The HPA and Taiwan´s Ministry of Education have been promoting the Campus Smoke -Free Campaign since 2009. However, during the 2018-2019 academic year, an increase in the use of cigarettes among high school students was observed (HPA, 2020). Problems associated with cigarette use, such as cancer and addiction, are not uncommon, particularly among Taiwan´s adolescents. This study examined the influence of different school factors on smoking behavior. Accordingly, we applied a zero-inflated negative binomial (ZINB) regression model to determine the appropriate distribution of data. Methods Using the Taiwan Youth Project (TYP) survey data and ZINB regression model, we simultaneously analyzed the impact of school factors on expected smokers and the frequency of cigarette smoking among adolescent smokers. The TYP is a longitudinal study, and the baseline interview was conducted in 2000, with follow-up interviews being conducted annually until 2019. Only data obtained from the sixth wave of the project (2005) were used for this research. The final samples involved 1,668 high school (including vocational school) students, with 837 boys and 831 girls. Smoking behavior was the dependent variable, and it was assessed using a 5-point rating scale (0 = ""no smoking,"" 4 = ""always smoking""). For attachment, teacher-student relationships, peer relationships, and school belonging were selected as indicators. Measures of commitment included indicators of educational aspirations. Involvement included absenteeism and participation in school leadership and competitions. Finally, measures of belief included belief in the moral value of smoking. Gender and school types were included as control variables. Results Approximately 11.33% of the participants reported smoking at least once in the previous 30 days. A large percentage of the participants reported not smoking. The distribution for smoking data exhibited a high positive skew, with the variance exceeding the mean; this indicates that the outcome was overdispersed. ZINB models are designed for analyzing this type (excess zeros and overdispersion) of distribution under the assumption that the zeros originate from two latent subclasses. The likelihood ratio for the full ZINB model was determined to be chi(2)(35) = 190.27 ( p < .01; maximum likelihood = -770.76), indicating the significance of the overall model. Furthermore, the Vuong test for nonnested models supported the use of the ZINB model over a standard negative binomial model (z = 7.70, p < .01). After controlling for the contextual effects of gender and school type, we observed that teacher-student relationships (beta = .30, z = 3.16, OR = 1.35), educational aspirations (undergraduate degree: beta = 1.06, z = 2.16, OR = 2.90; master´s degree: beta = 1.35, z = 2.58, OR = 3.86; doctoral degree: beta = 1.30, z = 2.52, OR = 3.68), and positive smoking moral values (beta = 2.79, z = 2.05, OR = 16.29) had a significant positive influence on the zero-inflation probability (logit link). As expected, school absenteeism (beta = -.41, z = -5.16, OR = 0.67) had a significant negative impact on the zero-inflation probability. However, for the negative binomial distribution (log link), we did not find evidence of school factors influencing the frequency of adolescent smoking behavior. Specifically, school factors were not significant predictors of the number of cigarettes consumed by the expected smokers. Discussion From the perspective of Hirschi´s social control theory, adolescents do not inherently conform to rules, and adherence to rules is accomplished through the formation of a social bond between the adolescent and conservative society. When an adolescent has a healthy and strong relationship with their teacher, an emotional bond exists between them, influencing adolescent smoking behavior. Teachers serve to prevent students from breaking rules. However, in this study, peer attachment and a sense of school belonging did not exhibit any effect on smoking. Adolescents aspiring to study at university and attain a higher level of education were observed to be less likely to smoke. Involvement in school activities and assuming a student leadership position also had no impact on smoking behavior. Nevertheless, we observed that smoking was significantly associated with school absenteeism. Adolescents who are frequently absent from school are less likely to be attached to their teachers and school, and they are thus more likely to be engaged in smoking because they lack conventional social bonds. Finally, adolescents with positive moral values were noted to be less likely to smoke. Conventional moral values serve as a means to regulate social interactions. The results of this study demonstrate that boys are more likely to engage in smoking than girls. Furthermore, vocational high school and junior college students are more likely to become cigarette users than high school students. The study results highlight the impact of school factors on expected adolescent smokers and on the frequency of cigarette consumption among adolescent smokers. When school factors were tested solely against smoking behaviors, the results demonstrate that teacher-student relationships, educational aspirations, and positive moral values prevented adolescents from adopting smoking behavior. However, we observed school absenteeism to have a negative effect on smoking behavior. The effects of school factors on the frequency of cigarette smoking among adolescents were nonsignificant. This study has several limitations that should be noted. First, the study relied on secondary data that were collected with a focus on traditional cigarettes. Using up-to-date data to conduct a comprehensive assessment of the effect of school factors on the use of e-cigarettes would benefit future research. Second, although this study demonstrated social bonds to be associated with smoking behavior, the causal association between them is still unclear. A longitudinal survey is required to examine the nature and direction of this association. Sustained efforts to implement laws to control and prevent cigarette use are crucial for reducing and regulating smoking among Taiwan´s adolescents.";YZ0CZ;WOS:000755152600004;;;Tung, YY (corresponding author), Natl Cheng Kung Univ, Grad Inst Educ, Tainan 701, Taiwan.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.6209/JORIES.202112_66(4).0004;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;1;5;;;;;;;;;
160;Educadata Datos asociados 2018-2022.txt;Concerns of teachers during school closings: analyzing communication in the twitter-lehrerzimmer regarding opportunities and challenges of digital teaching;;1434-663X;1862-5215;ZEITSCHRIFT FUR ERZIEHUNGSWISSENSCHAFT;24;2;443;477;APR;2021;German;Article;;;;;5;47;35;Many schools introduced distance learning as a result of the school closings due to the Corona pandemic in March 2020. Such instruction was often organized digitally without much prior preparation. As a result, an increased exchange between teachers in online communities was to be expected. Analyzing the communication of the online community Twitter-Lehrerzimmer provided insight into topics and allowed to compare topics that were discussed before and during school closings. To identify topics, we applied computational linguistic analysis methods on 128,422 tweets and qualitative content analysis of 270 tweets. The results indicated that topics such as (a)synchronous digital teaching had already been discussed previously but was addressed more often and in more breadth during school closings. The Twitter-Lehrerzimmer was used for mutual support and exchange on urgent challenges such as the availability of high-quality software (compliant with data protection). The results reveal deficits in the German digitalization process from the perspective of teachers using Twitter and show the potential of online communities for information exchange and networking.;RV2CK;WOS:000635846300001;;;Futterer, T (corresponding author), Univ Tubingen, Hector Inst Empir Bildungsforsch, Europastr 6, D-72072 Tubingen, Germany.;ISI;33824621;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1007/s11618-021-01013-8;Education & Educational Research;;;;;;;;Projekt DEAL;Open Access funding enabled and organized by Projekt DEAL.;;;;;;;;Green Published, hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;APR;2021;;5;2;12;;;;;;;;;
161;Educadata Datos asociados 2018-2022.txt;Underrepresented minority students receive lower grades and have higher rates of attrition across STEM disciplines: A sign of inequity?;;0950-0693;1464-5289;INTERNATIONAL JOURNAL OF SCIENCE EDUCATION;43;7;1054;1089;MAY;2021;English;Article;;;;;12;73;36;Underrepresented minority (URM) students are subjected to historically rooted inequities when pursuing an education, especially in STEM disciplines with little diversity. In order to make STEM education equitable and inclusive, evidence for how students from different racial/ethnic demographics are faring is necessary. We use 10 years of institutional data at a large public US-based university to investigate trends in the majors that Asian, URM, and White students declare, drop, and complete. We find that URM students drop most majors at higher rates compared to other students, particularly in physics and economics. We find alarming GPA trends in that URM students consistently earn lower grades than their Asian and White peers. In some STEM disciplines, the URM students who earn a degree are earning the same grades as the Asian and White students who dropped the major. These troubling trends may signify lack of sufficient support, mentoring, and guidance for the URM students who are already severely disadvantaged particularly at a primarily White institution. These findings call for greater resources and effort for making learning environments equitable and inclusive so that many URM students who come to college with severe disadvantages are appropriately supported and can excel similar to other students.;TS9JH;WOS:000632732100001;;;Whitcomb, KM (corresponding author), Univ Pittsburgh, Dept Phys & Astron, Pittsburgh, PA 15260 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1080/09500693.2021.1900623;Education & Educational Research;;;;;;;;"National Science Foundation [DUE-1524575]; Alfred P. Sloan Foundation   [G-2018-11183]";This research is supported by the National Science Foundation [grant   number DUE-1524575] and the Alfred P. Sloan Foundation [grant number   G-2018-11183].;;;;;;;;hybrid, Green Submitted;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAR;2021;;12;2;12;;;;;;;;;
162;Educadata Datos asociados 2018-2022.txt;THE IMPACT OF SECONDARY EDUCATION ON THE LEVEL OF FINANCIAL LITERACY: THE CASE OF SLOVAKIA;;1822-7864;2538-7111;PROBLEMS OF EDUCATION IN THE 21ST CENTURY;79;1;13;33;;2021;English;Article;;;;;0;35;21;Financial literacy, specifically its measurement and education in this field, is a very current topic. The main aim of this research was to find out whether secondary school education had a positive impact on the level of student´s financial literacy and to identify´ other important factors that affected its level. All 363 first-year bachelor´s students of the Faculty of Operations and Economic of Transport and Communications (FPFDAS), University of Zilina, Slovakia, took part in the research. The research consisted of two parts - a questionnaire and a test. The questionnaire focused on demographic, educational, and socio-economic factors influencing students´ financial literacy. The test included items aimed at ,finding out whether students could correctly define selected concepts of the financial area, whether they understood these concepts, and were able to analyze them. The most important finding of the research was that the number of lessons dedicated to mathematics and financial literacy in secondary school did not have a statistically significant impact on the level of student´s financial literacy. On the contrary, the level of financial literacy was correlated with the overall performance of the student at the secondary school and the type of secondary school the student attended The research also aimed to verify the hypothesis that the student´s study program affected the level of his or her financial literacy. It turns out that increasing the number of mathematics or financial literacy lessons is not sufficient to improve financial literacy levels, but more important is teacher education, the content and form of the education and the effectiveness of the teaching process.;QF0YK;WOS:000616626300002;;;Bohm, P (corresponding author), Univ Zilina, Fac Operat & Econ Transport & Commun, Dept Quantitat Methods & Econ Informat, Zilina, Slovakia.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.33225/pec/21.79.13;Education & Educational Research;;;;;;;;project Modernizing the system of mathematical education with the   progressive elements of teaching [-13/PEDAS/2019];The present work is supported by the project Modernizing the system of   mathematical education with the progressive elements of teaching   -13/PEDAS/2019.;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;3;12;;;;;;;;;
170;Educadata Datos asociados 2018-2022.txt;Engagement in Online Learning: Student Attitudes and Behavior During COVID-19;;2504-284X;2504-284X;FRONTIERS IN EDUCATION;7;;0;0;MAY;2022;English;Article;;;;;11;84;16;The COVID-19 pandemic resulted in nearly all universities switching courses to online formats. We surveyed the online learning experience of undergraduate students (n = 187) at a large, public research institution in course structure, interpersonal interaction, and academic resources. Data was also collected from course evaluations. Students reported decreases in live lecture engagement and attendance, with 72 percent reporting that low engagement during lectures hurt their online learning experience. A majority of students reported that they struggled with staying connected to their peers and instructors and managing the pace of coursework. Students had positive impressions, however, of their instructional staff. Majorities of students felt more comfortable asking and answering questions in online classes, suggesting that there might be features of learning online to which students are receptive, and which may also benefit in-person classes.;1K5TX;WOS:000798664000001;;;Hollister, B (corresponding author), Univ Calif, Dept Math, San Diego, CA USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3389/feduc.2022.851019;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;11;9;19;;;;;;;;;
171;Educadata Datos asociados 2018-2022.txt;The effect of a general versus narrow undergraduate curriculum on graduate specialization: The case of a Dutch liberal arts college;;0958-5176;1469-3704;CURRICULUM JOURNAL;33;4;618;635;NOV;2022;English;Article;;;;;0;42;18;Whether a broad undergraduate curriculum prepares students well for academic and professional specialization is a much-debated question. This discussion is particularly relevant in the context of European liberal arts bachelor´s programmes, which recently re-emerged as an exception to the continental norm of specialized undergraduate curricula. While liberal arts proponents contend that the broad foundation of knowledge and generic skills provided by this educational model facilitate specialization rather than hindering it, critics point to the relative lack of disciplinary depth. To investigate this problem, the paper looks at three specialized master´s programmes at Maastricht University-in international business, psychology, and neuroscience. It compares the academic performance of two groups of students in these programmes: graduates from University College Maastricht, a liberal arts institution, and their peers with discipline-focused bachelor´s degrees in a matching field. Results from probit and OLS regression models show that there are no major differences between the two groups in terms of dropout rates, GPA, and master´s thesis grades. Despite having less subject-specific knowledge, university college graduates proved to be prepared equally well for specialized master´s studies as their counterparts with a matching disciplinary background. These findings suggest that an undergraduate curriculum that offers more breadth and flexibility does not represent an obstacle to further specialization.;5D4JH;WOS:000770374500001;;;Kovacevic, M (corresponding author), Maastricht Univ, Univ Coll Maastricht, POB 616, NL-6200 MD Maastricht, Netherlands.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1002/curj.158;Education & Educational Research;;;;;;;;European Union [847596];This study has received funding from the European Union´s Horizon 2020   research and innovation programme under the Marie Sklodowska--Curie   grant agreement No. 847596;;;;;;;;hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAR;2022;;0;6;9;;;;;;;;;
172;Educadata Datos asociados 2018-2022.txt;Risk and Protective Factors of College Students´ Psychological Well-Being During the COVID-19 Pandemic: Emotional Stability, Mental Health, and Household Resources;;2332-8584;2332-8584;AERA OPEN;8;;0;0;MAR;2022;English;Article;;;;;4;107;26;Colleges and universities have increasingly worried in recent decades about college students´ well-being, with the COVID-19 pandemic aggravating these concerns. Our study examines changes to undergraduate emotional sentiments and psychological well-being from before to after the onset of the pandemic. In addition, we explore whether certain risk factors (i.e., prior mental health impairments, trait emotional stability) and protective factors (i.e., subjective socioeconomic status, parental education, household resources) predicted students´ emotions and their intraindividual changes due to the pandemic onset. We compared experience sampling method data from 120 students from before and after the pandemic onset, examining intraindividual trajectories. There was only little change in students´ emotions. Prior mental health impairment and trait emotional stability predicted students´ emotions, averaged across time points, but not emotion changes. Few associations with emotions were found for subjective socioeconomic status and parental education, but study-related household resources predicted levels and changes in emotions.;ZW7FH;WOS:000771374000001;;;"Moeller, J (corresponding author), Univ Leipzig, Educ Psychol, Marschnerstr 31, D-04109 Leipzig, Germany.; Moeller, J (corresponding author), Univ Leipzig, Early Child Dev, Marschnerstr 31, D-04109 Leipzig, Germany.";ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1177/23328584211065725;Education & Educational Research;;;;;;;;"Andrew W. Mellon Foundation [1806-05902]; Jacobs Foundation Early Career   Research Fellowship";We acknowledge the financial support for this research that was   associated with a larger research project funded by the Andrew W. Mellon   Foundation, #1806-05902, and a Jacobs Foundation Early Career Research   Fellowship to Julia Moeller. We thank the Open Access Fund of the   Leipzig University Library for covering the publication fees.;;;;;;;;gold, Green Submitted;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;4;2;2;;;;;;;;;
173;Educadata Datos asociados 2018-2022.txt;Pandemic natives, pandemic immigrants: effects of COVID-19 confinement on the wellbeing of children in preschool education;;1350-293X;1752-1807;EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL;29;6;959;971;NOV;2021;English;Article;;;;;1;42;13;This study explores the behavioural effects of COVID-19 confinement in preschool children (aged 3-5) based on their parents´ perceptions. Now that policy makers in numerous countries are drawing up new policies on teleworking and psychological support systems, the aim of this research was to test how parents´ working situations had affected children´s changes in habits and behaviour and in their enjoyment of remote learning. We have used parametric inferential statistics to interpret data collected on 267 children from seven schools located in Malaga (Spain). Firstly, we analysed the factors that had hampered children´s enjoyment of homeschooling and we then carried out Pearson´s Chi square tests of independence to determine statistically significant correlations with the parents´ work situation. Secondly, we weighed the changes in habits and behaviour that children had experienced during lockdown and whether they were associated with their parents´ work situation. Our data reflect the multiple external factors that have hindered preschool children´s enjoyment of remote learning in a key phase of the individual development.;YB1KP;WOS:000702951500001;;;Ruiz, MRF (corresponding author), Univ Malaga, Fac Educ, Dept Didact Language & Literature, 25 Bulevar Louis Pasteur, Malaga 29010, Spain.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1080/1350293X.2021.1985559;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;OCT;2021;;1;2;16;;;;;;;;;
174;Educadata Datos asociados 2018-2022.txt;A Data Science Analysis of Academic Staff Workload Profiles in Spanish Universities: Gender Gap Laid Bare;;2227-7102;2227-7102;EDUCATION SCIENCES;11;7;0;0;JUL;2021;English;Article;;;;;2;43;18;This paper presents a snapshot of the distribution of time that Spanish academic staff spend on different tasks. We carry out a statistical exploratory study by analyzing the responses provided in a survey of 703 Spanish academic staff in order to draw a clear picture of the current situation. This analysis considers many factors, including primarily gender, academic ranks, age, and academic disciplines. The tasks considered are divided into smaller activities, which allows us to discover hidden patterns. Tasks are not only restricted to the academic world, but also relate to domestic chores. We address this problem from a totally new perspective by using machine learning techniques, such as cluster analysis. In order to make important decisions, policymakers must know how academic staff spend their time, especially now that legal modifications are planned for the Spanish university environment. In terms of the time spent on quality of teaching and caring tasks, we expose huge gender gaps. Non-recognized overtime is very frequent.;TN5VQ;WOS:000676302400001;;;"Epifanio, I (corresponding author), Univ Jaume 1, Dept Matemat, Castellon de La Plana 12071, Spain.; Epifanio, I (corresponding author), Univ Jaume 1, Inst Univ Estudis Feministes & Genere, Castellon de La Plana 12071, Spain.";ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3390/educsci11070317;Education & Educational Research;;;;;;;;"Spanish Ministry of Science, Innovation and Universities (AEI/FEDER, EU)   [DPI2017-87333-R]; Universitat Jaume I [UJI-B2020-22]";This research was funded by the Spanish Ministry of Science, Innovation   and Universities (AEI/FEDER, EU) grant number DPI2017-87333-R and   Universitat Jaume I grant number UJI-B2020-22.;;;;;;;;Green Published, gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;2;1;6;;;;;;;;;
175;Educadata Datos asociados 2018-2022.txt;Connecting family, school, gold mining community and primary school students´ reading achievements in Burkina Faso - A three-level hierarchical linear model analysis;;0738-0593;1873-4871;INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT;84;;0;0;JUL;2021;English;Article;;;;;2;109;15;Family, school, and community play an important role in creating learning opportunities, but research on the topic tends to approach them separately. Employing three-level hierarchical linear modeling, this study investigates how gold mining communities are related to students´ reading achievements and how they interact with school (teacher and principal) factors, child health, and child labor status to affect reading achievements in Burkina Faso. Findings suggest that gold mining communities negatively affect students´ reading achievements, but better teaching practices and better principal management quality contribute to reduce this negative effect. These findings contribute to the literature on the resource curse hypothesis and school effectiveness modeling in developing countries. Furthermore, implications of the findings for education policy are discussed.;UO7YM;WOS:000694908500026;;;Sanfo, JBMB (corresponding author), Univ Shiga Prefecture, Inst Promot Gen Educ, 2500 Hassaka, Hikone 5228533, Japan.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1016/j.ijedudev.2021.102442;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAY;2021;;2;3;11;;;;;;;;;
176;Educadata Datos asociados 2018-2022.txt;Measuring university teachers´ teaching quality: a Rasch modelling approach;;1387-1579;1573-1855;LEARNING ENVIRONMENTS RESEARCH;24;1;87;107;APR;2021;English;Article;;;;;2;52;21;Insights into how university teachers develop their teaching can strengthen the effectiveness of professional learning activities. Professional learning initiatives aim to support teachers in developing a teaching profile that is focused on student learning. However, university teachers often report a combination of content- and student-focused approaches to teaching and are not systematically focused on the learning outcomes of students. Teacher development theories hypothesise teaching growth as a hierarchy in which the development of more-complex skills (student-centred teaching) is based on the easier ones. This cumulative development of university teachers´ teaching has not yet been examined in authentic learning environments. We explored whether the hierarchy can also be found in observed teaching behaviour. Rasch analysis of 203 classroom observations revealed a stage-wise ordering of the teaching skills from basic to complex, consistent with the theorised development of teaching in the literature. University teachers develop from teacher-centred to student-centred teaching by increasingly acknowledging the student in the teaching and learning process. At the same time, they aim first to gain comfort in a stage (self-focused) before improving their teaching in that development stage (focus on task). As teachers develop, they move on to student-learning focused skills, such as teaching-learning strategies.;RU4PT;WOS:000645131900005;;;Noben, I (corresponding author), Univ Groningen, Fac Behav & Social Sci, Groningen, Netherlands.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1007/s10984-020-09319-w;Education & Educational Research;;;;;;;;;;;;;;;;;Green Published, hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;2;1;5;;;;;;;;;
177;Educadata Datos asociados 2018-2022.txt;Student Log-Data from a Randomized Evaluation of Educational Technology: A Causal Case Study;;1934-5747;1934-5739;JOURNAL OF RESEARCH ON EDUCATIONAL EFFECTIVENESS;14;1;241;269;JAN;2021;English;Article;;;;;1;71;29;"Randomized evaluations of educational technology produce log data as a bi-product: highly granular data on student and teacher usage. These datasets could shed light on causal mechanisms, effect heterogeneity, or optimal use. However, there are methodological challenges: implementation is not randomized and is only defined for the treatment group, and log datasets have a complex structure. This article discusses three approaches to help surmount these issues. One approach uses data from the treatment group to estimate the effect of usage on outcomes in an observational study. Another, causal mediation analysis, estimates the role of usage in driving the overall effect. Finally, principal stratification estimates overall effects for groups of students with the same ""potential"" usage. We analyze hint data from an evaluation of the Cognitive Tutor Algebra I curriculum using these three approaches, with possibly conflicting results: the observational study and mediation analysis suggest that hints reduce posttest scores, while principal stratification finds that treatment effects may be correlated with higher rates of hint requests. We discuss these mixed conclusions and give broader methodological recommendations.";RO8WZ;WOS:000600732600001;;;Sales, AC (corresponding author), Worcester Polytech Inst, Dept Math Sci, Stratton Hall,100 Inst Rd, Worcester, MA 01609 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1080/19345747.2020.1823538;Education & Educational Research;;;;;;;;"National Science Foundation [1420374]; Division Of Research On Learning;   Direct For Education and Human Resources [1420374] Funding Source:   National Science Foundation";This project was supported by National Science Foundation [1420374].;;;;;;;;Green Submitted;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;NOV;2020;;1;0;16;;;;;;;;;
182;Educadata Datos asociados 2018-2022.txt;Becoming a social studies teacher: An integrative systems perspective on identity content, structure, and processes;;0742-051X;1879-2480;TEACHING AND TEACHER EDUCATION;120;;0;0;DEC;2022;English;Article;;;;;0;183;17;In this scoping study we synthesize the last two decades of research on social studies teacher identity (N = 114) to identify salient themes. Findings indicate an interest in an array of teacher identities: ethnic and cultural identities, sexual orientation, identities vis-a-vis curricular content and purposes, and civic values and beliefs. However, limited studies attempt to integrate these diverse identity features into a coherent model of teacher identity that recognizes the interplay of these priorities. We propose an integrative framework that conceptualizes social studies teacher identity as a complex dynamic system of interdependent role-specific elements and contextualized emergent meanings. (c) 2022 Elsevier Ltd. All rights reserved.;7U5CH;WOS:000912149900009;;;Patterson, T (corresponding author), Temple Univ, Coll Educ & Human Dev, 1301 Cecil B Moore Ave, Philadelphia, PA USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1016/j.tate.2022.103899;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;OCT;2022;;0;6;6;;;;;;;;;
183;Educadata Datos asociados 2018-2022.txt;Challenging to Read, Easy to Comprehend? Effects of Linguistic Demands on Secondary Students´ Text Comprehension in Physics;;1571-0068;1573-1774;INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION;20;SUPPL 1;43;68;NOV;2022;English;Article;;1;SI;;2;89;26;"Students with high reading proficiency typically achieve better results in science assessments, indicating the importance of reading proficiency. Since the process of reading is a complex interaction between properties of a text and a reader, the linguistic demands of a text might affect text comprehension. Certain linguistic features, such as complex syntactic structures and low word frequency, have been found to create higher cognitive load. However, studies investigating the influence of linguistic features on test item difficulty and students´ text comprehension in science have hitherto let to inconclusive results. The present study investigates whether the linguistic demands of expository text affect German students´ text comprehension in the domain of physics. Within an experimental study, we presented three introductory texts on different subtopics of thermodynamics and 27 single-select, multiple-choice items to 812 secondary school students (grades 7-9). Items measured students´ text comprehension (dependent variable); the linguistic demands of each text were systematically varied across three levels (independent variables) while other features of text quality and content were held constant. The results of the item response theory analysis indicated no consistent differences in item difficulty across levels of linguistic demands. Moreover, differential analyses of subgroups presented no consistent differences in solution frequencies of items related to different linguistic demands. Furthermore, while the highest linguistic demand of the texts led the students to perceive a lower comprehensibility, their text comprehension was not affected. Hence, this study provides evidence that the influence of linguistic features on text comprehension is at most low and might be overestimated in present discussions.";7H9NI;WOS:000847117800002;;;Hackemann, T (corresponding author), Univ Hamburg, Fac Educ, Von Melle Pl 8, D-20146 Hamburg, Germany.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1007/s10763-022-10306-1;Education & Educational Research;;;;;;;;Projekt DEAL;Open Access funding enabled and organized by Projekt DEAL.;;;;;;;;hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;AUG;2022;;2;9;10;;;;;;;;;
184;Educadata Datos asociados 2018-2022.txt;Experiential philanthropy in public affairs education: Learning for lives of giving?;;1523-6803;2328-9643;JOURNAL OF PUBLIC AFFAIRS EDUCATION;28;4;440;459;OCT;2022;English;Article;;;SI;;2;59;20;"Globally, public affairs programs are designed to meet dual educational purposes. On the one hand, these professional degree programs are intended to educate students for careers in service to the public. On the other hand, these programs are also intended to educate students about our common responsibility to contribute to the betterment of society through civic participation and engagement. Not surprisingly, then, public affairs programs often include a curriculum emphasis on philanthropy; and, as a means of teaching philanthropy, experiential philanthropy has become an increasingly popular pedagogical strategy. Despite growing use of the pedagogy cross-nationally and consistent evidence of its short-term efficacy, there has been limited evidence of the pedagogy´s long-term impact. Therefore, in this study, we explore whether experiential philanthropy, as a pedagogical strategy within public affairs programs in the US and China, is associated with long-term philanthropic and prosocial outcomes of former course participants.";8H1UP;WOS:000834912900001;;;McDougle, LM (corresponding author), Ctr Publ Serv Sch Publ Affairs & Adm, 111 Washington St, Newark, NJ 07105 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1080/15236803.2022.2103337;Education & Educational Research;;;;;;;;"Giving Foundation; Rutgers, The State University of New Jersey";"The work was supported by the Learning by Giving Foundation; Rutgers,   The State University of New Jersey.";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUL;2022;;2;7;7;;;;;;;;;
185;Educadata Datos asociados 2018-2022.txt;Effects of teacher- and school-level ICT training on teachers´ use of digital educational resources in rural schools in China: A multilevel moderation model;;0883-0355;1873-538X;INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH;111;;0;0;;2022;English;Article;;;;;4;61;14;This study aimed to explore the relationships between information and communications technology (ICT) training at teacher- and school-level and teachers´ use of digital educational resources (DER) in rural schools. The sample included 826 teachers from 119 primary schools in rural areas of western China. Multilevel regression analysis revealed that rural schools should pay attention to the importance of ICT training for teachers´ DER use ability. School managers could set up ICT training plans, organize more ICT training, and encourage teachers to participate in ICT training as much as possible. In addition, rural teachers should take the initiative to increase their training hours and be involved in as wide a variety of training topics as possible.;XV3RM;WOS:000734863200004;;;Li, MY (corresponding author), Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan, Hubei, Peoples R China.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1016/j.ijer.2021.101910;Education & Educational Research;;;;;;;;"National Social Science Fund of China project ""Research on the promotion   of ICT [18ZDA334]";"This work was supported by the National Social Science Fund of China   project ""Research on the promotion of ICT to the equity of elementary   education in new era"" [grant numbers 18ZDA334] .";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;DEC;2021;;4;18;57;;;;;;;;;
186;Educadata Datos asociados 2018-2022.txt;Why and how science students in the United States think their peers cheat more frequently online: perspectives during the COVID-19 pandemic;;1833-2595;;INTERNATIONAL JOURNAL FOR EDUCATIONAL INTEGRITY;17;1;0;0;NOV;2021;English;Article;;;;;9;47;18;Academic integrity establishes a code of ethics that transfers over into the job force and is a critical characteristic in scientists in the twenty-first century. A student´s perception of cheating is influenced by both internal and external factors that develop and change through time. For students, the COVID-19 pandemic shrank their academic and social environments onto a computer screen. We surveyed science students in the United States at the end of their first COVID-interrupted semester to understand how and why they believed their peers were cheating more online during a pandemic. Almost 81% of students indicated that they believed cheating occurred more frequently online than in-person. When explaining why they believed this, students touched on proctoring, cheating influences, and extenuating circumstances due to COVID-19. When describing how they believed cheating occurred more frequently online, students touched on methods for cheating and surreptitious behavior. The student reasonings were associated with four theories (game theory, Kohlberg´s theory of moral development, neutralization theory, and planned behavior theory) that have been used to examine academic dishonesty. Our results can aid institutions in efforts to quell student concerns about their peers cheating during emergencies. Interestingly, most student beliefs were mapped to planned behavior theory while only a few students were mapped to neutralization theory, suggesting it was a novel modality of assessment rather than a pandemic that shaped student perceptions.;WY5LE;WOS:000719318900001;;;Walsh, LL (corresponding author), Donald Danforth Plant Sci Ctr, St Louis, MO 63132 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1007/s40979-021-00089-3;Education & Educational Research;;;;;;;;Donald Danforth Plant Science Center;This research was funded internally by the Donald Danforth Plant Science   Center.;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;9;1;8;;;;;;;;;
187;Educadata Datos asociados 2018-2022.txt;Comparing Assessment Methods of Attribute Importance in Teachers´ Decisions: The Importance of Different Criteria for Tracking Recommendations after Primary School;;2227-7102;2227-7102;EDUCATION SCIENCES;11;10;0;0;OCT;2021;English;Article;;;;;1;67;19;The importance of different criteria for tracking recommendations is usually inferred using regression weights as a cross-student measure. The few studies that have applied alternative approaches or differentiated between student groups sometimes reach different conclusions. According to research on judgment and decision making (JDM), different methods operationalize different facets of importance. Given this, we investigate whether the importance of criteria for tracking recommendations depends on a direct vs. indirect operationalization (regression weights vs. ratings). A total of 181 teachers selected four students from their most recent fourth-grade class using a 2 x 2 design (certain vs. uncertain qualification for the Realschule (vocational track) vs. the Gymnasium (academic track)). Then, they reported on the level and the importance of predetermined criteria for each student. Contrary to JDM research, we found few method-related differences, but striking differences between cases with a certain vs. an uncertain qualification. For the latter, the importance of the criteria is more homogeneous, the regression prediction is less successful and the importance varies with the dependent variable in the regression (actual recommendation vs. perceived qualification). We conclude that further research should focus on uncertain cases rather than method-related differences and suspect that, in uncertain cases, the formation of the recommendation is a multistage decision process.;WN3ZS;WOS:000711710600001;;;Lintorf, K (corresponding author), Univ Cologne, Dept Erziehungs & Sozialwissensch, Albertus Magnus Pl, D-50923 Cologne, Germany.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3390/educsci11100566;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;1;1;5;;;;;;;;;
188;Educadata Datos asociados 2018-2022.txt;Spatial reasoning in mathematics: A cross-field perspective on deaf and general education research;;1464-3154;1557-069X;DEAFNESS & EDUCATION INTERNATIONAL;24;2;127;159;APR;2022;English;Article;;;;;1;115;33;Spatial reasoning, recognised as playing a critical role across STEM disciplines, is gaining prominence in mathematics education, not only as fundamental to mathematics, but also as embodied mathematical activity. In this paper, we discuss spatial reasoning and its embodiment in mathematics. We then present a systematic review of the topics as researched and related to deaf and general education from 2010 to 2019. Publication trends during the ten years reveal similarities and differences across both fields. Based on the findings, we share insights, prospects, and provocations for promoting spatial reasoning in mathematics with an emphasis on research and pedagogy for deaf education.;1M1OZ;WOS:000609597900001;;;Thom, JS (corresponding author), Univ Victoria, Dept Curriculum & Instruct, Victoria, BC, Canada.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1080/14643154.2020.1857539;Education & Educational Research;;;;;;;;Social Sciences and Humanities Research Council of Canada;This research was funded by a grant from the Social Sciences and   Humanities Research Council of Canada.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JAN;2021;;1;2;9;;;;;;;;;
189;Educadata Datos asociados 2018-2022.txt;"Parent Involvement with Family Literacy Programs Long-term Effects of ""LIFE - Experience Reading in Families"" on Parental Reading Support";;0012-0731;;DDS-DIE DEUTSCHE SCHULE;113;3;282;301;;2021;German;Article;;;;;1;31;20;"Family literacy programs are a good way to involve parents in their children´s education. Using the example of ""LIFE - Experience reading in families"", the effect of the program on parental support during shared reading with their first graders was investigated. Both the parents´ and the children´s perspectives were taken into account. The program had a positive effect on various types of book interaction during shared reading directly after and six months after the end of the program.";WW5FA;WOS:000717940900004;;;"Bonanati, S (corresponding author), Univ Paderborn, Padagog Psychol & Entwicklungspsychol, Paderborn, Germany.; Bonanati, S (corresponding author), Warburger Str 100, D-33098 Paderborn, Germany.";ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.31244/dds.2021.03.04;Education & Educational Research;;;;;;;;;;;;;;;;;Bronze, Green Published;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;1;2;3;;;;;;;;;
192;Educadata Datos asociados 2018-2022.txt;Perceived Social Resources Affect Help-Seeking and Academic Outcomes in the Initial Phase of Undergraduate Studies;;2504-284X;2504-284X;FRONTIERS IN EDUCATION;6;;0;0;NOV;2021;English;Article;;;;;0;50;14;First-year students are challenged cognitively and socially by the need to integrate into a new environment. This article investigates the role of peer students as a social resource for academic help-seeking to overcome knowledge-related difficulties. Receiving useful help may require close and regular contacts (social embeddedness) as well as awareness about peer´s knowledge (group awareness). Hence, effects of social embeddedness and group awareness on academic success (i.e., achievement, satisfaction, and dropout intention) are expected to be mediated by academic help-seeking. First-semester students in science (n = 49) and engineering (n = 80) have been surveyed. Both study programs differ in occasions to form small groups, which may influence student´s aggregation of social resources. Both social embeddedness (engineering only) and group awareness (both groups) predict successful academic help-seeking. Moreover, the effect of group awareness on student satisfaction and dropout intention is partially mediated by successful academic help-seeking (engineering only). Both social variables can contribute to help-seeking behavior and student´s academic success. The results provide evidence to advice researchers and practitioners to improve academic help-seeking among students.;XI6WV;WOS:000726250000001;;;Schlusche, C (corresponding author), Univ Duisburg Essen, Media Based Knowledge Construct, Duisburg, Germany.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3389/feduc.2021.732587;Education & Educational Research;;;;;;;;;;;;;;;;;Green Published, gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;2;8;;;;;;;;;
195;Educadata Datos asociados 2018-2022.txt;A bibliometric overview of the Journal of Workplace Learning;;1366-5626;1758-7859;JOURNAL OF WORKPLACE LEARNING;33;7;547;560;JUL;2021;English;Article;;;;;2;47;14;Purpose This study aims to analyze the Journal of Workplace Learning (JWL), focusing on articles between 1997 and 2020. Specifically, this study will examine articles in JWL, themes in JWL and the influence of JWL. Design/methodology/approach This study adopts bibliometric analysis methods, with indicators such as total articles, total citations, citation per article, h-index, Citescore, citation per year and considers different dimensions, including the leading articles, the most productive and influential authors, universities and countries, top keywords and keywords concurrence clusters and top journals, universities and countries that cite JWL. Findings JWL is an international journal with growing influence over workplace learning research. JWL´s leading articles focused on learning activities and learning environments, with single-authored and multi-authored articles evenly distributed. Dealtry and Billett are among the most productive and influential authors, and universities from Europe, Australia and North America dominate in JWL. Persistent topics and new topics that emerged in recent years in JWL are identified. JWL´s influence is well-evidenced by citations from over six continents. Originality/value This study represents the earliest attempt to study workplace learning using bibliometric analysis. It serves as a baseline for future bibliometric studies on workplace learning and guides authors in identifying research directions through the shift in keywords. It offers objective information about JWL, thus providing a reference for authors who are considering JWL as a potential publication outlet.;TS1CX;WOS:000656940600001;;;Huang, LY (corresponding author), Nanyang Technol Univ, Wee Kim Wee Sch Commun & Informat, Singapore, Singapore.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1108/JWL-01-2021-0005;Education & Educational Research;;;;;;;;Skill Future Singapore [GA18-07];This work was supported by Skill Future Singapore [grant number   GA18-07].;;;;;;;;Green Accepted;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAY;2021;;2;3;8;;;;;;;;;
196;Educadata Datos asociados 2018-2022.txt;Cross-National Variation in School Reopening Measures During the COVID-19 Pandemic;;2332-8584;2332-8584;AERA OPEN;7;;0;0;APR;2021;English;Article;;;;;3;55;19;To contain the initial spread of the SARS-CoV2 virus and the COVID-19 disease, many countries opted to close schools. However, the importance of schooling to mitigate inequalities motivated many economies to reopen schools after having formulated various COVID-19 mitigation and containment strategies. Using an exploratory sequential mixed method design, we explore the measures undertaken by countries when reopening schools and how these measures varied cross-nationally. We find that countries formulated a wide number (total: 242) and range of school reopening measures to mitigate the spread of the virus in the early months of the COVID-19 pandemic. From a policy diffusion theoretical perspective, findings from our statistical analyses suggest that cross-national diversity in policies is related to both internal and external country factors such as peer emulation mechanisms, income, and past pandemic experiences. We urge international agencies for more explicit guidelines for effective school reopening measures.;RQ0RR;WOS:000642128400001;;;Wotipka, CM (corresponding author), Stanford Univ, Stanford, CA 94305 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1177/23328584211010180;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;3;1;9;;;;;;;;;
197;Educadata Datos asociados 2018-2022.txt;The measurement of approaches to teaching of trainers-Development of the Approaches-to-Teaching-Scale;;1434-663X;1862-5215;ZEITSCHRIFT FUR ERZIEHUNGSWISSENSCHAFT;24;1;113;133;FEB;2021;German;Article;;;;;0;46;21;Approaches to teaching are an important factor for the design of teaching settings and for the learning outcome of learners. However, they have not been studied in the context of professional training. Existing instrument from higher education research, such as the Approaches to Teaching Inventory, were found to be not suitable for training research. Therefore, we developed a measurement instrument for future studies on approaches to teaching in professional training. It consists of 17 items and measures transmissive and constructivist approaches to teaching. Items were developed through a qualitative prestudy (N = 45), a pretest and a quantitative main study (N = 411) and tested for reliability and validity. The instrument was developed through exploratory factor analysis and the structure of the transmissive and constructivist subscales were confirmed via exploratory structural equation modelling (ESEM). The Approaches to Teaching Scale provides a basis for further research on approaches to teaching in professional training;QV2FB;WOS:000612256200001;;;Bonnes, C (corresponding author), Univ Konstanz, Lehrstuhl Betriebspadag, Fachbereich Wirtschaftswissensch, Univ Str 10, D-78457 Constance, Germany.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1007/s11618-021-00991-z;Education & Educational Research;;;;;;;;Projekt DEAL;Open Access funding enabled and organized by Projekt DEAL.;;;;;;;;hybrid, Green Published;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JAN;2021;;0;0;6;;;;;;;;;
198;Educadata Datos asociados 2018-2022.txt;Early experience and later multilingual attainments by ethnic minority students in Hong Kong;;0218-8791;1742-6855;ASIA PACIFIC JOURNAL OF EDUCATION;42;2;196;210;APR;2022;English;Article;;;;;6;60;15;Language learning has long been one of the most challenging issues facing non-Chinese speaking (NCS) students who are mainly ethnic minorities immersed in a multilingual environment in Hong Kong. Previous research on the education of NCS students suggested that early support from an immersion programme at a pre-school age may contribute to higher achievement in Chinese language skills. However, limited empirical evidence is available in the literature to shed light on the relationship between early immersion and language attainments of NCS students. This study aimed at surveying the experience and attainments in four languages among NCS students in local schools, and at filling the gap in the literature on holistic approaches to assessing language needs and development among young minority students. We used questionnaires as the major instrument to elicit information of ethnicity, age, family, language proficiencies, and other key variables. Responses were received from 230 NCS students in local primary and secondary schools where English is used as the medium of instruction. The results revealed a strong link between early acculturation and the later language attainments among the NCS participants. Our key finding corroborated previous research claims that early immersion may facilitate Chinese language acquisition by NCS students. Implications for immersion pedagogy are also discussed.;2P8OL;WOS:000571558400001;;;Li, B (corresponding author), City Univ Hong Kong, Dept Linguist & Translat, Kowloon, 83 Tat Chee Ave, Hong Kong, Peoples R China.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1080/02188791.2020.1820312;Education & Educational Research;;;;;;;;Standing Committee on Language Education and Research, Hong Kong S.A.R.   [EDB(LE)/PR/EL/164/7];This work was supported by The Standing Committee on Language Education   and Research, Hong Kong S.A.R. under Research and Development Projects   [grant number EDB(LE)/P&R/EL/164/7].;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;SEP;2020;;6;1;16;;;;;;;;;
201;Educadata Datos asociados 2018-2022.txt;Is the relation between family background and obtaining an Abitur mediated by malleable motivational variables?;;1434-663X;1862-5215;ZEITSCHRIFT FUR ERZIEHUNGSWISSENSCHAFT;25;2;471;492;APR;2022;English;Article;;;;;0;57;22;"The present study examined the relation between family background variables, motivational factors, and educational attainment (defined as obtaining the highest form of school-leaving certificate in Germany-the Abitur) among students who attended Gymnasium. A multifaceted concept of both family background variables (parental educational level, parental occupational status, and immigrant background) and motivational factors (expectation of success, value of education, effort, and performance-oriented motivation) was applied. Structural equation models were estimated using longitudinal data from the German National Educational Panel Study (NEPS; N = 5409 students). The results showed that the relation between family background variables and obtaining an Abitur was smaller when motivational factors were included. The mediation model results suggest that focusing on breaking the link between parental education and students´ expectations for success would be helpful for reducing educational inequality.";3B1VC;WOS:000810811000001;;;Molitor, K (corresponding author), TU Dortmund Univ, Ctr Res Educ & Sch Dev IFS, Vogelpothsweg 78, D-44227 Dortmund, Germany.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1007/s11618-022-01096-x;Education & Educational Research;;;;;;;;Projekt DEAL;Open Access funding enabled and organized by Projekt DEAL.;;;;;;;;hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUN;2022;;0;4;7;;;;;;;;;
202;Educadata Datos asociados 2018-2022.txt;Decreasing Youth Hyperactivity and Inattention Problems Through Mentoring: Evaluation of the Mentor-UP Program;;2504-284X;2504-284X;FRONTIERS IN EDUCATION;6;;0;0;OCT;2021;English;Article;;;;;1;71;10;"Few studies so far have analysed the potential role of mentoring in decreasing hyperactivity and inattention problems. The aim of the current study is to investigate the impact of the Italian Mentor-UP mentoring program on hyperactivity and inattention problems in a non-clinical sample of mentees. ""Mentor-UP"" is a weekly school- and community-based mentoring program implemented in northern Italy over a period of 8 months. The sample included 468 students, 65 from the experimental group (mentees) and 403 as comparison group. Participants´ age ranged between 8 and 14 years (M = 11.31, SD = 1.40), 46% were females and 20% were non-Italian youths. Students reported their levels of hyperactivity and inattention problems at the beginning and at the end of the program. A significant interaction between time and group revealed a significant effect of the program on hyperactivity and inattention problems (B = -0.10, t (450) = -2.00, p = 0.04), which decreased in mentees (Cohen´s d = -0.21) but not in the comparison group. Results supported the effectiveness of Mentor-UP in decreasing youths´ hyperactivity and inattention. This might be due to the structural characteristics of the mentoring relationships established in the context of Mentor-UP.</p>";WT8YJ;WOS:000716144300001;;;Marino, C (corresponding author), Univ Padua, Dept Dev & Social Psychol, Padua, Italy.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3389/feduc.2021.702539;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;1;0;1;;;;;;;;;
203;Educadata Datos asociados 2018-2022.txt;Beyond Ethnic Diversity: The Role of Teacher Care for Interethnic Relations;;2504-284X;2504-284X;FRONTIERS IN EDUCATION;5;;0;0;JAN;2021;English;Article;;;;;7;124;19;"Drawing on the role of teachers for peer ecologies, we investigated whether students favored ethnically homogenous over ethnically diverse relationships, depending on classroom diversity and perceived teacher care. We specifically studied students´ intra- and interethnic relationships in classrooms with different ethnic compositions, accounting for homogeneous subgroups forming on the basis of ethnicity and gender diversity (i.e., ethnic-demographic faultlines). Based on multilevel social network analyses of dyadic networks between 1299 early adolescents in 70 German fourth grade classrooms, the results indicated strong ethnic homophily, particularly driven by German students who favored ethnically homogenous dyads over mixed dyads. As anticipated, the results showed that there was more in-group bias if perceived teacher care was low rather than high. Moreover, stronger faultlines were associated with stronger in-group bias; however, this relation was moderated by teacher care: If students perceived high teacher care, they showed a higher preference for mixed-ethnic dyads, even in classrooms with strong faultlines. These findings highlight the central role of teachers as agents of positive diversity management and the need to consider contextual classroom factors other than ethnic diversity when investigating intergroup relations in schools.";TW8KW;WOS:000682642600001;;;"Grutter, J (corresponding author), Univ Zurich, Jacobs Ctr Prod Youth Dev, Zurich, Switzerland.; Grutter, J (corresponding author), Teacher Univ Lucerne, Inst Divers Educ, Luzern, Switzerland.; Meyer, B (corresponding author), Tech Univ Chemnitz, Inst Psy";ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3389/feduc.2020.586709;Education & Educational Research;;;;;;;;Volkswagen Foundation [AZ II/715 66];This study has been founded by the Volkswagen Foundation, which aims to   advance science and humanities (Grant No. AZ II/715 66).;;;;;;;;Green Published, gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;7;2;5;;;;;;;;;
204;Educadata Datos asociados 2018-2022.txt;Direct and indirect effects of functional and dysfunctional impulsivity on sensation seeking in youth (19-25 years old);;2247-6377;2247-8558;JOURNAL OF EDUCATIONAL SCIENCES & PSYCHOLOGY;11;1;163;177;;2021;English;Article;;;;;0;67;15;This study was focused on the relationships between sensation seeking, functional and dysfunctional impulsivity in youth. The aim of this study was to investigate the direct and indirect effects of functional and dysfunctional impulsivity on sensation seeking in youth controlled for gender and age in the group of 19-25-year-old. Radoslavova & Velichkov´s (2005) self-report paper-and-pencil questionnaire was used to measure sensation seeking, functional and dysfunctional types of impulsivity among 764 students. Dysfunctional impulsivity was directly and indirectly related to sensation seeking mediated by functional impulsivity and being statistically controlled for age and gender. Functional impulsivity also was directly and indirectly related to sensation seeking mediated by dysfunctional impulsivity with gender and age as controlled confound variables. Dysfunctional impulsivity had larger direct and indirect effects as a mediator on sensation seeking than the corresponding effects of functional impulsivity on sensation seeking controlling for age and gender. These findings suggest the possibility for existence of some deficiencies in the speed, accuracy, and effectiveness of processing information, making decisions, and implementing actions during the search for optimal stimulation among youth.;WT3JJ;WOS:000715764100015;;;Stoyanova, S (corresponding author), South West Univ Neofit Rilski, Dept Psychol, Blagoevgrad 2700, Bulgaria.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.51865/JESP.2021.1.15;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;1;6;;;;;;;;;
205;Educadata Datos asociados 2018-2022.txt;Automated Essay Scoring Effect on Test Equating Errors in Mixed-format Test;;2148-7456;;INTERNATIONAL JOURNAL OF ASSESSMENT TOOLS IN EDUCATION;8;2;222;238;;2021;English;Article;;;;;0;46;17;Scoring constructed-response items can be highly difficult, time-consuming, and costly in practice. Improvements in computer technology have enabled automated scoring of constructed-response items. However, the application of automated scoring without an investigation of test equating can lead to serious problems. The goal of this study was to score the constructed-response items in mixed-format tests automatically with different test/training data rates and to investigate the indirect effect of these scores on test equating compared with human raters. Bidirectional long-short term memory (BLSTM) was selected as the automated scoring method for the best performance. During the test equating process, methods based on classical test theory and item response theory were utilized. In most of the equating methods, errors of the equating resulting from automated scoring were close to the errors occurring in equating processes conducted by human raters. It was concluded that automated scoring can be applied because it is convenient in terms of equating.;SV1GI;WOS:000663573300003;;;Uysal, I (corresponding author), Abant Izzet Baysal Univ, Fac Educ, Dept Educ Sci, Bolu, Turkey.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.21449/ijate.815961;Education & Educational Research;;;;;;;;;;;;;;;;;Green Submitted, gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;4;8;;;;;;;;;
211;Educadata Datos asociados 2018-2022.txt;Multilevel and empirical reliability estimates of learning growth: A simulation study and empirical illustration;;2504-284X;2504-284X;FRONTIERS IN EDUCATION;7;;0;0;NOV;2022;English;Article;;;;;0;44;12;Reliable learning progress information is crucial for teachers´ interpretation and data-based decision making in everyday classrooms. Slope estimates obtained from simple regression modeling or more complex latent growth models are typically used in this context as indicators of learning progress. Research on progress monitoring has used mainly two ways to estimate reliability of learning progress, namely (a) split-half reliability and (b) multilevel reliability. In this work we introduce empirical reliability as another attractive alternative to quantify measurement precision of slope estimates (and intercepts) in learning progress monitoring research. Specifically, we extended previous work on slope reliability in two ways: (a) We evaluated in a simulation study how well multilevel reliability and empirical reliability work as estimates of slope reliability, and (b) we wanted to better understand reliability of slopes as a latent variable (by means of empirical reliability) vs. slopes as an observed variable (by means of multilevel reliability). Our simulation study demonstrates that reliability estimation works well over a variety of different simulation conditions, while at the same time conditions were identified in which reliability estimation was biased (i.e., with very poor data quality, eight measurement points, and when empirical reliability was estimated). Furthermore, we employ multilevel reliability and empirical reliability to estimate reliability of intercepts (i.e., initial level) and slopes for the quop-L2 test. Multilevel and empirical reliability estimates were comparable in size with only slight advantages for latent variable scores. Future avenues for research and practice are discussed.;6J1CM;WOS:000886566500001;;;Forthmann, B (corresponding author), Univ Munster, Inst Psychol Educ, Munster, Germany.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3389/feduc.2022.920704;Education & Educational Research;;;;;;;;Open Access Publication Fund of the University of Muenster;We express our gratitude to Mathis Erichsen who developed parts of our   data preparation R script. We would further like to thank Ethan R. Van   Norman for sharing his R code on how to calculate multilevel reliability   and Chris Schatschneider for sharing detailed information on how he   calculated multilevel reliability in his work. Finally, we acknowledge   support from the Open Access Publication Fund of the University of   Muenster.;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;1;1;;;;;;;;;
212;Educadata Datos asociados 2018-2022.txt;THE ENVIRONMENTAL EDUCATION AS AN ALTERNATIVE TO MEMORY EROSION - THE BURNS IN THE AMAZON THROUGH THE LENSES OF THE NEWSPAPER ZERO HORA/RS;;2318-4884;1517-1256;REMEA-REVISTA ELETRONICA DO MESTRADO EM EDUCACAO AMBIENTAL;39;2;225;242;MAY;2022;Portuguese;Article;;;;;0;34;18;This article characterizes the phenomenon that has been called here the erosion of memory resulting from the continuous exposure to reports - through the printed media in particular, of environmental tragedies that occur in Brazil. It stems from a Foucauldian-inspired discursive analysis of a daily newspaper with wide circulation in Rio Grande do Sul (Zero Hora/Grupo RBS). The research mapped the statements related to tragedies involving the environment that occurred between January and December 2019. As a result, 132 occurrences were identified in 314 editions published throughout the period under analysis, from which, 56 concerned fires in the Amazon. The phenomenon was stated in 194 excerpts between editorial, cover story, cartoon, opinion article, among others. In 2019, the case of the fires gained national and international visibility, but even so, it repeats itself every year, joining the set of successive tragic news that we have become accustomed to. That has led me to reflect upon need to enhance political action through education, especially environmental education, taking it as an act of resistance to the naturalization of events like this that have marked our recent history.;6A7CV;WOS:000880810000011;;;"Mutz, ASD (corresponding author), Univ Fed Rio Grande do Sul, Dept Interdisciplinar, Porto Alegre, Brazil.; Mutz, ASD (corresponding author), Univ Fed Rio Grande do Sul, Programa Posgrad Educ, Porto Alegre, Brazil.";ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;1;1;;;;;;;;;
213;Educadata Datos asociados 2018-2022.txt;Institutional Repositories as a Global Dissemination Tool of Educational and Scientific Information;;1494-4936;;ENCOUNTERS IN THEORY AND HISTORY OF EDUCATION;23;;241;258;;2022;English;Article;;;;;0;24;18;The authors present an overview of publications on the introduction and use of digital institutional repositories (DIR) in different countries and in Ukraine. A variety of reference and scientific literature, and publications in international scientometric databases have been analyzed. The role of digital institutional repositories in providing access to full-text electronic achievements, disseminating research results, and maximizing their accessibility and scientific influence is highlighted. The problem of creating and using digital institutional repositories in the training of specialists in higher education, as well as the formation of their information and research competence, is considered. It is substantiated that institutional repositories are a powerful tool in pedagogical universities to conduct and disseminate scientific research results in education, pedagogy, and psychology. Particular attention is paid to the role of library materials in the formation and operation of digital institutional repositories. The experience of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University Library (Ukraine) is reflected separately.;8H7YL;WOS:000921246000014;;;Lazarenko, N (corresponding author), Vinnytsia Mykhailo Kotsiubynskyi State Pedag Univ, Vinnytsia, Ukraine.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.24908/encounters.v23i0.15230;Education & Educational Research;;;;;;;;;;;;;;;;;Green Submitted, gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;6;6;;;;;;;;;
214;Educadata Datos asociados 2018-2022.txt;FoLA2-A Method for Co-creating Learning Analytics-Supported Learning Design;;1929-7750;1929-7750;JOURNAL OF LEARNING ANALYTICS;9;2;265;281;;2022;English;Article;;;;;0;56;17;"Learning activities are at the core of every educational design effort. Designing learning activities is a process that benefits from reflecting on previous runs of those activities. One way to measure the behaviour and effects of design choices is to use learning analytics (LA). The challenge, however, lies in the unavailability of an easy-to-use, LA-supported learning design (LD) method. We established such a method-the Fellowship of Learning Activities and Analytics (FoLA2)-reinforced by a gameboard and cards, to provide structure and inspiration. The method enables several participants with different roles to interact with a set of card decks to collaboratively create an LA-supported LD. Using this method helps to design learning activities in a collaborative, practical way; it also raises awareness about the benefits of multidisciplinary co-design and connections between LA and LD. FoLA2 can be used to develop, capture, and systematize design elements and to systematically incorporate LA.";4J5LD;WOS:000851303400001;;;Schmitz, M (corresponding author), Zuyd Univ Appl Sci, Nieuw Eyckholt 300, Heerlen, Netherlands.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.18608/jla.2022.7643;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;4;5;;;;;;;;;
215;Educadata Datos asociados 2018-2022.txt;Integrated framework model for the leadership role of principals in inclusive education;;0141-8211;1465-3435;EUROPEAN JOURNAL OF EDUCATION;56;4;660;680;DEC;2021;English;Article;;;SI;;2;72;21;This article introduces and discusses a theoretically and empirically founded integrated framework model of the principal´s leadership role for inclusive education. Leadership is widely discussed as a key factor for success in inclusive education. Additional systematic research efforts are required with respect to this topic, particularly in the context of the German school system. This study analyses principals´ leadership roles in one German federal state. Interviews were conducted with fifteen school principals from schools that are assigned to implement inclusive education. Findings from the qualitative content analysis draw a complex picture that is summarised in an integrated framework model. This model addresses (1) the multilevel hierarchical character of the school system and (2) the role of social discourse in shaping principals´ perspectives. This model integrates different theoretical approaches such as the four-frame model of leadership orientation, the theory of recontextualisation, and educational governance to describe principal leadership and its contribution for inclusive education.;WR5QF;WOS:000707359800001;;;Scheer, D (corresponding author), Ludwigsburg Univ Educ, Fac Special Needs Educ, Ludwigsburg, Germany.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1111/ejed.12480;Education & Educational Research;;;;;;;;Projekt DEAL;Open Access funding enabled and organized by Projekt DEAL.;;;;;;;;hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;OCT;2021;;2;6;23;;;;;;;;;
216;Educadata Datos asociados 2018-2022.txt;Development and Testing of a Roleplaying Gamification Module to Enhance Deeper Learning of Case Studies in an Accelerated Online Management Theory Course;;2472-5749;2472-5730;ONLINE LEARNING;25;3;101;127;SEP;2021;English;Article;;;;;1;30;27;"Research has established that ""cognitive rehearsal,"" (CR) or the visualization of application of a behavioral response to a situation, can increase self-efficacy through vicarious experience, but is challenging to induce online. Online higher education curricula can include collaborative game-based learning (GBL) in the form or roleplaying, which can facilitate CR. The purpose of this study was to develop an online GBL module to facilitate CR in online business graduate students learning management theory case studies, and to evaluate its ability to induce CR. A convenience sample of students voluntarily participated in a proof-of-conduct study using a mixed-methods design to gauge whether use of the module facilitated CR, a descriptive and thematic analysis was conducted. Data were collected from 106 students within two course sections in an online Master of Business Administration (MBA) program. The module was used as an optional supplement to a management case study assignment and approximately 50% of students used it. Scores on the assignment were compared between students who used the module and students who did not, and those who did scored statistically significantly higher (p = 0.0003). Students reported in a survey that the module induced CR about applying management theory. Students also expressed satisfaction with the module and provided feedback for its improvement in the areas of format and content. Our findings suggest that collaborative roleplaying GBL and other methods to induce CR in online higher education should be explored and formally studied.";UL3NZ;WOS:000692563300008;;;Pereira, AS (corresponding author), Fitchburg State Univ, Fitchburg, MA 01420 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.24059/olj.v25i3.2273;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;1;4;15;;;;;;;;;
217;Educadata Datos asociados 2018-2022.txt;Macrosystems EDDIE Teaching Modules Increase Students´ Ability to Define, Interpret, and Apply Concepts in Macrosystems Ecology;;2227-7102;2227-7102;EDUCATION SCIENCES;11;8;0;0;AUG;2021;English;Article;;;;;0;57;16;"Ecologists are increasingly using macrosystems approaches to understand population, community, and ecosystem dynamics across interconnected spatial and temporal scales. Consequently, integrating macrosystems skills, including simulation modeling and sensor data analysis, into undergraduate and graduate curricula is needed to train future environmental biologists. Through the Macrosystems EDDIE (Environmental Data-Driven Inquiry and Exploration) program, we developed four teaching modules to introduce macrosystems ecology to ecology and biology students. Modules combine high-frequency sensor data from GLEON (Global Lake Ecological Observatory Network) and NEON (National Ecological Observatory Network) sites with ecosystem simulation models. Pre- and post-module assessments of 319 students across 24 classrooms indicate that hands-on, inquiry-based modules increase students´ understanding of macrosystems ecology, including complex processes that occur across multiple spatial and temporal scales. Following module use, students were more likely to correctly define macrosystems concepts, interpret complex data visualizations and apply macrosystems approaches in new contexts. In addition, there was an increase in student´s self-perceived proficiency and confidence using both long-term and high-frequency data; key macrosystems ecology techniques. Our results suggest that integrating short (1-3 h) macrosystems activities into ecology courses can improve students´ ability to interpret complex and non-linear ecological processes. In addition, our study serves as one of the first documented instances for directly incorporating concepts in macrosystems ecology into undergraduate and graduate ecology and biology curricula.";UF8ZK;WOS:000688856200001;;;Hounshell, AG (corresponding author), Virginia Tech, Dept Biol Sci, 926 West Campus Dr, Blacksburg, VA 24061 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3390/educsci11080382;Education & Educational Research;;;;;;;;National Science Foundation (NSF) [DEB-1702506, DEB-1926050,   CNS-1737424, DEB-1753639, DBI-1933016, DBI-1933102];Macrosystems EDDIE is supported by the National Science Foundation (NSF)   DEB-1702506 and DEB-1926050, and leverages additional support from   CNS-1737424, DEB-1753639, DBI-1933016, and DBI-1933102.;;;;;;;;gold, Green Published;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;0;1;;;;;;;;;
218;Educadata Datos asociados 2018-2022.txt;Approaches to illuminate content-specific gameplay decisions using open-ended game data;;1042-1629;1556-6501;ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT;69;2;1135;1154;APR;2021;English;Article;;;;;2;38;20;Games can be rich environments for learning and can elicit evidence of students´ conceptual understanding and inquiry processes. Illuminating students´ content-specific gameplay decisions, or methods of completing game tasks related to a certain domain, requires a context that is open-ended enough for students to make choices that demonstrate their thinking. Doing this also requires rich log data and methods of Game Learning Analytics (GLA) that are granular enough to look at the specific choices most relevant to that context and domain. This paper presents research done on student exploration of high school level Mendelian genetics in a multiplayer online game called The Radix Endeavor. The study uses three approaches to identify content-specific gameplay decisions and distinguish players utilizing different methods, looking at actions and tool use, play patterns and player types, and tool input patterns. In the context of the selected game quest, the three approaches were found to yield insights into different ways that students complete tasks in genetics, suggesting the potential for a set of more generalized guiding questions in the GLA field that could be adopted by learning games designers and data scientists to convey information about content-specific gameplay decisions in learning games.;RY0WH;WOS:000638031600002;;;Cheng, MT (corresponding author), Natl Changhua Univ Educ, Dept Biol, 1 Jin De Rd, Changhua 500, Taiwan.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1007/s11423-021-09989-0;Education & Educational Research;;;;;;;;"Bill and Melinda Gates Foundation; Ministry of Science and Technology   (MOST), Taiwan [104-2918-I-018-008, 105-2511-S-018-015-MY5]";This research was funded by the Bill and Melinda Gates Foundation and   the Ministry of Science and Technology (MOST), Taiwan, under grant   contract no. 104-2918-I-018-008 and 105-2511-S-018-015-MY5.;;;;;;;;Green Submitted;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;APR;2021;;2;1;8;;;;;;;;;
219;Educadata Datos asociados 2018-2022.txt;Using Three Social Network Analysis Approaches to Understand Computer-Supported Collaborative Learning;;0735-6331;1541-4140;JOURNAL OF EDUCATIONAL COMPUTING RESEARCH;59;7;1401;1424;DEC;2021;English;Article;;;;;12;54;24;"Sharing the same philosophy of ""relations matter"" with computer-supported collaborative learning (CSCL), social network analysis (SNA) has become a common methodology in the CSCL research. In this research, I use SNA methods from relational ties, network modes, and integrated methods perspectives to understand attributes of relations in CSCL. I design, conduct, and evaluate three SNA analytics on the same dataset from an online course to understand CSCL entities, relations, and processes. This online collaborative discussion in this course stresses students´ knowledge inquiry, construction, and building through peer interactions. Results show that compared to traditional SNA methods, these three SNA approaches can reveal more detailed, richer picture of the collaborative learning processes, particularly, the interactional, multi-modal, and temporal aspects. Moreover, these SNA approaches are generalizable for understanding similar CSCL settings. Based on the results, this research proposes methodological implications to further apply and develop SNA in the CSCL field.";WI7HK;WOS:000620321600001;;;Ouyang, F (corresponding author), Zhejiang Univ, Coll Educ 522, Hangzhou, Peoples R China.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1177/0735633121996477;Education & Educational Research;;;;;;;;"National Natural Science Foundation of China [61907038]; Fundamental   Research Funds for the Central Universities, China [2020QNA241]";The authors disclosed receipt of the following financial support for the   research, authorship, and/or publication of this article: The authors   acknowledge the financial support from the National Natural Science   Foundation of China (61907038) and the Fundamental Research Funds for   the Central Universities, China (2020QNA241).;;;;;;;;hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;FEB;2021;;12;14;61;;;;;;;;;
220;Educadata Datos asociados 2018-2022.txt;Multilevel Design Parameters to Plan Cluster-Randomized Intervention Studies on Student Achievement in Elementary and Secondary School;;1934-5747;1934-5739;JOURNAL OF RESEARCH ON EDUCATIONAL EFFECTIVENESS;14;1;172;206;JAN;2021;English;Article;;;;;4;84;35;To plan cluster-randomized trials with sufficient statistical power to detect intervention effects on student achievement, researchers need multilevel design parameters, including measures of between-classroom and between-school differences and the amounts of variance explained by covariates at the student, classroom, and school level. Previous research has mostly been conducted in the United States, focused on two-level designs, and limited to core achievement domains (i.e., mathematics, science, reading). Using representative data of students attending grades 1-12 from three German longitudinal large-scale assessments (3,963 <= N <= 14,640), we used three- and two-level latent (covariate) models to provide design parameters and corresponding standard errors for a broad array of domain-specific (e.g., mathematics, science, verbal skills) and domain-general (e.g., basic cognitive functions) achievement outcomes. Three covariate sets were applied comprising (a) pretest scores, (b) sociodemographic characteristics, and (c) their combination. Design parameters varied considerably as a function of the hierarchical level, achievement outcome, and grade level. Our findings demonstrate the need to strive for an optimal fit between design parameters and target research context. We illustrate the application of design parameters in power analyses.;RO8WZ;WOS:000610173500001;;;Stallasch, SE (corresponding author), Univ Potsdam, Fac Human Sci, Dept Educ Sci, Karl Liebknecht Str 24-25, D-14476 Potsdam, Germany.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1080/19345747.2020.1823539;Education & Educational Research;;;;;;;;Deutsche Forschungsgemeinschaft (DFG, German Research Foundation)   [392108331];This work was supported by the Deutsche Forschungsgemeinschaft (DFG,   German Research Foundation) under [Grant 392108331].;;;;;;;;hybrid, Green Submitted;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JAN;2021;;4;1;6;;;;;;;;;
221;Educadata Datos asociados 2018-2022.txt;Classification of Scale Items with Exploratory Graph Analysis and Machine Learning Methods;;2148-7456;;INTERNATIONAL JOURNAL OF ASSESSMENT TOOLS IN EDUCATION;8;4;928;947;;2021;English;Article;;;;;0;99;20;In exploratory factor analysis, although the researchers decide which items belong to which factors by considering statistical results, the decisions taken sometimes can be subjective in case of having items with similar factor loadings and complex factor structures. The aim of this study was to examine the validity of classifying items into dimensions with exploratory graph analysis (EGA), which has been used in determining the number of dimensions in recent years and machine learning methods. A Monte Carlo simulation was performed with a total number of 96 simulation conditions including average factor loadings, sample size, number of items per dimension, number of dimensions, and distribution of data. Percent correct and Kappa concordance values were used in the evaluation of the methods. When the findings obtained for different conditions were evaluated together, it was seen that the machine learning methods gave results comparable to those of EGA. Machine learning methods showed high performance in terms of percent correct values, especially in small and medium-sized samples. In all conditions where the average factor loading was .70, BayesNet, Naive Bayes, RandomForest, and RseslibKnn methods showed accurate classification performances above 80% like EGA method. BayesNet, Simple Logistic and RBFNetwork methods also demonstrated acceptable or high performance under many conditions. In general, Kappa concordance values also supported these results. The results revealed that machine learning methods can be used for similar conditions to examine whether the distribution of items across factors is done accurately or not.;XL8SM;WOS:000728411400003;;;Koyuncu, I (corresponding author), Adiyaman Univ, Dept Educ Sci, Fac Educ Measurement & Evaluat Educ, Adiyaman, Turkey.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.21449/ijate.880914;Education & Educational Research;;;;;;;;;;;;;;;;;gold, Green Submitted;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;3;13;;;;;;;;;
222;Educadata Datos asociados 2018-2022.txt;Investigation of Measurement Invariance of State Test Anxiety Scale;;2148-7456;;INTERNATIONAL JOURNAL OF ASSESSMENT TOOLS IN EDUCATION;8;3;570;582;;2021;English;Article;;;;;1;48;13;In this study, it was aimed to examine the measurement invariance of State Test Anxiety Scale and its sub-dimensions developed by Satin (2019) in terms of different variables. For this purpose, data were collected from a total of 956 university students studying in different faculties. The measurement invariance of the scale was examined by multi-group confirmatory factor analysis in terms of gender, faculty and socioeconomic level variables. In the study, the measurement model was established for 22 items and three components of the state anxiety test scale (cognitive, psychosocial and physiological) and tested for configural, metric, scalar and strict equivalence by considering the hierarchical principle in terms of gender, faculty and socioeconomic level variables. The findings showed that Configural equivalence was provided for all dimensions except the cognitive and physiological subscales for the socioeconomic status variable. On the other hand, metric equivalence was achieved in cognitive, psychosocial and physiological dimensions for the gender variable. Metric equivalence was achieved in Cognitive dimension for faculty variable. And for the socioeconomic status variable, it was provided only for the scale as a whole. Scalar and strict equivalence conditions were not met by any of the variables examined in the study.;UI8YD;WOS:000690884200007;;;Selvi, H (corresponding author), Mersin Univ, Fac Med, Dept Med Educ, Mersin, Turkey.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.21449/ijate.827105;Education & Educational Research;;;;;;;;;;;;;;;;;gold, Green Submitted;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;1;0;2;;;;;;;;;
223;Educadata Datos asociados 2018-2022.txt;A SYSTEMATIC APPROACH TO THE MEDIA LANGUAGE STUDY BASED ON THE MEDIA LINGUISTICS;;2447-4045;2447-3529;REVISTA ENTRELINGUAS;7;;0;0;;2021;English;Article;;;;;0;23;17;"This research aims to establish the effectiveness of introducing a set of media linguistics´ educational components as a systematic approach to the media language study; to determine the top topics, parameters that determine the content and structure of curricula of journalism education; and to establish how education applicants evaluate the introduction of media linguistics in journalism education. As a result of the research, the establishment of permanent educational components given the variable nature of media linguistics, to present the understanding of media language in media education, to determine the attitude of applicants for education to media linguistics as teaching material.";3C3ZL;WOS:000828564600001;;;Suprun, L (corresponding author), Natl Univ Water & Environm Engn NUWEE, Dept Journalism Ukrainian Studies, Rivne, Rivne Oblast, Ukraine.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.29051/el.v7i00.15953;Education & Educational Research;;;;;;;;;;;;;;;;;Green Submitted, gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;1;1;;;;;;;;;
224;Educadata Datos asociados 2018-2022.txt;Collaborative learning, researching and working in professional workplaces;;0165-0645;;PEDAGOGISCHE STUDIEN;98;2;112;131;;2021;Dutch;Article;;;;;0;80;20;This article describes a research on working elements in the collaboration within professional workplaces (PW). In a PW education and professional practice collaborate on complex issues in which the development of all stakeholders and innovation of the professional practice are paramount. Based on literature research, exploratory interviews with 11 key figures, and a multiple case study in which 75 stakeholders participated across 4 cases, the model Collaborative Learning, Researching and Working in PW was developed. This model consists of six elements and shows that collaborative learning, researching and working is key in a PW and develops within a boundarycrossing and development-oriented culture. All those involved in a PW learn together by collaborating on improvement of the services and by, in the process, setting a high value on sharing different perspectives. By freeing up people and resources and focussing and designing together with a shared vision all stakeholders are able to get to know each other and coordinate the way in which they can contribute together to innovation of the professional practice. In this context, creating and maintaining relationships and explicitly defining leadership and autonomy are essential. From a systemic perspective, the model offers starting points for evaluation and strenghtening the collaboration.;TI3MP;WOS:000672698400001;;;Swennenhuis, P (corresponding author), Fontys Hogesch Pedagogiek, Postbus 90900, NL-5000 GA Tilburg, Netherlands.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;0;3;;;;;;;;;
225;Educadata Datos asociados 2018-2022.txt;Using Data Analytics to Investigate Attendees´ Behaviors and Psychological States in a Virtual Academic Conference;;1176-3647;1436-4522;EDUCATIONAL TECHNOLOGY & SOCIETY;24;1;75;91;JAN;2021;English;Article;;;;;7;62;17;Amid the pandemic of coronavirus diseases, virtual conferences have become an alternative way to maintain the prosperity of the research community. This study investigated attendees´ participatory behavior in a virtual academic conference (TWELF2020, Taiwan) and studied the interrelationship among their mastery experience, competence, and engagement to shed light on the development of virtual conferences. Data were collected based on 602 unique IDs via their unstructured trace data and 106 respondents to the post-conference questionnaire. Ten indices were derived from participants´ unstructured log to describe the conference-based and session-based behaviors. Study results demonstrated that virtual conferences could facilitate the extended and deepened participation of the research community, nourish the participant-centered scholarship building, and create an engaging conference environment that reflects quality experiences regarding participants´ mastery experience, competence, and engagement. The implications of the study can inform future virtual conference organization to provide more engaging and rewarding conference experiences for participants of all gender and academic ranks.;QQ5RX;WOS:000624582400006;;;Wu, JY (corresponding author), Natl Chiao Tung Univ, Inst Educ, Hsinchu, Taiwan.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;;Education & Educational Research;;;;;;;;Ministry of Science and Technology, Taiwan [108-2511-H-009 -013 -MY3];The authors are grateful to the co-chair and committee members of Taiwan   e-Learning Forum 2020, including Professors Sunny San-Ju Lin, Yih-Lan   Liu, and Jerry Chih-Yuan Sun. Special thanks to the president of Taiwan   E-Learning and Digital Content Association, Chair Professor Ching-Chung   Tsai, for his comments and suggestions on the revision of the   manuscript. The study was partially supported under the grant number   Grant 108-2511-H-009 -013 -MY3 from the Ministry of Science and   Technology, Taiwan.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;7;0;15;;;;;;;;;
226;Educadata Datos asociados 2018-2022.txt;Contribution of academics to university-industry knowledge exchange: A study of open innovation in Sri Lankan universities;;0950-4222;2043-6858;INDUSTRY AND HIGHER EDUCATION;35;3;233;243;JUN;2021;English;Article;;;;;7;51;11;Collaboration between universities and industry is currently seen as a vehicle to improve innovation throughout the economy by means of knowledge and technology transfer. This paper examines the contributions of university staff to the promotion of knowledge exchange between universities and industry in Sri Lanka. In this quantitative explanatory study the authors apply a deductive research method and develop a conceptual framework that incorporates demographic and institutional factors as moderators. Academics of state universities constituted the survey population and 178 responses were received. SPSS and AMOS statistical packages assisted in the data analysis and a structural equation model was employed to explore the moderating effects. The findings revealed that the engagement of academic staff in joint research, contract research, human resource mobility and training was very low, and that the participation of males was greater than that of females. The impact of age on knowledge exchange was not linear in Sri Lanka. Further, the study ascertained that only joint research and training were important in knowledge exchange and that the university-industry relationship was significantly moderated by institutional factors. Other than the quality of academic work, other individual factors did not significantly moderate the relationship. The authors provide policy recommendations based on the findings.;RZ5FO;WOS:000576577100001;;;Weerasinghe, IMS (corresponding author), Rajarata Univ Sri Lanka, Fac Management Studies, Dept Business Management, Mihinthale 50100, Sri Lanka.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1177/0950422220964363;Education & Educational Research;;;;;;;;Rajarata University;The author(s) disclosed receipt of the following financial support for   the research, authorship, and/or publication of this article: The   authors received financial support for the research by the Rajarata   University.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;OCT;2020;;7;1;25;;;;;;;;;
233;Educadata Datos asociados 2018-2022.txt;Policy networks in refugee education;;0883-0355;1873-538X;INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH;114;;0;0;;2022;English;Article;;;;;1;75;14;This paper presents a social network analysis of partnerships in refugee education and shows how relationships between organisations change in response to multiple crises, including political and economic crises, disaster, and COVID-19. We draw insights from an original database of 440 state and nonstate entities engaged in Syria refugee education in Lebanon (2018-2021). We find that partnerships in refugee education comprise a complex web of global, national, and local actors. The policy network arising from these partnerships reflects power inequities wherein international organisations hold most influence. Moreover, crises impact the network, which expands to include new private actors. While the COVID-19 pandemic is thought to accelerate localisation, our analysis suggests the durability of global power hierarchies in refugee education response.;2J5MV;WOS:000815701700004;;;Zakharia, Z (corresponding author), Univ Maryland, Coll Educ, 3942 Campus Dr,1240B Benjamin Bldg, College Pk, MD 20742 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1016/j.ijer.2022.102003;Education & Educational Research;;;;;;;;;;;;;;;;;Green Published, hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAY;2022;;1;3;5;;;;;;;;;
234;Educadata Datos asociados 2018-2022.txt;Long-Term Consequences of Repeated School Closures During the COVID-19 Pandemic for Reading and Mathematics Competencies;;2504-284X;2504-284X;FRONTIERS IN EDUCATION;13;;0;0;APR;2022;English;Article;;;;;5;45;13;School closures during the first wave of the COVID-19 pandemic in early 2020 were associated with attenuated learning gains compared to pre-pandemic years. In Germany, two further pandemic waves led to school closures and periods of remote learning between December 2020 and May 2021. The present study investigates the academic achievement of all incoming fifth-graders in the federal state of Baden-Wurttemberg before and during the pandemic, using educational large-scale assessment results in reading and mathematics. Each year, the assessments took place at the beginning of the school year in September (each n > 84,000). The comparison of average competence levels in 2021 with pre-pandemic years (2017-2019) indicates that the downward trend that was observed after the first pandemic wave in 2020 came to a halt in the domain of reading and continued at a slower rate in the domain of mathematical operations. Achievements in the mathematical domain of numbers even rebounded to pre-pandemic levels. Longer periods of school closures were associated with larger learning losses. Additional analyses showed larger learning losses for the group of low-achieving students and for schools with less socio-cultural capital. The partial rebound of learning outcomes suggests that most teachers and students successfully adapted to the pandemic situation in 2021. Still, disadvantaged student groups are at high risk of further substantial learning losses due to school closures that may negatively affect their future education. Accordingly, disadvantaged student groups in particular should receive additional support to compensate for the loss of learning opportunities in the classroom.;1A5JI;WOS:000791792400001;;;Schult, J (corresponding author), Inst Educ Anal Baden Wurttemberg IBBW, Stuttgart, Germany.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3389/feduc.2022.867316;Education & Educational Research;;;;;;;;;;;;;;;;;Green Submitted, gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;5;2;9;;;;;;;;;
235;Educadata Datos asociados 2018-2022.txt;Heterogeneity in Mathematics Intervention Effects: Evidence from a Meta-Analysis of 191 Randomized Experiments;;1934-5747;1934-5739;JOURNAL OF RESEARCH ON EDUCATIONAL EFFECTIVENESS;15;3;584;634;JUL;2022;English;Article;;;;;1;334;51;Since the standards-based education movement began in the early 1990s, mathematics education reformers have developed and evaluated many interventions to support students in mastering more rigorous content. We conducted a systematic review and meta-analysis of U.S. PreK-12 mathematics intervention effects from 1991 to 2017 to study sources of heterogeneity. From more than 9,000 published and unpublished study reports, we found 191 randomized control trials that met our inclusion criteria, with 1,109 effect size estimates representing more than a quarter of a million students. The average effect size on student mathematics achievement was 0.31, with wide heterogeneity of most effects ranging from -0.60 to 1.23. Two modeling approaches-meta-regression and machine learning-provided converging evidence that outcome measure type (researcher-created vs. standardized) and technology delivery (vs. teacher or interventionist delivery) were predictors of effect size. Intervention type, intervention length, grade level, and publication year were also identified as potentially explanatory factors.;2K8UN;WOS:000745505800001;;;Williams, R (corresponding author), Amer Inst Res, 10 S Riverside Plaza,Suite 600, Chicago, IL 60606 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1080/19345747.2021.2009072;Education & Educational Research;;;;;;;;U.S. Institute of Education Sciences (IES) [R305A170146];This study was supported by the U.S. Institute of Education Sciences   (IES) under grant [R305A170146]. Any opinions, findings, and conclusions   or recommendations are those of the authors and do not necessarily   represent the views of the IES.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JAN;2022;;1;3;16;;;;;;;;;
236;Educadata Datos asociados 2018-2022.txt;University context, teachers and students: links and academic success;;1022-6508;1681-5653;REVISTA IBEROAMERICANA DE EDUCACION;88;1;127;146;JAN;2022;Spanish;Article;;;;;0;57;20;The promotion of quality education in higher education institutions promotes self-efficacy. The objective of the work was directed to the analysis of the characteristics of the faculty and the academic success of students at the end of the first year in the university context. The population studied was 6690 students and 256 professors, the data set had 15 variables between numerical and categorical. Descriptive statistics, metrics designed to evaluate meaningful data and advanced visualization techniques were used. The results revealed the essential profile of experienced and mature teachers, both in teaching and age groups. Experienced teachers who participated in teaching at a rate of more than 66%, influenced with 72% certainty the academic success of the student body. in the short term, novice teachers whose participation rate was 33% showed a positive effect. In the long term, students changed (8%) or dropped out (59%) of the university degree. The usefulness of these results provides suggestions for meaningful and timely teaching, provided that the distribution of experienced and mature faculty corresponds to two to three thirds of the total number of first-year faculty in the university degree program.;1C0OX;WOS:000792829400009;;;Guanin-Fajardo, JH (corresponding author), Univ Tecn Estatal Quevedo UTEQ, Quevedo, Ecuador.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.35362/rie8814733;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;4;6;;;;;;;;;
237;Educadata Datos asociados 2018-2022.txt;Teaching Intimate Partner Violence Education: A Quasi-Experimental Study Exploring Gaming and Storytelling;;1536-5026;1943-4685;NURSING EDUCATION PERSPECTIVES;42;6;371;373;NOV;2021;English;Article;;;;;0;9;3;"The purpose of this quasi-experimental study was to evaluate best strategies for teaching intimate partner violence (IPV) education in an undergraduate community health nursing course. Results suggest gaming was a more effective strategy than storytelling for knowledge acquisition and storytelling was more effective for knowledge retention. IPV-related nursing interventions can impact client outcomes; therefore, education is needed prior to entering the workforce. The evaluation of strategies to improve knowledge acquisition and retention of IPV content is essential to ensure best practices for detection and intervention.";WL8JR;WOS:000710645800081;;;Hall, SW (corresponding author), Winston Salem State Univ, Div Nursing, Winston Salem, NC 27110 USA.;ISI;34698473;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1097/01.NEP.0000000000000786;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;1;2;;;;;;;;;
238;Educadata Datos asociados 2018-2022.txt;The relational, co-temporal, contemporaneous, and longitudinal dynamics of self-regulation for academic writing;;1793-7078;1793-7078;RESEARCH AND PRACTICE IN TECHNOLOGY ENHANCED LEARNING;16;1;0;0;OCT;2021;English;Article;;;;;4;66;22;Writing in an academic context often requires students in higher education to acquire a new set of skills while familiarising themselves with the goals, objectives and requirements of the new learning environment. Students´ ability to continuously self-regulate their writing process, therefore, is seen as a determining factor in their learning success. In order to study students´ self-regulated learning (SRL) behaviour, research has increasingly been tapping into learning analytics (LA) methods in recent years, making use of multimodal trace data that can be obtained from students writing and working online. Nevertheless, little is still known about the ways students apply and govern SRL processes for academic writing online, and about how their SRL behaviour might change over time. To provide new perspectives on the use of LA approaches to examine SRL, this study applied a range of methods to investigate what they could tell us about the evolution of SRL tactics and strategies on a relational, co-temporal, contemporaneous and longitudinal level. The data originates from a case study in which a private Facebook group served as an online collaboration space in a first-year academic writing course for foreign language majors of English. The findings show that learners use a range of SRL tactics to manage their writing tasks and that different tactic can take up key positions in this process over time. Several shifts could be observed in students´ behaviour, from mainly addressing content-specific topics to more form-specific and social ones. Our results have also demonstrated that different methods can be used to study the relational, co-temporal, contemporaneous, and longitudinal dynamics of self-regulation in this regard, demonstrating the wealth of insights LA methods can bring to the table.;WM2YG;WOS:000710955500001;;;Saqr, M (corresponding author), Univ Eastern Finland, Sch Comp, Joensuu Campus,Vliopistokatu 2,POB 111, Joensuu 80101, Finland.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1186/s41039-021-00175-7;Education & Educational Research;;;;;;;;;;;;;;;;;Green Published, gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;4;5;22;;;;;;;;;
239;Educadata Datos asociados 2018-2022.txt;Network Exploration of Interdistrict School Choice Over Time in a Mandatory Open Enrollment State;;0161-4681;1467-9620;TEACHERS COLLEGE RECORD;123;9;171;198;SEP;2021;English;Article;;;;;0;56;28;Background: Early studies of district-level outcomes of interdistrict school choice policies found changes in how districts interact with one another and changes in districts´ per-pupil expenditures. More recent studies suggest that wider social and political consequences may result from interdistrict choice policies. Purpose: In Colorado, interdistrict school choice participation increased from 4.64% participation in the 2003-2004 fiscal year to almost 10% participation in the 2016-2017 fiscal year, shifting more than $7.79 billion in per-pupil revenue in the process. This suggests a corresponding shift in the social organization of schooling under Colorado´s statewide interdistrict school choice policy. Research Design: Quantitative studies on school choice policies typically examine the factors leading to individual choices when choosing schools or the individual outcomes of those choices. This study takes a different approach to quantitative analysis of school choice by employing separable temporal exponential random graph modeling (STERGM), a network analysis method, to examine patterns of student-enrollment ties that are created between school districts when students enroll outside their district of residence. Conclusions/Recommendations: School district leaders and policy makers should be cognizant of changes to the organization of education and the fiscal impact of those changes-especially given that findings from this study suggest that these changes may be out of their hands. Findings may have indirect impacts on matters such as mill levy and bond evaluations by way of total program formula calculations and may suggest a hidden destabilization of democratic processes, such as losing the interest of voters who send their students to a school in another district.;ZO1PI;WOS:000765503200007;;;Garcia, M (corresponding author), Univ Colorado, Sch Educ, 249 UCB, Boulder, CO 80309 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1177/01614681211052006;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;3;5;;;;;;;;;
240;Educadata Datos asociados 2018-2022.txt;A Baseline Evaluation of Bioinformatics Capacity in Tanzania Reveals Areas for Training;;2504-284X;2504-284X;FRONTIERS IN EDUCATION;6;;0;0;JUN;2021;English;Article;;;;;1;46;12;Due to the insufficient human and infrastructure capacity to use novel genomics and bioinformatics technologies, Sub-Saharan Africa countries have not entirely ripped the benefits of these technologies in health and other sectors. The main objective of this study was to map out the interest and capacity for conducting bioinformatics and related research in Tanzania. The survey collected demographic information like age group, experience, seniority level, gender, number of respondents per institution, number of publications, and willingness to join the community of practice. The survey also investigated the capacity of individuals and institutions about computing infrastructure, operating system use, statistical packages in use, the basic Microsoft packages experience, programming language experience, bioinformatics tools and resources usage, and type of analyses performed. Moreover, respondents were surveyed about the challenges they faced in implementing bioinformatics and their willingness to join the bioinformatics community of practice in Tanzania. Out of 84 respondents, 50 (59.5%) were males. More than half of these 44 (52.4%) were between 26-32 years. The majority, 41 (48.8%), were master´s degree holders with at least one publication related to bioinformatics. Eighty (95.2%) were willing to join the bioinformatics network and initiative in Tanzania. The major challenge faced by 22 (26.2%) respondents was the lack of training and skills. The most used resources for bioinformatics analyses were BLAST, PubMed, and GenBank. Most respondents who performed analyses included sequence alignment and phylogenetics, which was reported by 57 (67.9%) and 42 (50%) of the respondents, respectively. The most frequently used statistical software packages were SPSS and R. A quarter of the respondents were conversant with computer programming. Early career and young scientists were the largest groups of responders engaged in bioinformatics research and activities across surveyed institutions in Tanzania. The use of bioinformatics tools for analysis is still low, including basic analysis tools such as BLAST, GenBank, sequence alignment software, Swiss-prot and TrEMBL. There is also poor access to resources and tools for bioinformatics analyses. To address the skills and resources gaps, we recommend various modes of training and capacity building of relevant bioinformatics skills and infrastructure to improve bioinformatics capacity in Tanzania.;TL5FU;WOS:000674883500001;;;"Sangeda, RZ (corresponding author), Muhimbili Univ Hlth & Allied Sci, Dept Pharmaceut Microbiol, Dar Es Salaam, Tanzania.; Sangeda, RZ (corresponding author), Muhimbili Univ Hlth & Allied Sci, Dept Haematol & Blood Transfus, Muhimbili Sickle Cell Program,";ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3389/feduc.2021.665313;Education & Educational Research;;;;;;;;;;;;;;;;;gold, Green Submitted;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;1;0;5;;;;;;;;;
241;Educadata Datos asociados 2018-2022.txt;Faculty and Student Perceptions of Academic Integrity in Technology-Assisted Learning and Testing;;2504-284X;2504-284X;FRONTIERS IN EDUCATION;6;;0;0;APR;2021;English;Article;;;;;0;28;8;The recent COVID-19 pandemic presented challenges to faculty (Fac) and students (Stu) to uphold academic integrity when many classes transitioned from traditional to remote. This study compared Fac and Stu perceptions surrounding academic integrity when using technology assisted proctoring in online testing. Methods: College Fac (N = 150) and Stu (N = 78) completed a survey about perceptions of academic integrity and use of proctoring software for online testing. Wilcoxon rank-sum tests were used to determine if there were differences in the distribution of agreement between students and faculty. Results: Fac and Stu agreed maintaining academic integrity was a priority (93 vs. 94%), and that it is easier to cheat in online tests (81 vs. 83%). Responses differed on whether online proctoring software was effective at preventing academic dishonesty (23% of Fac vs. 42% of Stu disagreed). 53% of Fac and 70% of Stu perceived that online proctoring was an invasion of privacy. Only 7% of Stu and 49% of Fac perceived importance in having a policy about proctoring online tests, whether cheating in an academic setting is likely associated with cheating in a work setting (78 vs. 51%), and if given a choice, 46% of Fac and only 2% of Stu would choose to use proctoring software. Answers to open-ended questions identified feelings of stress and anxiety by Stu and concerns about privacy by Fac. Conclusion: Fac and Stu had similar perceptions of the importance of academic integrity and ease of cheating in online tests. They differed in perception of proctoring software´s effectiveness in deterring cheating, choosing to give or take a proctored online test, and having a policy in place. Policies on technology-assisted online testing should be developed with faculty and student input to address student concerns of privacy, anxiety, and stress and uphold academic integrity.;TW8UQ;WOS:000682668000001;;;Alessio, HM (corresponding author), Miami Univ, Dept Kinesiol Nutr & Hlth, Oxford, OH 45056 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3389/feduc.2021.629220;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;1;1;8;;;;;;;;;
242;Educadata Datos asociados 2018-2022.txt;Attitudes toward Pirated Content: A Scale Development Study Based on Graded Response Model;;1302-597X;2528-8911;EURASIAN JOURNAL OF EDUCATIONAL RESEARCH;;91;126;143;;2021;English;Article;;;;;0;31;18;Purpose: The present study aims to develop a scale based on the Graded Response Model, one of the Item Response Theory models to determine university students´ attitudes towards pirated content. Most of the data collection tools on attitudes towards piracy and pirated content have not been developed as a scale, and an attitude scale towards pirated content based on Item Response Theory (IRT) does not exist in the literature. Research Methods: In accordance with this purpose, the data collected from 438 university students studying at two public universities were used in this study. First, the estimation of the Item Response Theory was tested, and then item parameters were estimated according to the Graded Response Model by analyzing the item-model compatibility. Findings: The findings obtained in this study showed that a 17-item Likert-type unidimensional scale was developed based on the Graded Response Model to determine the university students´ attitudes towards pirated content. Upon the analysis of the information function of the scale, the findings showed that the scale provided more information for individuals between trait levels -1.5 and 1.5 and that the scale provided a very reliable measurement for the individuals with trait levels -2 and 3. Moreover, the scale showed measurement invariance and DIF-free according to gender. Implications for Research and Practice: Using this scale in further studies on pirated content, group-independent measurement results can be obtained. Furthermore, through studies, such as differential item functioning (DIF) and computerized adaptive testing (CAT), the practicality of the scale can be increased. (C) 2021 Ani Publishing Ltd. All rights reserved;QE5RW;WOS:000616265300007;;;Aybek, EC (corresponding author), Pamukkale Univ, Denizli, Turkey.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.14689/ejer.2021.91.7;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;1;3;;;;;;;;;
247;Educadata Datos asociados 2018-2022.txt;Remote learning engagement and learning outcomes during school closures in Ghana;;0883-0355;1873-538X;INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH;115;;0;0;;2022;English;Article;;;;;2;53;13;Remote learning programs were rapidly implemented throughout the COVID-19 pandemic during school closures. We drew on an ongoing longitudinal study of a cohort of children in the Greater Accra Region of Ghana to survey children (N = 1,844), their caregivers, and teachers to examine learning experiences during the ten months of school closures in Ghana in 2020. We documented inequalities in remote learning opportunities offered by public and private schools, as well as who accessed remote learning and the quality of learning opportunities. In addition, controlling for pre-pandemic learning outcomes, we documented learning gaps, with food insecure, low socioeconomic status, and public-school children performing significantly worse than their peers (0.2-0.3 SD gap). Results highlight pandemic-related inequalities in a cohort of Ghanaian primary schoolchildren.;6G4GZ;WOS:000884713200004;;;Wolf, S (corresponding author), Univ Penn, Grad Sch Educ, 3700 Walnut St, Philadelphia, PA 19104 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1016/j.ijer.2022.102055;Education & Educational Research;;;;;;;;"Ghana Education Services; UK Research and Innovation (UKRI)-Newton Fund;   UBS Optimus Foundation; World Bank; British Academy´s Early Childhood   Development Programme under the United Kingdom Government´s Global   Challenges Research Fund; Department fo";This paper reflects contributions from many organizations and   individuals. We thank the committed staff and thought partners at   Innovations from Poverty Action and the talented data collection   supervisors and enumerators. We thank personnel at the Ghana Ministry of   Education and Ghana Education Services for supporting this research.   This research was funded by the UK Research and Innovation (UKRI)-Newton   Fund. In addition, funding for the original study came from the UBS   Optimus Foundation and the World Bank Strategic Impact Evaluation Fund   and Early Learning Partnership, and the British Academy´s Early   Childhood Development Programme, supported under the United Kingdom   Government´s Global Challenges Research Fund and by the Department for   International Development. Finally, we thank NYU Abu Dhabi Research   Institute for core support to the Global TIES for Children Center, which   provides intramural support to the seventh author for research   activities that directly contributed to this article.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;AUG;2022;;2;4;4;;;;;;;;;
248;Educadata Datos asociados 2018-2022.txt;Young adolescents´ lived experience with teacher-led classroom-based physical activity: A phenomenological study;;0742-051X;1879-2480;TEACHING AND TEACHER EDUCATION;116;;0;0;AUG;2022;English;Article;;;;;0;62;10;This study aims to identify and describe the general meaning structure of secondary school students´ experience of classroom-based physical activity. The nine students interviewed in this study experienced classroom physical activity as (1) engaging with the school environment in a different way, (2) a changed experience of togetherness and classroom dynamics, and (3) an increased awareness of preferences regarding the learning setting. Students found physically active learning and physical activity breaks to be a valued and meaningful movement setting that improved their psychosocial health and well-being, made them more aware of their own preferences and strengthened their internal voice. (c) 2022 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).;7M8BG;WOS:000906876200008;;;Schmidt, SK (corresponding author), Univ South Eastern Norway, Fac Humanities Sport & Educ Sci, Dept Sports Phys Educ & Outdoor Studies, Notodden, Norway.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1016/j.tate.2022.103777;Education & Educational Research;;;;;;;;Sparebankstiftelsen Sparebanken Sor;The research was partially funded by Sparebankstiftelsen Sparebanken   Sor. The funders had no influence on development or content.;;;;;;;;hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;3;3;;;;;;;;;
249;Educadata Datos asociados 2018-2022.txt;Minimization of a Short Computer-Based Test in Reading;;2504-284X;2504-284X;FRONTIERS IN EDUCATION;6;;0;0;JUN;2021;English;Article;;;;;8;74;12;Formative tests and assessments have high potential in supporting learning, especially for students with special educational needs. One approach to gain assessment information on student learning is to monitor learning progress. For that, multiple repeated tests are often performed by practitioners. In order to be useful in practice, tests must meet various interdependent quality criteria. A property of tests that touches various criteria as the utility and economy is the length. A test has to be long enough to give a meaningful, reliable and comparable measure but short enough to be usable in classroom situations. An approach to evaluate and minimize the length of a computer-based test on sentence comprehension is introduced. It is shown that the test can be shortened from eight to 5 min while the estimation of the student´s abilities remains relatively stable for a random item order and a fixed item order variant. The consequences of test development of progress monitoring and the procedure for test time reduction for the different quality criteria are outlined. An approach to evaluate and minimize the length of a computer-based test by using a one parameter logistic model on a test of sentence comprehension (N = 761) is introduced. The data and the syntax is published in the OSF project https://osf.io/hnbs8/.;TE3YA;WOS:000669947900001;;;Schurig, M (corresponding author), TU Dortmund Univ, Fac Rehabil Sci, Dortmund, Germany.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3389/feduc.2021.684595;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;8;0;3;;;;;;;;;
255;Educadata Datos asociados 2018-2022.txt;Investigating the co-development of academic competencies and educational aspirations in German primary education;;2504-284X;2504-284X;FRONTIERS IN EDUCATION;7;;0;0;AUG;2022;English;Article;;;;;0;65;17;Academic achievement and educational decisions, which are strongly related to primary and secondary effects, are the two main drivers behind the emergence of social inequality in education. To understand this process in more detail, even before final decisions have to be made, the reciprocal influence of achievement and aspirations is of greatest interest. By not simply looking at an ultimate outcome but investigating its antecedents in a longitudinal fashion over the course of multiple years more insight is gained. Using German large-scale NEPS panel data, it is possible to demonstrate this co-development quantitatively. Cross-lagged panel models are utilized to show that the achievement in mathematics (measured by comprehensive achievement tests) and parental realistic aspirations influence each other positively in a statistically significant way over the course of primary education from grade one to four, even under the control of various potential confounding variables. Further analyses reveal that this process is socially stratified and works differently for lowly and highly educated families. Lower educated parents pay more attention to the performance of the child when adjusting their aspirations than tertiary educated parents, who always hold high aspirations. The results are of interest to understand in more detail how social inequality emerges at a very early point in the highly tracked German educational system.;4J5JV;WOS:000851300000001;;;Bittmann, F (corresponding author), Leibniz Inst Educ Trajectories LIfBi, Bamberg, Germany.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3389/feduc.2022.923361;Education & Educational Research;;;;;;;;;;;;;;;;;gold, Green Published;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;2;2;;;;;;;;;
256;Educadata Datos asociados 2018-2022.txt;Methodological framework for the axiological paradigm in the learning environment;;2504-284X;2504-284X;FRONTIERS IN EDUCATION;7;;0;0;AUG;2022;English;Article;;;;;0;34;11;Modern conditions of education require the development of new methodological approaches for the implementation of the educational process. The purpose of study is to analyze the axiological paradigm in the Kazakhstan´s system of teacher training and determines experimentally the phases of its development in Kazakhstan in early 21st century. A total of 284 students participated in the experiment. The findings suggest that students in the control group repeated what was said during the lecture. Generally, they did not go beyond repetitions. Out of 142 students who were involved in the first phase of the experimental group, 80 students responded at the heuristic level, 12 students responded at the innovative level, and 8 students responded at the creative level. Students in the experimental group were capable of independent thinking beyond lectures. 8 students proved to be 40% capable of drawing conclusion to an unusual, phenomenally high degree. Practical implications and further research might focus on the special aspects of developing the axiological paradigm not only for students in Kazakhstan, but also in other countries in a comparative aspect. New research can also rely on the experiment´s methodological framework.;4E8VO;WOS:000848098100001;;;Dauyenov, Y (corresponding author), Toraighyrov Univ, Dept Psychol & Pedag, Nonprofit Joint Stock Co JSC, Pavlodar, Kazakhstan.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3389/feduc.2022.895470;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;2;3;;;;;;;;;
257;Educadata Datos asociados 2018-2022.txt;Building Capacities in Open Knowledge: Recommendations for Library and Information Science Professionals and Schools;;2504-284X;2504-284X;FRONTIERS IN EDUCATION;7;;0;0;JUL;2022;English;Article;;;;;2;60;14;"The impact openness to knowledge is having, not only in the Higher Education (HE) sector but at the public and institutional policy level, is largely due to the efforts of information professionals and researchers, and thanks to these two groups, initiatives such as open access (OA), open education (OE), and open science (OSC) have changed the way in which research is being taught, conducted, and communicated. Openness is a way to democratise access to knowledge developed through public funds, and this movement has been led by informational professionals worldwide; however, we have observed that to a large extent, professional development in different areas of openness is rather self-taught, informal, mentored, or continuous, but not formalised in information science, documentation, or scientific educational programmes. In this exploratory research, we gathered evidence on how (or if) openness to knowledge is being taught by reviewing a series of syllabi from undergraduate and postgraduate programmes in Library and Information Science (LIS) schools sampled from universities that either (a) are leading the agenda in OA, OSC, or OE; or (b) have policies in OA, OSC, or OE; or (c) have national/federal mandates, policies, or regulations regarding OA, OSC, or OE and also from a range of non-formal and/or lifelong learning training programmes offered in these same three areas. We found that while LIS schools are not providing formal training to gain skills and competencies in openness, their libraries are offering different kinds of training in this respect. On the other hand, the good intentions and openness awareness of policies have not yet materialised in actions to ensure capacity building. Research implications aim to influence the development of capacity building in open knowledge, by providing solid evidence for enhancing curriculum advancement in LIS schools and by proposing some recommendations in this direction.";3K4XG;WOS:000834079900001;;;Santos-Hermosa, G (corresponding author), Univ Barcelona, Sch Informat & Audiovisual Media FIMA, Barcelona, Spain.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3389/feduc.2022.866049;Education & Educational Research;;;;;;;;Centre de Recerca en Innovacio i Cultura (CRICC) in Universitat of   Barcelona and Office of the Vice rectorate for Research at the   University of Barcelona;This work was supported by the Centre de Recerca en Innovacio i Cultura   (CRICC) in Universitat of Barcelona and Office of the Vice rectorate for   Research at the University of Barcelona.;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;2;6;10;;;;;;;;;
258;Educadata Datos asociados 2018-2022.txt;Effectiveness of Doctoral Defense Preparation Methods;;2227-7102;2227-7102;EDUCATION SCIENCES;12;7;0;0;JUL;2022;English;Article;;;;;1;56;20;The doctoral defense is an important step towards obtaining the doctoral degree, and preparation is necessary. In this work, I explore the relation between the way in which a doctoral candidate prepares for the defense and two important aspects of the defense: the outcome of the defense, and the student perception during and after the defense. I carried out an international survey with an 11-point Likert scale, multiple choice, and open-ended questions on the doctoral defense and analyzed the data of the 204 completed surveys using quantitative and qualitative methods. The methods I used included the statistical tests of the correlation between, on the one hand, the preparation and, on the other hand, the defense outcome and student perception. I used an inductive thematic analysis of the open-ended survey questions to gain a deeper insight into the way candidates prepared for their defense. I found that candidates most often prepare by making their presentation, reading their thesis, and practicing for the defense. The most effective measure is the mock defense, followed by a preparatory course. The conclusion of this work is that doctoral candidates need to understand the format of their defense in order to be able to prepare properly, and that universities should explore either individual pathways to the defense or pilots using a mock defense and/or preparatory course to prepare their doctoral candidates for the defense.;3I0DK;WOS:000832396900001;;;"Lantsoght, EOL (corresponding author), Univ San Francisco Quito, Politecn, Quito 170130, Ecuador.; Lantsoght, EOL (corresponding author), Delft Univ Technol, Fac Civil Engn & Geosci, Dept Engn Struct, Concrete Struct Sect, NL-2628 CN Delft, Netherlands.";ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3390/educsci12070473;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;1;1;1;;;;;;;;;
259;Educadata Datos asociados 2018-2022.txt;How adolescents develop and implement their ideas? On self-regulation of creative action;;1871-1871;1878-0423;THINKING SKILLS AND CREATIVITY;43;;0;0;MAR;2022;English;Article;;;;;16;123;16;This study explores how adolescents regulate their activity while working on creative projects. A large sample (N = 739) of Polish adolescents reported on their most creative, complex project conducted within the last year and answered retrospectively framed self-regulation items related to this specific activity. Exploratory and confirmatory factor analyses demonstrated a consistent pattern of self-regulation, capturing pre-task self-regulatory strategies (obstacles expectations, uncertainty acceptance), during-task strategies (adjusting approach, managing and reframing ambiguous goals, emotion regulation and dealing with obstacles), and post-task strategies (improving approach, readiness for sharing). Participants´ personality, creative self-concept, and creative mindsets were robustly related to the different strategies reported. Additionally, strategies resulted in differences in creativity of the projects conducted. We discuss the theoretical consequences and future research directions for creative self-regulation studies.;1M5TK;WOS:000800031300003;;;Zielinska, A (corresponding author), Univ Wroclaw, Inst Psychol, Dawida 1 St, PL-50527 Wroclaw, Poland.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1016/j.tsc.2022.100998;Education & Educational Research;;;;;;;;National Science Centre [UMO-2016/22/E/HS6/00118];Aleksandra Zielinska, Izabela Lebuda, and Maciej Karwowski, Institute of   Psychology, University of Wroclaw, Poland. Zorana Ivcevic, Yale Center   for Emotional Intelligence, Yale University.This study was possible   thanks to a grant from the National Science Centre   (UMO-2016/22/E/HS6/00118) . The authors report no conflict of interest.;;;;;;;;Green Submitted;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JAN;2022;;16;21;28;;;;;;;;;
260;Educadata Datos asociados 2018-2022.txt;Conceptualizing careers: Is there an element of STEM in every profession?;;0036-6803;1949-8594;SCHOOL SCIENCE AND MATHEMATICS;121;7;422;433;NOV;2021;English;Article;;;;;1;50;12;Science, technology, engineering, and mathematics (STEM) is widely visible in education and workforce policies and discussions in the United States (US). However, there is a lack of consensus on what is considered a STEM career. In addition, little is known about how K-12 teachers conceptualize STEM careers and how this information is portrayed to students. This mixed methods study investigated 52 K-12 teachers´ conceptions of STEM careers and if they included this information in their classroom instruction. The data collected consisted of a questionnaire and follow-up interviews with a subset of teachers. The data analysis revealed that there was a range of how teachers defined and conceptualized STEM careers from narrow to very broad. This led to the development of the STEM-Peripheral, Adjacent, Central (STEM-PAC) career classifications which categorizes careers based on the application of STEM knowledge and skills. Additionally, teachers articulated benefits and drawbacks of including STEM career information in their instruction. Benefits included increasing student interest in STEM careers and making learning relevant. Drawbacks included limits to teacher time and knowledge. This study suggests teachers should present STEM as it is connected to various careers and that administrators should support teachers who wish to include this in their curriculum.;WY8XE;WOS:000715492600001;;;Navy, SL (corresponding author), Kent State Univ, Sch Teaching Learning & Curriculum Studies, Kent, OH 44242 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1111/ssm.12493;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;NOV;2021;;1;0;0;;;;;;;;;
261;Educadata Datos asociados 2018-2022.txt;Critiquing Inequality in Society and on Campus: Peers and Faculty Facilitate Civic and Academic Outcomes of College Students;;0361-0365;1573-188X;RESEARCH IN HIGHER EDUCATION;63;4;589;609;JUN;2022;English;Article;;;;;1;58;21;Guided by Critical Consciousness Theory and the Multicontextual Model for Diverse Learning Environments, this research explored whether a critical reflection of societal inequality and a hostile campus climate were associated with collective student efficacy and grade point average (GPA) among racially/ethnically diverse students. We examined whether these relationships were mediated by positive and informal experiences with peers or faculty. Multiple indicator multiple causes models indicated that there were no latent mean differences or differential item functioning based on students´ race/ethnicity, indicating that study measures were not biased against Students of Color or white students. There was one latent mean difference based on gender, such that women were more likely than men to endorse a critical reflection of societal inequality. Structural equation modeling indicated that a critical reflection of societal inequality was positively associated with collective student efficacy and GPA. In contrast, a hostile campus climate was negatively associated with collective student efficacy, GPA, and positive and informal experiences with peers or faculty. Negative experiences with faculty mediated the association between a hostile campus climate and collective student efficacy, such that a more hostile campus climate was associated with fewer positive and informal experiences with faculty and these negative experiences, in turn, were associated with less collective student efficacy. These findings suggest that a critical reflection of societal inequality promotes positive civic and academic capacities among college students, and that support from campus members (e.g., faculty) is key to achieve these positive outcomes.;1L6UW;WOS:000710855600001;;;Banales, J (corresponding author), Univ Illinois, Dept Psychol, Chicago, IL 60680 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1007/s11162-021-09663-7;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;OCT;2021;;1;2;3;;;;;;;;;
262;Educadata Datos asociados 2018-2022.txt;A theoretical framework and questionnaire for wonder-full education;;0022-0272;1366-5839;JOURNAL OF CURRICULUM STUDIES;54;3;423;444;MAY;2022;English;Article;;;;;1;68;22;Many recent studies emphasize the fundamental importance of stimulating wonder in education, for example, to increase children´s intrinsic motivation to learn and their emotional engagement with the lesson contents. Our study advances the research regarding wonder in education in three different ways. First, we present a theoretical framework to identify eight teaching strategies and three school policy dimensions relevant for teachers and schools to stimulate wonder in children. Second, based on this framework, we developed the multidimensional Wonder-full Education questionnaire (WEQ). The WEQ is completed by teachers and principals to quantitatively assess the degree to which primary schools and their teachers provide a wonder-stimulating environment. Third, using comprehensive psychometric analyses of the data of N = 220 teachers and N = 91 principals from 182 Dutch schools, we investigated the dimensionality, reliability and validity of the WEQ. The dimensionality analyses identified two primary dimensions of teaching strategies and confirmed the three-dimensional structure of a school policy for stimulating wonder. Overall, the results suggest that the WEQ has satisfactory psychometric properties. We conclude that the new framework and questionnaire allow research regarding wonder in education to be extended from mainly theoretical work to empirical research that can also advance educational practice.;1Y0ZW;WOS:000686853100001;;;Conijn, JM (corresponding author), Vrije Univ Amsterdam, Dept Educ & Family Studies, Amsterdam, Netherlands.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1080/00220272.2021.1942992;Education & Educational Research;;;;;;;;John Templeton Foundation [60815];This work was supported by the John Templeton Foundation [grant number   60815].;;;;;;;;Green Published;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;AUG;2021;;1;3;8;;;;;;;;;
263;Educadata Datos asociados 2018-2022.txt;Development and Evaluation of a Framework for the Performance-Based Testing of ICT Skills;;2504-284X;2504-284X;FRONTIERS IN EDUCATION;6;;0;0;MAY;2021;English;Article;;;;;1;65;15;"This paper addresses the development of performance-based assessment items for ICT skills, skills in dealing with information and communication technologies, a construct which is rather broadly and only operationally defined. Item development followed a construct-driven approach to ensure that test scores could be interpreted as intended. Specifically, ICT-specific knowledge as well as problem-solving and the comprehension of text and graphics were defined as components of ICT skills and cognitive ICT tasks (i.e., accessing, managing, integrating, evaluating, creating). In order to capture the construct in a valid way, design principles for constructing the simulation environment and response format were formulated. To empirically evaluate the very heterogeneous items and detect malfunctioning items, item difficulties were analyzed and behavior-related indicators with item-specific thresholds were developed and applied. The 69 item´s difficulty scores from the Rasch model fell within a comparable range for each cognitive task. Process indicators addressing time use and test-taker interactions were used to analyze whether most test-takers executed the intended processes, exhibited disengagement, or got lost among the items. Most items were capable of eliciting the intended behavior; for the few exceptions, conclusions for item revisions were drawn. The results affirm the utility of the proposed framework for developing and implementing performance-based items to assess ICT skills.";SP2CO;WOS:000659480000001;;;Engelhardt, L (corresponding author), DIPF Leibniz Inst Res & Informat Educ, Frankfurt, Germany.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3389/feduc.2021.668860;Education & Educational Research;;;;;;;;"German Federal Ministry of Education and Research [01LSA010, 01LSA010A,   01LSA010B]; Open Access Fund of the Leibniz Association";This work was supported by the German Federal Ministry of Education and   Research (grant numbers: 01LSA010, 01LSA010A, 01LSA010B). The   publication of this article was funded by the Open Access Fund of the   Leibniz Association.;;;;;;;;Green Published, gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;1;0;4;;;;;;;;;
264;Educadata Datos asociados 2018-2022.txt;Homeschooling during the SARS-CoV-2 pandemic: the role of students´ trait self-regulation and task attributes of daily learning tasks for students´ daily self-regulation;;1434-663X;1862-5215;ZEITSCHRIFT FUR ERZIEHUNGSWISSENSCHAFT;24;2;367;391;APR;2021;English;Article;;;;;13;90;25;As a means to counter the SARS-CoV-2 pandemic, schools were closed throughout Germany between mid-March and end of April 2020. Schooling was translocated to the students´ homes where students were supposed to work on learning tasks provided by their teachers. Students´ self-regulation and attributes of the learning tasks may be assumed to have played important roles when adapting to this novel schooling situation. They may be predicted to have influenced students´ daily self-regulation and hence the independence with which they worked on learning tasks. The present work investigated the role of students´ trait self-regulation as well as task difficulty and task enjoyment for students´ daily independence from their parents in learning during the homeschooling period. Data on children´s trait self-regulation were obtained through a baseline questionnaire filled in by the parents of 535 children (M-age = 9.69, SDage = 2.80). Parents additionally reported about the daily task difficulty, task enjoyment, and students´ learning independence through 21 consecutive daily online questionnaires. The results showed students´ trait self-regulation to be positively associated with their daily learning independence. Additionally, students´ daily learning independence was shown to be negatively associated with task difficulty and positively with task enjoyment. The findings are discussed with regard to students´ daily self-regulation during the homeschooling period. Finally, implications for teaching practice during the pandemic-related school closures are derived.;RV2CK;WOS:000635846300003;;;Blume, F (corresponding author), DIPF, Leibniz Inst Bildungsforsch & Bildungsinformat, Rostocker Str 6, D-60323 Frankfurt, Germany.;ISI;33821144;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1007/s11618-021-01011-w;Education & Educational Research;;;;;;;;"Cognitive Development group at the DIPF \ Leibniz-Institute for Research   and Information in Education; Projekt DEAL";"This study was funded through budgetary funds of the Cognitive   Development group at the DIPF | Leibniz-Institute for Research and   Information in Education.; Open Access funding enabled and organized by   Projekt DEAL.";;;;;;;;Green Published, hybrid, Green Submitted;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;APR;2021;;14;2;12;;;;;;;;;
265;Educadata Datos asociados 2018-2022.txt;Perception towards academic dishonesty: psychometric properties of a measure instrument for university students;;1695-324X;;ETIC NET-REVISTA CIENTIFICA ELECTRONICA DE EDUCACION Y COMUNICACION EN LA SOCIEDAD DEL CONOCIMIENTO;21;1;115;140;JAN;2021;Spanish;Article;;;;;0;65;26;The Academic Dishonesty (AD) is one of the great difficulties that the university is having in the training of future professionals as it is one of the ethical problems that is currently increasing. Due to the absence of instruments with adequate psychometric properties to assess AD, the present work aims to develop and analyze the measurement properties of a test that measures students´ perception of actions that involve AD in the university setting, called Perceptions towards Academic Dishonesty (PDA). The results show that the PDA has an appropriate reliability. Evidences of construct validity of the scores are presented in a large sample of Spanish university students. Count on a reliable measurement instrument with evidence of validity can help researchers in the area to design intervention proposals that strengthen academic integrity at the university level and also to diagnose and/or prevent dishonesty behaviors, by means of the attitudinal change of the students.;XX6WE;WOS:000736432300006;;;Camacho, XGO (corresponding author), Univ Complutense Madrid, Madrid, Spain.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.30827/eticanet.v21i1.16162;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;2;5;;;;;;;;;
270;Educadata Datos asociados 2018-2022.txt;ICT and 360 evaluation: Improving professional skills in higher education in Spain;;2340-8170;2386-3137;TUNING JOURNAL FOR HIGHER EDUCATION;10;1;89;111;NOV;2022;English;Article;;;;;0;56;24;"The current dynamics of knowledge and innovation generation are faced with, sometimes, incompatible social and cultural trends. Something to which the University is not oblivious. Based on contemporary studies and our own experience, one of the clearest tensions has to do with the ability to judging based on reasons and not emotions. To help with this, in the educational context, the 360-degree evaluation can be a useful instrument in terms of the strengthening of their objective judgment. It is a technique that was conceived to exercise objective evaluation, in several and concurrent ways, which also allows to know their degree of objectivity. To demonstrate its potential, a sample of 56 students was used, taking the teacher´s grading as a reference. The task involved self, peer and inter-group assessment. The methodology was mixed, with support in descriptive statistics for quantitative grades and natural language processing for comments and clarifications. It was possible to detect differences in behavior depending on the type of analysis (self-assessment, peers, and groups), as well as determining which students were most qualified to assess objectively. Another issue was the general reluctance to explain numerical grades through notes. Here we consider several factors to explore, among which we highlight: the digital tool used and the time available; the phase of the academic course and the characteristics of the task; and subjective bias, especially in cases of low score. About the experience, it has also been possible to detect some difficulties derived from the application of a methodology, as complex and demanding as the one used, which generated more than 3000 evaluations. In any case, and in view of the data obtained, we consider that the results corroborate the practical utility of this approach and invite to explore additional aspects within this area.";8H3CN;WOS:000920911800005;;;Martinez-Romera, DD (corresponding author), Univ Malaga, Fac Educ, Malaga, Spain.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.18543/tjhe.2361;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;5;5;;;;;;;;;
271;Educadata Datos asociados 2018-2022.txt;Debunking Climate Myths Is Easy-Is It Really? An Explorative Case Study with Pre-Service Physics Teachers;;2227-7102;2227-7102;EDUCATION SCIENCES;12;8;0;0;AUG;2022;English;Article;;;;;0;34;17;"Climate change is a complex topic and hence makes teaching climate change a demanding task. This is especially because climate change still represents a (socially) controversial topic and students may be confronted with misrepresentations and misinformation about climate change in their daily lives. Therefore, it is important that science teachers are equipped with skills to properly respond to or ""debunk"" climate change misinformation, and to train their students on how to identify and respond to misinformation. To address this, we developed an intervention based on inoculation theory and known debunking techniques to foster physics pre-service teachers´ debunking skills as well as their self-efficacy to confront climate misinformation. Through the intervention, we showed that the participants increased their debunking skills and they showed more accurate assessments of their own skills. We conclude that this approach is promising to foster pre-service teachers´ perceived competence to teach the demanding topic of climate change. Finally, our approach generally shows potential in preparing future teachers to teach other controversial topics where misinformation is abundant.";4B9FF;WOS:000846072800001;;;"Schubatzky, T (corresponding author), Univ Innsbruck, Dept Subject Specif Educ, A-6020 Innsbruck, Austria.; Schubatzky, T (corresponding author), Univ Innsbruck, Inst Expt Phys, A-6020 Innsbruck, Austria.";ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3390/educsci12080566;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;3;4;;;;;;;;;
272;Educadata Datos asociados 2018-2022.txt;A Threshold for Citizen Science Projects: Complex Thinking as a Driver of Holistic Development;;1138-2783;1390-3306;RIED-REVISTA IBEROAMERICANA DE EDUCACION A DISTANCIA;25;2;113;131;JUL;2022;English;Article;;;;;5;67;19;"Emerging technologies and community empowerment have driven citizen science (CS) projects. However, their impact remains vague, partly because of the difficulties in monitoring and standardizing these projects. Notably, the development of citizens´ complex thinking is not among the primary goals, despite the connection with the tenets of Education 4.0 and the training of socially committed citizens. Therefore, we propose a framework and typology to foster CS projects while scaling up complex thinking. We used the evidence-based educational innovation (EBEI) methodology and the Theory of Change (ToC) perspective, reviewing some of the most relevant frameworks under UNESCO´s Open Science Recommendation. Findings from the CS projects analysis revealed that: (a) there is inattention to developing the sub-components of the complex thinking macro-competency; (b) a growing trend to develop frameworks for CS projects is taking place; (c) there is a prevalence of CS project frameworks focused on prevention and control, project evaluation and design, and education and research; (d) a framework with three dimensions based on ToC (Outbound, Threshold and Full-cycle) can guide the development of CS projects; and (e) an eight-component typology can measure the progress and impact of CS projects from the perspectives of Context-awareness, Citizen engagement, Infrastructure leverage, Technological innovation, Educational innovation, Outreach and Scale, Network building, and Complex thinking. We envision that the integrated framework and typology proposed, scaffolded by complex thinking, can comprehensively broaden the impact of CS initiatives.";2W5BI;WOS:000824538600023;;;Sanabria-Z, J (corresponding author), Tecnol Monterrey, Monterrey, NL, Mexico.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.5944/ried.25.2.33052;Education & Educational Research;;;;;;;;;;;;;;;;;Green Submitted, gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;5;8;10;;;;;;;;;
273;Educadata Datos asociados 2018-2022.txt;Orthographic, Semantic, and Contextual Influences on Initial Processing and Learning of Novel Words During Reading: Evidence From Eye Movements;;2192-9505;2192-9513;CHINESE JOURNAL OF APPLIED LINGUISTICS;45;2;194;219;MAY;2022;English;Article;;;;;0;74;26;"This study investigates how orthographic, semantic and contextual variables including word length, concreteness, and contextual support-impact on the processing and learning of new words in a second language (L2) when first encountered during reading. Students learning English as a foreign language (EFL) were recruited to read sentences for comprehension, embedded with unfamiliar L2 words that occurred once. Immediately after this, they received a form recognition test, a meaning recall test, and a meaning recognition test. Eye-movement data showed significant effects of word length on both early and late processing of novel words, along with effects of concreteness only on late-processing eye-tracking measures. Informative contexts were read slower than neutral contexts, yet contextual support did not show any direct influence on the processing of novel words. Interestingly, initial learning of abstract words was better than concrete words in terms of form and meaning recognition. Attentional processing of novel L2 words, operationalized by total reading time, positively predicted L2 learners´ recognition of new orthographic forms. Taken together, these results suggest: 1) orthographic, semantic and contextual factors play distinct roles for initial processing and learning of novel words; 2) online processing of novel words contributes to L2 learners´ initial knowledge of unfamiliar lexical items acquired from reading.";1H6SN;WOS:000796671300003;;;Yi, W (corresponding author), Peking Univ, Sch Chinese Language 2, Beijing, Peoples R China.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1515/CJAL.2022-0203;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;12;20;;;;;;;;;
274;Educadata Datos asociados 2018-2022.txt;Social stratification in higher education investment: An analysis of students´ choices of college majors and pathways to future labor-market outcomes in Taiwan;;0883-0355;1873-538X;INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH;113;;0;0;;2022;English;Article;;;;;0;72;15;Higher education in Taiwan has expanded, and it has seen a corollary increase in stratification. Extending Tinto´s institutional departure model, this study tests both the outcome of students´ academic integration and the influence that campus social systems have on them with regard to shaping their choice of major and subsequent persistence in or departure from the academic department of choice. This study further tests the relationship of students´ choice patterns of majors and pathways to future labor-market outcomes. By analyzing longitudinal survey data in Taiwan, which tracked the 1984-1985 born cohort from 2001-2015, this study finds that social class plays an important role in stratifying students´ choices of majors and pathways, which in turn are important in shaping labor-market outcomes.;1C1XD;WOS:000792919700001;;;Hsieh, TL (corresponding author), Univ Taipei, Inst Educ Adm & Evaluat, 1 Aiguo West Rd, Taipei City 10048, Taiwan.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1016/j.ijer.2022.101953;Education & Educational Research;;;;;;;;Ministry of Science and Technology in Taiwan [MOST 105-2410-H-003-070];Funding The first author received a research grant from the Ministry of   Science and Technology in Taiwan (MOST 105-2410-H-003-070) to conduct   this study.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAR;2022;;0;3;3;;;;;;;;;
276;Educadata Datos asociados 2018-2022.txt;Conversation Analysis Methodology: Validity, Reliability, and Ethical Issues in Data Collection and Analysis Procedures;;2536-4758;;HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION;37;1;381;402;JAN;2022;Turkish;Article;;;;;1;68;22;With a growing interest in integrating conversation analysis (CA) into exploring and understanding social interaction in Turkish context, the CA methodology has recently been employed in the educational research as well as the research in social sciences. Nevertheless, the number of studies in Turkish literature dealing with the methodology thoroughly seems to be rather limited. The aim of the present paper is to introduce the principles of CA, present detailed information about the phases of data collection and interaction analysis to reach valid and reliable results and shed light on the ethical issues to be taken into consideration in these phases. With the present paper focusing on the issues of validity, reliability and ethics in the CA methodology, we also aim to contribute to the existing literature on conversation and interaction analysis in Turkey and guiding researchers exploring social interaction.;YU4MH;WOS:000752018800001;;;Girgin, U (corresponding author), Erciyes Univ, Egitim Fak, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi ABD, Kayseri, Turkey.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.16986/HUJE.2020063458;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;1;5;6;;;;;;;;;
277;Educadata Datos asociados 2018-2022.txt;Swimmer Dropout Rate: A Survival Analysis;;1577-4015;2014-0983;APUNTS EDUCACION FISICA Y DEPORTES;;147;74;83;JAN;2022;English;Article;;;;;0;25;10;"The length of time that a swimmer frequents a particular sports facility, using the records held by the facilities have often been under-used. We examined various behavioral variables associated with time of attendance until the point of dropout using swimmers´ records. 6,749 swimmers were used in this study. The survival analysis focused on the time interval between the moment they became a customer until either the end of the study or the moment when the customer relationship ended (dropout). The Kaplan-Meier estimator was used to gather information as to when dropout would occur; Cox regression and the Logrank test provided statistical comparisons between the groups. The results showed that the swimmers´ likelihood of retention beyond 12 months was 53% and the median swimmer´s survival time was 14 months. The cohort of customers signing up for more than two sessions per week was likely to stay longer, and the greater the number of visits, the longer the customers were likely to continue (> 40 visits increases the survival probability up to 91.86%). Good sports management practice requires improvements in customer retention; by monitoring the variables of survival rates, we will improve management strategies for sustainability through pre-emptive actions to increase retention.";YI9AT;WOS:000744134400005;;;"Sobreiro, P (corresponding author), ESDRM IPSANTAREM, Sport Sci Sch Rio Major, Rio Major, Portugal.; Sobreiro, P (corresponding author), CIEQV, Life Qual Res Ctr, Santarem, Portugal.";ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.5672/apunts.2014-0983.es.(2022/1).147.08;Education & Educational Research;;;;;;;;;;;;;;;;;Green Submitted, gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;4;5;;;;;;;;;
279;Educadata Datos asociados 2018-2022.txt;Using Social Science Data on Eastern Germany in Upheaval. Historical Approaches and Suggestions;;0044-3247;;ZEITSCHRIFT FUR PADAGOGIK;67;6;881;898;NOV;2021;German;Article;;;;;1;53;18;The Saxonian Longitudinal Study (SLS) started in 1987 in the GDR and is still running today. The essay asks for source-critical and methodological requirements when using social science data from a historical perspective. The study offers research in the fields of History of Education regarding research on pupil´s experiences during the transformation period. The essay offers a source critical perspective including the history of knowledge and shows examples for the reanalysis of social science data. The empirical basis for the article is the unevaluated qualitative components of the SLS questionnaires from the years 1987 to 1995, in which the test subjects were asked to describe their experiences of the upheaval of 1989/90. Questions about the evaluation of the GDR school system and memories of school days were also asked as part of the study.;XK6NR;WOS:000727580400004;;;Zoller, K (corresponding author), DIPF Leibniz Inst Bildungsforsch & Bildungsinform, Bibliothek Bildungsgeschichtl Forsch BBF, Warschauer Str 34-38, D-10243 Berlin, Germany.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;1;0;0;;;;;;;;;
280;Educadata Datos asociados 2018-2022.txt;Social inclusion of special education students in mainstream schools and special schools: impact of competencies at individual and class level;;1434-663X;1862-5215;ZEITSCHRIFT FUR ERZIEHUNGSWISSENSCHAFT;24;5;1205;1229;OCT;2021;German;Article;;;;;0;93;25;In Germany students with special educational needs (SEN) attend either special schools or mainstream schools. One intention of this kind of inclusive education is the social integration of students with SEN in society. Whether and how students with SEN are socially included in mainstream schools has been asked sparsely. In this article we examine whether social integration of students with SEN in learning, language and social-emotional-development (SEN-LLS) differs between special and mainstream schools and if competencies both at individual and class level can explain any potential differences found. Therefore, we used the dataset of the IQB-Trends in Student Achievement 2016 conducted with fourth graders in all German federal states, N = 26,899 students, of whom n = 1924 with SEN-LLS. We found that social inclusion is higher in special schools than in mainstream schools. These differences are not due to different students´ competencies. We discuss the relevance of these findings and the influence of competence on social inclusion of students with SEN.;WG1EF;WOS:000673535100001;;;Kohrt, P (corresponding author), Humboldt Univ, Inst Qualitatsentwicklung Bildungswesen IQB, Unter Linden 6, D-10099 Berlin, Germany.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1007/s11618-021-01031-6;Education & Educational Research;;;;;;;;Projekt DEAL;Open Access funding enabled and organized by Projekt DEAL.;;;;;;;;Green Published, hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUL;2021;;0;6;15;;;;;;;;;
281;Educadata Datos asociados 2018-2022.txt;The digital home learning environment and its relation to children´s ICT self-efficacy;;1387-1579;1573-1855;LEARNING ENVIRONMENTS RESEARCH;25;2;485;505;JUL;2022;English;Article;;;;;6;67;21;With the rapid progress of technological development, self-efficacy in reference to digital devices (i.e., information and computer technology [ICT] self-efficacy) is an important driver that helps students to deal with technological problems and support their lifelong learning processes. Schools, peers, and home learning environments are important sources for the development of positive self-efficacy. Expanding on previous research, we investigated the associations between different aspects of the digital home learning environment and students´ ICT self-efficacy. The moderation effects of gender were also tested. A total of 651 children answered a questionnaire about different digital home learning environment dimensions and estimated their ICT self-efficacy using an adapted scale-Schwarzer and Jerusalem´s (1999) general self-efficacy scale. Using the structural equation modeling technique, a digital home learning environment containing six different qualities of parental support was investigated Families´ cultural capital, parents´ attitudes toward the Internet, and shared Internet activities at home contributed positively to ICT self-efficacy. We observed small gender differences, with the moderation effect being nonsignificant. The results help researchers and practitioners to understand how different dimensions of the digital home learning environment support ICT self-efficacy. We will discuss how parents can enhance the home learning environment and how teachers can integrate this knowledge into formal education.;2A2QN;WOS:000672346400001;;;Bonanati, S (corresponding author), Paderborn Univ, Dept Educ Psychol, Warburger Str 100, D-33098 Paderborn, Germany.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1007/s10984-021-09377-8;Education & Educational Research;;;;;;;;Projekt DEAL;Open Access funding enabled and organized by Projekt DEAL.;;;;;;;;hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUL;2021;;6;7;17;;;;;;;;;
282;Educadata Datos asociados 2018-2022.txt;Questionnaire on knowledge of university mathematics teachers for technological integration;;2172-7775;;REVISTA FUENTES;23;2;150;162;;2021;Spanish;Article;;;;;0;34;13;"The aim of this research is to develop a self-evaluation questionnaire to measure the knowledge of university mathematics teachers about technological integration in the classroom. The TPACK model is recognized by the scientific community to describe teachers´ understanding of the complex interaction between content, pedagogy and technology. The Schmidt et al. (2009) questionnaire is adapted to the field of Mathematics. The questionnaire is made up of 28 items and is assessed using a Likert scale of four levels (1: never; 4: always). The sample was 183 university teachers of Mathematics. The analysis of structural equation models was used to examine the factors of the TPACK model. The results confirm the seven factors model and indicate that the TPACK perceived by teachers correlates positively with all other factors. Finally, it is concluded that the instrument is valid and reliable.";SF0XF;WOS:000652486900002;;;Sierra, FAC (corresponding author), Univ Ciencias Informat, Havana, Cuba.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.12795/revistafuentes.2021.12792;Education & Educational Research;;;;;;;;;;;;;;;;;gold, Green Published;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;4;15;;;;;;;;;
283;Educadata Datos asociados 2018-2022.txt;"How covid-19 lockdown time was predicted: implications of ""collective intelligence"" in educational research";;2386-4303;;IJERI-INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH AND INNOVATION;;15;101;113;;2021;English;Article;;;;;2;23;13;Covid19 has been one of the greatest global threats since the Second World War. The formal models to estimate its evolution have been multiple, although none was found estimating lockdown time, which could provide data to manage citizens´ anxiety in the face of uncertainty. This study set out to estimate the days of lockdown in Spain, using Collective Intelligence. Two other objectives were to analyze the estimation accuracy and to debate the potential of the procedure for research in Education. There was a participation of 203 subjects. A descriptive analysis, estimation of parameters and a focus group were conducted. The results show a relatively accurate estimation, with a difference between age and gender. Finally there is a debate regarding the ability to use collective intelligence as a teaching resource as well as for educational research and innovation. Its limitations and the need for further study by Pedagogy are discussed.;RJ3YB;WOS:000637533600007;;;Terron, AM (corresponding author), Univ Malaga, Malaga, Spain.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.46661/ijeri.4903;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;2;0;0;;;;;;;;;
284;Educadata Datos asociados 2018-2022.txt;Time will tell: Revisiting the impact of college expansion on income and occupational prestige mobility of young adults in Taiwan;;0951-5224;1468-2273;HIGHER EDUCATION QUARTERLY;75;3;468;486;JUL;2021;English;Article;;;SI;;0;53;19;The paper proposes a counterfactual analysis to estimate the causal effects of college expansion on the changes in income and occupational prestige of young people in Taiwan. The public attributes the rapid expansion of higher education in Taiwan in the mid 1990s as a significant cause of stagnant wage growth and high unemployment rates of college graduates in recent years. The primary concern in evaluating the policy consequences of educational expansion should be on those who would respond to expanded opportunities for education. In this paper, we use the data collected by the Panel Study of Family Dynamics in Taiwan to identify a pre-expansion cohort and a post-expansion cohort. We then use the matching method and the difference-in-difference (DID) model to estimate the impact of expansion on the changes in income and occupational prestige of three counterfactual groups: ´always-takers´, ´compliers´, and ´never-takers´. The results show that the impact of college expansion decreased the advantage of always-takers and benefited compliers in both income and occupational attainment of their first job. The adverse effects of college expansion suffered by always-takers disappeared after working for either 10 or 15 years, which fits the prediction of the signalling theory.;TP7JW;WOS:000587819100001;;;Kuan, PY (corresponding author), Natl Chengchi Univ, Dept Sociol, Int Doctoral Program Asia Pacific Studies, Taipei, Taiwan.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1111/hequ.12285;Education & Educational Research;;;;;;;;Ministry of Science and Technology, Taiwan, R. O. C.   [MOST-104-2410-H-004-109];The research is partially supported by the Ministry of Science and   Technology, Taiwan, R. O. C. [grant no. MOST-104-2410-H-004-109]. We   thank the anonymous referees for their useful suggestions. We also thank   Professor Ka Ho Mok, the editor of this special issue, for offering us   an opportunity to present our updated research findings;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;NOV;2020;;0;0;5;;;;;;;;;
292;Educadata Datos asociados 2018-2022.txt;To use or not to use learning data: A survey study to explain German primary school teachers´ usage of data from digital learning platforms for purposes of individualization;;2504-284X;2504-284X;FRONTIERS IN EDUCATION;7;;0;0;AUG;2022;English;Article;;;;;1;63;15;Digital learning platforms (DLP) provide various types of information about student learning when used for learning and practice. This learning data holds potential for individualized instruction, which has become increasingly necessary for adequately addressing learners´ individual needs. For primary schools in particular, this is important for developing inclusive schools. However, despite the potential of DLP and the learning data that can be obtained from them, they are rarely used by teachers. Furthermore, little is known about factors that lead teachers to use learning data for instruction and individual support. To address this research gap, we conducted an online cross-sectional survey study of N = 272 primary school teachers in Germany. After describing the respondents´ current and previous usage of learning data from DLP, we used structural equation modeling (SEM) to test the influence of predictors on respondents´ intention to use as well as their usage of learning data from DLP. Finally, we discuss the need for increased usage of learning data in teacher education and training, contributing to ongoing debates about the usage of digital learning data in educational research and practice.;4E8TH;WOS:000848092100001;;;Hase, A (corresponding author), Leuphana Univ Luneburg, Dept Educ, Competencies Digitally Enhanced Individualized Pra, Luneburg, Germany.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3389/feduc.2022.920498;Education & Educational Research;;;;;;;;;;;;;;;;;Green Published, gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;1;5;6;;;;;;;;;
294;Educadata Datos asociados 2018-2022.txt;Online training for Primary Education teachers and classrooms: proposal for guidance by the homeroom teacher;;2255-1514;;CAMPUS VIRTUALES;11;2;121;131;JUL;2022;Spanish;Article;;;;;0;34;11;We present a study that analyzes the training that trainees of the body of Teachers have to carry out in the Andalusian Autonomous Community. of all the tasks assigned to the process, we focus on online training as it is a new activity incorporated in the 2015-16 academic year call. our simple has focused on the participants from huelva and the province who participated in the last two calls, those of the academic years 2017-18 and 2019-20. A descriptive method has been carried out and the data have been obtained thorough an initial survey carried out on the participants of said calls. The results show that the change of modality is bringing benefits to the teaching staff since they can access this training in a more comfortable, easy and accesible way.;4V1LI;WOS:000859245300001;;;Carrizo-Marquez, R (corresponding author), Univ Huelva, Huelva, Spain.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.54988/cv.2022.2.1144;Education & Educational Research;;;;;;;;;;;;;;;;;Green Submitted, hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;2;3;;;;;;;;;
295;Educadata Datos asociados 2018-2022.txt;Gaining insight through explaining? How generating explanations affects individuals´ perceptions of their own and of experts´ knowledge;;2154-8455;2154-8463;INTERNATIONAL JOURNAL OF SCIENCE EDUCATION PART B-COMMUNICATION AND PUBLIC ENGAGEMENT;12;1;42;59;JAN;2022;English;Article;;;;;0;47;18;"When individuals in our knowledge society assess the extent of their own knowledge, they may overestimate what they actually know. But, this knowledge illusion can be reduced when people are prompted to explain the content. To investigate whether this holds true for written self-explanations about science phenomena this study transfers the Illusion of explanatory depth (TOED) paradigm to learning from a written science-related text. In an experimental group design, individuals (N= 155) first read information on artificial intelligence supported weather forecasting and then either did or did not produce a written explanation on the topic. Afterwards they rated their own knowledge on the topic, rated experts´ knowledge on the topic, answered questions on their strategies for handling scientific information and rated their own topic specific intellectual humility. Results show that participants in all experimental conditions rated their own knowledge significantly lower than that of experts; however, providing the written explanation about predicting severe weather events did not significantly affect the dependent measures. Implications address how giving explanations may influence judgements of one´s own and scientists´ knowledge in the context of reading science-related texts.";ZT7IB;WOS:000736797300001;;;Vaupotic, N (corresponding author), Univ Munster, Dept Psychol, Fliednerstr 21, D-48149 Munster, Germany.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1080/21548455.2021.2018627;Education & Educational Research;;;;;;;;German Research Foundation (DFG) [Deutsche Forschungsgemeinschaft] [GRK   1712];The research was supported by the German Research Foundation (DFG)   [Deutsche Forschungsgemeinschaft] in the frame of the Research Training   Group GRK 1712 `Trust and Communication in a Digitized World´ provided   to the third author.;;;;;;;;hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;DEC;2021;;0;4;9;;;;;;;;;
296;Educadata Datos asociados 2018-2022.txt;Comparative Judgement for Linking Two Existing Scales;;2504-284X;2504-284X;FRONTIERS IN EDUCATION;6;;0;0;DEC;2021;English;Article;;;;;1;17;12;This article describes an efficient way of using comparative judgement to calibrate scores from different educational assessments against one another (a task often referred to as test linking or equating). The context is distinct from other applications of comparative judgement as there is no need to create a new achievement scale using a Bradley-Terry model (or similar). The proposed method takes advantage of this fact to include evidence from the largest possible number of examples of students´ performances on the separate assessments whilst keeping the amount of time required from expert judges as low as possible. The paper describes the method and shows, via simulation, how it achieves greater accuracy than alternative approaches to the use of comparative judgement for test equating or linking.;YB1BE;WOS:000738755500001;;;Benton, T (corresponding author), Cambridge Assessment, Cambridge, England.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3389/feduc.2021.775203;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;1;2;2;;;;;;;;;
297;Educadata Datos asociados 2018-2022.txt;Development of scientific reasoning test measuring control of variables strategy in physics for high school students: evidence of validity and latent predictors of item difficulty;;0950-0693;1464-5289;INTERNATIONAL JOURNAL OF SCIENCE EDUCATION;43;13;2185;2205;SEP;2021;English;Article;;;;;3;52;21;Control of variables strategy (CVS) is a core scientific reasoning skill related to domain-general experimentation for evaluating an experimental system and deducing valid conclusions. This study aims to develop, validate, and explore latent factors predicting item difficulty in the test, measuring CVS in physics for high school students. The original test contains 24 items related to mechanics, thermodynamics, and electricity. It measures three CVS subskills: identifying controlled experiments, interpreting the controlled experiment outcome, and understanding confounded experiments´ determinacy. The study assessed 470 10th, 11th, and 12th-grade students from 9 public high schools in the southern province of An Giang (Vietnam). All test items fit the data well according to the Rasch model measurement, in which the three-dimensional model fit better than did the unidimensional one. Differential item functioning analysis indicated no statistically significant differences between genders in any items. Furthermore, we found that item difficulty depended on the subskills but was not affected by physics-related content or the number of independent variables. The test showed the potential to serve as a measurement tool for assessing CVS in basic physics at the upper secondary education level.;WB6YF;WOS:000679849500001;;;"Vo, DV (corresponding author), Univ Szeged, Doctoral Sch Educ, 32-34 Petofi S Sgt, H-6722 Szeged, Hungary.; Vo, DV (corresponding author), An Giang Univ VNUHCM, Fac Educ, Dong Xuyen Ward, 18 Ung Van Khiem St, Long Xuyen City, An Giang Provin, Vietnam.; Vo";ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1080/09500693.2021.1957515;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUL;2021;;3;3;18;;;;;;;;;
298;Educadata Datos asociados 2018-2022.txt;The effects of cooperative flipped learning on science achievement and motivation in high school students;;0950-0693;1464-5289;INTERNATIONAL JOURNAL OF SCIENCE EDUCATION;43;9;1381;1407;JUN;2021;English;Article;;;;;4;81;27;In this study, we compared the effects of cooperative flipped learning (CFL) on science achievement and learning motivation with those of simple flipped learning (SFL) and traditional lecture (TL) using a mixed-methods design. Three classes containing a total of 65 first-year high school students in South Korea were randomly assigned to the CFL, SFL, and TL conditions and taught the chemistry content of an Integrated Science curriculum in 12 lessons over about 4 weeks. In our research design, we paid particular attention to controlling the overall learning time in both the pre- and in-class contexts of the three groups. Our quantitative analysis confirmed that CFL positively affected motivation, but it negatively affected achievement. SFL showed the opposite results. In qualitative analysis, video watching in FL was rated satisfactorily in most cases, but some students reported that they lacked time. CFL inherited both the pros and cons of cooperative learning with regard to in-class interaction, and the effects of SFL depended on individual students´ learning abilities. As a consequence, the balance between pre- and in-class learning should be considered carefully when implementing FL, and lab sessions are suitable candidates for this instructional system.;UC8SZ;WOS:000646813800001;;;Hong, HG (corresponding author), Seoul Natl Univ, Dept Chem Educ, 1 Gwanakgu Gwanakro, Seoul 08826, South Korea.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1080/09500693.2021.1917788;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;APR;2021;;4;13;25;;;;;;;;;
299;Educadata Datos asociados 2018-2022.txt;Tuition, Targeting, and Tradeoffs: A Conjoint Analysis of Americans´ Preferences over the Design of Higher Education Subsidies;;0022-1546;1538-4640;JOURNAL OF HIGHER EDUCATION;92;6;986;1017;SEP;2021;English;Article;;;;;0;72;32;"Over the past three decades, political candidates and elected policymakers have advanced a wide variety of publicly funded tuition-subsidy programs to improve college access and -affordability. These college-aid programs employ different subsidy instruments, target different types of students, draw from different funding sources, and come with different strings attached. This study assesses Americans´ preferences over the multidimensional design of such higher education subsidies using a conjoint survey experiment with randomized policy proposals that vary in their subsidy instruments, target populations, eligibility requirements, and funding arrangements. The results suggest that fiscal tradeoffs loom large in Americans´ support for higher education programs, but elements of subsidy design matter as well: respondents (particularly Republicans) prefer aid packaged as tax credits; strongly means-tested programs receive greater support than broader, income-based aid (an effect driven by Democrats); and subsidies targeted to community college students enjoy substantial, bipartisan support. The study´s results shed light on differences in extant tuition-subsidy programs´ popular support and provide empirical grounding for debates over the prudent design of college aid by estimating tradeoffs that programs confront between efficiently targeting marginal students and securing broad popular support.";US3KR;WOS:000642170500001;;;Imlay, SJ (corresponding author), Coll Board, Res Dept, Washington, DC 20016 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1080/00221546.2021.1897965;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;APR;2021;;0;2;9;;;;;;;;;
305;Educadata Datos asociados 2018-2022.txt;How to Change Epistemological Beliefs? Effects of Scientific Controversies, Epistemological Sensitization, and Critical Thinking Instructions on Epistemological Change;;2227-7102;2227-7102;EDUCATION SCIENCES;12;7;0;0;JUL;2022;English;Article;;;;;0;60;27;The present study investigates the combination of an epistemological sensitization and two different critical thinking instructions, i.e., the general and infusion approach, in the context of epistemological change induced by the presentation of resolvable scientific controversies. In a randomized study, we tested the hypothesis that the presentation of resolvable controversies generally reduces absolutism and multiplicism and increases evaluativism. We assume that these effects are strongest when the controversies are presented with an epistemological sensitization and the infusion approach. The results indicate an increase in absolutism when the general approach is employed without an epistemological sensitization. Combined with an epistemological sensitization, the increase in absolutism is only detected when the infusion approach is used. Concerning multiplicism, there is a reduction in all conditions, but the reduction is more effective without an epistemological sensitization. The general approach yields a larger increase in evaluativism without an epistemological sensitization, while the infusion approach fosters evaluativism only in combination with the sensitization. However, an argumentation task revealed that the desired level of an evaluativist argumentation only seems to emerge without an epistemological sensitization in combination with the infusion approach. In sum, the results show that there is no general way to reduce absolutism and multiplicism and increase evaluativism.;3H8OU;WOS:000832290700001;;;Klopp, E (corresponding author), Saarland Univ, Dept Educ, D-66123 Saarbrucken, Germany.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3390/educsci12070499;Education & Educational Research;;;;;;;;"Deutsche Forschungsgemeinschaft (DFG, German Research Foundation);   Saarland University";We acknowledge support by the Deutsche Forschungsgemeinschaft (DFG,   German Research Foundation) and Saarland University within the funding   program Open Access Publishing.;;;;;;;;Green Published, gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;3;4;;;;;;;;;
306;Educadata Datos asociados 2018-2022.txt;Exploring the Associations Between MAP Growth and SBA by Demographics;;2504-284X;2504-284X;FRONTIERS IN EDUCATION;7;;0;0;JUN;2022;English;Article;;;;;0;29;9;"MAP Growth (MAP) and Smarter Balanced assessment (SBA) are two of the most common standardized assessments used in Pre-Kindergarten to Grade 12 education in the United States. We show how scores on MAP relate to scores on SBA for third grade students. Previous studies examining the relationship between MAP Growth and SBA have been conducted by the test publisher. The current study expands on this and examines how scores on MAP Growth relate to scores on SBA and examine if these relationships vary by when the MAP Growth assessment is taken or by student demographics (by English language proficiency, gender, and ethnicity). Scores on these assessments are compared for 3rd grade students from Clark County, Nevada, which is the fifth largest school district in the United States. The scale scores were associated and, when using MAP to predict SBA scores, followed a quadratic pattern. While students´ scores on the assessments varied by English language proficiency, gender, and ethnicity (i.e., discrepancies that are often referred to as achievement gaps), the relationships between these assessments showed a similar pattern across these demographics. Growth scores were calculated for three MAP administration time points. As well as showing a slight ""rich get richer"" effect (i.e., slightly more growth for those scoring high), there were regression toward the mean effects. The MAP growth curves were similar by English language proficiency, gender, and ethnicity.";2O6NL;WOS:000819173500001;;;Durant, J (corresponding author), Univ Nevada, Dept Educ Psychol, Las Vegas, NV 89154 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3389/feduc.2022.851625;Education & Educational Research;;;;;;;;Dunn Family Foundation;Support for this project comes from the Dunn Family Foundation.;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;1;1;;;;;;;;;
307;Educadata Datos asociados 2018-2022.txt;Identification of positions in literature using thematic network analysis: the case of early childhood inquiry-based science education;;1743-727X;1743-7288;INTERNATIONAL JOURNAL OF RESEARCH & METHOD IN EDUCATION;45;5;518;534;OCT;2022;English;Article;;;;;0;74;17;"Reviews of literature often summarize research within a given field to provide succinct information about state of the art as well as gaps for future research to address. In educational research, such information includes different positions within a field; for example, theoretical positions underpinning empirical studies. Such theoretical positions may influence interpretations of research results and remain a challenge to map and present. Here, we show how to use thematic analysis and network analysis to construct maps, analyse and synthesize theoretical positions within educational research. We use early childhood inquiry-based science education (ECIBSE) literature as a case because of its historical roots in Dewey´s educational philosophy. This allows us to discuss findings in light of a well-known theoretical framework. Using our methodology, we analyse four theoretical positions for teaching and learning: (1) science should be learned through inquiry, (2) teaching should model scientific practices, (3) children should develop science-related competencies (4) child´s experience should take precedence. After discussing these positions, we turn to methodological possibilities and challenges of using thematic network analysis for literature reviews. R-code, data and instructions for reproducing our results are available at: https://github.com/jbruun/thematicDiscourseNetworkAnalysis/.";6C2KD;WOS:000752265400001;;;Bruun, J (corresponding author), Univ Copenhagen, Fac Sci, Dept Sci Educ, Univ Pk 5, DK-2100 Copenhagen O, Denmark.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1080/1743727X.2022.2035351;Education & Educational Research;;;;;;;;"Lundbeck Foundation [R179-2014-2958]; Novo Nordisk Foundation   [NNF18OC0052291]";This work was supported by Lundbeck Foundation [grant number   R179-2014-2958] and Novo Nordisk Foundation [grant number   NNF18OC0052291].;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;FEB;2022;;0;6;9;;;;;;;;;
308;Educadata Datos asociados 2018-2022.txt;ANALYSIS OF THE PSYCHOSOCIAL PROFILE OF PRE-SERVICE TEACHERS;;1139-613X;2174-5374;EDUCACION XX1;25;1;41;65;;2022;English;Article;;;;;3;40;25;University students face many challenges that affect their mental health during this stage. Psychosocial aspects, such as resilience, help to address the imbalance they often experience in their daily lives. The aim is to find the relationship between students´ resilience and their mental health, while analyzing the mediating role played by personality factors between these variables. To carry out this study, a sample of 692 university students belonging to different Degrees of Education answered three questionnaires voluntarily, one to measure resilience (RS-14), another to measure personality factors (Big Five) and another to measure mental health (MH-5). A mediational model based on Structural Equations was proposed for this analysis. The results indicate that resilience is able to significantly predict students´ mental health directly and that it also predicts all personality components assessed in students. Furthermore, it was found that of all the personality factors examined, only neuroticism was found to be predictive of mental health. Furthermore, resilience is positioned as a mediating factor between mental health and personality factors. Specifically, resilience emerged as a significant mediator in the relationship between agreeableness, neuroticism and openness and mental health. Moreover, all other personality factors are directly related to resilience. In the same way, the results also confirm the need to train pre-service teachers in psychosocial factors in order to prevent future problems in their subsequent professional performance.;1B2TT;WOS:000792293800003;;;Garcia-Martinez, I (corresponding author), Univ Granada, Dept Didact & Sch Org, Granada, Spain.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.5944/educXX1.30236;Education & Educational Research;;;;;;;;;;;;;;;;;gold, Green Submitted;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;3;5;7;;;;;;;;;
309;Educadata Datos asociados 2018-2022.txt;Investigating Cognitive Network Models of Learners´ Knowledge Representations;;1929-7750;1929-7750;JOURNAL OF LEARNING ANALYTICS;9;1;120;129;;2022;English;Article;;;;;1;59;10;This commentary discusses how research approaches from Cognitive Network Science can be of relevance to research in the field of Learning Analytics, with a focus on modelling the knowledge representations of learners and students as a network of interrelated concepts. After providing a brief overview of research in Cognitive Network Science, I suggest that a focus on the cognitive processes that occur in the knowledge network, as well as the mechanisms that give rise to changes in the structure of knowledge networks, can lead to potentially informative insights into how learners navigate their knowledge representations to retrieve information and how the knowledge representations of learners develop and grow over the course of their educational careers. Learning Analytics can leverage these insights to design adaptive learning or online learning platforms that optimize learning, and inform pedagogical practice and assessment design that support the development of effective and robust knowledge structures.;ZU8ER;WOS:000770073200008;;;Siew, CSQ (corresponding author), Natl Univ Singapore, Dept Psychol, 9 Arts Link,AS4, Singapore 117570, Singapore.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.18608/jla.2022.7671;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;1;3;8;;;;;;;;;
310;Educadata Datos asociados 2018-2022.txt;Effects of Line Dancing on Mental Health in Seniors after COVID-19 Pandemic;;2227-7102;2227-7102;EDUCATION SCIENCES;11;11;0;0;NOV;2021;English;Article;;;;;3;41;8;"Line dancing is one of the most practiced dance styles by adults and seniors due to the ease of execution of choreography. Due to the COVID-19 pandemic prolonging the restrictions of physical and sports activities, the elderly population has been forced into increased sedentariness and social isolation, resulting in the development of symptoms of depression. The aim of this study was to investigate the effects of line dancing practice on the mental state of late second- and third-age dancers. The sample consisted of 14 Italian female dancers with an average age of 65 years old. The Geriatric Depression Scale was used to verify whether 3 months of LD classes were able to produce improvements. Paired Samples T-Test and effect size were performed to test the difference between pre- and post-training protocol. The result was statistically significant (p < 0.05). Dancers improved their state of depression; in particular, they felt a better satisfaction in their life (d = 0.6), a greater interest in activities (d = 1), less boredom (d = 0.8), a good mood most of the time (d = 0.8), greater happiness throughout the day (d = 0.7), and the perception of a wonderful life (d = 0.5). Line dancing has proven to be an effective physical activity for improving the state of depression in late second- and third-age dancers.";XF9VL;WOS:000724411600001;;;Aliberti, S (corresponding author), Univ Salerno, Dept Human Philosoph & Educ Sci, I-84084 Fisciano, Italy.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3390/educsci11110677;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;3;4;8;;;;;;;;;
311;Educadata Datos asociados 2018-2022.txt;How reliable and valid are frequency-based originality scores? Evidence from a sample of children and adolescents;;1871-1871;1878-0423;THINKING SKILLS AND CREATIVITY;41;;0;0;SEP;2021;English;Article;;;;;6;79;15;Creativity-as any other object of scientific endeavor-requires a sound measurement that adheres to quality criteria. For decades, creativity science has been criticized as falling short in developing valid and reliable measures of creative potential, activity, and achievement. Recent years have witnessed growth of theoretical and empirical works that focused on improving creativity assessment. Here, we apply one of such recently developed approaches based on item response theory to examine ideas´ and person score reliability in a divergent thinking task. A large sample (N = 621) of children and adolescents solved the Circles task from Torrance Tests of Creative Thinking-Figural and two other figural tests measuring creative thinking (Test of Creative Thinking-Drawing Production) and creative imagination (Test of Creative Imagery Abilities). By employing response propensity models, we observed that separate ideas´ reliability tended to fall below recommended thresholds (even liberal ones, e.g., 0.60) unless the sample size as well as the number of generated ideas (fluency) were large. Importantly, reliability at the idealevel affected reliability at the person-level much less than could be assumed based on recent findings. We propose a systematic perspective on divergent thinking assessment that considers responses as nested in tasks and tasks as nested in tests. Finally, we recommend that adding more tasks to divergent thinking tests might increase reliability at the test-level.;UX1DT;WOS:000700588400002;;;Forthmann, B (corresponding author), Univ Munster, Inst Psychol Educ, Fliednerstr 21, D-48149 Munster, Germany.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1016/j.tsc.2021.100851;Education & Educational Research;;;;;;;;National Science Centre [UMO-2017/27/B/HS6/00592];Part of the data presented in this investigation has been collected   thanks to a grant from the National Science Centre   (UMO-2017/27/B/HS6/00592) for Dorota Maria Jankowska.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUN;2021;;6;1;6;;;;;;;;;
312;Educadata Datos asociados 2018-2022.txt;"Pedagogical transitions experienced by higher education faculty members - ""Pre-Covid to Covid""";;2050-7003;1758-1184;JOURNAL OF APPLIED RESEARCH IN HIGHER EDUCATION;14;3;987;1006;MAY;2022;English;Article;;;;;5;54;20;Purpose - This study aimed to analyse if significant pedagogical transitions occurred from Pre-Covid-19 to Covid-19 period concerning applied teaching methods, course content, assessment strategies, technical support and faculty´s readiness. Design/methodology/approach - This is a quantitative study wherein perceptions of 116 faculty (from higher education institutions) from 22 countries were collected through an online survey. The authors classified the responses by five measurement characteristics and treatment, that is, Pre-Covid and during Covid. ANOVA test identified the differences between the ten groups. The authors also conducted ANOVA test for five Pre-Covid groups and five Covid groups and found meaningful differences among those groups. Findings - The authors compared the differences by the treatment, that is, Pre-Covid and Covid, and found the significant difference in teaching methods, assessment strategies and faculty´s readiness while there was no significant difference found in course content and technological support. Practical implications - The findings and recommendations have a practical application for higher education leaders, curriculum managers and faculty working within this academic environment of online learning either completely remote or hybrid. Originality/value - The interpretive analysis suggests key improvement areas where education policymakers and higher education strategists need to pay attention to developing strategies and be proactive to cope with any future emergencies whilst maintaining high standards of teaching and learning. This includes devising strategies to prepare faculty competencies to teach in a virtual learning environment, to revamp the assessment strategies and teaching methods.;1N8JF;WOS:000654363700001;;;Pandya, B (corresponding author), Higher Coll Technol, Human Resources Business Div, Abu Dhabi, U Arab Emirates.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1108/JARHE-01-2021-0028;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAY;2021;;5;5;40;;;;;;;;;
313;Educadata Datos asociados 2018-2022.txt;Special education funding and teacher turnover;;0964-5292;1469-5782;EDUCATION ECONOMICS;29;5;443;460;SEP;2021;English;Article;;;;;0;37;18;We exploit differences in state special education funding systems based on special education enrollment (´bounty systems´) or on total student enrollment (´census systems´) to assess whether funding systems impact teacher turnover, teacher specialty, special education enrollment, state education spending, average class sizes, and teacher effort. We find that census funding decreases special education enrollment and increases turnover among special education teachers. Relative to their counterparts, special education teachers are 5 percentage points more likely to move across schools and 18 percentage points more likely to switch to general education teaching after the implementation of census funding in their state.;UQ7DX;WOS:000639908200001;;;"Stock, WA (corresponding author), Montana State Univ, Dept Agr Econ & Econ, POB 172920, Bozeman, MT 59717 USA.; Stock, WA (corresponding author), Montana State Univ, Initiat Regulat & Appl Econ Anal, POB 172920, Bozeman, MT 59717 USA.";ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1080/09645292.2021.1914001;Education & Educational Research;;;;;;;;Montana State University Initiative for Regulation and Applied Economic   Analysis;Some funding for this work was provided in part by the Montana State   University Initiative for Regulation and Applied Economic Analysis.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;APR;2021;;0;6;21;;;;;;;;;
314;Educadata Datos asociados 2018-2022.txt;Effect of corporal punishment on young children´s educational outcomes;;0964-5292;1469-5782;EDUCATION ECONOMICS;29;4;411;423;JUL;2021;English;Article;;;;;2;21;13;It is argued that corporal punishment produces bad outcomes in both the short run and the long run. Instead of making students more attentive or motivated, corporal punishment leads to more delinquent behavior. In most developed countries, corporal punishment is banned in schools. However, in many developing countries, even if corporal punishment in schools is banned, the law may not be adequately enforced. Using a dataset from India, we show that corporal punishment in schools has a significantly negative impact on children´s academic performance. To tackle the problem of endogeneity, we use the instrumental variables method and introduce a novel instrument.;TG5ND;WOS:000631428700001;;;Maiti, A (corresponding author), Indian Inst Management Kashipur, Kashipur 244713, Uttarkhand, India.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1080/09645292.2021.1901073;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAR;2021;;2;5;24;;;;;;;;;
315;Educadata Datos asociados 2018-2022.txt;Supervising the PhD: identifying common mismatches in expectations between candidate and supervisor to improve research training outcomes;;0729-4360;1469-8366;HIGHER EDUCATION RESEARCH & DEVELOPMENT;41;3;613;627;APR;2022;English;Article;;;;;8;42;15;The relationship between PhD candidate and supervisor influences successful candidate completion and helps maintain candidate satisfaction and mental health. We quantified potential mismatches between the PhD candidates´ and supervisors´ expectations as a potential mechanism that facilitates poor candidate experiences and research training outcomes based on a quantitative survey which including rank order and Likert responses. 114 PhD candidates and 52 supervisors in Australia ranked the importance of student attributes and outcomes at the beginning and end of candidature. In relation to specific attributes, supervisors indicated the level of guidance they expected to give the candidate, and candidates indicated the level of guidance they expected to receive. Candidates also report on whether different aspects of candidature influenced their mental well-being. Using rank correlation and multivariate regression statistics, we identified differences between candidates´ and supervisors´ perceived supervisor teaching responsibility and candidatures influence on mental well-being. Results indicate the majority of candidates were satisfied overall with their supervision, and find alignment of many expectations between both parties. Yet, candidates tended to have much higher expectations about achieving quantitative outcomes than supervisors. Supervisors believed they give more guidance to candidates than candidates perceive they received, and supervisors often only provided guidance when the candidate explicitly asked. Personal expectations and research progress significantly and negatively influenced over 50% of candidates´ mental well-being. Our results highlight the importance of candidates and supervisors explicitly communicating the responsibilities and expectations of the roles they play in helping candidates develop research skills. We provide four suggestions to supervisors that may be particularly effective at increasing communication, avoiding potential conflict and promoting candidate success and well-being.;0W8SK;WOS:000612748800001;;;Cardilini, APA (corresponding author), Deakin Univ, Sch Life & Environm Sci, Geelong, Vic, Australia.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1080/07294360.2021.1874887;Education & Educational Research;;;;;;;;;;;;;;;;;Green Submitted;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JAN;2021;;8;2;25;;;;;;;;;
316;Educadata Datos asociados 2018-2022.txt;Student views of a PBL chemistry laboratory in a general education science course;;1541-5015;;INTERDISCIPLINARY JOURNAL OF PROBLEM-BASED LEARNING;15;2;0;0;;2021;English;Article;;;;;0;30;11;Several traditional chemistry lab experiences were replaced with a problem-based learning (PBL) experience in a university general education, conceptual chemistry course. Students worked in small groups on an authentic chemistry problem in which each student played a different role (Scientist, Engineering, Marketing Manager, Safety Officer, or Secretary). Midsemester, the pandemic forced the course online. Q methodology [Q] was used to determine the divergent viewpoints that existed amongst the students regarding their PBL experience. Each student provided their view by sorting related statements into a grid. Three divergent viewpoints emerged from the analyses: two viewpoints were positive about the PBL experience (Motivated learners and Committed to my group) and one was negative (Negative experience due to group dynamics). Descriptions of these views and implications are discussed.;ZB5YT;WOS:000756918100007;;;Ramlo, SE (corresponding author), Univ Akron, Akron, OH 44325 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.14434/ijpbl.v15i2.31387;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;1;4;;;;;;;;;
321;Educadata Datos asociados 2018-2022.txt;Research Skills in Teachers´ Training Education: Perceptions and performance;;1607-4041;1607-4041;REVISTA ELECTRONICA DE INVESTIGACION EDUCATIVA;24;;0;0;;2022;English;Article;;;;;0;46;14;"Research competence is essential for basic scientific literacy; if trained from early childhood, it enhances the ability of the learner to elaborate explanations, stemming from inquiry and following theoretical construction. So far, most of the research devoted on teachers´ research competence has been focused on theoretical questions. Thus, the objective of this work is to get 208 student teachers to estimate their research competence and to compare it to their actual performance. Students´ perceptions were measured using a questionnaire that referred to the skills and abilities included in the research competence. Their real performance was assessed through four specific tasks, which mobilized the four types of thinking required for the development of this competence: comprehensive, critical, creative and metacognitive. The results show that students´ beliefs do not generally adjust to their real performance and that therefore they are unaware of their training needs, which is essential for learning to learn.";7C9BE;WOS:000900098500001;;;Lacabra, AM (corresponding author), Univ Publ Navarra, Pamplona, Spain.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.24320/redie.2022.24.e28.4182;Education & Educational Research;;;;;;;;;;;;;;;;;Green Published, Green Submitted, gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;12;12;;;;;;;;;
322;Educadata Datos asociados 2018-2022.txt;Test for the evaluation of scientific contradictions (TEWI): Measurement of science-related reflective ability in secondary school II;;1434-663X;1862-5215;ZEITSCHRIFT FUR ERZIEHUNGSWISSENSCHAFT;24;6;1525;1548;DEC;2021;German;Article;;;;;0;70;24;The aim of scientific thinking (Wissenschaftspropadeutik) is one of the three main goals of higher secondary school in Germany. Due to the absence of adequate instruments to measure Wissenschaftspropadeutik only few studies have attempted to examine whether the central aims of scientific thinking are achieved at the end of upper secondary school or what importance this might bear in relation to further personal and professional development. This article briefly introduces the theoretical concepts and existing models regarding Wissenschaftspropadeutik, extracts the interdisciplinary perspective and illuminate the critical and reflective stance towards science as central elements of the concept. Scientific reflection competence in regard to conflicting science claims is defined here as a core component of Wissenschaftspropadeutik. It is used as the starting point for the development of the Test for Evaluating Conflicting Science Claims (TEWI) for the National Education Panel (NEPS). In its empirical part, the article presents results regarding the development and piloting of the TEWI as well as a study inspecting the construct validity (N = 394). Results indicate that the TEWI is a reliable test with satisfactory scaling characteristics.;XN8XO;WOS:000729782000012;;;"Kramer, J (corresponding author), Turk Gemeinde Baden WUrttemberg eV Tgbw, Reinsburgstr 82, D-70178 Stuttgart, Germany.; Oschatz-Grant, K (corresponding author), Pasture Farm, Rushbrook Lane, Tanworth In Arden B94 5HW, England.";ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1007/s11618-021-01057-w;Education & Educational Research;;;;;;;;Projekt DEAL;Open Access funding enabled and organized by Projekt DEAL.;;;;;;;;hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;2;5;;;;;;;;;
324;Educadata Datos asociados 2018-2022.txt;Primary science curriculum student acceptance of blended learning: structural equation modeling and visual analytics;;2197-9987;2197-9995;JOURNAL OF COMPUTERS IN EDUCATION;9;3;351;377;SEP;2022;English;Article;;;;;1;43;27;This paper focuses on the analysis of perceived usefulness (PU), perceived ease-of-use (PE), perceived playfulness (PP), community support (CS), and other factors that affect the acceptance of Chinese students (SA) in Blended learning of primary science curriculum. Based on technology acceptance model and Unified Theory of Acceptance and Use of Technology, an initial structural equation model is proposed. The initial structural model is for blended learning student acceptance (SA) in primary science curriculum. It contains five latent variables, and 4 latent variables can affect SA. Questionnaire responses are collected through blended learning SA questionnaire survey and analyzed using statistical methods. The questionnaire has 25 questions and collects 357 answers from all over China. Based on the reliability analysis, exploratory factor analysis, and confirmatory factor analysis of the data, the initial structural equation model is improved. According to the final structural equation model, the influence order of influencing factors on primary science curriculum blended learning SA is CS > PP > PU > PE. Based on the final model, an interactive visualization application is designed and implemented using SAP Analytics Cloud to allow users to understand the model easily and explore interactions among these factors visually. Teachers can directly see the changes of various factors through visualization, and do not need to pay attention to complex model details. This approach provides new practice for the application of theoretical models in Pedagogy.;3C4CV;WOS:000712336200001;;;Liu, X (corresponding author), SAP Labs China, 1001 Chenhui Rd, Shanghai 201203, Peoples R China.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1007/s40692-021-00206-8;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;OCT;2021;;1;7;20;;;;;;;;;
325;Educadata Datos asociados 2018-2022.txt;Thriving or surviving at work: how workplace learning opportunities and subjective career success are connected with job satisfaction and turnover intention?;;1366-5626;1758-7859;JOURNAL OF WORKPLACE LEARNING;34;1;88;109;JAN;2022;English;Article;;;;;5;63;22;Purpose The purpose of this study is to better understand factors related to turnover intention (TI) and job satisfaction (JS) in the information technology and engineering sectors. Specifically, this study investigates the role of workplace learning opportunities (WLO) afforded by the environment and individual´s subjective career success (SCS). The connections between learning opportunities and career success are examined, as well as their connections to JS and TI. Design/methodology/approach The current research was based on self-report questionnaire data (N = 153). The questionnaire included existing instruments measuring WLO, SCS, JS and TI. The analyses of the data included Pearson product-moment correlations, path analysis (based on multiple regression) and analysis of relative importance (dominance analysis). Findings Results indicated that higher access to resources that support learning, more opportunities for professional growth and satisfactory career decisions made by employees were connected to lower TI. The processes of well-being and learning are strongly intertwined and mutually reinforce each other, reducing the willingness to change a job in the near future. Originality/value This study adds to the previous research by providing more detailed knowledge on the connections between the various dimensions of WLO and SCS. The findings of the present study can offer insights for developing work environments where employees wish to remain, learn and are satisfied with their job and careers, thus ultimately supporting their well-being.;YC4BM;WOS:000681516700001;;;Lehtonen, EE (corresponding author), Tampere Univ, Fac Educ & Culture, Tampere, Finland.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1108/JWL-12-2020-0184;Education & Educational Research;;;;;;;;Finnish Work Environment Fund [118083];This research is funded by the Finnish Work Environment Fund (grant nr.   118083).;;;;;;;;hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;AUG;2021;;5;3;15;;;;;;;;;
326;Educadata Datos asociados 2018-2022.txt;Associations Between Online Instruction in Lateral Reading Strategies and Fact-Checking COVID-19 News Among College Students;;2332-8584;2332-8584;AERA OPEN;7;;0;0;AUG;2021;English;Article;;;;;10;52;17;"College students, and adults in general, may find it hard to identify trustworthy information amid the proliferation of false news and misinformation about the COVID-19 pandemic. In Fall 2020, college students (N = 221) in an online general education civics course were taught through asynchronous assignments how to use lateral reading strategies to fact-check online information. Students improved from pretest to posttest in the use of lateral reading to fact-check information; lateral reading was predicted by the number of assignments completed and students´ reading comprehension test scores. Students reported greater use, endorsement, and knowledge of Wikipedia at posttest, aligning with the curriculum´s emphasis on using Wikipedia to investigate information sources. Students also reported increased confidence in their ability to fact-check COVID-19 news. While confidence was related to perceived helpfulness of the assignments, it was only weakly associated with lateral reading. Findings support the effectiveness of the online curriculum for improving fact-checking.";UC4EX;WOS:000686481900001;;;"Brodsky, JE (corresponding author), CUNY, Grad Ctr, New York, NY 10016 USA.; Brodsky, JE (corresponding author), CUNY Coll Staten Isl, Staten Isl, NY 10301 USA.";ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1177/23328584211038937;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;10;0;12;;;;;;;;;
327;Educadata Datos asociados 2018-2022.txt;Bayesian probabilistic forecasting with large-scale educational trend data: a case study using NAEP;;2196-0739;2196-0739;LARGE-SCALE ASSESSMENTS IN EDUCATION;9;1;0;0;JUL;2021;English;Article;;;;;1;79;31;"Of critical importance to education policy is monitoring trends in education outcomes over time. In the United States, the National Assessment of Educational Progress (NAEP) has provided long-term trend data since 1970; at the state/jurisdiction level, NAEP has provided long-term trend data since 1996. In addition to the national NAEP, all 50 states and United States jurisdictions participate in the state NAEP assessment. Thus, NAEP provides important monitoring and forecasting information regarding population-level academic performance of relevance to national and international goals. However, an inspection of NAEP trend reports shows that relatively simple trend plots are provided; and although these plots are important for communicating general trend information, we argue that much more useful information can be obtained by adopting a Bayesian probabilistic forecasting point of view. The purpose of this paper is to provide a Bayesian probabilistic forecasting workflow that can be used with large-scale assessment trend data generally, and to demonstrate that workflow with an application to the state NAEP assessments.";TL1LC;WOS:000674615500001;;;Kaplan, D (corresponding author), Univ Wisconsin, Madison, WI 53715 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1186/s40536-021-00108-2;Education & Educational Research;;;;;;;;American Institutes for Research [ED-IES-12-D-0002];An earlier version of this paper was prepared as a report for the   National Center for Education Statistics under Contract No.   ED-IES-12-D-0002 with American Institutes for Research. Mention of trade   names, commercial products, or organizations does not imply endorsement   by the U.S. Government.;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;1;1;6;;;;;;;;;
328;Educadata Datos asociados 2018-2022.txt;Graduates´ career success predicted by mathematical and affective abilities, effective higher-education learning and economic contexts: a bioecological positivity to success model;;1363-9080;1469-9435;JOURNAL OF EDUCATION AND WORK;34;3;313;330;APR;2021;English;Article;;;SI;;1;54;18;This study posits a bioecological positivity to success (BEPS) model and examines how diverse bioecological factors predict graduates´ career success. The BEPS model with an emphasis on hard (e.g. science, technology, engineering and mathematics [STEM]) and soft (e.g. interpersonal and critical thinking) skills generate a hypothetical model: positive aspects of person (mathematical/hard and affective/soft abilities), process (effective hard and soft competencies learning in higher education) and proximal contexts (original family income and present employment status) predict graduates´ career success (job income and perceived extrinsic, intrinsic and autonomy satisfaction) in early adulthood. Gender, studying STEM, and study years are also included as predictors in the path analysis as control. Path analyses examine the model with cohort data from the Taiwan Education Panel Survey (TEPS) and its follow-up (TEPS-B), which are longitudinal studies of a group of young people (n = 2,700) since grade 7 till age 24-25 years old. Results reveal that soft skills and employment play the most significant roles in graduates´ career success. Hard skills play a minor role. Findings support the BEPS model and provide implications for educational practices and policymaking to emphasise on soft skills learning, employability and entrepreneurship education.;TJ7XR;WOS:000658208400001;;;Chiu, MS (corresponding author), Natl Chengchi Univ, Dept Educ, 64,Zhinan Rd Sec 2, Taipei 11605, Taiwan.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1080/13639080.2021.1931668;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUN;2021;;1;0;15;;;;;;;;;
329;Educadata Datos asociados 2018-2022.txt;The private returns to education in rural Bangladesh;;0738-0593;1873-4871;INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT;84;;0;0;JUL;2021;English;Article;;;;;0;35;8;This study estimates the private average rate of return (ARR) and internal rate of return (IRR) to education in rural Bangladesh. Using data from the Bangladesh Integrated Household Survey (BIHS) 2015, we estimate average returns using the Mincerian method and IRR using the full method, accounting for both the direct and indirect costs of schooling. To account for endogeneity and selection bias, we use parental education as an instrumental variable and apply the Heckman correction method. We find an average return of 18 %, an IRR of 12 % for tertiary education, 4.86 % for secondary, and 5.24 % for primary. In the agricultural sector specifically, however, returns to tertiary education are more in line with primary and secondary education.;UO7YM;WOS:000694908500019;;;Mamun, SAK (corresponding author), Minist Educ, Coll Educ Dev Project CEDP, Level 11,71-72 Eskaton Garden Rd, Dhaka 1000, Bangladesh.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1016/j.ijedudev.2021.102424;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAY;2021;;0;2;11;;;;;;;;;
330;Educadata Datos asociados 2018-2022.txt;The structure of Chinese beginning online instructors´ competencies: evidence from Bayesian factor analysis;;2197-9987;2197-9995;JOURNAL OF COMPUTERS IN EDUCATION;8;3;411;440;SEP;2021;English;Article;;;;;6;41;30;"With the popularity of online education, understanding and improving the beginning online instructors´ teaching competencies is crucial to improve online education. The structure of beginning online instructors´ perceived competencies was widely discussed, and it was also confirmed that the structure and level of online teaching competencies would be varied across countries and different cultural backgrounds. Followed U.S. theoretical framework, some studies discussed the differences between Chinese and U.S. online teaching and instructors. But how Chinese online instructors, especially beginning online instructors, perceiving the online teaching competencies, and how this framework would differ from the U.S. framework, was less discussed. To fill in this gap, this study explored the structure of Chinese beginning online instructors´ competencies using the Bayesian factor analysis method. With a limited sample size, the traditional factor analysis trail reported undetermined results with three options. The results of Bayesian factor analysis indicated the three-factor solution is the most appropriate solution with the collected data. The three factors are named ""preparing and supporting online teaching,"" ""creating an appropriate environment for students´ learning,"" and ""conducting appraisals of student learning."" The contributions of this study are as follows: (1) discussing the structure of Chinese beginning online instructors´ perceived competencies, (2) discussing why and how the structure of online teaching competencies varied across countries, (3) providing practical suggestions for online instructors´ training programs, and (4) providing methodological guidelines in factor analysis with small sample sizes for applied researchers.";TU8WI;WOS:000630839400001;;;Wang, Y (corresponding author), Nanjing Normal Univ, Sch Educ Sci, Xianyin North Rd, Nanjing 210046, Peoples R China.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1007/s40692-021-00186-9;Education & Educational Research;;;;;;;;"Ministry of education-China mobile research fund project, ""Research and   experiment on Regional Teaching and research mode supported by   information technology"" [MCM20170502]; Hubei Province Technology   Innovation special projects ""Key technologies and";"This work was supported by Ministry of education-China mobile research   fund project, ""Research and experiment on Regional Teaching and research   mode supported by information technology""(No. MCM20170502), and Hubei   Province Technology Innovation special projects ""Key technologies and   demonstration applications of Internet + Precision Education""(No.   2017ACA105), Research Start Up Fund of Nanjing Normal University   (No.184080H202A91), and Digital Research Institute of the People´s   Education Publishing House ""A Study on Teaching Strategies to Enhance   Student Learning Engagement Based on AR Technology"" (No.RJA0121007).";;;;;;;;Bronze;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAR;2021;;6;3;20;;;;;;;;;
331;Educadata Datos asociados 2018-2022.txt;Adaptive Training of the Mental Rotation Ability in an Immersive Virtual Environment;;1863-0383;;INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING;16;9;20;39;;2021;English;Article;;;;;3;62;20;Virtual reality (VR) opens new possibilities for the investigation and training of the mental rotation ability (MRA), which is an important factor in the development of technical skills in several fields. Adaptive designs of MRA training environments realised by virtual technology, which are investigated in this study, could offer promising potentials. For the evaluation of the effectiveness, the adaptive training environment is compared with the adequate randomised environment by assessing the mental rotation ability in both conditions before and after training. As a dependent variable, the performance and its improvement in the virtual mental rotation test (VMRT), as well as the cognitive load, are measured. In addition, possible gender differences and their influence on the training outcomes are determined. The study described here represents an innovative support option for MRA and provides an expandable empirical basis for VR-based adaptive trainings.;RZ0OU;WOS:000648300600002;;;Ariali, S (corresponding author), Univ Stuttgart, Dept Vocat Educ Focused Teaching Technol, Stuttgart, Germany.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3991/ijet.v16i09.18971;Education & Educational Research;;;;;;;;;;;;;;;;;Green Submitted, gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;3;4;13;;;;;;;;;
334;Educadata Datos asociados 2018-2022.txt;Experiences of WNGER II Ph.D. Fellows During the COVID-19 Pandemic - A Case Study;;2504-284X;2504-284X;FRONTIERS IN EDUCATION;7;;0;0;MAY;2022;English;Article;;;;;1;79;20;Since January 2020 there have been over 97 million reported cases and 2 million deaths worldwide from COVID-19 and it is not over yet. In many ways, the COVID-19 pandemic is a slow-motion disaster and an ´external intervention´ that suddenly began in early 2020 and has maintained its grip on the world. The pandemic has influenced the education sector strongly as well, and Ph.D. candidates enrolled in Ph.D. programs during COVID-19 (´the Ph.D. corona generation´) at Western Norway Graduate School of Educational Research II (WNGER II) were examined in this case study. WNGER II is a research school consortium with seven universities and universities colleges, 97 Ph.D.-candidates, and 48 supervisors and was established in 2018 to complement the Ph.D.-programs and strengthen the Ph.D. education in Western Norway. A pilot phase (2016-2017) was used to identify and address specific challenges in Ph.D. education as experienced in the seven universities and university colleges in Western Norway. The pandemic has presented an urgent need for a better knowledge base to understand the professional, social, and existential conditions for doctoral fellows when society is shut down for an extended period. This explorative case study examined what the doctoral fellows experienced when home office, digital teaching, and digital supervision suddenly replaced physical presence in the workplace (more or less) from March 12, 2020 to November 30, 2021 as a result of the COVID-19 pandemic. A mixed-methods research, formative dialog research, and case study design was applied to try to bridge the conceptual and contextual understanding of this phenomenon. The main data sources were a survey (N = 62, 85% women, 15% men, response rate 70%) and semi-structured interviews (with six Ph.D. fellows). Supplementary data collection was based on formative dialog research and comprised field dialog (13 seminars, eight Ph.D. courses, three Ph.D. supervision seminars, and two Ph.D. gatherings, N = 26), one focus group (n = 11), 21 online observations, and document analysis of Ph.D. policy documents and course evaluations (N = 15). The explorative case study found that the WNGER II Ph.D. fellows are satisfied with the educational quality concerning digital teaching and supervision (micro-level) but have experienced several research-related and psycho-social challenges during the pandemic (meso-level). These changed frame factors have impeded their feasibility and doctoral progression. Even if the WNGER II Ph.D. fellows experienced support during the pandemic, it seems like it entailed incremental measures that have not been sufficient. The Ph.D. regulations were created before the pandemic under normal conditions for normal conditions, but it appears that no substantial adjustments have been made for these extraordinary pandemic conditions in which frame factors attached to data collection, publication delays, childcare responsibilities, social distancing, etc. have changed the premises for their feasibility. This has been particularly critical for these Ph.D. fellows, who have been in this slow-motion disaster for up to 20 months (55% of their 3-year scholarship). Therefore, results from the case study indicate it is more important than ever to understand the gap between formulation, -transformation, and realization arena when it comes to the distinction between incremental, semi-structural changes and fundamental changes in Ph.D. regulations and guidelines caused by societal crises. Even if time compensation has been offered, it seems like the overall Ph.D. guidelines, regulations, and assessment norms have remained unchanged in the transformation arena (meso-level), which might have given some unforeseen implications for some Ph.D.-candidates, which calls for better crisis preparedness on a doctoral level in the years to come.;1V7KP;WOS:000806264200001;;;"Krumsvik, RJ (corresponding author), Univ Bergen, Fac Psychol, Bergen, Norway.; Krumsvik, RJ (corresponding author), Volda Univ Coll, Fac Arts & Phys Educ, Volda, Norway.";ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3389/feduc.2022.860828;Education & Educational Research;;;;;;;;"project ""Remote Teaching on Doctoral Level during a societal crisis"" at   University of Bergen, Norway";"This study was funded by the project ""Remote Teaching on Doctoral Level   during a societal crisis"" at University of Bergen, Norway.";;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;1;4;6;;;;;;;;;
335;Educadata Datos asociados 2018-2022.txt;The Meta-Analytic Rain Cloud Plot: A New Approach to Visualizing Clearinghouse Data;;1934-5747;1934-5739;JOURNAL OF RESEARCH ON EDUCATIONAL EFFECTIVENESS;15;4;848;875;OCT;2022;English;Article;;;;;1;28;28;"As the body of scientific evidence about effective policies and practices grows, so does the need to effectively communicate that evidence to policy-makers and practitioners. Clearinghouses have emerged to facilitate the evidence-based decision-making process for education practitioners. While the results and methods for developing and analyzing the data in clearinghouses are based upon rigorous and scientific study, there has been little rigor or empirical effort to determine effective ways of presenting that evidence to practitioners. In this paper, we present a new visualization for clearinghouse data, called a Meta-Analytic Rain Cloud (MARC) Plot, designed based on evidence from the data visualization and statistical cognition literatures. We evaluate the efficacy of this visualization in a statistical cognition experiment and find that compared to three other visualizations used in practice, the MARC Plot is more effective in helping participants correctly interpret evidence (0.76, 0.43, and 0.43 standard deviation improvements respectively; each p < 0.05, corrected for multiple comparisons). To our knowledge, this is one of the first studies providing evidence regarding how to best present the type of information found in clearinghouses.";4Y7TL;WOS:000768699500001;;;Fitzgerald, KG (corresponding author), Azusa Pacific Univ, Azusa, CA 91702 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1080/19345747.2022.2031366;Education & Educational Research;;;;;;;;"UBS Optimus Foundation on behalf of the Yidan Prize Foundation   [SP0054403]; U.S. Department of Education, Institute of Education   Sciences, Multidisciplinary Program in Education Sciences [R305B140042]";This work was supported by UBS Optimus Foundation on behalf of the Yidan   Prize Foundation [Award ID SP0054403] and by U.S. Department of   Education, Institute of Education Sciences, Multidisciplinary Program in   Education Sciences [Grant Award R305B140042]. This study was approved by   Northwestern University´s Institutional Review Board and was   pre-registered with the Open Science Foundation prior to data   collection.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAR;2022;;1;1;10;;;;;;;;;
336;Educadata Datos asociados 2018-2022.txt;A Diagnostic Framework for the Empirical Evaluation of Learning Maps;;2504-284X;2504-284X;FRONTIERS IN EDUCATION;6;;0;0;JAN;2022;English;Article;;;;;0;62;16;Learning progressions and learning map structures are increasingly being used as the basis for the design of large-scale assessments. Of critical importance to these designs is the validity of the map structure used to build the assessments. Most commonly, evidence for the validity of a map structure comes from procedural evidence gathered during the learning map creation process (e.g., research literature, external reviews). However, it is also important to provide support for the validity of the map structure with empirical evidence by using data gathered from the assessment. In this paper, we propose a framework for the empirical validation of learning maps and progressions using diagnostic classification models. Three methods are proposed within this framework that provide different levels of model assumptions and types of inferences. The framework is then applied to the Dynamic Learning Maps(R) alternate assessment system to illustrate the utility and limitations of each method. Results show that each of the proposed methods have some limitations, but they are able to provide complementary information for the evaluation of the proposed structure of content standards (Essential Elements) in the Dynamic Learning Maps assessment.;YO8BE;WOS:000748158900001;;;Thompson, WJ (corresponding author), Univ Kansas, Accessible Teaching Learning & Assessment Syst, Lawrence, KS 66045 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3389/feduc.2021.714736;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;1;3;;;;;;;;;
337;Educadata Datos asociados 2018-2022.txt;Students´ Perceptions of Doctoral Defense Formats;;2227-7102;2227-7102;EDUCATION SCIENCES;11;9;0;0;SEP;2021;English;Article;;;;;2;46;29;The doctoral defense is an important step in the doctoral journey and an essential requirement for obtaining a doctoral degree. Past research on the doctoral defense has focused solely on national practices. In this work, I investigate the potential link between the doctoral defense format based on its major and minor elements and the perception of the defense by the student. For this purpose, I first reviewed the different defense formats used internationally to extract the different elements of the doctoral defense, and the literature on students´ perceptions of the doctoral defense. Then, I carried out an international survey which received 297 responses, of which 204 were completed surveys which I used for the analysis in this article. I first analyzed the outcomes of the survey using qualitative and quantitative methods, and then cross-correlated the outcomes of defense format with the outcomes of student perception. From this analysis, I observed that the defense elements that positively impact the student´s perception are: publication of the thesis before the defense, receiving committee feedback before the defense, knowing the recommendations of one or more committee member in advance, having the supervisor present in the audience or as part of the committee, using a dress code, and including a laudatio. The final conclusion of this work is threefold. The first conclusion is that the details of the defense format impact most the students´ perception. The second conclusion is that doctoral students, on average, value the defense as a positive experience. The third conclusion is that the defense format cannot influence two important aspects of how a student perceives the defense: the student´s inner life and experience during the defense, and the behavior of the committee members.;UU9BD;WOS:000699087200001;;;"Lantsoght, EOL (corresponding author), Delft Univ Technol, Dept Engn Struct, NL-2628 CN Delft, Netherlands.; Lantsoght, EOL (corresponding author), Univ San Francisco Quito, EC-170157 Quito, Ecuador.";ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3390/educsci11090519;Education & Educational Research;;;;;;;;;;;;;;;;;Green Published, gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;2;0;3;;;;;;;;;
338;Educadata Datos asociados 2018-2022.txt;Improving Outcomes for English Learners Through Technology: A Randomized Controlled Trial;;2332-8584;2332-8584;AERA OPEN;7;;0;0;JUN;2021;English;Article;;;;;1;45;20;English learners (ELs) in K-12 schools must acquire English while simultaneously mastering content knowledge. Educational technology may support students´ learning through the affordance of individualized language practice. The current randomized controlled trial intervention study examined the effects of Rosetta Stone Foundations software on English learning among middle school ELs. The study took place in Grades 6 to 8 of an urban U.S. school district (N = 221). Predictors of interest included time of testing (pretest vs. posttest) and software usage, and covariates included grade level, sex, and attendance. Additionally, socioeconomic status and home language were accounted for due to sample homogeneity. Multilevel models indicated that treatment group students showed larger gains than control group students on oral/aural outcomes. These results indicate that the software intervention enables individualized practice that can produce proficiency-related gains over and above the typical classroom curriculum.;TF2LC;WOS:000670542500001;;;Harper, D (corresponding author), Rosetta Stone, Arlington, VA 22209 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1177/23328584211025528;Education & Educational Research;;;;;;;;Rosetta Stone;This study would not have been possible without the incredible   cooperation of the school district´s staff, personnel, and retired   teachers, who helped with many aspects of this study. We would also like   to thank Dr. Ewa Golonka for her helpful comments on an earlier version   of this article. Any errors and mistakes are entirely our own. Three of   the authors work for the funding company, Rosetta Stone. The other two   authors were hired by the company from the University of Maryland as   external consultants for this research project. The external consultants   developed the analysis plan, performed the analysis, and were   responsible for writing the results. The consultants verified the claims   made in the discussion as well as the overall article.;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;1;0;6;;;;;;;;;
339;Educadata Datos asociados 2018-2022.txt;Success for All: A Quantitative Synthesis of US Evaluations;;1934-5747;1934-5739;JOURNAL OF RESEARCH ON EDUCATIONAL EFFECTIVENESS;14;1;90;115;JAN;2021;English;Article;;;;;3;58;26;Success for All (SFA) is a comprehensive whole-school approach designed to help high-poverty elementary schools increase the reading success of their students. It is designed to ensure success in grades K-2 and then build on this success in later grades. SFA combines instruction emphasizing phonics and cooperative learning, one-to-small group tutoring for students who need it in the primary grades, frequent assessment and regrouping, parent involvement, distributed leadership, and extensive training and coaching. Over a 33-year period, SFA has been extensively evaluated, mostly by researchers unconnected to the program. This quantitative synthesis reviews the findings of these evaluations. Seventeen US studies meeting rigorous inclusion standards had a mean effect size of +0.24 (p < .05) on independent measures. Effects were largest for low achievers (ES= +0.54, p < .01). Although outcomes vary across studies, mean impacts support the effectiveness of Success for All for the reading success of disadvantaged students.;RO8WZ;WOS:000641322700004;;;Xie, C (corresponding author), East China Normal Univ, Fac Educ, Inst Int & Comparat Educ, Shanghai, Peoples R China.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1080/19345747.2020.1868031;Education & Educational Research;;;;;;;;;;;;;;;;;hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;3;2;25;;;;;;;;;
346;Educadata Datos asociados 2018-2022.txt;Individual versus collaborative note-taking: Results of a quasi-experimental study on student note completeness, test performance, and academic writing;;1096-7516;1873-5525;INTERNET AND HIGHER EDUCATION;55;;0;0;OCT;2022;English;Article;;;;;0;64;14;There is research showing benefits to both collaboration and note-taking, but a lack of research into how they may both work together in an online context. More specifically, there is a gap in the research looking at how collaborative note-taking and individual note-taking can be compared when considering the quality of the notes taken, and how note-quality can impact student performance. The present study looks at the online note-taking behavior and performance of 186 graduate students studying at a Korean university. The results indicate that students who collaborate perform better than individual note-takers on measures of recall of course content, but that individual note-takers perform better on tasks focused on academic writing. Furthermore, the findings suggest that note-quality has no effect on collaborative note-takers´ recall of course content, and a slight negative impact on their writing, while individual note-takers benefit from higher quality notes for both recall and writing.;3S0FT;WOS:000839279700004;;;Fanguy, M (corresponding author), Korea Adv Inst Sci & Technol, Sch Digital Humanities & Computat Social Sci, 291 Daehak Ro,Guseong Dong, Daejeon, South Korea.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1016/j.iheduc.2022.100873;Education & Educational Research;;;;;;;;;;;;;;;;;Green Published, hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUL;2022;;0;8;22;;;;;;;;;
347;Educadata Datos asociados 2018-2022.txt;Inside the Next Black Box: Examining Students´ Responses to Teacher Feedback in a Formative Assessment Context;;2504-284X;2504-284X;FRONTIERS IN EDUCATION;7;;0;0;MAR;2022;English;Article;;;;;2;91;21;"Attempts to explain inconsistencies in findings on the effects of formative assessment and feedback have led us to study the next black box: how students interpret and subsequently use formative feedback from an external source. In this empirical study, we explore how students understand and process formative feedback and how they plan to use this information to inform next steps. We present findings from a study that examined students´ affective and cognitive responses to feedback, operationalized as emotions, interpretations (i.e., judgments, meaning making, attributions), and decision-making. Relationships among these processes and students´ initial motivational states were also explored. Survey data were collected from 93 students of a 7th grade English/Language Arts teacher who employed formative assessment practices. The results indicate that students tended to have positive emotions and judgments in response to their teacher´s feedback and make controllable attributions. They generally made informative meaning of the feedback and constructive decisions about next steps. Correlational findings showed that (1) emotions, judgments, meaning making, and attributions are related; (2) judgments of and the meaning that students made about the feedback were most strongly related to decision-making about next steps; and (3) task value was the only motivation variable related to responses to feedback. We conclude with implications for research and practice based on the expected and unexpected findings from this study.";1V6JM;WOS:000806193700001;;;"Lui, AM (corresponding author), SUNY Albany, Dept Educ & Counseling Psychol, Albany, NY 12222 USA.; Lui, AM (corresponding author), CUNY, Sch Profess Studies, New York, NY 10021 USA.";ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3389/feduc.2022.751549;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;2;3;5;;;;;;;;;
348;Educadata Datos asociados 2018-2022.txt;Academic Intellectual Capital Scale: A Validity and Reliability Study;;2148-7456;;INTERNATIONAL JOURNAL OF ASSESSMENT TOOLS IN EDUCATION;9;1;138;164;MAR;2022;English;Article;;;;;1;139;27;The aim of this study was to develop a scale instrument for measuring academic intellectual capital in the Turkish higher education context depending on student perceptions. The sample consisted of students of higher education institutions in the 2020-2021 academic year. Data were gathered in two stages. Exploratory Factor Analysis (EFA) was conducted in the first stage and Confirmatory Factor Analysis (CFA) was conducted in the second stage. The EFA sample consisted of 538 students studying in 96 higher education institutions while the CFA sample consisted of 492 students studying in 112 higher education institutions. Principal Axis Factoring (PAF) extraction and Promax rotation methods were used in EFA. Results of EFA showed that the scale had a three-factor structure with 20 items. The three-factor structure was confirmed with CFA. Cronbach´s alpha, stratified alpha, Composite Reliability and McDonald´s omega were calculated in order to determine the reliability of the scores obtained from the scale. Item discrimination was verified by calculating item-total correlation and item-remainder correlation. Also, t-test was carried out between upper and lower 27% to check item discrimination. Analyses were conducted making use of R (ver. 4.1.2) and RStudio (ver. 2021.09.1 build 372). Overall, results showed that the structure of Academic Intellectual Capital Scale was valid. The measurement tool was concluded to have three factors and 20 items, all in affirmative form.;ZK5EO;WOS:000763010900009;;;Ozalp, U (corresponding author), Marmara Univ, Fac Educ, Dept Educ Sci, Istanbul, Turkey.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.21449/ijate.946530;Education & Educational Research;;;;;;;;;;;;;;;;;Green Submitted, gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;1;10;17;;;;;;;;;
350;Educadata Datos asociados 2018-2022.txt;RALSA: the R analyzer for large-scale assessments;;2196-0739;2196-0739;LARGE-SCALE ASSESSMENTS IN EDUCATION;9;1;0;0;OCT;2021;English;Article;;;;;2;37;24;This paper presents the R Analyzer for Large-Scale Assessments (RALSA), a newly developed R package for analyzing data from studies using complex sampling and assessment designs. Such studies are, for example, the IEA´s Trends in International Mathematics and Science Study and the OECD´s Programme for International Student Assessment. The package covers all cycles from a broad range of studies. The paper presents the architecture of the package, the overall workflow and illustrates some basic analyses using it. The package is open-source and free of charge. Other software packages for analyzing large-scale assessment data exist, some of them are proprietary, others are open-source. However, RALSA is the first comprehensive R package, designed for the user experience and has some distinctive features. One innovation is that the package can convert SPSS data from large scale assessments into native R data sets. It can also do so for PISA data from cycles prior to 2015, where the data is provided in tab-delimited text files along with SPSS control syntax files. Another feature is the availability of a graphical user interface, which is also written in R and operates in any operating system where a full copy of R can be installed. The output from any analysis function is written into an MS Excel workbook with multiple sheets for the estimates, model statistics, analysis information and the calling syntax itself for reproducing the analysis in future. The flexible design of RALSA allows for the quick addition of new studies, analysis types and features to the existing ones.;WA5WY;WOS:000702956600001;;;"Mirazchiyski, PV (corresponding author), Educ Res Inst, Ljubljana, Slovenia.; Mirazchiyski, PV (corresponding author), Int Educ Res & Evaluat Inst, Ljubljana, Slovenia.";ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1186/s40536-021-00114-4;Education & Educational Research;;;;;;;;International Educational Research and Evaluation Institute (INERI);The development of the RALSA package and the preparation of this   manuscript was funded by the International Educational Research and   Evaluation Institute (INERI).;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;2;3;4;;;;;;;;;
351;Educadata Datos asociados 2018-2022.txt;University selectivity and returns premium: evidence from Kazakhstan;;0964-5292;1469-5782;EDUCATION ECONOMICS;30;3;270;302;MAY;2022;English;Article;;;;;0;87;33;More selective universities are presumably better in quality and expected to provide better labour market outcomes for their graduates - returns premia. However, various empirical applications have found that part of it should be attributed to selectivity. Using the data on recent higher education graduates´ entry salaries with a fuzzy regression discontinuity design, this study reveals no apparent difference in the returns one gains by attending more selective and relatively better-funded national universities as opposed to other public HEIs in Kazakhstan, at least during the first year in employment, which may potentially call for a reconsideration of the associated policies.;0X0CB;WOS:000678423400001;;;Kemelbayeva, S (corresponding author), M Narikbayev KAZGUU Univ, Higher Sch Econ, Nur Sultan, Kazakhstan.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1080/09645292.2021.1958166;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUL;2021;;0;0;5;;;;;;;;;
352;Educadata Datos asociados 2018-2022.txt;Introducing teachers who use GUI-driven tools for the randomization test to code-driven tools;;1098-6065;1532-7833;MATHEMATICAL THINKING AND LEARNING;24;4;336;356;OCT;2022;English;Article;;;;;2;46;21;The advent of data science has led to statistics education researchers re-thinking and expanding their ideas about tools for teaching statistical modeling, such as the use of code-driven tools at the secondary school level. Methods for statistical inference, such as the randomization test, are typically taught within secondary school classrooms using GUI-driven tools. A teaching experiment was conducted, using a learning task designed to introduce teachers familiar with using GUI-driven tools for teaching the randomization test to code-driven tools. Our findings from this exploratory study indicate that the design principles and considerations used to create the learning task supported teachers´ introduction to code-driven tools and encouraged an integration of statistical and computational thinking.;5E4QC;WOS:000657858400001;;;Fergusson, A (corresponding author), Univ Auckland, Dept Stat, 38 Princes St, Auckland 1010, New Zealand.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1080/10986065.2021.1922856;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUN;2021;;2;0;3;;;;;;;;;
353;Educadata Datos asociados 2018-2022.txt;Digital peer learning for transformative professional agency: The case of homelessness practitioners in Finland;;0007-1013;1467-8535;BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY;52;4;1612;1628;JUL;2021;English;Article;;;;;3;41;17;"Digital lifelong learning and more specifically digital peer learning (DPL) can play a major role to foster transformative agency in professions and occupations which are critically positioned for responding to acute societal needs. Yet so far, no published studies seem to have focused on this. This article aims at filling this gap with the help of a study in which online workshops and web forums were created for supporting homelessness practitioners in Finland to share and discuss scattered practical innovations and to generate advanced solutions to problems in their work. By these means, the study also generated data to see if transformative agency takes place among these professionals by means of DPL, how this happens, and with what results for the critical field of homelessness work. This study opens up a new agenda for research and development in lifelong learning in a digital era. Practitioner notes What is already known about this topic As digital peer learning (DPL) can be largely organized by the learners themselves, it carries significant advantages for lifelong learning and work development: a close link to the field of practice and to clients´ and stakeholders´ needs, potentially a wide reach of practitioners, little institutional investment, and cost-effectiveness. The application of DPL raises a number of challenges we summarize here as the spectator challenge, the challenge of drowning in details, and the discontinuity challenge. What this paper adds DPL literature lacks specific contributions on how it can support practitioners to identify and implement concrete solutions to pressing needs in society. This article shows that DPL may facilitate professional transformative agency in such a way that the two processes can intersect with one another and generate concrete and effective lifelong learning solutions for much needed developments in critical fields such as homelessness work. Implications for practice and/or policy Cultivating personally and professionally meaningful conflicts of motives evokes emotional involvement and potentially also learners´ curiosity and cognitive engagement, opening an avenue to transcend the spectator stance. Experience and discursive elaboration of a conflict of motives directs learners to focus on the essential, thus providing an effective means for overcoming the risk of drowning in details. This can be facilitated by offering artifacts, metaphors, or models which may be taken up by practitioners in DPL as support or ""second stimuli"" to engage in transformative initiatives. To transcend the discontinuity challenge salient in many DPL processes, it is of particular importance to find ways to embed DPL and engage the learners in long-term change efforts. Even relatively short online workshops and web forum discussions can gain momentum when efforts are made to establish links between past experiences and the future prospects.";TE4XY;WOS:000651527300001;;;Sannino, A (corresponding author), Tampere Univ, Fac Educ & Culture, Akerlundinkatu 5, FI-33014 Tampere, Finland.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1111/bjet.13117;Education & Educational Research;;;;;;;;Finnish Work Environment Fund (2019-2021);This article is based on results obtained in an ongoing research project   funded by the Finnish Work Environment Fund (2019-2021). We are   particularly grateful to the key project partners, Y-Foundation and the   City of Tampere, who helped extensively to arrange the OWSs and WFs. We   are also very grateful all the practitioners in the study for their   time, collaboration and inspiration. The data were collected together   with team members Hannele Kerosuo and Lauren Stevens.;;;;;;;;Green Published;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAY;2021;;3;1;11;;;;;;;;;
354;Educadata Datos asociados 2018-2022.txt;Motivational and Emotional Orientation, Engagement, and Achievement in Mathematics. A Case Study With One Sixth-Grade Classroom Working With an Electronic Textbook on Fractions;;2504-284X;2504-284X;FRONTIERS IN EDUCATION;6;;0;0;MAR;2021;English;Article;;;;;5;139;18;Interactive and adaptive scaffolds implemented in electronic mathematics textbooks bear high potential for supporting students individually in learning mathematics. In this paper, we argue that emotional and behavioral engagement may account for the effectiveness of such digital curriculum resources. Following the general model for determinants and course of motivated action, we investigated the relationship between students´ domain-specific motivational and emotional orientations (person)-while working with an electronic textbook on fractions (situation), their emotional and behavioral engagement while learning (action), and their achievement after tuition (outcome). We conducted a case-study with N = 27 students from one sixth-grade classroom, asking about the relationship between students´ motivational and emotional orientations and their emotional and behavioral engagement, and whether emotional and behavioral engagement are unique predictors of students´ cognitive learning outcomes while working with an e-textbook. For that, we designed a four-week-intervention on fractions using an e-textbook on iPads. Utilizing self-reports and process data referring to students´ interactions with the e-textbook we aimed to describe if and how students make use of the offered learning opportunities. Despite being taught in the same classroom, results indicated large variance in students´ motivational and emotional orientations before the intervention, as well as in their emotional and behavioral engagement during the intervention. We found substantial correlations between motivational and emotional orientations (i.e., anxiety, self-concept, and enjoyment) and emotional engagement (i.e., intrinsic motivation, competence and autonomy support, situational interest, and perceived demand)-with positive orientations being associated with positive emotional engagement, as expected. Although the correlations between orientations and behavioral engagement (i.e., task, exercise, and hint count, problem solving time, and feedback time) also showed the expected directions, effect sizes were smaller than for emotional engagement. Generalized linear mixed models revealed that emotional engagement predicted cognitive learning outcomes uniquely, while for behavioral engagement the interaction with prior knowledge was a significant predictor. Taken together, they accounted for a variance change of 44% in addition to prior knowledge. We conclude that when designing digital learning environments, promoting engagement-in particular in students who share less-promizing prerequisites-should be considered a key feature.;TW8AH;WOS:000682615100001;;;"Reinhold, F (corresponding author), Tech Univ Munich, TUM Sch Educ, Heinz Nixdorf Chair Math Educ, Munich, Germany.; Reinhold, F (corresponding author), Univ Educ, Inst Math Educ, Freiburg, Germany.";ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3389/feduc.2021.588472;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;5;9;21;;;;;;;;;
355;Educadata Datos asociados 2018-2022.txt;Exploring course experiences that predict psychological distress and mental wellbeing in Australian undergraduate and graduate coursework students;;0729-4360;1469-8366;HIGHER EDUCATION RESEARCH & DEVELOPMENT;41;2;420;435;FEB;2022;English;Article;;;;;9;48;16;University students are known to be at heightened risk among their peers for experiencing psychological distress and mental health difficulties. To date, there have been few interventions designed to reduce stressors in the educational environment. This may be due to limited research investigating course-related correlates of students´ distress. The present study addresses that gap by identifying and exploring the extent to which six common elements of coursework programmes predict students´ scores on measures of depression, anxiety, stress, wellbeing and satisfaction with life. It finds that the investigated coursework experiences account for more variance in students´ wellbeing scores than factors such as financial strain, worry about future employment, English language difficulties and minority group status. It is hoped these findings assist university course coordinators and academic educators to design and develop curricula, teaching approaches and learning environments likely to mitigate students´ high levels of distress and actively support positive mental wellbeing.;ZX9GE;WOS:000605424000001;;;Larcombe, W (corresponding author), Univ Melbourne, Melbourne Ctr Study Higher Educ, Melbourne, Vic 3010, Australia.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1080/07294360.2020.1865284;Education & Educational Research;;;;;;;;The University of Melbourne;"The authors would like to thank all the students who participated in the   present study; the Deans/Associate Deans of each participating   faculty/school; the relevant student associations; and the University   Counselling and Psychological Services. The research was funded by a   grant from Chancellery, The University of Melbourne. We also thank the   anonymous reviewers of an earlier version of this article for their   careful and helpful suggestions for revision.";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JAN;2021;;9;1;18;;;;;;;;;
358;Educadata Datos asociados 2018-2022.txt;Performance and Configuration of Artificial Intelligence in Educational Settings. Introducing a New Reliability Concept Based on Content Analysis;;2504-284X;2504-284X;FRONTIERS IN EDUCATION;7;;0;0;MAY;2022;English;Article;;;;;0;76;21;Learning analytics represent a promising approach for fostering personalized learning processes. Most applications of this technology currently do not use textual data for providing information on learning, or for deriving recommendations for further development. This paper presents the results of three studies aiming to make textual information usable. In the first study, the iota concept is introduced as a new content analysis measure to evaluate inter-coder reliability. The main advantage of this new concept is that it provides a reliability estimation for every single category, allowing deeper insight into the quality of textual analysis. The second study simulates the process of content analysis, comparing the new iota concept with well-established measures (e.g., Krippendorff´s Alpha, percentage agreement). The results show that the new concept covers the true reliability of a coding scheme, and is not affected by the number of coders or categories, the sample size, or the distribution of data. Furthermore, cut-off values are derived for judging the quality of the analysis. The third study employs the new concept, as it analyzes the performance of different artificial intelligence (AI) approaches for interpreting textual data based on 90 different constructs. The texts used here were either created by apprentices, students, and pupils, or were taken from vocational textbooks. The paper shows that AI can reliably interpret textual information for learning purposes, and also provides recommendations for optimal AI configuration.;1X0AH;WOS:000807126800001;;;Berding, F (corresponding author), Univ Hamburg, Fac Educ, Dept Profess Educ & Life Long Learning, Hamburg, Germany.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3389/feduc.2022.818365;Education & Educational Research;;;;;;;;"DFG [INST 184/157-1 FUGG]; Ministry of Science and Culture (MWK) of   State of Lower Saxony in Germany";These simulations were performed at the HPC Cluster CARL, located at the   University of Oldenburg (Germany), and funded by the DFG through its   Major Research Instrumentation Program (INST 184/157-1 FUGG), and the   Ministry of Science and Culture (MWK) of the State of Lower Saxony in   Germany.;;;;;;;;gold, Green Submitted;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;8;13;;;;;;;;;
359;Educadata Datos asociados 2018-2022.txt;Digital Competencies for Science Teaching: Adapting the DiKoLAN Framework to Teacher Education in Switzerland;;2504-284X;2504-284X;FRONTIERS IN EDUCATION;7;;0;0;APR;2022;English;Article;;;;;0;40;11;Prospective teachers need both general and subject-specific digital competencies. However, available competency frameworks usually address only non-subject-specific general digital competencies. Although the joint framework curriculum of the German-speaking cantons of Switzerland not only provides a comprehensive definition of expected digital student competencies, but also suggestions for linking them to and implementing them in subject lessons, there is still no integral planning and structuring for subject-specific teacher training in the canton of Thurgau. For a curricular design of the promotion of subject-specific digital competencies, three competency frameworks for the study programs Primary level, Secondary level 1, and Secondary level 2 at the Thurgau University of Education were derived in expert interviews based on the DiKoLAN framework (Digital Competencies for Teaching in Science Education). While there are significant overlaps, the original reference framework clearly needs to be adapted. Furthermore, there are important commonalities between the newly formed individual competency frameworks. The methodological approach has proven to be fruitful and is recommended to follow-up studies and studies with similar research questions for imitation.;6M8JQ;WOS:000889108700001;;;;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3389/feduc.2022.802170;Education & Educational Research;;;;;;;;;;;;;;;;;Green Published, gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;8;8;;;;;;;;;
360;Educadata Datos asociados 2018-2022.txt;Cognitive Behavioral Training Reduces Socially Anxious Classroom Behavior in Primary School Students;;2504-284X;2504-284X;FRONTIERS IN EDUCATION;7;;0;0;FEB;2022;English;Article;;;;;0;65;13;Many students show symptoms of social anxiety. Cognitive behavioral training (CBT) has been shown to be effective in reducing symptom behavior in therapeutic and school contexts, but there are hardly any single-case studies that examine the individual effectiveness in school settings. Furthermore, the extent to which differential responsivity effects are exhibited by students has not been examined yet. This single-case study with AB design investigates the effects of a CBT on the socially anxious classroom behavior of students with severe symptoms of social anxiety. Two female and two male students (9-10 years old) of an inclusive primary school in Germany participated in the CBT over a period of twelve weeks. Socially anxious behaviors were measured daily with Direct Behavior Rating-Multi Item Scales. Visual analyses, overlap indices, and regression models show a substantial behavioral improvement for all students during the intervention. However, there are differences between the students in terms of which specific behaviors were improved and whether the behavioral improvements took place immediately after the implementation of the intervention or continuously from measurement to measurement in the B phase. The results highlight the relevance of specific and individualized behavioral goals for CBT in school, although the effects should be replicated in experimental studies.;ZG8BS;WOS:000760479100001;;;Casale, G (corresponding author), Univ Wuppertal, Sch Educ, Inst Educ Res, Methods & Didact Special Educ, Wuppertal, Germany.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3389/feduc.2022.746094;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;3;6;;;;;;;;;
361;Educadata Datos asociados 2018-2022.txt;A transnational comparative study of preservice teachers´ critical thinking skills and metaliteracy self-efficacy;;2042-3896;2042-390X;HIGHER EDUCATION SKILLS AND WORK-BASED LEARNING;12;5;866;883;OCT;2022;English;Article;;;;;0;51;18;"Purpose While training students to new literacy and critical thinking has been recognized for several decades, it seems even more crucial today as education is presented as a lever to fight against fake news. Preservice teachers, both so-called digital natives at the cutting edge of the social web and tomorrow´s educators, represent a useful object of study. The purpose of this paper is to describe preservice teachers´ critical thinking skills scores notably regarding environmental factors (training type, country of study and employment) and personal determinants (metaliteracy self-efficacy and belief in the likelihood to become a teacher) in three French-speaking nations (Wallonia, France and Quebec). Design/methodology/approach Using a quantitative methodology, this article is part of sequential mixed design research aiming to describe the level of preservice teachers´ (n = 245) critical thinking in three French-speaking nations: Wallonia, France and Quebec. This study aimed to see to what extent critical thinking skills (measured with a translated version of the Halpern Critical Thinking Assessment; Halpern, 2016) can notably be influenced by metaliteracy self-efficacy (MASE). Metaliteracy is a concept that aims to join information, digital and media literacy providing a comprehensive framework ""for engaging with individuals and ideas in digital environments"" (Mackey and Jacobson, 2011, p. 70). Findings This study establishes the influence of individual determinants such as the feelings of self-efficacy in metaliteracy as well as the belief in the likelihood of becoming a teacher. This study proposes a model predicting the critical thinking skills based on self-efficacy in critical thinking and metaliteracy, the type of training and the interaction between employment and the country of study. Originality/value Considering contemporary information issues and infodemic phenomena, critical thinking skills should be developed among preservice teachers. There is a significant positive correlation between MASE and critical thinking skills. Pre-service teachers´ country of study, as well as their training trajectory, seems to influence their critical thinking skills. Involvement in professional life also appears to promote critical thinking skills.";5E7BX;WOS:000752854800001;;;Michelot, F (corresponding author), Univ Moncton, Campus Shippagan, Shippegan, NB, Canada.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1108/HESWBL-10-2021-0191;Education & Educational Research;;;;;;;;"Fonds de recherche du Quebec - societe et culture [752-2019-1344];   Social Sciences and Humanities Research Council of Canada   [2020-B2Z267488]; Mitacs Canada [IT11862]; Offices jeunesse   internationaux du Quebec (LOJIQ) [46132]";This study received funding from Fonds de recherche du Quebec - societe   et culture (Award No. 752-2019-1344), Social Sciences and Humanities   Research Council of Canada (Award, No. 2020-B2Z267488), Mitacs Canada   (Award No. IT11862) and Offices jeunesse internationaux du Quebec   (LOJIQ) (Award No. Project 46132).;;;;;;;;Green Submitted;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;FEB;2022;;0;8;17;;;;;;;;;
362;Educadata Datos asociados 2018-2022.txt;Municipal actions in Londrina-PR in the structuring of the teaching profession (1934-1963);;0104-4060;1984-0411;EDUCAR EM REVISTA;38;;0;0;;2022;English;Article;;;;;0;43;21;Several activities on the structuring of municipal teacher acute accent s profession conducted by the municipality of Londrina between 1934 and 1963 are analyzed. The theme lies within the History of Education, especially within the studies on municipalism in Education. On the one hand, the time limit (1934) was proposed because it was the year in which the first activities on the hiring of teachers by the local authorities were performed. On the other hand, 1963 was the last year of the National Campaign for Rural Education, a highly significant movement for the upgrading of local teachers, coordinated by the Department of Education and Social Assistance (DEPAS). Data under analysis comprised reports of the mayor, minutes of the municipal council and laws. Analyses revealed the structuring of the profession of municipal teachers through insertion within the public service roll, prevision of salaries, formation in specialized institutes and participation in courses of pedagogical updating.;6R9US;WOS:000892643900005;;;Honorato, T (corresponding author), Univ Estadual Londrina, Londrina, Parana, Brazil.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1590/1984-0411.81334;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;3;3;;;;;;;;;
363;Educadata Datos asociados 2018-2022.txt;Exploring the specification of educational compatibility of virtual reality within a technology acceptance model;;1449-3098;1449-5554;AUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY;38;2;15;34;;2022;English;Article;;;;;3;75;20;This study investigated the specification of educational compatibility within a technology acceptance model (TAM) suited to engaging educational technologies. Attitudes towards virtual reality (VR) for learning was used to test the experimental model. One hundred and seventy-nine valid survey responses were collected from 517 potential participants with the majority from first-year university students. The independent variables were educational compatibility, cognitive engagement, social influence, system attributes, perceived anxiety and facilitating conditions. Exploratory factor analysis showed that educational compatibility and attitude were collinear, and therefore were combined into one construct. Confirmatory factor analysis indicated that the combined educational compatibility-attitude construct and perceived usefulness were not discriminant. Two structural models were therefore compared: one where educational compatibility-attitude items were incorporated within perceived usefulness, and another where educational compatibility-attitude items were excluded entirely. The results showed that incorporating educational compatibility-attitude items within perceived usefulness affected the influence of cognitive engagement and system attributes on perceived usefulness, though overall model power was unchanged. The results suggested that (a) educational compatibility and attitude could be redundant, and (b) incorporating educational compatibility into perceived usefulness may help specify educationally focused TAMs.;2E6BQ;WOS:000812311800002;;;"Kemp, A (corresponding author), Univ Adelaide, Adelaide, SA, Australia.; Kemp, A (corresponding author), Queensland Univ Technol, Brisbane, Qld, Australia.";ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.14742/ajet.7388;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;3;9;14;;;;;;;;;
364;Educadata Datos asociados 2018-2022.txt;Biopsychosocial Factors Associated with Depression Among U.S. Undergraduate International Students;;2162-3104;2166-3750;JOURNAL OF INTERNATIONAL STUDENTS;12;1;101;122;;2022;English;Article;;;;;1;67;22;Using a biopsychosocial framework, our study examines the biological, psychological, and sociocultural factors associated with depression among a crosssectional sample of undergraduate international students (N = 712) attending 28 U.S. colleges and universities. Consistent with hypotheses, regression analysis reveals that self-esteem, life satisfaction, and coping self-efficacy are negatively associated with depressive symptoms, and that ethnic minority status, perceived discrimination, and financial concerns are positively associated with depressive symptoms. Contrary to predictions, age, optimism, friendships, and school belonging are not significant predictors, and perseverance predicted increases depression in this sample. The novel findings highlight adaptation issues among international undergraduate students and suggest preventive measures and interventions against depression for university administrators and counselors.;ZE8DT;WOS:000759109500007;;;Zeng, FY (corresponding author), Wake Forest Univ, Psychol Dept, Winston Salem, NC 27101 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.32674/jis.v12i1.2914;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;1;7;12;;;;;;;;;
365;Educadata Datos asociados 2018-2022.txt;Connecting explanations to representations: benefits of highlighting techniques in tutorial videos on students´ learning in organic chemistry;;0950-0693;1464-5289;INTERNATIONAL JOURNAL OF SCIENCE EDUCATION;43;17;2707;2728;NOV;2021;English;Article;;;;;6;57;22;Research in science education agrees that one of the key challenges of learners in the discipline is certainly connecting domain-specific representations to the underlying concepts. One way of supporting students to make applicable connections is using purposefully designed highlighting techniques in multimedia instructions. In order to examine the influence of different highlighting techniques on learning, 171 chemistry undergraduate students were provided with tutorial videos either with static, dynamic or without highlighting. The results show that students viewing tutorial videos with dynamic highlighting gave more sophisticated answers in direct retention tasks. Furthermore, results indicate that low prior knowledge is compensated by both static and dynamic highlighting techniques. This finding is supported by causal mediation analysis, which indicates that the effect of prior knowledge is moderated by the different highlighting techniques. Besides student learning outcomes, students´ evaluation of the different tutorial videos shows significant benefits of the highlighted instructions in terms of perceiving higher comprehensibility. The results support the use of appropriate highlighting techniques in instructional formats to foster a stronger link between conceptual knowledge and representations.;XE5GS;WOS:000705460000001;;;Bernholt, S (corresponding author), Leibniz Inst Sci & Math Educ, Dept Chem Educ, Olshausenstr 62, D-24118 Kiel, Germany.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1080/09500693.2021.1985743;Education & Educational Research;;;;;;;;German Research Foundation DFG (Deutsche Forschungsgemeinschaft)   [329801962];This work was supported by the German Research Foundation DFG (Deutsche   Forschungsgemeinschaft) under [grant number: 329801962].;;;;;;;;hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;OCT;2021;;6;5;10;;;;;;;;;
366;Educadata Datos asociados 2018-2022.txt;Relevance Interventions in the Classroom: A Means to Promote Students´ Homework Motivation and Behavior;;2332-8584;2332-8584;AERA OPEN;7;;0;0;OCT;2021;English;Article;;;;;1;83;20;Many students suffer from motivational problems when doing homework. To investigate whether an intervention that effectively promoted value beliefs in mathematics promoted students´ homework motivation and behavior, we analyzed data from a cluster randomized controlled study with two classroom-based relevance interventions (writing a text or evaluating quotes from interviews) with 82 classrooms and 1,978 ninth-grade students. Students´ math-specific homework motivation and behavior were assessed with homework diaries over a period of 4 weeks after the intervention. Latent growth curve analyses revealed that students in the text condition reported higher triggered interest but also lower homework completion than students in the control condition in the first week after the intervention. Students in the quotations condition reported higher utility of homework for future life, and higher homework effort directly after the intervention. The study highlights the potential of classroom-based relevance interventions to foster homework-specific outcomes, when considering situational, behavior-related measures.;WN6FV;WOS:000711863100001;;;Flunger, B (corresponding author), Univ Utrecht, Utrecht, Netherlands.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1177/23328584211052049;Education & Educational Research;;;;;;;;"German Research Foundation [TR 553/7-1, FL 867/1-1]; Ministry of   Science, Research and the Arts in Baden-Wurttemberg; LEAD Graduate   School & Research Network [GSC1028]; Excellence Initiative of the German   federal government; Postdoc Academy of the H";This research was funded in part by German Research Foundation Grant TR   553/7-1 awarded to Ulrich Trautwein, Oliver Ludtke, and Benjamin   Nagengast and by German Research Foundation Grant FL 867/1-1 awarded to   Barbara Flunger, Ulrich Trautwein, Oliver Ludtke, and Benjamin   Nagengast. Brigitte M. Brisson, Isabelle Hafner, and Hanna Gaspard were   members of the Cooperative Research Training Group of the University of   Education, Ludwigsburg, and the University of Tubingen, which was   supported by the Ministry of Science, Research and the Arts in   Baden-Wurttemberg. This research was supported as part of the LEAD   Graduate School & Research Network [GSC1028], a project of the   Excellence Initiative of the German federal and state governments, and   by the Postdoc Academy of the Hector Research Institute of Education   Sciences and Psychology, Tubingen, funded by the Baden-Wurttemberg   Ministry of Science, Education and the Arts. We are also indebted to the   Baden-Wurttemberg Stiftung for the financial support of this research   project by the Eliteprogramme for Postdocs. We thank Katharina Allgaier   and Evelin Herbein for their help in conducting this research. The data   for this article are available upon request at   https://doi.org/10.5159/IQB_MoMa_v1.;;;;;;;;Green Published, gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;1;6;26;;;;;;;;;
367;Educadata Datos asociados 2018-2022.txt;Analyzing Cognitive Demands of a Scientific Reasoning Test Using the Linear Logistic Test Model (LLTM);;2227-7102;2227-7102;EDUCATION SCIENCES;11;9;0;0;SEP;2021;English;Article;;;;;4;53;16;The development and evaluation of valid assessments of scientific reasoning are an integral part of research in science education. In the present study, we used the linear logistic test model (LLTM) to analyze how item features related to text complexity and the presence of visual representations influence the overall item difficulty of an established, multiple-choice, scientific reasoning competencies assessment instrument. This study used data from n = 243 pre-service science teachers from Australia, Canada, and the UK. The findings revealed that text complexity and the presence of visual representations increased item difficulty and, in total, contributed to 32% of the variance in item difficulty. These findings suggest that the multiple-choice items contain the following cognitive demands: encoding, processing, and combining of textually presented information from different parts of the items and encoding, processing, and combining information that is presented in both the text and images. The present study adds to our knowledge of which cognitive demands are imposed upon by multiple-choice assessment instruments and whether these demands are relevant for the construct under investigation-in this case, scientific reasoning competencies. The findings are discussed and related to the relevant science education literature.;UU9ZH;WOS:000699150000001;;;Krell, M (corresponding author), IPN Leibniz Inst Sci & Math Educ, Olshausenstr 62, D-24118 Kiel, Germany.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3390/educsci11090472;Education & Educational Research;;;;;;;;FUB Center for International Cooperation [FMEx2-2016-104, FSP-2018-401];This research was funded by the FUB Center for International   Cooperation, Grant Number FMEx2-2016-104, and the 2018 UBC-FUB Joint   Funding Scheme, Grant Number FSP-2018-401.;;;;;;;;Green Published, gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;4;0;8;;;;;;;;;
368;Educadata Datos asociados 2018-2022.txt;Responsiveness to a game-based intervention to enhance reading efficiency in first graders;;0266-4909;1365-2729;JOURNAL OF COMPUTER ASSISTED LEARNING;38;1;178;191;FEB;2022;English;Article;;;;;4;65;14;In the present study, a 5-week tablet-based word reading efficiency game intervention (Reading Turbo) was integrated in a comprehensive phonics-based reading curriculum. The aims of the study were to examine whether the game would advance children´s word reading efficiency, and to determine the extent to which pre-reading capacities and in-game mechanisms could explain individual variation in responsiveness to the game. To do so, word reading efficiency scores of first graders in an intervention group (n = 132) and a control group that continued with the usual reading curriculum (n = 118) were compared prior to, directly after, and 2 months after the 5-week intervention period. Individual variation in responsiveness was examined by relating reading precursors (i.e., phonological awareness, letter efficiency, rapid automatized naming (RAN), and verbal working memory) measured at the onset of the intervention, and in-game accuracy and efficiency to word reading efficiency outcomes in untrained words. Results indicated that playing the word reading game significantly enhanced first graders´ word reading efficiency directly after the intervention, but the effect was no longer significant 2 months after the intervention. With respect to individual variation in game responsiveness, it was found that phonological awareness, letter efficiency, and verbal working memory predicted responsiveness to the game via in-game accuracy. In addition, phonological awareness and RAN predicted responsiveness to the game via in-game efficiency, and letter efficiency and verbal working memory were directly related to responsiveness. The effectiveness of the word reading game thus differentiated between children with higher and lower pre-reading capacities, and operated via in-game child affordances.;YB3SU;WOS:000693904700001;;;Segers, E (corresponding author), Radboud Univ Nijmegen, Behav Sci Inst, POB 9104, NL-6500 HE Nijmegen, Netherlands.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1111/jcal.12599;Education & Educational Research;;;;;;;;;;;;;;;;;hybrid, Green Published;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;AUG;2021;;4;6;17;;;;;;;;;
369;Educadata Datos asociados 2018-2022.txt;How does women´s education influence infant survival? A structural equation model using aggregate data from 95 low- and middle-income countries;;0738-0593;1873-4871;INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT;86;;0;0;OCT;2021;English;Article;;;;;1;71;9;Previous studies have shown that women´s education increases infant survival with a magnitude that varies along methodological designs. Besides, the causal chain from women´s education to infant survival has so far remained largely unknown. This cross-country study investigates the relationship between women´s education and infant survival in 95 low- and middle-income countries using a comprehensive set of mediating and control variables. The article applies structural equation modelling on aggregate data, which were produced by the UN, UNESCO, UNICEF and the World Bank. The independent variables are from 2000 to 2009, and the dependent variable, infant mortality, is from 2018. The models are adjusted for income level, population size and extreme epidemic or political instabilities. Structural equation modelling is an advantageous method to specify how women´s education affects infant survival explicitly through the indirect influences of an enhanced child health provision and through an increased reproductive autonomy for women. Overall, women´s education is an equally important variable with poverty alleviation and women´s reproductive autonomy in explaining the cross-country variation in infant survival. The models, taking into account key child health policies, provide new evidence on how women´s education is mediated to better infant survival in low- and middle-income countries.;UP2WX;WOS:000695246100003;;;Perkio, M (corresponding author), Tampere Univ, Fac Social Sci SOC, Global Hlth & Dev, Tampere 33014, Finland.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1016/j.ijedudev.2021.102465;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUL;2021;;1;0;15;;;;;;;;;
370;Educadata Datos asociados 2018-2022.txt;Why do some students opt out of fieldwork? Using expectancy-value theory to explore the hidden voices of non-participants;;0950-0693;1464-5289;INTERNATIONAL JOURNAL OF SCIENCE EDUCATION;43;10;1576;1599;JUL;2021;English;Article;;;;;3;70;24;Fieldwork is an important part of higher education programmes in geography, geology, environmental sciences and biosciences because it offers opportunities to enhance graduate employability alongside pedagogical and social benefits. However, not all students choose to participate in fieldwork and the reasons that some opt out are unknown. We used the expectancy-value theory of motivation to investigate why some students opt out of fieldwork. Data from six universities showed that students who opted out held lower fieldwork motivation than those who opted in. There was no effect of gender on fieldwork motivation but there was an effect of previous experience whereby students with previous fieldwork experience had higher motivation than those without. The reasons that students opted out related to pursuing alternative opportunities, barriers to their participation or a disinterest in fieldwork. Our findings suggest that alternative opportunities should offer similar pedagogical and professional and social development benefits to fieldwork and that further fieldwork opportunities are included in programmes to cater for students who have high fieldwork motivation but encounter barriers that prevent them from participating in field courses. Furthermore, programme design should eliminate structural barriers to fieldwork participation.;UF0MI;WOS:000648454000001;;;Peasland, EL (corresponding author), Univ Hull, Dept Biol & Marine Sci, Hardy Bldg,Cottingham Rd, Kingston Upon Hull HU6 7RX, N Humberside, England.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1080/09500693.2021.1923080;Education & Educational Research;;;;;;;;"Higher Education Academy; University of Hull";This work was supported by Higher Education Academy and University of   Hull.;;;;;;;;Green Submitted, Green Accepted;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAY;2021;;3;2;10;;;;;;;;;
371;Educadata Datos asociados 2018-2022.txt;Technical and Individual Factors Influencing Mobile Learning in China´s Higher Education during the Outbreak of Covid-19;;2066-7329;2067-9270;REVISTA ROMANEASCA PENTRU EDUCATIE MULTIDIMENSIONALA;13;1;41;53;APR;2021;English;Article;;;;;2;29;13;The COVID-19 pandemic has swept the world like a tornado, caught unprepared of the Chinese higher education system to adapt to widespread unexpected disruption. It forced university , students transfer to mobile learning during epidemic disease period, but students´ learning efficiency had become a concern for teachers who were used to face-to-face pedagogy. This study applied mixed methods. Qualitative phase interviewed 12 freshmen with e-mail, then constructed a model by thematic analysis that ultimately affects mobile learning efficiency. Quantitative phase survived 367 freshmen by questionnaire and test previous model. The result of path analysis in quantitative phase indicated that individual factors and technological factors positively affect mobile learning acceptance, mobile learning acceptance positively affect mobile learning efficiency. The contributions of this study have strong implications for universities whom conducting mobile learning in other regions, that were still in the midst of the epidemic.;XB8ZC;WOS:000721610000001;;;Yu, SZ (corresponding author), Univ Malaysia, Kuala Lumpur, Malaysia.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.18662/rrem/13.1/358;Education & Educational Research;;;;;;;;;;;;;;;;;hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;2;1;5;;;;;;;;;
372;Educadata Datos asociados 2018-2022.txt;Mathathome during the COVID-19 Pandemic: Exploring and Reimagining Resources and Social Supports for Parents;;2227-7102;2227-7102;EDUCATION SCIENCES;11;2;0;0;FEB;2021;English;Article;;;;;9;62;24;During the COVID-19 pandemic, schools abruptly transitioned to emergency remote instruction. Consequently, expectations for parental involvement in school mathematics rose to unprecedented levels. We sought to understand the experiences of parents to reimagine possibilities for engagement in mathematics during and beyond the pandemic. Leveraging data from tweets using #mathathome and survey responses from parents, we identified who supported continued mathematics learning at home and explored the nature of the mathematics taught there. We found that Twitter and survey data sources described two largely distinct groups of those supporting parents to continue mathematics education at home, but similar findings emerged from analyses of each data source, suggesting that themes were common among different groups. Namely, we saw a commitment to continued mathematics learning and engagement with a range of mathematics topics. These topics mostly focused on elementary-level content, especially counting, through everyday activities/objects and mathematical sense-making. Most parents used resources provided by the school alongside resources they identified and provided on their own. School responses to emergency remote instruction were mostly asynchronous, and parents expressed a need for more opportunities to interact directly with their children´s teachers. We discuss what the mathematics education community might learn from these experiences to support parental engagement during and beyond periods of remote emergency instruction.;QN4LN;WOS:000622433200001;;;Harper, FK (corresponding author), Univ Tennessee, Dept Theory & Practice Teacher Educ, Knoxville, TN 37996 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3390/educsci11020060;Education & Educational Research;;;;;;;;"Office of Community Outreach and Engagement; Office of Undergraduate   Research at the University of Tennessee, Knoxville; 1794 Scholars   Program";This research was funded, in part, by the Office of Community Outreach   and Engagement, the 1794 Scholars Program, and the Office of   Undergraduate Research at the University of Tennessee, Knoxville.;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;9;1;10;;;;;;;;;
373;Educadata Datos asociados 2018-2022.txt;Evaluating the effectiveness of live animal shows at delivering information to zoo audiences;;2154-8455;2154-8463;INTERNATIONAL JOURNAL OF SCIENCE EDUCATION PART B-COMMUNICATION AND PUBLIC ENGAGEMENT;11;1;1;16;JAN;2021;English;Article;;;;;4;50;16;Live animal shows, which combine animal facts with trained behaviours, are commonly used to engage zoo visitors globally. However, such shows have been criticised for portraying a potentially unhelpful image of ´performing animals´ and have raised issues of animal welfare ethics. Little is known about the educational effectiveness of these shows. Furthermore, the impact of ´tricks´, used as attention-grabbing hooks, has received limited research attention. We evaluated the impact of a sea lion and a mixed species bird show on audience knowledge of animal facts. Over a quarter of zoo visitors attended some form of live animal show, demonstrating quantitatively that they are a major potential source of knowledge transfer. Show audiences were questioned immediately before (n = 299) or after (n = 265) each performance about relevant show content knowledge. Additionally, a general zoo visitor survey (n = 160) investigated post-visit knowledge recall. Audiences demonstrated significantly higher animal knowledge post-show compared to pre-show. Conservation action awareness showed weak positive change post-show. Audience education levels and weather conditions also had a weak positive effect on correct responses. However, animals performing trick-type behaviours were found to cause confusion regarding natural adaptations. We conclude that live animal shows should prioritise natural behaviours with a focus on conservation action.;RN5OV;WOS:000613764900001;;;Spooner, SL (corresponding author), Univ York, Dept Geog & Environm, York YO10 5DD, N Yorkshire, England.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1080/21548455.2020.1851424;Education & Educational Research;;;;;;;;"Economic and Social Research Council [ES/J500215/1]; Flamingo Land   Resort Ltd.";This work was jointly supported by the Economic and Social Research   Council under Grant number ES/J500215/1 and by Flamingo Land Resort Ltd.;;;;;;;;Green Accepted;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JAN;2021;;4;3;23;;;;;;;;;
374;Educadata Datos asociados 2018-2022.txt;Video-enhanced or textual rubrics: Does the Viewbrics´ formative assessment methodology support the mastery of complex (21st century) skills?;;0266-4909;1365-2729;JOURNAL OF COMPUTER ASSISTED LEARNING;37;3;810;824;JUN;2021;English;Article;;;;;3;51;15;Learners in the process of developing complex skills need a rich mental model of what such skills entail. Textual analytics rubrics (TR) are a widely used instrument to support formative assessment of complex skills, supporting feedback, reflection, and thus mental model development of complex skills. However, the textual nature of a rubric limits the possibility to deliver contextual and dynamic (time-and behaviour-oriented) information. In the Viewbrics online tool, we developed a version supporting the delivery of contextual and dynamic information by adding video-modelling examples with embedded self-explanation prompts to textual analytics rubrics. We called this combination as video-enhanced rubrics (VERs). Our current study investigates whether the Viewbrics online tool supports complex skills development and whether either textual- or video-enhanced rubrics best support complex skills´ mastery. The study was a three-group (VERS n = 49, TR n = 54, control n = 50) within-subjects design. Learners´ performance of complex skills was measured through expert, peer, and self-assessment using the Viewbrics online tool. A multilevel regression analysis shows learners in the TR and VERS conditions consistently outperforming the control condition to varying degrees across skills. However, no differences have been found between the two experimental conditions. Positive results across different complex skills indicate the Viewbrics online tool can be used to support the development of a wide range of complex skills in secondary education.;SA2SE;WOS:000609072800001;;;Ackermans, K (corresponding author), Open Univ Netherlands, Valkenburgerweg 177, NL-6419 AT Heerlen, Netherlands.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1111/jcal.12525;Education & Educational Research;;;;;;;;Netherlands Initiative for Education Research (NRO), Netherlands   Organization for Scientific Research (NWO) [405-15-550];The Viewbrics-project is funded by the practice-oriented research   program of the Netherlands Initiative for Education Research (NRO), part   of The Netherlands Organization for Scientific Research (NWO) (grant   number: 405-15-550). The ethics procedure was approved by the ethics   committee of the author´s institute. Consent was obtained from the   participants. Data generated during and/or analysed during the current   study are available in the Open Science Framework (ref). We gratefully   thank Prof. dr. Rens van der Schoot, dr. Aki Vehtari and dr. Matti   Vihola for providing statistical feedback on the analysis section of   this paper.;;;;;;;;hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JAN;2021;;3;4;6;;;;;;;;;
375;Educadata Datos asociados 2018-2022.txt;The Reasons of Teachers to Leave the School Management Voluntarily and their Emotions based on these Reasons: A Phenomenological Study;;2148-2624;;JOURNAL OF QUALITATIVE RESEARCH IN EDUCATION-EGITIMDE NITEL ARASTIRMALAR DERGISI;;26;265;291;;2021;English;Article;;;;;0;73;27;This study aims to investigate the reasons for teachers to voluntarily leave school management and which emotional states these reasons may cause. This research, designed in the descriptive phenomenological method, was conducted in Duzce in the 2018-2019 academic year with the participation of 13 teachers. The data collected through semi-structured questions were subjected to content analysis. At the end of this study, the reasons for teachers who left school management conflicted with upper and lower management, excessive workload, prejudices based on social identity perception, discrimination and favoritism, teacher, student and parent factor, the influence of family (spouse) and child, not receiving support from upper management and not being valued, financial difficulties and less authority-more responsibility. The findings showed that the emotional states caused by these reasons were unhappiness and anxiety, feeling of depression, failure and inadequacy, mental fatigue and depersonalization, anxiety, dilemma, stress, feeling worthless, anxiety, hurt and reluctance/apathy. At the end of this research, suggestions were made for the solution of the problems faced by the school principals and the negative emotional situations.;RX6VG;WOS:000647358400012;;;Kazak, E (corresponding author), Duzce Univ, Duzce, Turkey.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.14689/enad.26.12;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;5;12;;;;;;;;;
378;Educadata Datos asociados 2018-2022.txt;The value of curricular choice through student eyes;;0958-5176;1469-3704;CURRICULUM JOURNAL;32;2;198;214;JUN;2021;English;Article;;;;;3;19;17;In Europe, liberal arts and sciences undergraduate university programmes are typically characterised by a high degree of freedom of choice in the curriculum. Educators often present this as allowing students to design an integrated, interdisciplinary curriculum around their particular interests. This paper explores how students in such programmes understand and experience that freedom. It postulates a theoretical typology of reasons why one might value curricular freedom and, based on 59 interviews with students from 13 such programmes, considers what aspects of this typology resonate with students. The paper concludes that students overwhelmingly see freedom of choice in the curriculum as an opportunity to try out different disciplines to discover which ones they enjoy most. While this eventually does lead them to making tailored choices about their studies, their path to this goal is more meandering than is commonly understood. This insight allows programmes with a significant amount of freedom of choice to better support students in their educational development.;SB2MG;WOS:000543511000001;;;Dekker, TJ (corresponding author), Maastricht Univ, Univ Coll Maastricht, POB 616, NL-6200 MD Maastricht, Netherlands.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1002/curj.71;Education & Educational Research;;;;;;;;;;;;;;;;;hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUN;2020;;3;1;5;;;;;;;;;
380;Educadata Datos asociados 2018-2022.txt;Citizen science in K-12 school-based learning settings;;0036-6803;1949-8594;SCHOOL SCIENCE AND MATHEMATICS;122;4;222;231;APR;2022;English;Article;;;;;0;30;10;Citizen science, or the public participation in scientific research, is a mechanism for student engagement, and co-creation of knowledge in the scientific research process. Through participation in citizen science initiatives within school-based learning environments, students can gain field experience, direct project scope, and contribute to broader research objectives while simultaneously achieving learning outcomes and fostering connections to their local communities. To capture the breadth and scope of existing citizen science initiatives applied in Kindergarten-Grade 12 schools, a systematic mapping exercise was undertaken to evaluate common themes related to the type of activities students participated in (i.e., the collection, transcription, categorization, and analysis of data), along with their level of participation in the citizen science initiatives (i.e., crowdsourcing, distributed intelligence, participatory science, and extreme citizen science). Of the 77 manuscripts extracted in the systematic map, nearly all (67/77) involved data collection, and a significant proportion of manuscripts captured a distributed intelligence level of participation (56/77).;2H7KD;WOS:000801990000001;;;Pizzolato, LAV (corresponding author), Univ Toronto, Dept Phys & Environm Sci, 1265 Mil Trail, Scarborough, ON M1C 1A4, Canada.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1111/ssm.12528;Education & Educational Research;;;;;;;;Social Sciences and Humanities Research Council of Canada;Social Sciences and Humanities Research Council of Canada;;;;;;;;hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAY;2022;;0;4;7;;;;;;;;;
381;Educadata Datos asociados 2018-2022.txt;"""Less USSR, more democracy please!"": Hope and discontent in Georgia´s quest for academic freedom";;0951-5224;1468-2273;HIGHER EDUCATION QUARTERLY;76;3;595;611;JUL;2022;English;Article;;;;;2;68;17;In Georgia, the question of academic freedom emerged only after the country gained independence from the Soviet Union in 1991 and its universities could begin reckoning with a heavy past of ideological pressure, censorship, governmental control and top-down management. Despite official declarations of the right to academic freedom and its recognition within Georgia´s legal framework, actual practice in the country´s higher education system tells a different story. The paper draws on qualitative data obtained from sixteen academics representing diverse institutions and disciplines, as well as the secondary data including educational legislation, government regulations, ministers´ decrees, various reports from non-governmental organisations, think tanks and media archives. The findings of this paper reflect how academic freedom is understood in Georgia and two major threats to its exercise in universities, namely, interference from external politics and internal managerialism. We argue that academic freedom as a concept does not yet have its own place in Georgia´s higher education system, protected de jure but with different de facto realities. The paper sheds light on how Soviet legacies of self-censorship, hidden mechanisms of control and a culture of conformity continue to create tensions inside universities and an environment in which academic freedom cannot flourish.;2Y8WX;WOS:000758533700001;;;Kobakhidze, MN (corresponding author), Univ Hong Kong, Fac Educ, Hong Kong, Peoples R China.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1111/hequ.12382;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;FEB;2022;;2;1;2;;;;;;;;;
382;Educadata Datos asociados 2018-2022.txt;Development and Validation of the Computational Thinking Test for Elementary School Students (CTT-ES): Correlate CT Competency With CT Disposition;;0735-6331;1541-4140;JOURNAL OF EDUCATIONAL COMPUTING RESEARCH;60;5;1110;1129;SEP;2022;English;Article;;;;;2;30;20;This study aimed to develop the Computational Thinking Test for Elementary School Students (CTT-ES) to assess young children´s CT competencies in non-programming contexts and also examine the relationship between CT competencies and CT dispositions. A survey including a pool of CTT-ES candidate items and the Computational Thinking Scale (CTS) was administered to 631 elementary school students. Rasch model of the Item Response Theory and the discrimination analysis of the Classical Testing Theory were conducted for item analyses. Pearson´s correlation analyses and hierarchical multiple regression analyses were used to examine the relationships between CTT-ES and CTS scores. The results showed that the final CTT-ES including 16 items had a good fitness, discrimination, and reliability to evaluate elementary students´ domain-general CT competencies. The convergent validity of CTT-ES was confirmed by its significant correlations with the CTS scores. The significant regression model not only showed students´ CT competencies can be predicted by their CT dispositions but also supported The Developmental Model of CT. This study provided a valid and reliable tool for assessing young children´s CT abilities. It also furthered our understanding about the developmental orders of CT abilities and contributed to the theoretical construction of CT.;3X5UM;WOS:000748859500001;;;Liang, JC (corresponding author), Natl Taiwan Normal Univ, Program Learning Sci, 162,Sec 1,Hoping E Rd, Taipei 106, Taiwan.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1177/07356331211051043;Education & Educational Research;;;;;;;;"Ministry of Science and Technology in Taiwan [MOST   106-2511-S-003-065-MY3, 108-2511-H-003-004-MY3, 109-2628-H-020-001-MY3,   1092511-H-003-019-MY3, 109-2511-H-003-052-MY3]; ´Institute for Research   Excellence in Learning Sciences´ of National Taiwan No";The author(s) disclosed receipt of the following financial support for   the research, authorship, and/or publication of this article: This work   was financially supported by the Ministry of Science and Technology in   Taiwan under the following project numbers: MOST 106-2511-S-003-065-MY3,   108-2511-H-003-004-MY3, 109-2628-H-020-001-MY3, 1092511-H-003-019-MY3,   and 109-2511-H-003-052-MY3. It was also supported by the ` Institute for   Research Excellence in Learning Sciences´ of National Taiwan Normal   University (NTNU) from The Featured Areas Research Center Program within   the framework of the Higher Education Sprout Project by the Ministry of   Education (MOE) in Taiwan.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JAN;2022;;2;19;55;;;;;;;;;
383;Educadata Datos asociados 2018-2022.txt;Connecting Theory to Practice: How Psychological Need-Supportive Coaching Improves Athlete Motivation;;0730-3084;2168-3816;JOURNAL OF PHYSICAL EDUCATION RECREATION AND DANCE;93;1;28;35;JAN;2022;English;Article;;;;;1;42;8;This article will help youth coaches utilize theory-driven motivational strategies to benefit their athletes and themselves. Researchers and coach educators can also use the stories as educational intervention tools to teach coaches about motivational theories.;ZC6PN;WOS:000757639600006;;;Campbell, S (corresponding author), Univ Georgia, Dept Kinesiol, Athens, GA 30602 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1080/07303084.2021.2000531;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;1;2;9;;;;;;;;;
384;Educadata Datos asociados 2018-2022.txt;An investigation of teaching alliteration in the ancient monuments: Samples of the epics of Song of the Nibelungs, Beowulf, The Saga of Igor Polk & Kitabi-Dada Gorgud;;1989-9572;;JOURNAL FOR EDUCATORS TEACHERS AND TRAINERS;13;5;58;65;;2022;English;Article;;;;;0;17;8;"In ancient monuments, alliteration manifests itself at different levels. In particular, if alliteration exists as an archetype of syllable and rhyme such as in ""Song of the Nibelungs"" and ""Beowulf"", it is already about to give way to the rhyme system. Besides, the alliteration system in ""The Saga of Igor Polk"" weakens. Therefore, it can be said that it differs from the ancient Germanic epics and it appears in a stylistic-pragmatic essence. In addition, alliterations have episodic remains of the rhyming substitute function in ""Kitabi-Dada Gorgud"" epics as in ""Beowulf"", which shows they had similar functions in ancient times. In this study, it is aimed to investigate teaching alliteration to unerstand the functions of some samples such as ""Song of the Nibelungs"", ""Beowulf"", ""The Saga of Igor Polk"" & ""Kitabi-Dada Gorgud"". For this purpose, the harmony of vowels and consonants in the words in the monuments were examined in terms of certain segments of textual pragmatics and repetition of sounds. The results have revealed that the parts where the full version of alliteration (archaic) are preserved, and that the parts where the alliteration is weakened and broken are replaced by the rhyme system. As a consequence teaching alliteration requires a clear presentation of the sound and ryme system in each monument.";6R4YC;WOS:000892309500001;;;Fataliyeva, S (corresponding author), Baku Slavic Univ, English Philol Dept, Baku, Azerbaijan.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;2;2;;;;;;;;;
385;Educadata Datos asociados 2018-2022.txt;Not Only the Intention to Complete: The Role of Action-Oriented Intentions in MOOC Completion;;2211-1662;2211-1670;TECHNOLOGY KNOWLEDGE AND LEARNING;27;3;707;719;SEP;2022;English;Article;;;;;3;38;13;Some researchers have questioned the use of dropout metrics to assess the quality of MOOCs. The main reason for this doubt is that participants register for online courses with different intentions. Therefore, it is proposed to use a learner-centred approach and to study the learner intention-fulfilment. Researchers studied the effect of result-oriented intention on MOOC completion. However, studies in traditional educational settings have shown that a more significant predictor of behavior is not result-oriented intention, but action-oriented intention. In our paper, we expand the study of the intention-to-behavior relation in MOOCs and identify the role of strong positive action-oriented intentions in MOOCs. As strong positive action-oriented intentions, we identified two types of intention: intention to watch all the video lectures and intention to complete all the tasks. The research database consists of trace data and survey data collected among participants of 5 MOOCs launched in the spring semester of 2017. Survey data recorded one result-oriented intention (to earn a certificate) and the two strong positive action-oriented intentions. The results showed, first, a significant relationship between strong positive action-oriented intentions and behavior in MOOCs. Secondly, we found that the intention to watch lectures and to complete tasks are conceptually different intentions: the intention to watch lectures does not play a significant role in course completion compared to the intention to complete all the tasks. Thirdly, we found that the strong positive action-oriented intention to complete all the tasks is a more powerful predictor of course completion than the result-oriented intention. These results can be used to adjust interventions that are embedded in the courses to increase their effectiveness.;3D1DS;WOS:000666849200001;;;Semenova, T (corresponding author), Natl Res Univ Higher Sch Econ, HSE Univ, Moscow, Russia.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1007/s10758-021-09534-1;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUN;2021;;3;3;14;;;;;;;;;
386;Educadata Datos asociados 2018-2022.txt;Is the school context associated with instructional quality? The effects of social composition, leadership, teacher collaboration, and school climate;;0924-3453;1744-5124;SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT;32;3;465;485;JUL;2021;English;Article;;;;;6;71;21;The relevance of the school context to creating a successful learning environment and promoting teachers´ instructional quality is not yet clear. In the current study, we examine whether schools differ in aspects of instructional quality (i.e., classroom management and task feedback) and whether differences between schools can be explained by school characteristics (i.e., social composition, school´s academic track, principals´ leadership, teacher collaboration, and school climate). Therefore, we model instructional quality both at teacher and school level and include multiple perspectives on the school context. German Programme for International Student Assessment (PISA) 2003 data were re-analyzed, resulting in data from 1,939 teachers and their principals in 198 schools. Multilevel analyses revealed that schools differ systematically in their instructional quality. These differences were related to social composition, principals´ leadership, teacher collaboration, and school climate. Accordingly, schools have the potential to promote instructional quality. However, teachers´ perceptions of school characteristics are more relevant than those of the principals.;UN1SV;WOS:000640623300001;;;Holzberger, D (corresponding author), Tech Univ Munich, TUM Sch Educ, Ctr Int Student Assessment, Munich, Germany.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1080/09243453.2021.1913190;Education & Educational Research;;;;;;;;German Research Foundation (DFG) [HO5852/1-1];This work was supported by the German Research Foundation (DFG) under   Grant HO5852/1-1.;;;;;;;;Green Submitted;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;APR;2021;;6;10;28;;;;;;;;;
387;Educadata Datos asociados 2018-2022.txt;Measures Matter: A Meta-Analysis of the Effects of Educational Apps on Preschool to Grade 3 Children´s Literacy and Math Skills;;2332-8584;2332-8584;AERA OPEN;7;;0;0;APR;2021;English;Article;;;;;12;114;19;Thousands of educational apps are available to students, teachers, and parents, yet research on their effectiveness is limited. This meta-analysis synthesized findings from 36 intervention studies and 285 effect sizes evaluating the effectiveness of educational apps for preschool to Grade 3 children and the moderating role of methodological, participant, and intervention characteristics. Using random effects meta-regression with robust variance estimation, we summarized the overall impact of educational apps and examined potential moderator effects. First, results from rigorous experimental and quasi-experimental studies yielded a mean weighted effect size of +0.31 standard deviations on overall achievement and comparable effects in both math and literacy. Second, the positive overall effect masks substantial variability in app effectiveness, as meta-regression analyses revealed three significant moderators of treatment effects. Treatment effects were larger for studies involving preschool rather than K-3 students, for studies using researcher-developed rather than standardized outcomes, and for studies measuring constrained rather than unconstrained skills.;RJ4OM;WOS:000637580300001;;;Kim, J (corresponding author), Harvard Univ, Grad Sch Educ, Cambridge, MA 02138 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1177/23328584211004183;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;12;2;19;;;;;;;;;
388;Educadata Datos asociados 2018-2022.txt;Re-envisioning the ESOL classroom through a virtues-based curriculum: Contributions to critical dialogic education;;1056-7941;1949-3533;TESOL JOURNAL;12;3;0;0;SEP;2021;English;Article;;;;;1;28;19;English for speakers of other languages (ESOL) classrooms for recently arrived immigrant English learners are important contexts to help students acquire language skills and adapt to the host country´s social norms. In the United States, resources on how to help these learners navigate moral and cultural norms expected in the school system are almost nonexistent, and there is limited research on this topic. Framed in critical dialogic education (Kibler, Valdes, & Walqui, 2020), this study addressed this gap by examining one ESOL teacher´s implementation of her self-designed virtues-based curriculum and how she negotiated classroom interactions with one of her refugee-background students. Data included fieldnotes from observations, interviews, and classroom artifacts. Findings reveal that the teacher adopted critical and dialogic approaches to implementing her curriculum, creating opportunities for the student to assume the role of a legitimate partner in classroom talk. More importantly, he engaged in critical dialogic interactions not only with teachers or peers, but with his own dynamic beliefs, critically interrogating these beliefs and his perceptions of the world and the inequalities in it. The author presents theoretical and pedagogical implications for how critical dialogic education can facilitate students´ academic and social adjustment in ESOL contexts.;WF5ZC;WOS:000618565500001;;;Karam, FJ (corresponding author), Univ Nevada, Reno, NV 89557 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1002/tesj.582;Education & Educational Research;;;;;;;;Curry School of Education Foundation at the University of Virginia;Curry School of Education Foundation at the University of Virginia;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;FEB;2021;;1;1;3;;;;;;;;;
389;Educadata Datos asociados 2018-2022.txt;Unfolding Students´ Online Assignment Submission Behavioral Patterns using Temporal Learning Analytics;;1176-3647;1436-4522;EDUCATIONAL TECHNOLOGY & SOCIETY;24;1;223;235;JAN;2021;English;Article;;;;;8;29;13;This study analyzed students´ online assignment submission behaviors from the perspectives of temporal learning analytics. This study aimed to model the time-dependent changes in the assignment submission behavior of university students by employing various machine learning methods. Precisely, clustering, Markov Chains, and association rule mining analysis were used to analyze students´ assignment submission behaviors in an online learning environment. The results revealed that students displayed similar patterns in terms of assignment submission behavior. Moreover, it was observed that students´ assignment submission behavior did not change much across the semester. When these results are analyzed together with the students´ academic performance at the end of the semester, it was observed that students´ end-of-term academic performance can be predicted from their assignment submission behaviors at the beginning of the semester. Our results, within the scope of precision education, can be used to diagnose and predict students who are not going to submit the next assignments as the semester progresses as well as students who are going to fail at the end of the semester. Therefore, learning analytics interventions can be designed based on these results to prevent possible academic failures. Furthermore, the findings of the study are discussed considering the development of early-warning intervention systems for at-risk students and precision education.;QQ5RX;WOS:000624582400017;;;Akcapinar, G (corresponding author), Hacettepe Univ, Fac Educ, Ankara, Turkey.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;8;2;28;;;;;;;;;
390;Educadata Datos asociados 2018-2022.txt;Effective Programs in Elementary Mathematics: A Meta-Analysis;;2332-8584;2332-8584;AERA OPEN;7;;0;0;JAN;2021;English;Article;;;;;9;131;29;"This article reviews research on the achievement outcomes of elementary mathematics programs; 87 rigorous experimental studies evaluated 66 programs in grades K-5. Programs were organized in six categories. Particularly positive outcomes were found for tutoring programs (effect size [ES] = +0.20, k = 22). Positive outcomes were also seen in studies focused on professional development for classroom organization and management (e.g., cooperative learning; ES = +0.19, k = 7). Professional development approaches focused on helping teachers gain in understanding of mathematics content and pedagogy had little impact on student achievement. Professional development intended to help in the adoption of new curricula had a small but significant impact for traditional (nondigital) curricula (ES = +0.12, k = 7), but not for digital curricula. Traditional and digital curricula with limited professional development, as well as benchmark assessment programs, found few positive effects.";PU7HQ;WOS:000609472100001;;;Pellegrini, M (corresponding author), Univ Florence, Florence, Italy.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1177/2332858420986211;Education & Educational Research;;;;;;;;;;;;;;;;;gold, Green Published;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;9;2;10;;;;;;;;;
391;Educadata Datos asociados 2018-2022.txt;Reading the social reader: evolution of Spanish children´s and young adult literature on Goodreads;;1885-446X;2254-9099;OCNOS-REVISTA DE ESTUDIOS SOBRE LA LECTURA;20;1;7;22;;2021;English;Article;;;;;4;36;16;The Social Reading responds to the possibilities of Internet to talk about books and literature through various media and digital applications and create reading communities. The social networks of reading are specific spaces for this Digital Reading since they collect in a single application different ways of interaction with literature. Good-reads, acquired by Amazon in 2013, is the main space by users and number of books reviewed. In this research, we analyze the presence of Spanish children´s and young people´s literature through a corpus of 19 books in Goodreads, between 2016 y 2019, 353 users and 588 reviews. The analysis process of the network is defined through different sections and results of the presence of the books are collected to demonstrate the interest of this web as a research space on Social Reading.;QL6KN;WOS:000621191900002;;;Rovira-Collado, J (corresponding author), Univ Alicante, Alicante, Spain.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.18239/ocnos_2021.20.1.2446;Education & Educational Research;;;;;;;;"project: Children´s and Young Adult Literature in the Internet LIJ 2.0   Analysis of applications and social networks for reading [UA-GRE 16-05];    [PGC2018-101457-B-I00]";Article created in the context of the UA-GRE 16-05 project: Children´s   and Young Adult Literature in the Internet LIJ 2.0 Analysis of   applications and social networks for reading and of the   PGC2018-101457-B-I00 project. Epistemic innovation of a model of   argumentative commentary of multimodal texts in the teaching of Spanish   as a mother tongue and as a foreign language (IARCO, as per its Spanish   acronym).;;;;;;;;Green Submitted, gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;4;9;20;;;;;;;;;
394;Educadata Datos asociados 2018-2022.txt;The contributions of reading and phonological awareness for spelling in grade three isiXhosa learners;;2079-8245;2308-1422;READING & WRITING-JOURNAL OF THE READING ASSOCIATION OF SOUTH AFRICA;13;1;0;0;DEC;2022;English;Article;;;;;0;89;14;Background: One factor which is consistently highlighted in research on literacy is the lack of understanding of how literacy develops in the Southern-Bantu languages. In particular, little is known about spelling in the Southern-Bantu languages such as isiXhosa.Objectives: Through the use of an initial exploratory study and a conceptual replication study, we examined the relationships between reading, phonological awareness, and spelling in isiXhosa grade 3 learners. The initial exploratory study sought to describe the relationships between reading and spelling, and phonological awareness and spelling in a sample of 49 grade 3 isiXhosa learners. We then conceptually replicated this study with a larger sample of 200 grade 3 isiXhosa learners. We expected that both reading and phonological awareness would be related to spelling and that the strength of the relationship between reading and spelling, and phonological awareness and spelling would vary with spelling ability, due to the changes that occur in the development of spelling.Method: Cross-sectional, quantitative secondary data were used from two different projects to answer the research questions. Tasks of phonological awareness, oral reading fluency and spelling were developed and administered to the participants.Results: We found that reading was a replicable predictor of spelling for grade 3 isiXhosa learners and that phonological awareness was influential only at the mid-range of spelling performance. Conclusion: Our findings emphasise the importance of the reading - writing connection, and lend support for what has been found for other consistently written languages, adding to the growing body of knowledge of universal predictors of spelling development.;7U2WJ;WOS:000911995500001;;;"Bowles, TN (corresponding author), Rhodes Univ, Fac Humanities, Dept Linguist, Appl Language Studies, Makhanda, South Africa.; Bowles, TN (corresponding author), Rhodes Univ, Fac Educ, Ctr Social Dev, Makhanda, South Africa.";ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.4102/rw.v13i1.365;Education & Educational Research;;;;;;;;;;;;;;;;;Green Submitted, gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;2;2;;;;;;;;;
396;Educadata Datos asociados 2018-2022.txt;The focus and timing of gaze matters: Investigating collaborative knowledge construction in a simulation-based environment by combined video and eye tracking;;2504-284X;2504-284X;FRONTIERS IN EDUCATION;7;;0;0;OCT;2022;English;Article;;;;;0;57;16;Although eye tracking has been successfully used in science education research, exploiting its potential in collaborative knowledge construction has remained sporadic. This article presents a novel approach for studying collaborative knowledge construction in a simulation-based environment by combining both the spatial and temporal dimensions of eye-tracking data with video data. For this purpose, we have investigated two undergraduate physics student pairs solving an electrostatics problem in a simulation-based environment via Zoom. The analysis of the video data of the students´ conversations focused on the different collaborative knowledge construction levels (new idea, explication, evaluation, and non-content-related talk and silent moments), along with the temporal visualizations of the collaborative knowledge construction processes. The eye-tracking data of the students´ gaze, as analyzed by epistemic network analysis, focused on the pairs´ spatial and temporal gaze behavior. We illustrate how gaze behavior can shed tight on collaborative knowledge construction in terms of the quantity of the talk (e.g., gaze behavior can shed light on the different activities of the pairs during the silent moments), quality of the talk (e.g., gaze behavior can shed light on the different approaches when constructing knowledge on physical phenomena), and temporality of collaborative knowledge construction processes [e.g., gaze behavior can shed light on (the lack of) attempts to acquire the supporting or contrasting evidence on the initial ideas on the physical phenomenal. We also discuss the possibilities and limitations of gaze behavior to reveal the critical moments in the collaborative knowledge construction processes.;5Y5QA;WOS:000879335300001;;;"Lamsa, J (corresponding author), Univ Jyvaskyla, Dept Educ, Jyvaskyla, Finland.; Lamsa, J (corresponding author), Univ Oulu, Learning & Educ Technol Res Unit, Oulu, Finland.";ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3389/feduc.2022.942224;Education & Educational Research;;;;;;;;"Academy of Finland; Multidisciplinary Research on Learning and Teaching   profiles II of the University of Jyvaeskylae;  [318905]";This research was funded by the Academy of Finland (grant number 318905,   the Multidisciplinary Research on Learning and Teaching profiles II of   the University of Jyvaeskylae).;;;;;;;;Green Published, gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;6;6;;;;;;;;;
397;Educadata Datos asociados 2018-2022.txt;School bullying in the Jamaican context through an ecological lens;;2043-6106;;GLOBAL STUDIES OF CHILDHOOD;12;2;134;146;JUN;2022;English;Article;;;;;0;55;13;Childhood bullying is a grave breach of children´s human rights and a serious public health issue. The phenomenon has warranted research attention in developed societies and shown to have serious short- and long-term implications for individuals, families, and society as a whole. This article provides an overview of the school bullying phenomenon in Jamaica. Using the scant data from that context, we conclude that there is a high prevalence of bullying in Jamaican schools. Furthermore, a separate body of literature, albeit meager, has indicated an elevated incidence of mental health challenges among Jamaican children. Taken together, there is a compelling need for comprehensive anti-bullying policies and programs to reduce the level of violence to which children are exposed and involved. We offer theoretical and data-driven anti-bullying suggestions that have proven useful in preventing and reducing bullying in schools, and perhaps ultimately the wider society.;1I9OZ;WOS:000797558100004;;;Smith, DE (corresponding author), Univ Tennessee, Dept Child & Family Studies, 1215 W Cumberland Ave, Knoxville, TN 37996 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1177/2043610617723736;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;3;7;;;;;;;;;
398;Educadata Datos asociados 2018-2022.txt;The value and distinctiveness of awe in science communication: comparing the incidence and content of ´awesome´ representations in science and non-science picture books;;2154-8455;2154-8463;INTERNATIONAL JOURNAL OF SCIENCE EDUCATION PART B-COMMUNICATION AND PUBLIC ENGAGEMENT;12;2;143;156;APR;2022;English;Article;;;;;1;60;14;The emotions most valued by a culture tend to be depicted more often, and more saliently, in their cultural products than those that are not. The content of such representations will also vary in relation to the particular mandates (e.g. beliefs, values, norms) of those cultural spaces. In the present research, we conducted a study in three sections that compared systematically the representations of awe in sixty picture book biographies of scientists (n = 60) and sixty picture book biographies of non-scientists (n =60). The first two sections revealed that the frequency and centrality of awe-related content in the images and text of these materials was significantly higher for the former book type. The third section likewise uncovered differences in the representation of the situations where awe is experienced, as well as the characteristics of characters portrayed as experiencing this emotion between and within the two types of picture books. Together, these findings show that awe is an especially valued emotion in the culture of science communication and that the representation of this affective category in this domain is distinct to how it is represented in other spaces.;2F2CB;WOS:000768104600001;;;Luna, DS (corresponding author), Univ Otago, Ctr Sci Commun, Dunedin, New Zealand.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1080/21548455.2022.2048119;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAR;2022;;1;3;4;;;;;;;;;
399;Educadata Datos asociados 2018-2022.txt;Comparing the Growth and Predictive Performance of a Traditional Oral Reading Fluency Measure With an Experimental Novel Measure;;2332-8584;2332-8584;AERA OPEN;8;;0;0;JAN;2022;English;Article;;;;;0;68;19;Curriculum-based measurement of oral reading fluency (CBM-R) is used as an indicator of reading proficiency, and to measure at risk students´ response to reading interventions to help ensure effective instruction. The purpose of this study was to compare model-based words read correctly per minute (WCPM) scores (computerized oral reading evaluation [CORE]) with Traditional CBM-R WCPM scores to determine which provides more reliable growth estimates and demonstrates better predictive performance of reading comprehension and state reading test scores. Results indicated that in general, CORE had better (a) within-growth properties (smaller SDs of slope estimates and higher reliability), and (b) predictive performance (lower root mean square error, and higher R-2, sensitivity, specificity, and area under the curve values). These results suggest increased measurement precision for the model-based CORE scores compared with Traditional CBM-R, providing preliminary evidence that CORE can be used for consequential assessment.;YU2BQ;WOS:000751853200001;;;Nese, JFT (corresponding author), Univ Oregon, Eugene, OR 97403 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1177/23328584211071112;Education & Educational Research;;;;;;;;Institute of Education Sciences, U.S. Department of Education   [R305A140203];The research reported here was supported by the Institute of Education   Sciences, U.S. Department of Education, through Grant R305A140203 to the   University of Oregon. The opinions expressed are those of the authors   and do not represent views of the institute or the U.S. Department of   Education.;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;1;1;;;;;;;;;
400;Educadata Datos asociados 2018-2022.txt;Mathematics in the Digital Age: The Case of Simulation-Based Proofs;;2198-9745;2198-9753;INTERNATIONAL JOURNAL OF RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION;7;3;438;465;OCT;2021;English;Article;;;;;3;87;28;"Digital transformation has made possible the implementation of environments in which mathematics can be experienced in interplay with the computer. Examples are dynamic geometry environments or interactive computational environments, for example GeoGebra or Jupyter Notebook, respectively. We argue that a new possibility to construct and experience proofs arises alongside this development, as it enables the construction of environments capable of not only showing predefined animations, but actually allowing user interaction with mathematical objects and in this way supporting the construction of proofs. We precisely define such environments and call them ""mathematical simulations."" Following a theoretical dissection of possible user interaction with these mathematical simulations, we categorize them in relation to other environments supporting the construction of mathematical proofs along the dimensions of ""interactivity"" and ""formality."" Furthermore, we give an analysis of the functions of proofs that can be satisfied by simulation-based proofs. Finally, we provide examples of simulation-based proofs in Ariadne, a mathematical simulation for topology. The results of the analysis show that simulation-based proofs can in theory yield most functions of traditional symbolic proofs, showing promise for the consideration of simulation-based proofs as an alternative form of proof, as well as their use in this regard in education as well as in research. While a theoretical analysis can provide arguments for the possible functions of proof, they can fulfil their actual use and, in particular, their acceptance is of course subject to the sociomathematical norms of the respective communities and will be decided in the future.";WA1NJ;WOS:000618133000001;;;Summermann, ML (corresponding author), Univ Cologne, Inst Math Educ, Gronewaldstr 2, D-50931 Cologne, Germany.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1007/s40753-020-00125-6;Education & Educational Research;;;;;;;;Projekt DEAL;Open Access funding enabled and organized by Projekt DEAL.;;;;;;;;hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;FEB;2021;;3;1;9;;;;;;;;;
401;Educadata Datos asociados 2018-2022.txt;Identifying Expert and Novice Visual Scanpath Patterns and Their Relationship to Assessing Learning-Relevant Student Characteristics;;2504-284X;2504-284X;FRONTIERS IN EDUCATION;5;;0;0;JAN;2021;English;Article;;;;;4;84;16;The paper addresses cognitive processes during a teacher´s professional task of assessing learning-relevant student characteristics. We explore how eye-movement patterns (scanpaths) differ across expert and novice teachers during an assessment situation. In an eye-tracking experiment, participants watched an authentic video of a classroom lesson and were subsequently asked to assess five different students. Instead of using typically reported averaged gaze data (e.g., number of fixations), we used gaze patterns as an indicator for visual behavior. We extracted scanpath patterns, compared them qualitatively (common sub-pattern) and quantitatively (scanpath entropy) between experts and novices, and related teachers´ visual behavior to their assessment competence. Results show that teachers´ scanpaths were idiosyncratic and more similar to teachers of the same expertise group. Moreover, experts monitored all target students more regularly and made recurring scans to re-adjust their assessment. Lastly, this behavior was quantified using Shannon´s entropy score. Results indicate that experts´ scanpaths were more complex, involved more frequent revisits of all students, and that experts transferred their attention between all students with equal probability. Experts´ visual behavior was also statistically related to higher judgment accuracy.;TW9NH;WOS:000682716500001;;;Kosel, C (corresponding author), Tech Univ Munich TUM, TUM Sch Educ, Friedl Scholler Endowed Chair Educ Psychol, Munich, Germany.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3389/feduc.2020.612175;Education & Educational Research;;;;;;;;Deutsche Forschungsgemeinschaft (German Research Foundation)   [SE1397/7-3];The present research project was funded by the Deutsche   Forschungsgemeinschaft (German Research Foundation, grant no.   SE1397/7-3). The funders had no role in the study´s design, data   collection and analysis, decision to publish, or preparation of the   manuscript.;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;4;3;12;;;;;;;;;
402;Educadata Datos asociados 2018-2022.txt;Re-reviewing item parameter equivalence in TIMSS 2015 from a sociocognitive perspective;;1874-8597;1874-8600;EDUCATIONAL ASSESSMENT EVALUATION AND ACCOUNTABILITY;33;1;27;48;FEB;2021;English;Article;;;SI;;0;54;22;From a sociocognitive perspective, item parameters in a test represent regularities in examinees´ item responses. These regularities are originated from shared experiences among individuals in interacting with their environment. Theories explaining the relationship between culture and cognition also acknowledge these shared experiences as the source of human cognition. In this context, this study argues that if human cognition is a cultural phenomenon and not everywhere the same, then item parameters in cross-cultural surveys may inevitably fluctuate across culturally different populations. The investigation of item parameter equivalence in TIMSS 2015 supports this argument. The multidimensional scaling representation of similarity in the item parameters across countries in TIMSS 2015 shows that the item parameters are more similar within Arab, Western, East Asian and post-Soviet country clusters and are remarkably less similar between these clusters. Similar fluctuation structure across countries in discrimination and difficulty parameters in mathematics and science subjects point to the vital role of cultural differences in item parameter nonequivalence in cross-cultural surveys. The study concludes that it is very difficult for cross-cultural surveys to achieve the highest level of measurement invariance that guarantees meaningful scale score comparisons across countries.;QK7WI;WOS:000605563500002;;;Yildirim, HH (corresponding author), Abant Izzet Baysal Univ, Math Educ Dept, Fac Educ, TR-14030 Bolu, Turkey.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1007/s11092-020-09350-8;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JAN;2021;;0;2;7;;;;;;;;;
409;Educadata Datos asociados 2018-2022.txt;Temporal networks in collaborative learning: A case study;;0007-1013;1467-8535;BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY;53;5;1283;1303;SEP;2022;English;Article;;;;;2;36;21;Social Network Analysis (SNA) has enabled researchers to understand and optimize the key dimensions of collaborative learning. A majority of SNA research has so far used static networks, ie, aggregated networks that compile interactions without considering when certain activities or relationships occurred. Compressing a temporal process by discarding time, however, may result in reductionist oversimplifications. In this study, we demonstrate the potentials of temporal networks in the analysis of online peer collaboration. In particular, we study: (1) social interactions by analysing learners´ collaborative behaviour, part of a case study in which they worked on academic writing tasks, and (2) cognitive interactions through the analysis of students´ self-regulated learning tactics. The study included 123 students and 2550 interactions. By using temporal networks, we show how to analyse the longitudinal evolution of a collaborative network visually and quantitatively. Correlation coefficients with grades, when calculated with time-respecting temporal measures of centrality, were more correlated with learning outcomes than traditional centrality measures. Using temporal networks to analyse the co-temporal and longitudinal development, reach, and diffusion patterns of students´ learning tactics has provided novel insights into the complex dynamics of learning, not commonly offered through static networks.;4N4RT;WOS:000753552400001;;;Saqr, M (corresponding author), Univ Eastern Finland, Sch Comp, Joensuu Campus,Yliopistokatu 2, FI-80100 Joensuu, Finland.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1111/bjet.13187;Education & Educational Research;;;;;;;;;;;;;;;;;Green Published, hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;FEB;2022;;2;4;14;;;;;;;;;
410;Educadata Datos asociados 2018-2022.txt;Critical thinking in electricity and magnetism: assessing and stimulating secondary school students;;0950-0693;1464-5289;INTERNATIONAL JOURNAL OF SCIENCE EDUCATION;43;16;2597;2617;NOV;2021;English;Article;;;;;0;52;21;Critical thinking is one of the most desirable outcomes of education, yet it is often not well defined in curricula. Additionally, there are open questions concerning the domain specificity of critical thinking. In this work, we present two studies aimed at secondary education. Starting from Halpern´s conceptualisation of critical thinking we developed a test for assessing critical thinking within the domain of physics (more specifically electricity and magnetism). In the second study, we conducted an intervention study in a quasi-experimental design. Together with experienced teachers, we designed lessons that elicit critical thinking based on the First Principles of Instruction of Merrill. Compared with a control group, the experimental group obtained a significantly higher score on the domain specific critical thinking (measured using the test of the first study), but there was no difference between the groups with regard to domain general critical thinking.;WW8RV;WOS:000702666900001;;;"Sermeus, J (corresponding author), Katholieke Univ Leuven, Fac Psychol & Educ Sci, Ctr Instruct Psychol & Technol, Leuven, Belgium.; Sermeus, J (corresponding author), Katholieke Univ Leuven, Dept Phys & Astron, Leuven, Belgium.; Sermeus, J (corresponding";ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1080/09500693.2021.1979682;Education & Educational Research;;;;;;;;Academisch Vormingscentrum voor Leraren, KU Leuven   [PZO-C9253-AVL/15/004, PZO-C9254-AVL/15/005];This work was supported by Academisch Vormingscentrum voor Leraren, KU   Leuven: [Grant Number PZO-C9253-AVL/15/004,PZO-C9254-AVL/15/005].;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;SEP;2021;;0;10;32;;;;;;;;;
411;Educadata Datos asociados 2018-2022.txt;Learner pregnancy in South Africa´s Eastern Cape: The Factors affecting adolescent girls´ school withdrawal during pregnancy;;0738-0593;1873-4871;INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT;87;;0;0;NOV;2021;English;Article;;;;;3;109;10;An early pregnancy often puts an end to a girls´ education. However, few studies have investigated which factors affect adolescents´ school discontinuation during pregnancy. This study interviewed 1,046 adolescent mothers from the Eastern Cape province in South Africa. The results showed that a quarter of school-going adolescent girls withdrew from school during the pregnancy - many as early as the first trimester. School withdrawal was associated with higher poverty, higher grade repetition, an unplanned and unwanted pregnancy, and greater lack of information about the pregnancy. Given the high enrolment rates at the onset of the pregnancy, school-based services may provide an opportunity to identify which girls require substantial support to remain in education throughout pregnancy, using a history of poor school performance as an indicator for dropout.;UR7UQ;WOS:000696949900003;;;Jochim, J (corresponding author), Univ Oxford, Dept Social Policy & Intervent, Barnet House,32-37 Wellington Sq, Oxford OX1 2ER, England.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1016/j.ijedudev.2021.102484;Education & Educational Research;;;;;;;;"UK Medical Research Council (MRC) under the MRC/DFID Concordat   agreement; UK Department for International Development (DFID) under the   MRC/DFID Concordat agreement; Department of Health Social Care (DHSC)   through its National Institutes of Health Re";"This project was jointly funded by the UK Medical Research Council (MRC)   and the UK Department for International Development (DFID) under the   MRC/DFID Concordat agreement, and by the Department of Health Social   Care (DHSC) through its National Institutes of Health Research (NIHR)   (MR/R022372/1) ; the European Research Council (ERC) under the European   Union´s Horizon 2020 research and innovation programme (771468) ; the   UKRI GCRF Accelerating Achievement for Africa´s Adolescents (Accelerate)   Hub (ES/S008101/1) ;the Fogarty International Center, National Institute   on Mental Health, National Institutes of Health under Award Number   K43TW011434. The content is solely the responsibility of the authors and   does not represent the official views of the National Institutes of   Health; a CIPHER grant from Inter-national AIDS Society (2018/625-TOS) .   The views expressed do not necessarily reflect the official policies of   the International AIDS society; Research England (0005218) ; The   Leverhulme Trust (PLP-2014-095) ; the Economic and Social Research   Council (ES/J500112/1) ; the UNICEF Eastern and Southern Africa Regional   Office (UNICEF-ESARO) and UCL´s HelpAge funding. This project was also   possible thanks to the support of the Oak Foundation (OFIL-20-057) . FM   received funding from the European Research Council (ERC) under the   European Union´s Horizon 2020 research and innovation programme [852787]   and the UK Research and Innovation Global Challenges Research Fund   (ES/S008101/1) . JJ also received support from the Economic and Social   Research Council (ES/R501037/1) .";;;;;;;;hybrid, Green Published;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;SEP;2021;;3;1;3;;;;;;;;;
412;Educadata Datos asociados 2018-2022.txt;Optimal Sample Allocation for Three-Level Multisite Cluster-Randomized Trials;;1934-5747;1934-5739;JOURNAL OF RESEARCH ON EDUCATIONAL EFFECTIVENESS;15;1;130;150;JAN;2022;English;Article;;;;;1;34;21;Optimal sampling frameworks attempt to identify the most efficient sampling plans to achieve an adequate statistical power. Although such calculations are theoretical in nature, they are critical to the judicious and wise use of funding because they serve as important starting points that guide practical discussions around sampling tradeoffs and requirements. Conventional optimal sampling frameworks, however, often identify sub-optimal designs because they typically presume the costs of sampling units are equal across treatment conditions. In this study, we develop a more flexible framework that allows costs to differ by treatment conditions and derive the optimal sample size formulas for three-level multisite cluster-randomized trials. We find that the proposed optimal sampling schemes are driven by the differences in costs between treatment conditions, cross-level sampling cost ratios and cross-level variance decomposition ratios. We illustrate the utility of the proposed framework by comparing it to a conventional framework and find that the proposed framework frequently identifies more efficient designs. The proposed optimal sampling framework has been implemented in the R package odr.;ZL6BM;WOS:000681173800001;;;Shen, ZC (corresponding author), Univ Florida, Coll Educ, Gainesville, FL 32611 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1080/19345747.2021.1953200;Education & Educational Research;;;;;;;;"National of Academy of Education (NAEd); Spencer Foundation through the   NAEd/Spencer Dissertation Fellowship";This paper is based in part on work supported by the National of Academy   of Education (NAEd) and Spencer Foundation through the NAEd/Spencer   Dissertation Fellowship awarded to the first author.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;AUG;2021;;1;1;1;;;;;;;;;
413;Educadata Datos asociados 2018-2022.txt;Generalised anxiety in Slovenian university students during the Covid-19 pandemic;;0038-0474;;SODOBNA PEDAGOGIKA-JOURNAL OF CONTEMPORARY EDUCATIONAL STUDIES;72;;322;341;;2021;English;Article;;;SI;;4;42;20;The Covid-19 pandemic has caused increased fears, worries and uncertainty worldwide, thus also increasing the potential for anxiety. Using an online survey conducted in April 2020 with a sample of Slovenian participants aged 18 and over, we collected data on generalised anxiety, neuroticism, psychosocial vulnerability, loss of perceived control and the impact of various difficulties encountered during the pandemic. This paper presents the results of 110 university students and compares these results with those of a non-student sample (n = 779). We found that students experienced higher levels of generalised anxiety, loss of perceived control and pandemic-related difficulties than non-students. Among students, generalised anxiety was positively associated with the perceived impact of pandemic-related restrictions, loss of perceived control and neuroticism. This study sheds light on risk factors for generalised anxiety among students during the health crisis and shows possible directions for the development of preventive interventions.;TU9NU;WOS:000681357200019;;;Podlesek, A (corresponding author), Univ Ljubljana, Fac Arts, Dept Psychol, Askerceva 2, SI-1000 Ljubljana, Slovenia.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;;Education & Educational Research;;;;;;;;Slovenian Research Agency [P5-0110];The authors acknowledge the financial support from the Slovenian   Research Agency (research core funding No. P5-0110). The study was   designed within an international research group with Yang Yiang, PhD,   Terry Stratton, PhD, Lin Yi, PhD, all from the University of Kentucky,   and Rui Hu, PhD, from University of Beijing.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;4;0;4;;;;;;;;;
414;Educadata Datos asociados 2018-2022.txt;What to Learn? Socialization of the Subject Hierarchy in Schools;;0013-1946;1532-6993;EDUCATIONAL STUDIES-AESA;57;1;58;77;JAN;2021;English;Article;;;;;0;59;20;The role of the school curriculum is in tension with two points: socializing the essential knowledge needed for life and reflecting the inequalities of society. The present study looks at the effectiveness of this socialization by comparing learner interests with the national curriculum. 442 10th grade students in Chile were divided into 4 groups based on their socioeconomic status and academic achievement. The students were asked to design two ideal school timetables: one reflecting their interests, and one showing what they feel is relevant for their future. The results reveal that student interests differ considerably from the national curriculum. However, when students design a timetable based on their future it tends to resemble the curriculum much more closely. Socioeconomic status proved not to be particularly relevant. On the other hand, gender appears to be the most significant variable when explaining these differences.;QF9PK;WOS:000608886100001;;;Araneda, D (corresponding author), Avda Vicuna Mackenna, Santiago 4860, Chile.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1080/00131946.2020.1863805;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;DEC;2020;;0;0;0;;;;;;;;;
419;Educadata Datos asociados 2018-2022.txt;NEPSscaling: plausible value estimation for competence tests administered in the German National Educational Panel Study;;2196-0739;2196-0739;LARGE-SCALE ASSESSMENTS IN EDUCATION;10;1;0;0;DEC;2022;English;Article;;;;;0;33;15;Educational large-scale assessments (LSAs) often provide plausible values for the administered competence tests to facilitate the estimation of population effects. This requires the specification of a background model that is appropriate for the specific research question. Because the German National Educational Panel Study (NEPS) is an ongoing longitudinal LSA, the range of potential research questions and, thus, the number of potential background variables for the plausible value estimation grow with each new assessment wave. To facilitate the estimation of plausible values for data users of the NEPS, the R package NEPSscaling allows their estimation following the scaling standards in the NEPS without requiring in-depth psychometric expertise in item response theory. The package requires the user to prepare the data for the background model only. Then, the appropriate item response model including the linking approach adopted for the NEPS is selected automatically, while a nested multiple imputation scheme based on the chained equation approach handles missing values in the background data. For novice users, a graphical interface is provided that only requires minimal knowledge of the R language. Thus, NEPSscaling can be used to estimate cross-sectional and longitudinally linked plausible values for all major competence assessments in the NEPS.;7I3QX;WOS:000903807600002;;;Zink, E (corresponding author), Leibniz Inst Educ Trajectories, Wilhelmsplatz 3, D-96047 Bamberg, Germany.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1186/s40536-022-00145-5;Education & Educational Research;;;;;;;;Leibniz Institute for Educational Trajectories;The package development was funded by the Leibniz Institute for   Educational Trajectories.;;;;;;;;gold, Green Submitted;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;3;3;;;;;;;;;
420;Educadata Datos asociados 2018-2022.txt;Evaluating validity and bias for hand-calculated and automated written expression curriculum-based measurement scores;;0969-594X;1465-329X;ASSESSMENT IN EDUCATION-PRINCIPLES POLICY & PRACTICE;29;2;200;218;MAR;2022;English;Article;;;;;1;49;19;Written expression curriculum-based measurement (WE-CBM) is a formative assessment approach for screening and progress monitoring. To extend evaluation of WE-CBM, we compared hand-calculated and automated scoring approaches in relation to the number of screening samples needed per student for valid scores, the long-term predictive validity and diagnostic accuracy of scores, and predictive and diagnostic bias for underrepresented student groups. Second- to fifth-grade students (n = 609) completed five WE-CBM tasks during one academic year and a standardised writing test in fourth and seventh grade. Averaging WE-CBM scores across multiple samples improved validity. Complex hand-calculated metrics and automated tools outperformed simpler metrics for the long-term prediction of writing performance. No evidence of bias was observed between African American and Hispanic students. The study will illustrate the absence of test bias as necessary condition for fair and equitable screening procedures and the importance of future research to include comparisons with majority groups.;2O8RA;WOS:000769583000001;;;Matta, M (corresponding author), Univ Houston, 403 Farish Hall,3657 Cullen Blvd, Houston, TX USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1080/0969594X.2022.2043240;Education & Educational Research;;;;;;;;"Society for the Study of School Psychology (SSSP) Early Career Research   Award; Institute of Education Sciences, U.S. Department of Education   [R305A190100]";This research was supported by the Society for the Study of School   Psychology (SSSP) Early Career Research Award. This research was also   supported by the Institute of Education Sciences, U.S. Department of   Education, through Grant R305A190100 awarded to the University of   Houston (PI - Milena Keller-Margulis). The opinions expressed are those   of the authors and do not represent views of the Institute or the U.S.   Department of Education.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;FEB;2022;;1;4;4;;;;;;;;;
421;Educadata Datos asociados 2018-2022.txt;A Meta-Analysis of Mathematics Word-Problem Solving Interventions for Elementary Students Who Evidence Mathematics Difficulties;;0034-6543;1935-1046;REVIEW OF EDUCATIONAL RESEARCH;92;5;695;742;OCT;2022;English;Article;;;;;3;101;48;"Since 1975, researchers have conducted interventions to improve the word-problem performance of elementary school students facing mathematics difficulties. The current study reports a meta-analysis of 52 studies that examined the effect of these interventions. We estimated multivariate, random-effects models (REM) with robust variance estimation (RVE) with and without outliers. Results showed a large, positive, and significant mean weighted effect size (g = 1.01 for the model with outliers; g = 0.81 for the model without outliers). Findings of meta-regression analyses showed several moderators, such as sample composition, group size, intervention dosage, group assignment approach, interventionist, year of publication, and dependent measure type, significantly explained heterogeneity in effects across studies. A sensitivity analysis showed these results were generally robust to outliers. We offer possible explanations for the findings and discuss study limitations. Finally, we propose recommendations for future research and classroom practice.";4J9KA;WOS:000753850500001;;;Myers, JA (corresponding author), Georgia State Univ, Coll Educ & Human Dev, Dept Learning Sci, 30 Pryor St SW,Suite 750,Room 724, Atlanta, GA 30302 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.3102/00346543211070049;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;FEB;2022;;3;9;19;;;;;;;;;
422;Educadata Datos asociados 2018-2022.txt;Social emotional learning and values education in the Musical Language classroom;;1575-9563;;REVISTA ELECTRONICA DE LEEME;;50;46;66;;2022;English;Article;;;;;0;60;21;The present study focuses on two potential benefits of music education: social-emotional learning and education in values, in the context of training given in professional music conservatories in the subject of Musical Language. The qualitative methodology used, through the focus group technique, has made it possible to analyze the perceptions of teachers, students and families regarding these benefits. As a result of the analysis, a coincidence has been evidenced between the interlocutors about the importance that should be given to education in values and social-emotional learning in professional music conservatories, and, especially, with students who present specific needs. Despite the absence of evidence of conscious planning of social-emotional contents or those related to education in values in the subject of Musical Language, the participants perceive that the subject does contribute to their development. It is also pointed out as future improvements: the promotion of group work, interaction and intragroup cohesion.;8L8OV;WOS:000924040200004;;;Ponce-de-Leon, L (corresponding author), Univ Autonoma Madrid, Mus Dept, Educ Sect, C Francisco Tomas & Valiente 3, Madrid 28049, Spain.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.7203/LEEME.50.25344;Education & Educational Research;;;;;;;;University of Castilla -La Mancha [UCLM-2022];We are grateful for the collaboration of students, families and teachers   who participated in this study and to the Conservatorio Profesional de   Musica Arturo Soria de Madrid for allowing us to use their facilities   for the focus groups. The work has been funded by the University of   Castilla-La Mancha (grants to Research Groups of the UCLM-2022).;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;9;9;;;;;;;;;
423;Educadata Datos asociados 2018-2022.txt;Undergraduate Biology Students Received Higher Grades During COVID-19 but Perceived Negative Effects on Learning;;2504-284X;2504-284X;FRONTIERS IN EDUCATION;6;;0;0;OCT;2021;English;Article;;;;;9;90;19;Institutions across the world transitioned abruptly to remote learning in 2020 due to the COVID-19 pandemic. This rapid transition to remote learning has generally been predicted to negatively affect students, particularly those marginalized due to their race, socioeconomic class, or gender identity. In this study, we examined the impact of this transition in the Spring 2020 semester on the grades of students enrolled in the in-person biology program at a large university in Southwestern United States as compared to the grades earned by students in the fully online biology program at the same institution. We also surveyed in-person instructors to understand changes in assessment practices as a result of the transition to remote learning during the pandemic. Finally, we surveyed students in the in-person program to learn about their perceptions of the impacts of this transition. We found that both online and in-person students received a similar small increase in grades in Spring 2020 compared to Spring 2018 and 2019. We also found no evidence of disproportionately negative impacts on grades received by students marginalized due to their race, socioeconomic class, or gender in either modality. Focusing on in-person courses, we documented that instructors made changes to their courses when they transitioned to remote learning, which may have offset some of the potential negative impacts on course grades. However, despite receiving higher grades, in-person students reported negative impacts on their learning, interactions with peers and instructors, feeling part of the campus community, and career preparation. Women reported a more negative impact on their learning and career preparation compared to men. This work provides insights into students´ perceptions of how they were disadvantaged as a result of the transition to remote instruction and illuminates potential actions that instructors can take to create more inclusive education moving forward.;WT3KM;WOS:000715767000001;;;Brownell, SE (corresponding author), Arizona State Univ, Res Inclus Stem Educ Ctr, Sch Life Sci, Tempe, AZ 85287 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3389/feduc.2021.759624;Education & Educational Research;;;;;;;;jpc;This work was supported by grant #GT11046 from the Howard Hughes Medical   Institute (www.hhmi.org), awarded to JPC, SB, PL, and AA and grant   #1711272 from the National Science Foundation (www.nsf.gov), awarded to   SB.;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;9;0;6;;;;;;;;;
424;Educadata Datos asociados 2018-2022.txt;Implementing Integrated Content and Language in Higher Education in Accounting Classes: Implication for International Business Teaching;;0897-5930;1528-6991;JOURNAL OF TEACHING IN INTERNATIONAL BUSINESS;32;3-4;236;261;OCT;2021;English;Article;;;;;1;60;26;Companies´ demands and competition in the job market push International Business students to become ready to work in multilingual environments where English is the main language of communication. Rather than expecting students to learn English by exposure or on their own there are content and language integrated approaches (such as Content and Language Integrated Learning (CLIL) and Integrating Content and Language in Higher Education (ICLHE)) which support the development of a language while the student learns specific content. Using a case study approach, the study approaches the collaborative work of an Accounting teacher and an English for Specific Purposes (ESP) teacher in tertiary education, through the process of planning, designing, and implementation of a teaching module on Accounting. Results show that the teachers´ collaborative work for the construction and implementation of the integrated CLIL module produced positive outcomes for the teaching and learning process. Furthermore, students found the used methods highly motivating and engaging, contributing positively to their future professional careers. It is argued that the CLIL approach may be beneficial and approximates the environment of International Business, by demanding collaboration of individuals from different contextual backgrounds, whose main language is not English and promoting bilingualism and cross-cultural competence development.;ZO7PV;WOS:000765920000003;;;Sampaio, C (corresponding author), Inst Politecn Castelo Branco, Sch Management & Nece Ubi, Av Pedro Alvares Cabral 12, P-6000084 Castelo Branco, Portugal.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1080/08975930.2022.2033668;Education & Educational Research;;;;;;;;"EU [2019-1-CZ01-KA203-061163.NECE-UBI]; FCT - Fundacao para a Ciencia e   a Tecnologia, IP [UIDB/04630/2022.CETAPS]";"EU-founded Erasmus+ Project ""Interdisciplinary Learning & Teaching:   Collaborative Approaches (INCOLLAB),"" project number   2019-1-CZ01-KA203-061163.NECE-UBI, Research Centre for Business   Sciences, Research Centre and this work are funded by FCT - Fundacao   para a Ciencia e a Tecnologia, IP, project UIDB/04630/2022.CETAPS-Centre   for English, Translation and Anglo-American Studies.";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;1;3;7;;;;;;;;;
425;Educadata Datos asociados 2018-2022.txt;Completeness based classification algorithm: a novel approach for educational semantic data completeness assessment;;1741-5659;1758-8510;INTERACTIVE TECHNOLOGY AND SMART EDUCATION;19;1;87;111;FEB;2022;English;Article;;;SI;;1;29;25;Purpose The purpose of this paper is to reveal the smart collaborative learning service. This concept aims to build teams of learners based on the complementarity of their skills, allowing flexible participation and offering interdisciplinary collaboration opportunities for all the learners. The success of this environment is related to predict efficient collaboration between the different teammates, allowing a smartly sharing knowledge in the Smart University environment. Design/methodology/approach A random forest (RF) approach is proposed, which is based on semantic modelization of the learner and the problem-solving allowing multidisciplinary collaboration, and heuristic completeness processing to build complementary teams. To achieve that, this paper established a Konstanz Information Miner workflow that integrates the main steps for building and evaluating the RF classifier, this workflow is divided into: extracting knowledge from the smart collaborative learning ontology, calculating the completeness using a novel heuristic and building the RF classifier. Findings The smart collaborative learning service enables efficient collaboration and democratized sharing of knowledge between learners, by using a semantic support decision support system. This service solves a frequent issue related to the composition of learning groups to serve pedagogical perspectives. Originality/value The present study harmonizes the integration of ontology, a new heuristic processing and supervised machine learning algorithm aiming at building an intelligent collaborative learning service that includes a qualified classifier of complementary teams of learners.;ZD5JR;WOS:000674689900001;;;Akhrif, O (corresponding author), Sultan Moulay Slimane Univ, Dept Math & Comp Sci, Beni Mellal, Morocco.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1108/ITSE-01-2021-0017;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUL;2021;;1;4;6;;;;;;;;;
426;Educadata Datos asociados 2018-2022.txt;Serving Students Takes a Toll: Self-Care, Health, and Professional Quality of Life;;1949-6591;1949-6605;JOURNAL OF STUDENT AFFAIRS RESEARCH AND PRACTICE;58;2;163;178;MAR;2021;English;Article;;;SI;;1;52;16;The purpose of this study was to assess the health impact of professional quality of life and self-care on student services professionals. Results of an online survey indicate that health-related quality of life was negatively associated with compassion fatigue (secondary traumatic stress and burnout) and positively associated with mindful self-care. The latter association was insignificant after controlling for compassion fatigue. Organizations should develop policies to help mitigate stressors and foster an environment conducive to self-care.;QR0UN;WOS:000612123400001;;;Preston, PJ (corresponding author), Calif State Univ Fullerton, 800 N State Coll Blvd,KHS-121, Fullerton, CA 92834 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1080/19496591.2020.1853558;Education & Educational Research;;;;;;;;California State University Office of the Chancellor [CPO 19-0088];This work was supported by the California State University Office of the   Chancellor [CPO 19-0088].;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JAN;2021;;1;0;1;;;;;;;;;
427;Educadata Datos asociados 2018-2022.txt;From Digital Divide to Digital Literacies and Mother-Child Pedagogies: The Case of Latina Mothers;;1934-5267;;INTERNATIONAL JOURNAL OF MULTICULTURAL EDUCATION;23;3;79;93;;2021;English;Article;;;SI;;0;31;15;"This article reports on a qualitative study of 22 Latina mothers and their experiences supporting their children´s remote education during COVID-19. Drawing on digital literacies and mujerista theory, the authors analyzed focus group data to find the following: Latina mothers´ struggles involved not just understanding online learning platforms but an educational system that was not responsive to the economic constraints and stressors faced by families; Latina mothers perceived the school district´s response to COVID-19 as performative and inadequate; Latina mothers developed mother-child pedagogies or pedagogies in which the mother and child are involved in teaching to and learning from each other. The findings lend support to the idea that the digital literacy divide does not exist outside of social and economic structures, and to the resourcefulness of everyday Latina mothers.";2C6ME;WOS:000810979300005;;;Park, JY (corresponding author), Clark Univ, Dept Educ, Worcester, MA 01610 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;5;7;;;;;;;;;
433;Educadata Datos asociados 2018-2022.txt;COLOR TERMS AND PHRASEOLOGICAL UNITS OF SPORTS JARGON: RUSSIAN AND FRENCH LANGUAGES;;2447-4045;2447-3529;REVISTA ENTRELINGUAS;8;;0;0;MAR;2022;English;Article;;;1;;1;24;13;The study discusses some aspects of sports communication and linguistic worldview with due regard to national and cultural parameters. In particular, the authors of the article study sport phraseological units with coloronim-components in Russian and French. They describe various components of sports worldview in two linguistic cultures, whose key element is the linguistic personality of a common native speaker. Empirical data are analyzed and interpreted on the basis of the linguo-semiotic approach, i.e., within the framework of a discourse statement and at the level of the nominative fund of Russian and French. Sports terms are considered at the level of general linguistic and ethno-cultural dominants of national jargons. The hypothesis is that the structure of any discourse is based on the use of professional and jargon (in particular sports) terms. Their semantics correlates with the linguistic self-identification of each nation.;6F5GQ;WOS:000884089500023;;;"Sedykh, AP (corresponding author), Belgorod Natl Res Univ BNRV, Belgorod, Russia.; Sedykh, AP (corresponding author), Moscow Int Univ MIU, Moscow, Russia.; Sedykh, AP (corresponding author), Moscow Int Univ MIU, Moscow, Russia.";ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.29051/el.v8iesp.1.16937;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;1;3;3;;;;;;;;;
434;Educadata Datos asociados 2018-2022.txt;Physical fitness of students based on a test used to assess the physical fitness of soldiers of the National Reserve Forces;;2075-5279;2308-7250;PHYSICAL EDUCATION OF STUDENTS;26;5;224;233;;2022;English;Article;;;;;0;41;10;Background and Study Aim The purpose of this study was to analyze the physical fitness of students based on a test used to assess the physical fitness of soldiers of the National Reserve Forces. Material and Methods The study included 30 students majoring in Physical Education, specializing in Physical Education in the Uniformed Services. The average age of the subjects was 23.53 years, where the youngest subject was 21.92 years old and the oldest was 28.67 years old (SD = 1.513). The National Reserve Forces (NSR - abbreviation using in Polish language) physical fitness test was used to assess the level of physical fitness of professional soldiers. Students completed a proprietary research questionnaire to investigate the level and type of additional physical activity of the subjects, their future career plans related to the uniformed services, and their level of satisfaction with their performance on the fitness tests. Results It was shown that students who rated their level of preparation for uniformed service and satisfaction with their performance higher scored better on the NSR test. It was proven, equally, that students having a higher weekly volume of additional physical activity obtain higher scores in the fitness test. In addition, it has been demonstrated that better results in the fitness test are achieved by students who engage in physical activity at the level of active athletes. Conclusions The recommendation to introduce classes similar to sports training under battlefield conditions into schools and universities preparing future uniformed officers is justified. This would give a simultaneous improvement in physical fitness along with an increase in the level of self-efficacy for combat operations. Those wishing to enter the selection process for uniformed formations should practice regular physical activity, preferably at an intensity and volume close to the competitive level. This significantly affects the result achieved in the fitness test.;5Z5NU;WOS:000880020300002;;;Prokopczyk, A (corresponding author), Poznan Univ, Phys Educ, Poznan, Poland.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.15561/20755279.2022.0502;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;4;4;;;;;;;;;
436;Educadata Datos asociados 2018-2022.txt;The effect of entrepreneurship education on graduate students´ entrepreneurial alertness and the mediating role of entrepreneurial mindset;;0040-0912;1758-6127;EDUCATION AND TRAINING;64;7;892;909;NOV;2022;English;Article;;;SI;;5;78;18;Purpose This study investigates the effect of entrepreneurship education in terms of the development of entrepreneurial knowledge and skills, on graduate students´ entrepreneurial alertness and the mediating role of the entrepreneurial mindset. Design/methodology/approach The study collected data using questionnaires from graduate students at an Iranian university who had engaged with entrepreneurship education. The questionnaires collected data on the respondent´s demographics and adopted previously validated measures to measure entrepreneurship education, entrepreneurial alertness and entrepreneurial mindset. Statistical techniques were applied to test validity and structural equation modeling was undertaken to test the hypotheses. Findings The findings demonstrated that entrepreneurship education has a positive and significant effect on entrepreneurial alertness and entrepreneurial mindset. In addition, entrepreneurial mindset was found to have a positive and significant role in mediating the relationship between entrepreneurship education and entrepreneurial alertness. This finding highlights the importance of educators seeking to build an entrepreneurial mindset within entrepreneurship education, in addition to developing students´ entrepreneurial alertness by focusing on opportunity identification and recognition. Originality/value The study addresses a gap in the literature as to the relationship between entrepreneurship education, entrepreneurial alertness, and the entrepreneurial mindset, and furthers the understanding of the impact of entrepreneurship education. The results inform educational practice, as ensuring students recognize entrepreneurial opportunities is an important element of venture creation.;5X9ZB;WOS:000711124400001;;;Bell, R (corresponding author), Univ Worcester, Worcester Business Sch, Worcester, England.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1108/ET-06-2021-0231;Education & Educational Research;;;;;;;;;;;;;;;;;Green Accepted;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;OCT;2021;;5;21;53;;;;;;;;;
437;Educadata Datos asociados 2018-2022.txt;VITA in a marketing research course: It´s not just for accounting students anymore;;0883-2323;1940-3356;JOURNAL OF EDUCATION FOR BUSINESS;97;6;419;427;AUG;2022;English;Article;;;;;0;27;9;The IRS Volunteer Income Tax Assistance (VITA) program provides free income tax preparation and filing services for low- and moderate-income households. Accounting students from universities across the U.S. have provided these services for many years. A partnership has been in place for five years between VITA and the marketing research course at a university in which marketing students provide volunteer services supporting the research objectives of the local VITA program, which align with the course objectives. This paper provides the supporting theory, affirmative results, and pedagogical details to implement this experiential service-learning project, including adaptations during a pandemic and for similar course projects.;3B9RX;WOS:000693988600001;;;Szendrey, J (corresponding author), Walsh Univ, DeVille Sch Business, 2020 East Maple St, North Canton, OH 44720 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1080/08832323.2021.1972918;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;SEP;2021;;0;0;1;;;;;;;;;
438;Educadata Datos asociados 2018-2022.txt;A New Measurement Instrument for Music-Related Argumentative Competence: The MARKO Competency Test and Competency Model;;2504-284X;2504-284X;FRONTIERS IN EDUCATION;6;;0;0;JUN;2021;English;Article;;;;;1;43;10;"In this paper, we introduce the MARKO competency test and competency model, a new measurement instrument for music-related argumentative competence (MARKO: Musikbezogene ARgumentationsKOmpetenz; German for music-related argumentative competence). This competence, which plays an essential role in school curricula, refers to the ability to justify, and defend judgments about music. The two main goals of this study were 1) to design an assessment test for music-related argumentation that fulfills psychometric criteria and 2) to derive competency levels based on empirical data to describe the cognitive dispositions that are necessary when engaging in argumentation about music. Based on a theoretical framework, we developed a competency test to assess music-related argumentative competence. After two pretests (n = 391), we collected data from 440 students from grade nine to the university level. The final test consisted exclusively of open-ended items, which were rated with coding schemes that had been designed for each item. After ensuring inter-rater reliability, we composed an item pool that met psychometric criteria (e.g., local stochastic independence and item homogeneity) and represented content-related aspects in a meaningful way. Based on this item pool, we estimated a one-dimensional partial credit model. Following a standard-setting approach, four competency levels were derived from the empirical data. While individuals on the lowest competency level expressed their own opinions about the music by referring to salient musical attributes, participants on the highest level discussed different opinions on the music, and considered the social and cultural context of the music. The proficiency scores significantly varied between grades. Our findings empirically support some theoretical assumptions about music-related argumentation and challenge others.";SP2BV;WOS:000659478000001;;;"Ehninger, J (corresponding author), Univ Cologne, Inst Mus Educ, Cologne, Germany.; Knigge, J (corresponding author), Nord Univ, Dept Arts & Culture, Levanger, Norway.";ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3389/feduc.2021.668538;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;1;0;2;;;;;;;;;
446;Educadata Datos asociados 2018-2022.txt;The Use of Cognitive Diagnostic Modeling in the Assessment of Computational Thinking;;2332-8584;2332-8584;AERA OPEN;8;;0;0;MAR;2022;English;Article;;;;;1;75;17;Computational thinking (CT) is a set of cognitive skills that every child should acquire. K-12 classrooms are expected to provide students opportunities (tasks) to think computationally. We introduce a CT competency assessment for middle school students. The assessment design process started by establishing a cognitive model of CT domain mastery, in which three broad skill types were identified to represent CT competency. After multiple-choice item prototypes were written, pilot tested, and revised, 15 of them were finally selected to be administered to 564 students in two middle schools in the Midwestern United States. Using a cognitive diagnostic scoring model, mastery classifications for each student were determined that can be used diagnostically by teachers as a pretest and, perhaps in the future, to compare the outcomes of CT instructional programs. The results inform an initial understanding of typical learning progressions in CT at the middle school level.;ZY6FC;WOS:000772680000001;;;Li, TX (corresponding author), Shanghai Jiao Tong Univ, Sch Educ, Shanghai, Peoples R China.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1177/23328584221081256;Education & Educational Research;;;;;;;;Shanghai Jiao Tong University [AF3500015];This work was partially funded by Shanghai Jiao Tong University New   Faculty Research Program-AF3500015.;;;;;;;;gold, Green Submitted;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;1;0;0;;;;;;;;;
447;Educadata Datos asociados 2018-2022.txt;Scientific Controversies and Epistemological Sensitization-Effects of an Intervention on Psychology Students´ Epistemological Beliefs and Argumentation Skills;;2504-284X;2504-284X;FRONTIERS IN EDUCATION;6;;0;0;FEB;2022;English;Article;;;;;2;62;20;The present study investigates the effects of an intervention presenting resolvable, scientific controversies and an epistemological sensitization measure on the changes in psychology students´ epistemological beliefs. Drawing on the notion that the presentation of resolvable scientific controversies induces epistemological doubt and the notion that inducing epistemological doubt is eased in the presence of an epistemological sensitization, we used an epistemological beliefs intervention consisting of five resolvable controversies that were applied in a sample consisting of psychology students. We hypothesized that the intervention would reduce absolutist and multiplist epistemological beliefs while, at the same time, increasing evaluativist beliefs. We also assumed that the epistemological sensitization would enhance the effect of the intervention. For a domain-specific questionnaire, the results indicated a reduction of absolutist epistemological beliefs regardless of the presence of the epistemological sensitization. Unexpectedly, there was a backfire effect indicated by a rise of multiplist beliefs. For a domain- and topic-specific questionnaire, there was no significant reduction of absolutist and multiplist beliefs but a significant increase in evaluativist beliefs when the epistemological sensitization was present. A measure assessing argumentation skills revealed an increase in argumentation skills only when the epistemological sensitization is present. Finally, we discuss limitations, educational implications, and directions for future research.;ZA3VT;WOS:000756096100001;;;Klopp, E (corresponding author), Saarland Univ, Dept Educ, Saarbrucken, Germany.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3389/feduc.2021.785241;Education & Educational Research;;;;;;;;;;;;;;;;;Green Published, gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;2;2;9;;;;;;;;;
448;Educadata Datos asociados 2018-2022.txt;The Relationship Between Internet Addiction, Game Addiction, and Life Satisfaction in High School Students: Parents´ Attitude Toward Their Children´s Online Behavior as a Moderating Variable;;2073-753X;;JOURNAL OF RESEARCH IN EDUCATION SCIENCES;66;4;35;67;DEC;2021;Chinese;Article;;;SI;;0;61;33;"Background and Purpose Internet use has increased in popularity and is often useful. However, if high school students are addicted to the internet or games, addictive use may have a negative influence on the students´ lives. In such circumstances, what role might parents´ attitudes play in changing their children´s internet use? This research aimed to understand high school students´ internet use, especially whether they exhibited internet or game addiction. Additionally, the study investigated how parents´ attitudes toward high school students´ internet use are related to student life satisfaction and whether parents´ attitudes moderate the relationship between internet use and life satisfaction. Literature Review Internet addiction disorder (IAD) was first defined by Goldberg (1995), who described Internet addiction as ""a pathology, an obsessive / compulsive disorder, which drives a person to overuse of this technology and includes a wide variety of behaviors and problems with impulse control."" Diagnostic criteria for internet addiction include spending increasing periods of time, inappropriate amounts of time, or more time than planned online; reducing face-to-face social activities in order to be online; not being able to curtail online activity; and psychological withdrawal symptoms after online activity has ceased (Goldberg, 1995). Game disorder is defined in the International Classification of Diseases, 11th Revision as a pattern of gaming behavior (""digital-gaming"" or ""video-gaming"") characterized by impaired control over gaming, where the individual allows gaming to take precedence over other interests and daily activities, and the continuation or escalation of gaming despite the negative consequences (WHO, 2018). The risk of internet addiction among people over 12 years old was approximately 3.5% in the 2015 national survey about internet addiction, and it increased to 5.0% in the 2017 survey. Therefore, it is necessary to pay greater attention to the impact of internet and gaming addiction on young people. Numerous studies have also indicated that the attitude of parents has a crucial role in whether children develop addictive behavior. The following hypotheses were derived from the literature review. Hypothesis 1-1: Internet addiction among high school students has gender differences, and the rate of addiction in boys is higher than in girls. Hypothesis 1-2: The objective and subjective grades of high school students are significantly related to internet addiction. Hypothesis 2-1: Game addiction among high school students has gender differences, and the rate of addiction in boys is higher than in girls. Hypothesis 2-2: The objective and subjective grades of high school students are significantly related to game addiction. Hypothesis 3: Internet addiction among high school students is significantly related to game addiction. Hypothesis 4-1: Parents´ attitudes toward their children´s online behavior (support type and control type) are significantly related to high school students´ internet addiction. Hypothesis 4-2: Parents´ attitudes toward their children´s online behavior (support type and control type) are significantly related to high school students´ game addiction. Hypothesis 5-1: High school students´ internet addiction can predict their overall life satisfaction. Hypothesis 5-2: High school students´ game addiction can predict their overall life satisfaction. Hypothesis 6: Parents´ attitudes toward high school students´ online behaviors can moderate the relationship between their children´s internet or game addiction and overall life satisfaction. Method The data used in this research were collected as part of the Taiwan Communication Survey specifically, the sixth subtopic of the second phase in 2017, which focused on the utility of new media and the impacts of internet use (e.g., addiction, cyberbullying and problematic use). Interviews with 793 high school and vocational students (45.6% boys and 54.4% girls) are held in the database. The measurement variables used in this study included demographic variables (e.g., gender, grades), internet addiction, game addiction, life satisfaction, and parents´ attitudes toward their children´s online behavior. We measured correlation and regression to test the hypotheses. Based on factor analysis and internal consistency reliability analysis, the measurement tools had good reliability and validity. Results (1) Hypothesis 1 was partially supported. Internet addiction exhibited negligible difference between high school students of different genders. However high school students´ grades are not significantly related to internet addiction. (2) Hypothesis 2 was partially supported. Among boys, game addiction occurred at a significantly higher rate than among girls, and the higher the objective academic achievement was, the lower the internet addiction rate among students. A higher subjective score only affected the tendency to be addicted to the internet. (3) Hypothesis 3 was supported. High school students´ internet addiction was significantly related to game addiction. (4) Hypothesis 4 was partially supported. Parental control attitudes were significantly related to internet addiction and game addiction. Parental support attitude was only partially correlated with internet addiction and game addiction. (5) Hypothesis 5 was supported. High school students´ internet addiction and game addiction affect their life satisfaction. The predictors of high school students´ life satisfaction were high subjective grades, parental support attitudes, and low internet addiction. (6) Hypothesis 6 was partially supported. Parents´ supportive attitudes weaken the negative impact of internet addiction and game addiction on life satisfaction, but control attitudes have no moderating effect. Conclusion and Recommendations First, high school students with better self-perceived grades and whose parents have stronger support attitudes toward their online behaviors have higher life satisfaction. The higher a student´s tendency toward internet addiction and game addiction was, the lower their life satisfaction was. Second, parents´ support attitudes enhance life satisfaction for those who have a low tendency to internet addiction and game addiction. Recommendations The phenomena of internet and gaming addictions among high school students is worthy of attention. Parents´ support attitudes are helpful to students, therefore, we recommend that parents support their children´s internet use instead of control. Schools and teachers should pay more attention to students´ internet usage behavior, in addition, you can also strengthen advocacy. It is hoped that these research results will be a point of reference for schools, parents, and high school students and enhance their understanding of issues related to high school students´ online behavior.";YZ0CZ;WOS:000755152600002;;;Kao, SF (corresponding author), Hsuan Chuang Univ, Dept Appl Psychol, Hsinchu, Taiwan.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.6209/JORIES.202112_66(4).0002;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;10;34;;;;;;;;;
449;Educadata Datos asociados 2018-2022.txt;The interaction of collaboration, note-taking completeness, and performance over 10 weeks of an online course;;1096-7516;1873-5525;INTERNET AND HIGHER EDUCATION;52;;0;0;JAN;2022;English;Article;;;;;5;68;11;This study examines the effects that online collaborative note-taking has on student performance. The study draws on 10 weeks of data from 273 STEM university students who were collaborating in 61 groups. Group and individual learning were assessed weekly by evaluating the completeness of collaborative note-taking documents and subsequent individual assessments. Analysis suggested up to 23% of the variation in course performance could be attributed to between-group effects. Further, a series of 10 multilevel temporal models suggested no substantive effects in the first half of the course, though in the second half of the course, groups that co-created more complete course notes tended to exhibit improved average student performance. We speculate that the learning advantages afforded to student groups that produce more complete course notes may be delayed. This study adds to the growing body of research into the effects that collaboration has on student learning.;WD6MM;WOS:000705053300002;;;Fanguy, M (corresponding author), Korea Adv Inst Sci & Technol KAIST, Sch Humanities & Social Sci, 291 aehak Ro,Guseong Dong, Daejeon, South Korea.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1016/j.iheduc.2021.100831;Education & Educational Research;;;;;;;;;;;;;;;;;Green Accepted;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;SEP;2021;;5;6;23;;;;;;;;;
450;Educadata Datos asociados 2018-2022.txt;Academic Integrity Policy Analysis of Publicly-Funded Universities in Ontario, Canada: A Focus on Contract Cheating;;1207-7798;;CANADIAN JOURNAL OF EDUCATIONAL ADMINISTRATION AND POLICY;;197;62;75;;2021;English;Article;;;;;2;53;14;In this article we report findings from a review of universities´ academic integrity policies in Ontario, Canada. The research team systematically extracted, reviewed, and evaluated information from policy documents in an effort to understand how these documents described contract cheating in Ontario universities (n = 21). In all, 23 policies were examined for contract cheating language. The elements of access, approach, responsibility, detail, and support were examined and critiqued. Additionally, document type, document title and concept(s), specific contract cheating language, presence of contract cheating definitions and policy principles were reviewed. Findings revealed that none of the universities´ policies met all of the core elements of exemplary policy, were reviewed and revised with less frequency than their college counterparts, lacked language specific to contract cheating, and were more frequently focused on punitive rather than educative approaches. These findings confirm that there is further opportunity for policy development related to the promotion of academic integrity and the prevention of contract cheating.;YK3DV;WOS:000745098900004;;;Miron, J (corresponding author), Humber Coll, Etobicoke, ON, Canada.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;2;0;0;;;;;;;;;
451;Educadata Datos asociados 2018-2022.txt;Linear or quadratic effects of ICT use on science and mathematics achievements moderated by SES: conditioned ecological techno-process;;0263-5143;1470-1138;RESEARCH IN SCIENCE & TECHNOLOGICAL EDUCATION;40;4;549;570;OCT;2022;English;Article;;;;;2;61;22;Aim and background This study investigated the effects of information and communication technology (ICT) use patterns, moderated by socioeconomic status (SES), on science and mathematics achievements. This investigation aims to address the issue of whether ICT use has ´conditioned´ (linear and quadratic) effects on achievements with SES as social conditions, based on a posited Conditioned Ecological Techno-process (CET) model. Method Data from the 2012 Program for International Student Assessment for Taiwan were analyzed using regression analysis focusing on the effect of three ICT use patterns (leisure, educational, and school). Results The results support the CET model in the quadratic effects of all the three ICT use patterns on both achievements in addition to the positive linear effects of educational ICT use and the negative linear effects of leisure and school ICT use patterns. The moderation effect of SES only occurs with leisure ICT use on science achievement. Discussion The findings suggest that moderate frequent ICT use predicts the highest achievements. SES may aggravate the negative effect of leisure ICT use on science achievement.;6D6ZA;WOS:000575602700001;;;Chiu, MS (corresponding author), Natl Chengchi Univ, Dept Educ, Taipei 11605, Taiwan.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1080/02635143.2020.1830270;Education & Educational Research;;;;;;;;Ministry of Science and Technology, Taiwan [MOST 109-2511-H-004 -001];This work was supported by the Ministry of Science and Technology,   Taiwan [MOST 109-2511-H-004 -001].;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;OCT;2020;;2;6;12;;;;;;;;;
456;Educadata Datos asociados 2018-2022.txt;Using country-specific Q-matrices for cognitive diagnostic assessments with international large-scale data;;2196-0739;2196-0739;LARGE-SCALE ASSESSMENTS IN EDUCATION;10;1;0;0;NOV;2022;English;Article;;;;;0;48;36;"In cognitive diagnosis assessment (CDA), the impact of misspecified item-attribute relations (or""Q-matrix"") designed by subject-matter experts has been a great challenge to real-world applications. This study examined parameter estimation of the CDA with the expert-designed Q-matrix and two refined Q-matrices for international large-scale data. Specifically, the G-DINA model was used to analyze TIMSS data for Grade 8 for five selected countries separately; and the need of a refined Q-matrix specific to the country was investigated. The results suggested that the two refined Q-matrices fitted the data better than the expert-designed Q-matrix, and the stepwise validation method performed better than the nonparametric classification method, resulting in a substantively different classification of students in attribute mastery patterns and different item parameter estimates. The results confirmed that the use of country-specific Q-matrices based on the G-DINA model led to a better fit compared to a universal expert-designed Q-matrix.";6I5XC;WOS:000886199700001;;;"Chen, CS (corresponding author), Katholieke Univ Leuven, Fac Psychol & Educ Sci, Leuven, Belgium.; Chen, CS (corresponding author), Katholieke Univ Leuven, Imec Res Grp ITEC, Kortrijk, Belgium.";ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1186/s40536-022-00138-4;Education & Educational Research;;;;;;;;;;;;;;;;;Green Published, gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;2;2;;;;;;;;;
457;Educadata Datos asociados 2018-2022.txt;Understanding Research Trends in HyFlex (hybrid flexible) Instruction Model: A Scientometric Approach;;1694-609X;1308-1470;INTERNATIONAL JOURNAL OF INSTRUCTION;15;4;935;954;OCT;2022;English;Article;;;;;0;36;20;The onset of the Covid-19 pandemic necessitated that higher education institutions go online and utilize a HyFlex instruction model. The current study used a scientometric approach to evaluate the current status of HyFlex, as well as a visual analysis of the topic. Published research from 1989-2021 was retrieved from Web of Science (WoS) and the search generated 1453 results, which were analysed by title, year of publication, authors, country, journal, and research area. The data was processed using VOSviewer and Bibliometrix R software to visualize trends for HyFlex. The research identified document types, author collaborations, annual scientific production, most relevant journals, collaboration network between authors, institutions, country, cluster coupling of authors, documents and sources, thematic evolution, and co-occurrence of all keywords. The results indicated the topic gained interest in 2008, with the highest number of articles published in 2019-2020. The top collaborator and country with the highest volume of citations and published articles was the United States. Word clusters indicated the most repetitive words were students, education, performance, and knowledge. The visualization of data offers information on trends on the body of research as well as providing researchers an understanding of the topic.;8V9NN;WOS:000930951500003;;;Eduljee, NB (corresponding author), St Josephs Coll Maine, Dept Psychol, Standish, ME 04084 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.29333/iji.2022.15450a;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;1;1;;;;;;;;;
458;Educadata Datos asociados 2018-2022.txt;University learners´ utilisation of online videos in a general chemistry course;;2156-7069;2156-7077;RESEARCH IN LEARNING TECHNOLOGY;30;;0;0;;2022;English;Article;;;;;0;29;14;The effectiveness of course videos needs to be analysed, and in doing so, it is important to consider the utilisation behaviours and opinions of learners. In this regard, this study was primarily conducted to analyse Kyrgyz learners´ utilisation of videos in a general chemistry course provided at the university level. This study was conducted during the 2019-2020 spring term at a state university in the Kyrgyz Republic and was structured using a mixed-method approach. The total number of participants was 105 Kyrgyz learners studying at the undergraduate level. Quantitative data were collected through an online survey, which consisted of demographic questions and items related to the utilisation of chemistry videos. Qualitative data were obtained through in-depth interviews with 13 learners. It was demonstrated through the data that learners used chemistry videos for 1-2 h per week. Also, the learners´ utilisation did not change with regard to their success from watching the videos. Learners´ utilisation of the chemistry videos was based on five factors: intrinsic motivation, self-concept of ability, self-perception of conscientiousness, video use and expectations of an online video library. This study also provided results regarding Kyrgyz learners´ problems and suggestions related to their utilisation of the videos.;4D1PQ;WOS:000846919400001;;;Adanir, GA (corresponding author), Ankara Univ, Open & Distance Educ Fac, Ankara, Turkey.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.25304/rlt.v30.2660;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;4;9;;;;;;;;;
459;Educadata Datos asociados 2018-2022.txt;Pharmacist´s perception of the impact of electronic prescribing on medication errors and productivity in community pharmacies;;2073-7904;;KNOWLEDGE MANAGEMENT & E-LEARNING-AN INTERNATIONAL JOURNAL;13;4;536;558;DEC;2021;English;Article;;;;;0;54;24;Paper-based prescriptions have been used for several decades by many healthcare practitioners. The literature suggests that several challenges are associated with handwritten prescriptions that might impact patients´ safety and medication errors. Electronic prescribing (e-prescribing) has been developed to phase out handwritten and computer-generated prescriptions that are printed on paper or faxed directly to a dispensing pharmacy. This research aimed to examine pharmacists´ thoughts about the e-prescribing impact on their practice. We also evaluated the adoption rate of e-prescribing by assessing the proportion of electronic prescriptions (e-Rx) received in community pharmacies across the Canadian provinces. This research was conducted as a secondary analysis of the 2016 National Survey of Community-Based Pharmacists: Use of Digital Health Technology in Practice by Nielson. The survey was conducted in collaboration between Canada Health Infoway and the Canadian Pharmacy Association. The target population of the survey was Canadian pharmacists who were in community practice. The provinces included in this research were Ontario, Quebec, Saskatchewan, Alberta, and British Columbia (n = 450). The findings of this study suggest that community pharmacists in Canada were willing to embrace e-prescribing to support their practice. Most of pharmacists thought that e-prescribing was a useful tool to reduce medication errors and improve efficiency in pharmacies. However, the largest proportion of prescriptions issued by prescribers continue to be in paper form, whether handwritten or computer-generated. Further research is needed to investigate the barriers to the adoption of e-prescribing systems among primary care practitioners in Canada.;ZV1JT;WOS:000770291900011;;;Borycki, EM (corresponding author), Univ Victoria, Sch Hlth Informat Sci, Victoria, BC, Canada.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.34105/j.kmel.2021.13.029;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;0;1;;;;;;;;;
460;Educadata Datos asociados 2018-2022.txt;Learning from text and video blogs: comprehension effects on secondary school students;;1360-2357;1573-7608;EDUCATION AND INFORMATION TECHNOLOGIES;27;4;5249;5275;MAY;2022;English;Article;;;;;2;62;27;Informational video blogs are a popular method of communication among students that may be fruitful educational tools, but their potential benefits and risks remain unclear. Streaming videos created by YouTubers are often consumed for entertainment, which may lead students to develop habits that hinder in-depth information processing. We aimed to test this hypothesis by comparing students´ perceived attention to task, metacognitive calibration of their level of comprehension, and comprehension outcomes between reading text blogs and watching video blogs. We also examined the influence of notetaking. 188 lower secondary students read two text blog entries and watched two video blog entries, and completed a series of tasks. Results showed no statistically significant effect of blog format and notetaking on students´ perceived on-task attention, metacognitive calibration, and comprehension of blog entries. Nevertheless, we found a triple interaction effect of format, notetaking, and students´ reading comprehension on blog entry comprehension. Only students low in reading comprehension benefited from notetaking and only when they read the text blog entries. These results indicate that video blogs can be as suitable for learning as text blogs and that notetaking can help struggling readers overcome their difficulties when learning from text blogs but not from video blogs.;1U7MK;WOS:000723494300001;;;Salmeron, L (corresponding author), Univ Valencia, Av Blasco Ibanez 21, Valencia 46010, Spain.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1007/s10639-021-10819-2;Education & Educational Research;;;;;;;;"CRUE-CSIC; Springer Nature";Open Access funding provided thanks to the CRUE-CSIC agreement with   Springer Nature.;;;;;;;;hybrid, Green Published;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;NOV;2021;;2;3;14;;;;;;;;;
461;Educadata Datos asociados 2018-2022.txt;Social Work Education at the Start of the COVID-19 Pandemic: Narrative Reflections and Pedagogical Responses;;0884-1233;1540-7349;JOURNAL OF TEACHING IN SOCIAL WORK;41;5;448;466;OCT;2021;English;Article;;;SI;;0;55;19;COVID-19´s unprecedented effects on the world emphasize the minimal exigent research on best practices of social work pedagogy during crises. The purpose of this paper is to inform this research and our understanding of social work education´s shift at the beginning of the COVID-19 pandemic. This study draws upon the narratives of four key stakeholders in the educational process: a graduating MSW student, a field director, an adjunct faculty member (already teaching online), and a tenured faculty member who had never taught online. An inductive thematic analysis of these stakeholders´ narratives highlights the intersection of the personal and the professional in social work education, illustrates concerns about power relationships and self-disclosure, and considers equitable learning in the context of the pandemic. Special attention is paid to the start of online teaching and learning. Recommendations highlight the importance of awareness of both student and educator perspectives in adapting social work pedagogy during a crisis. These recommendations may also be applied more broadly, particularly to the burgeoning use of an online social work education format.;WN7UH;WOS:000711972400002;;;Leitch, J (corresponding author), Univ N Carolina, Dept Social Work, UNCG 262 Stone Bldg, Greensboro, NC 27412 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1080/08841233.2021.1988031;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;0;3;;;;;;;;;
462;Educadata Datos asociados 2018-2022.txt;Students´ Perceptions of Doctoral Defense in Relation to Sociodemographic Characteristics;;2227-7102;2227-7102;EDUCATION SCIENCES;11;9;0;0;SEP;2021;English;Article;;;;;2;59;36;The doctoral defense is considered to have three dimensions: the scholarly dimension, the emotional (affective) dimension, and the cultural dimension. In this work, I explore the link between sociodemographic factors and students´ perception of the doctoral defense to better understand the affective dimension. In particular, I focus on gender, ethnicity, and age at the time of defense, as well as current position and field of study. To address the influence of these aspects on the affective dimension of the doctoral defense, I first reviewed the literature on these sociodemographic aspects as well as the affective dimension of the defense. I then carried out an international survey on doctoral defenses, defense formats, and students´ perceptions and analyzed the 204 completed surveys for this study using quantitative and qualitative methods. The analysis included cross-correlations between students´ perceptions and the studied sociodemographic aspects. The main results of these analyses are that gender affects various aspects of the students´ perception of the doctoral defense and long-term perception, and that female candidates experience more issues with their committee. Ethnicity is important as well, although the participation of non-white respondents in this survey was limited. The influence of age at the defense is limited, and only for the youngest and oldest age groups did I observe some differences in perception. There is no relation between current position and perception of the candidates during the defense. Finally, field of study is correlated for various aspects of student perception, committee issues, and long-term perception. The conclusion of this work is that sociodemographic aspects, and in particular gender, ethnicity, and field of study, influence how doctoral candidates experience their defense.;UV0BL;WOS:000699155600001;;;"Lantsoght, EOL (corresponding author), Univ San Francisco Quito, Politecn, EC-170157 Quito, Ecuador.; Lantsoght, EOL (corresponding author), Delft Univ Technol, Engn Struct Civil Engn & Geosci, NL-2618 CN Delft, Netherlands.";ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3390/educsci11090463;Education & Educational Research;;;;;;;;;;;;;;;;;Green Published, gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;2;1;5;;;;;;;;;
463;Educadata Datos asociados 2018-2022.txt;Using Virtual Reality to Assess Reading Fluency in Children;;2504-284X;2504-284X;FRONTIERS IN EDUCATION;6;;0;0;JUN;2021;English;Article;;;;;1;42;8;Here we provide a proof-of-concept for the use of virtual reality (VR) goggles to assess reading behavior in beginning readers. Children performed a VR version of a lexical decision task that allowed us to record eye-movements. External validity was assessed by comparing the VR measures (lexical decision RT and accuracy, gaze durations and refixation probabilities) to a gold standard reading fluency test-the One-Minute Reading test. We found that the VR measures correlated strongly with the classic fluency measure. We argue that VR-based techniques provide a valid and child-friendly way to study reading behavior in a school environment. Importantly, they enable not only the collection of a richer dataset than standard behavioral assessments but also the possibility to tightly control the environment.;TA5DE;WOS:000667268300001;;;"Mirault, J (corresponding author), Aix Maseille Univ, Marseille, France.; Mirault, J (corresponding author), CNRS, UMR 7290, Lab Psychol Cognit LPC, Marseille, France.";ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3389/feduc.2021.693355;Education & Educational Research;;;;;;;;"ERC [742141]; Ministry of Education eFran Grant scheme";This study was funded by grant ERC 742141 (JG) and the Ministry of   Education eFran Grant scheme (JZ).;;;;;;;;Green Published, gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;1;4;18;;;;;;;;;
464;Educadata Datos asociados 2018-2022.txt;The Differential Influence of Learner Factors and Learning Context on Different Professional Learning Activities;;1874-785X;1874-7868;VOCATIONS AND LEARNING;14;3;411;438;OCT;2021;English;Article;;;;;6;88;28;Participation in designated learning opportunities and engagement in workplace learning are very different kinds of professional learning activities: Whereas the former takes place in organised, predefined settings with intended learning objectives, the latter mostly arises as a by-product through everyday experiences at work. Yet, empirical and theoretical models often do not sufficiently differentiate between these two kinds of learning activities. The main goal in the present study is to test whether the two discrete learning activities are indeed facilitated in different ways and by different antecedents. The results of a multi-wave diary study with a sample of 229 German employees show that engagement in workplace learning is not influenced by conscious beliefs connected to learning, which play a central role in most theoretical models explaining participation in designated learning opportunities, underlining the need for an autonomous theory of workplace learning. Furthermore, the current study shows the strong direct, indirect, and moderating influence of organisational learning culture on both kinds of professional learning activities. Possible implications for practitioners to put greater emphasis on organisational factors when designing learning opportunities are discussed.;WB3NF;WOS:000639632100001;;;Hilkenmeier, F (corresponding author), Hsch Fresenius, Psychol Sch, Alte Rabenstr 1, D-20148 Hamburg, Germany.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1007/s12186-021-09266-4;Education & Educational Research;;;;;;;;Projekt DEAL;Open Access funding enabled and organized by Projekt DEAL.;;;;;;;;hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;APR;2021;;6;4;13;;;;;;;;;
465;Educadata Datos asociados 2018-2022.txt;A tale of two subreddits: Change and continuity in teaching-related online spaces;;0007-1013;1467-8535;BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY;52;2;714;733;MAR;2021;English;Article;;;;;10;63;20;Despite social media´s ubiquity in modern life, research on some topics related to educators´ use of social media for professional purposes remains underdeveloped, such as how use may change over time. This study explores educators´ self-directed learning through social media by comparing change and continuity in how users contribute, interact and converse in two teaching-related subreddits, r/Teachers and r/education. More than a million Reddit contributions spanning three-and-a-half years comprise the dataset: 696 660 contributions to r/Teachers from 55 148 users and 339 618 contributions to r/education from 43 711 users. Learning ecology and affinity space concepts frame multiple methods of analysis, including quantitative measures of individual contributions, content interactions and social interactions, as well as qualitative content analysis of top posts and responses. Findings are discussed in light of the literature as change and continuity in Redditors´ participation patterns in the two subreddits suggest distinct spaces for distinct purposes. This study offers a starting point for further work to understand the opportunities and challenges of self-directed learning in open and complex social media spaces.;QI8DA;WOS:000591436300001;;;Willet, KBS (corresponding author), Michigan State Univ, Educ Psychol & Educ Technol, 620 Farm Lane,513 Erickson Hall, E Lansing, MI 48824 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1111/bjet.13051;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;NOV;2020;;10;0;7;;;;;;;;;
466;Educadata Datos asociados 2018-2022.txt;Why Answer this Question? Experts´ Behaviors on Educational Community Question-Answering Platforms;;1479-4403;;ELECTRONIC JOURNAL OF E-LEARNING;20;2;87;100;FEB;2022;English;Article;;;;;1;60;14;"This study explores the factors that influence experts´ regular contribution to educational community question answering (CQA) platforms. Providing answers is essential for sharing knowledge on CQA platforms, but it also affects learners´ progressive inquiry. Therefore, the purpose of this study is to develop and test a theoretical model that aims to explain which factors influence whether experts answer questions on educational CQA platforms and how these factors correlate with each other to form a ""map"" of experts´ respective behavior. We examined experts´ perceptions of three dimensions: the CQA platform´s usability, the quality of questions asked, and the added value of answering these questions. We examined the factors involved in these dimensions from the perspective of the Theory of Planned Behavior to connect them with the experts´ perceptions, intentions, and actions on a CQA platform. As our case study, we took the 100mentors web and mobile app, a small-scale platform that addresses learning communities around the world, and we conducted a survey for their registered experts (N=126). The factorial structure indicated that experts first perceived the question quality mostly based on its relevance to their expertise or experience (question quality); secondly, that their intention to answer was mainly set by their motives to make a difference for the learner and partially by the user-friendliness of the platform (added value of answering and CQA platform´s usability); and finally, that their actions were connected to the regular use of the platform for answer-sharing (CQA platform´s usability). A future research challenge is to test the factorial structure in large-scale educational CQA platforms. The further confirmation of the expert behavior pattern can have a practical implication for the platforms to guide their expert community more efficiently and for the learners to pursue their learning through progressive inquiry.";ZE9VO;WOS:000759225200001;;;Meli, K (corresponding author), Univ Patras, Patras, Greece.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;1;2;4;;;;;;;;;
467;Educadata Datos asociados 2018-2022.txt;Pre-Courses in Mathematics and Long-Term Academic Success. An Empirical Study;;0173-5322;1869-2699;JOURNAL FUR MATHEMATIK-DIDAKTIK;43;2;377;403;OCT;2022;German;Article;;;;;0;72;27;Pre-courses in mathematics are a common offer to support the transition from school to university in Germany. This paper examines the effectiveness of preparatory courses regarding the long-term criteria of successful completion of studies and final grades. As pre-courses are usually voluntary or optional, additional selection effects are examined. The sample (N = 2953 cases) stems from different undergraduate programmes at Gottingen University. In the context of the evaluation of effectiveness and selection effects, the modelling is carried out with Bayesian linear and logistic multiple multilevel regression. The evaluation of effectiveness is also done with additional entropy balancing. The results show, among other things, positive correlations between participation in the pre-course and successful completion of the degree programme as well as better final grades. Selection effects can be seen for gender as well as the final grade and the state of the previously attended school.;5C5KG;WOS:000714494800001;;;Gerdes, A (corresponding author), Georg August Univ Gottingen, Fak Phys, Didakt Phys, Gottingen, Germany.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1007/s13138-021-00194-3;Education & Educational Research;;;;;;;;Projekt DEAL;Open Access funding enabled and organized by Projekt DEAL.;;;;;;;;hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;NOV;2021;;0;1;4;;;;;;;;;
468;Educadata Datos asociados 2018-2022.txt;Development of Teachers´ Pedagogical Content Knowledge during Lesson Planning of Socioscientific Issues;;2689-2758;2689-2758;INTERNATIONAL JOURNAL OF TECHNOLOGY IN EDUCATION;4;2;113;165;;2021;English;Article;;;SI;;2;65;53;This case study addresses the pedagogical challenges teachers face in incorporating elements of socioscientific issues (SSI) when planning science and mathematics lessons. In order to effectively plan and teach SSI lessons, teachers must develop pedagogical content knowledge (PCK) specific to unpacking elements of SSI such as identifying an issue that is debatable and relevant to students. lives, employing reflective scientific skepticism, and evaluating multiple perspectives. This study was guided by the following research questions: 1) In what ways, if any, did teachers. knowledge and instructional design of SSI change throughout the intensive series of workshops? 2) What areas of SSI required additional support? To answer our research questions, we analyzed changes in lesson plans from 29 teachers, mostly science and secondary, over the course of three intensive workshops as part of the Integrating STEM in Everyday Life Conference Series. Over the five month period, teachers worked in groups and with mentors to design and implement SSI lessons. Our findings show that teachers demonstrated positive changes in all SSI elements over the course of the workshops. However, deeper analysis reveals that teachers struggled to balance the social and scientific aspects of SSI. Moreover, our analysis suggests that teachers did not focus on the discursive nature of SSI in their lesson plans. Implications of our study include ways in which professional development programs can cultivate teachers. PCK of SSI in order to better support them in planning and implementing SSI lessons.;6I5KC;WOS:000886165200001;;;Minken, Z (corresponding author), Arcadia Univ, Glenside, PA 19038 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.46328/ijte.50;Education & Educational Research;;;;;;;;"National Science Foundation [1852807]; Division Of Undergraduate   Education; Direct For Education and Human Resources [1852807] Funding   Source: National Science Foundation";This material is based upon work supported by the National Science   Foundation under Grant No. 1852807. Any opinions, findings, and   conclusions or recommendations expressed in this material are those of   the author(s) and do not necessarily reflect the views of the National   Science Foundation.;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;2;3;3;;;;;;;;;
469;Educadata Datos asociados 2018-2022.txt;Seeing Double? A Practice-Based Investigation Into Twins Experiences of Sporting Talent Development;;2328-918X;2328-9198;INTERNATIONAL SPORT COACHING JOURNAL;8;1;79;90;JAN;2021;English;Article;;;;;2;66;12;"Although there is an established body of research on twins within the wider social science domain, scarce attention has been applied to this relationship within sport coaching practice. Specifically, this is apparent during talent development, despite a growing empirical interest toward the developmental impact of age-gapped siblings on sporting success. Accordingly, this study explored potential mechanisms through which the twin relationship may impact on talent development. Longitudinal observation of two twin sets (one monozygotic and one dizygotic) took place within a U.K. regional hockey performance center training environment. Observations were used to inform semistructured interviews with twins and their parents, which facilitated the interpretation of observations and exploration of the relationship, before a codebook thematic analysis was conducted. Findings revealed several themes (regularity of interaction, emotional interpersonal skills, rivalry, skill development, communication, and type of separation) consistent with previous studies, alongside two new themes; namely, conflict and identity. The study highlights the complex and individualized nature of the sibling subsystem, illuminating the possible impact of twin type on several themes, and highlights the potential for observations as a practice-based tool for coaches to consider when individualizing the talent development process.";PQ2YO;WOS:000606415200012;;;Taylor, RD (corresponding author), Univ Cent Lancashire, Inst Coaching & Performance, Preston, Lancs, England.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1123/iscj.2019-0066;Education & Educational Research;;;;;;;;;;;;;;;;;Green Accepted;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;2;3;9;;;;;;;;;
470;Educadata Datos asociados 2018-2022.txt;Location! Location. Location? Investigating the impact of status and context on incivility in academia;;0309-877X;1469-9486;JOURNAL OF FURTHER AND HIGHER EDUCATION;45;1;30;48;;2021;English;Article;;;;;3;45;19;Incivility has been reported as having an adverse impact on student learning, faculty staff retention and student commitment within Higher Education. As such this behaviour has the potential to reduce student achievement and could have a financial impact. The aim of this research was to examine the impact of teaching context (lecture versus tutorial) and instigator status (staff versus student) on the perception and impact of incivility in academia. Study 1 recruited Scottish participants and utilised a vignette-based approach to evaluate status and context effects across four teaching scenarios. Study 2 recruited participants from the UK and Ireland and used an online survey to gather quantitative and qualitative data investigating uncivil behaviours within lectures and tutorials. The results indicate that the uncivil behaviours absenteeism, non-participation, ignoring and unrelated behaviours were all more frequent during a lecture than a tutorial. Uncivil behaviours were associated with a higher emotional impact within tutorials and an assertive response. In terms of status student behavior was perceived as more uncivil than the equivalent staff behavior, yet a higher emotional response was reported for staff as opposed to student incivility. These results indicate the need for a tailored context-specific approach to addressing incivility within Higher Education.;PG9JK;WOS:000508939700001;;;Irwin, A (corresponding author), Univ Aberdeen, Sch Psychol, Appl Psychol & Human Factors Grp, Aberdeen, Scotland.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1080/0309877X.2019.1702930;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JAN;2020;;3;0;5;;;;;;;;;
476;Educadata Datos asociados 2018-2022.txt;Metabolic rates in the Agua Hedionda Lagoon during the 2020 Southern California red tide event;;1539-3100;1539-3119;INTERNATIONAL JOURNAL OF DISTANCE EDUCATION TECHNOLOGIES;20;1;0;0;JUL;2022;English;Article;;;;;0;43;16;A standing time series from autonomous sensors (pH, dissolved oxygen, salinity, temperature) in the Agua Hedionda Lagoon, Carlsbad, CA, captured the effects of a massive red tide occurring along the Southern and Baja California coast during the spring of 2020. Biogeochemical data (pH and dissolved oxygen) were examined using an open-source weighted regression model designed to filter out the influence of tides and estimate net ecosystem metabolism. Contemporaneous pH and dissolved oxygen observations allowed simultaneous, independent evaluations of production, respiration, and net ecosystem metabolism. Under normal conditions, the Agua Hedionda Lagoon tends toward net heterotrophy, averaging 10 mmol C m(-2) d(-1). During a 2-month period, centered around the peak of the event, trophic status in the lagoon shifted multiple times between net heterotrophic and net autotrophic, with a pronounced period of anoxia. Fueled by the intense local bloom, at its peak, respiration reached rates of 140 mmol C m(-2) d(-1). We found that the co-location of pH and oxygen sensors affords independent assessment of metabolic rates, which often agree, as expected under baseline (oxic) conditions, but diverge during an extreme event. This observation allowed us to identify non-Redfieldian behavior and speculate on the source of anoxic reactions. Similar to many coastal environments, the Agua Hedionda Lagoon serves a multitude of functions (including a natural habitat for hundreds of marine and avian species, and several commercial and recreational activities), which makes characterizing the dominant mechanisms controlling the ecosystem state (such as metabolic rate) of great interest to scientists, stakeholders, decision-makers, and regulators alike.;3O2LC;WOS:000836668100003;;;Martz, T (corresponding author), Univ Calif San Diego, Scripps Inst Oceanog, La Jolla, CA 92093 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1525/elementa.2022.00018;Education & Educational Research;;;;;;;;"NOAA IOOS Award [NA16NOS0120022]; NSF [1736905]; Division Of Ocean   Sciences; Directorate For Geosciences [1736905] Funding Source: National   Science Foundation";Observations were supported by NOAA IOOS Award NA16NOS0120022 and NSF   Award 1736905.;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;2;2;;;;;;;;;
478;Educadata Datos asociados 2018-2022.txt;Comparing the Taiwanese learning effects of Shaking-On and Kahoot!;;0266-4909;1365-2729;JOURNAL OF COMPUTER ASSISTED LEARNING;38;3;892;905;JUN;2022;English;Article;;;;;0;89;14;Background Many gamification applications (apps) have been designed to motivate students to learn particular content. Based on the brain activation approach, the present study adapted an app, named Shaking-On, which requires students to shake their mobile devices to send their answers to multiple-choice questions to the teacher. Students then learn from their performance. Objectives To understand how this approach can stimulate participants´ emotions when achieving their learning goals, the present study compared Shaking-On to Kahoot! by checking participants´ gameplay anxiety, learning interest, perceived learning value, and learning achievement while learning the Taiwanese language. Methods The students were divided into two groups to play with one of the two apps, Shaking-On or Kahoot!, as part of a quasi-experimental study in which they used the assigned app six times in 6 weeks. Moreover, a questionnaire was distributed to participants and 151 useful responses from the Shaking-On group, and 148 from the Kahoot! group were returned. Results and Conclusions After statistical analysis, the results of this study revealed that besides no difference in gameplay anxiety when comparing the two groups of students, there were significant differences in game interest, flow experience, perceived learning value, and learning achievement, further indicating that Shaking-On with hands-on shaking outperformed Kahoot!.;0X2NH;WOS:000759496800001;;;Tai, KH (corresponding author), Natl Taiwan Normal Univ, Chinese Language & Technol Ctr, 162,Sect 1,Heping East Rd, Taipei, Taiwan.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1111/jcal.12655;Education & Educational Research;;;;;;;;"""Chinese Language and Technology Center"" of National Taiwan Normal   University (NTNU) from The Featured Areas Research Center Program within   the framework of the Higher Education Sprout Project by the Ministry of   Education (MOE) in Taiwan; Ministry o";"The ""Chinese Language and Technology Center"" of National Taiwan Normal   University (NTNU) from The Featured Areas Research Center Program within   the framework of the Higher Education Sprout Project by the Ministry of   Education (MOE) in Taiwan, Grant/Award Number: N/A; Ministry of   Education; National Taiwan Normal University";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;FEB;2022;;0;9;20;;;;;;;;;
479;Educadata Datos asociados 2018-2022.txt;Social, Systemic, Individual-Medical or Cultural? Questionnaire on the Concepts of Disability Among Teacher Education Students;;2504-284X;2504-284X;FRONTIERS IN EDUCATION;6;;0;0;JAN;2022;English;Article;;;;;1;66;13;The individual-medical concept of disability, whereby disability is believed to be caused by some intractable impairment, is perhaps the most widely held view in society. However, other concepts exist with which teachers in inclusive schools should be familiar (e.g., social, systemic), to better inform teacher behavior, attitudes and understanding. We therefore developed an instrument to capture education students´ concepts of disability. We constructed the questionnaire according to four theoretical models of disability (individual-medical, social, systemic, and cultural concepts), which are commonly used in inclusive teacher education, and validated this on a sample of 775 education students. Additionally, we administered the Attitudes towards Inclusion Scale (AIS) and measured key demographic variables. The instruments, data and analysis code used are available online at https://osf.io/dm4cs/. After dropping redundant items, a shortened form of the questionnaire contained 16 items, with satisfactory psychometric values for scales pertaining to four concepts of disability (CFI = 0.963, TLI = 0.955, RMSEA = 0.037, SRMR = 0.039). These four concepts of disability showed small correlations with the AIS, indicating that our questionnaire measured an independent construct. The more experience education students had with disability and the more courses they had attended on inclusive education, the more likely they were to agree with the social concept of disability. The questionnaire shows promise in measuring concepts of disability and might be used to stimulate students´ critical reflection during teacher education.;YN7LV;WOS:000747436900001;;;Schurig, M (corresponding author), Tech Univ Dortmund, Fac Rehabil Sci, Res Inclus Educ, Dortmund, Germany.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3389/feduc.2021.701987;Education & Educational Research;;;;;;;;"Deutsche Forschungsgemeinschaft; TU Dortmund within the funding program   Open Access Publishing";We acknowledge financial support by Deutsche Forschungsgemeinschaft and   TU Dortmund within the funding program Open Access Publishing.;;;;;;;;gold, Green Published;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;1;3;5;;;;;;;;;
480;Educadata Datos asociados 2018-2022.txt;TOWARDS THE DIFFERENT: A CASE STUDY OF A SYRIAN ASYLUM SEEKER IN CROATIAN SCHOOL CONTEXT;;1822-7864;2538-7111;PROBLEMS OF EDUCATION IN THE 21ST CENTURY;80;5;708;723;;2022;English;Article;;;;;0;35;16;Migrations and migrants have been in the focus of interest and activities of many governments, organizations, and institutions, both worldwide and in Croatia. According to international policies, children who seek or are under international protection have the right to education. To access the education system of the Republic of Croatia more easily, they are given the opportunity to attend Croatian language preparatory or remedial classes. The research aim was to determine the needs and challenges posed by the inclusion of a Syrian asylum seeker in a Croatian primary school. The qualitative approach was applied. The case study presents a ten-year-old Syrian girl, attending a primary school in Zagreb. The data were gathered with the use of semi-structured interviews with the girl´s sister, teachers in the primary school, and her classmates. In order to gain a deeper insight into the girl´s functioning in the school context, notes made by teachers during observation of the girl´s performance in the course of the educational process were gathered and analysed. Guidelines and recommendations were developed that could have a positive impact on quality inclusion of children refugees and asylum seekers in the Croatian education system.;6D3TR;WOS:000882617800007;;;Klasnic, I (corresponding author), Univ Zagreb, Fac Teacher Educ, Savska 77, Zagreb 10000, Croatia.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.33225/pec/22.80.708;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;2;2;;;;;;;;;
481;Educadata Datos asociados 2018-2022.txt;The Democratization of Educational Care: Spatial Imaginaries, Demographic Change, and Black Families Continued Educational Advocacy;;1066-5684;1547-3457;EQUITY & EXCELLENCE IN EDUCATION;54;3;303;316;JUL;2021;English;Article;;;;;3;74;14;Too often, Black families´ educational agency has been marginalized in discourse on racial and spatial divides in US education. Indeed, Black families have persistently employed a range of tactics to access and create the educational resources their children deserve. Drawing from scholarship on spatial imaginaries, in this article, I track how Black families have developed democratic and communal outlooks on place-based resources such as public schools. I identify what I term democratization of educational care, or how some Black families´ educational advocacy for their own children broadly benefit all students. To demonstrate these dynamics, I share how Black families´ educational advocacy in a demographically changing suburb of Detroit, Michigan, uplifted the needs of their children, while also seeking to address larger systemic inequities. Implications suggest how school leaders can learn from the positioned knowledge and advocacy of Black families to foster educational equity and care in demographically changing school systems.;ZE1QZ;WOS:000758666300008;;;Nickson, D (corresponding author), Univ Washington, Educ Fdn Leadership & Policy, 2012 Skagit Lane, Seattle, WA 98105 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1080/10665684.2021.2021613;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;3;0;0;;;;;;;;;
482;Educadata Datos asociados 2018-2022.txt;Instructional Leadership as a Vehicle for Teacher Collaboration and Student Achievement. What the German PISA 2015 Sample Tells Us;;2504-284X;2504-284X;FRONTIERS IN EDUCATION;6;;0;0;FEB;2021;English;Article;;;;;0;101;12;We investigated the effects of principal instructional leadership (IL) on the frequency of two forms of teacher collaboration (TC) namely exchange and coordination of teaching (EXCHT) and professional collaboration (PROFCOLT) and their influence on student achievement (SA). Using data from the representative German PISA 2015 sample, we carry out structural equation modeling analysis to estimate the direct effects of IL on TC and of TC on SA, as well as the indirect effects of IL on SA. The analyses were conducted at the school level and only teachers belonging to the non-science group in PISA 2015 were included. After testing for the factorial validity of the instrument, only the collaboration form (EXCHT) could be retained. Our analysis suggests that principal instructional leadership can positively influence teachers´ collaboration frequency and that the remaining form of teacher collaboration is not positively related to student achievement. Our study builds on and extends research on student achievement by adding evidence about the relations between principal leadership and teacher collaboration in Germany.;TV4VV;WOS:000681723500001;;;Mora-Ruano, JG (corresponding author), Tech Univ Munich TUM, TUM Sch Educ, Munich, Germany.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3389/feduc.2021.582773;Education & Educational Research;;;;;;;;"German Research Foundation (DFG); Technical University of Munich (TUM)";This work was supported by the German Research Foundation (DFG) and the   Technical University of Munich (TUM) in the framework of the Open Access   Publishing Program.;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;2;7;;;;;;;;;
483;Educadata Datos asociados 2018-2022.txt;Digitalization in aesthetics, arts and cultural education-a scoping review;;1434-663X;1862-5215;ZEITSCHRIFT FUR ERZIEHUNGSWISSENSCHAFT;24;1;9;39;FEB;2021;German;Article;;;;;5;76;31;"Digitalization is increasingly changing arts and cultural education. Along with this technological progress comes a transformation of social interactions, aesthetic experiences and forms of expression. This paper presents a scoping review for mapping the evolving research field of digitalization in aesthetic, arts and cultural education (D-ACE). For this, the databases Fachportal Padagogik and Scopus were exploited to identify original empirical research papers with explicit reference to D-ACE, which were then categorized according to formal and content-related criteria. This showed an emphasis on the visual arts; contrasting with a lack of research on current developments in fields such as digital making and virtual reality. Most of the relevant studies concentrate on formal educational processes. The overall focus on determinants of competence acquisition, interest and motivation was frequently limited by weak study designs, simplistic comparisons between analog and digital, and insufficiently analyzed data sets. We discuss how these desiderata can be addressed with quantitative and qualitative research in the future.";QV2FB;WOS:000618586400001;;;Kroner, S (corresponding author), FAU Erlangen Nurnberg, Lehrstuhl Empir Bldg Forsch, Regensburger Str 160, D-90478 Nurnberg, Germany.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1007/s11618-021-00989-7;Education & Educational Research;;;;;;;;Projekt DEAL;Open Access funding enabled and organized by Projekt DEAL.;;;;;;;;hybrid, Green Published;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;FEB;2021;;5;11;35;;;;;;;;;
484;Educadata Datos asociados 2018-2022.txt;Comparison of confirmatory factor analysis estimation methods on mixed-format data;;2148-7456;;INTERNATIONAL JOURNAL OF ASSESSMENT TOOLS IN EDUCATION;8;1;21;37;;2021;English;Article;;;;;2;49;17;Weighted least squares (WLS), weighted least squares mean-and-variance-adjusted (WLSMV), unweighted least squares mean-and-variance-adjusted (ULSMV), maximum likelihood (ML), robust maximum likelihood (MLR) and Bayesian estimation methods were compared in mixed item response type data via Monte Carlo simulation. The percentage of polytomous items, distribution of polytomous items, categories of polytomous items, average factor loading, sample size and test length conditions were manipulated. ULSMV and WLSMV were found to be the more accurate methods under all simulation conditions. All methods except WLS had acceptable relative bias and relative standard error bias. No method gives accurate results with small sample sizes and low factor loading, however. the ULSMV method can be recommended to researchers because it gives more appropriate results in all conditions.;QY0AQ;WOS:000629702900003;;;Kilic, AF (corresponding author), Adiyaman Univ, Fac Educ, Dept Educ Sci, Adiyaman, Turkey.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.21449/ijate.782351;Education & Educational Research;;;;;;;;;;;;;;;;;gold, Green Submitted;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;2;1;6;;;;;;;;;
485;Educadata Datos asociados 2018-2022.txt;Optimism, interest and gender equality: comparing attitudes of university students in Latvia and Ukraine toward IT learning and work;;0305-7925;1469-3623;COMPARE-A JOURNAL OF COMPARATIVE AND INTERNATIONAL EDUCATION;52;6;895;913;AUG;2022;English;Article;;;;;3;66;19;Global processes of digitalisation are transforming learning and work. University students in all nations are under pressure to develop positive and productive technology-related skills and dispositions. This study investigates the attitudes of 1,006 Latvian and Ukrainian university students towards information technology. Survey responses from the Attitudes towards Information Technology scale were collected, validated, analysed and interpreted. By generating group-response profiles and conducting multivariate analyses of variance, the attitudinal orientations of participants were compared, and significant differences between gender and nation subgroups identified. From a gender perspective, one noteworthy finding is that males in both countries expressed a significantly higher interest in learning about IT than females. From a national perspective, Ukrainians reported significantly higher optimism about IT in the workplace than Latvians. This study produces several novel findings addressing the attitudes of Eastern European university students towards information technology and their readiness for digitalised learning and work.;2N9UI;WOS:000588500500001;;;Mykhailenko, O (corresponding author), Collaboritsi Com, 70 King St West,Unit 206, Oshawa, ON L1J 2K9, Canada.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1080/03057925.2020.1843999;Education & Educational Research;;;;;;;;"[lzp-2018/2-0180];  [LVUA/2018/3]";Two projects supported this article: (a) Implementations of   transformative digital learning in doctoral programmes of pedagogical   science in Latvia [lzp-2018/2-0180], and (b) Gender aspects of digital   readiness and development of human capital in regions of Ukraine and   Latvia [Nr. LVUA/2018/3].;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;NOV;2020;;3;3;12;;;;;;;;;
491;Educadata Datos asociados 2018-2022.txt;Characteristics of learning tasks in accounting textbooks: an AI assisted analysis;;1877-6345;1877-6345;EMPIRICAL RESEARCH IN VOCATIONAL EDUCATION AND TRAINING;14;1;0;0;NOV;2022;English;Article;;;;;0;92;33;Tasks in accounting textbooks play a vital role when it comes to learning processes. However, hardly any empirical evidence on the quality of accounting tasks exists regarding accounting-relevant characteristics. This is why a new category system containing accounting-relevant aspects was developed to analyze a total of 3,361 tasks from 14 different German accounting textbooks. Descriptive analysis and correlation analysis were performed to assess task characteristics and identify relationships between categories. In addition, in light of the large number of tasks to be analyzed, AI assisted the content analysis, and its usefulness was evaluated. The results indicate that tasks are not sufficiently able to instill accounting competencies such as interpreting data, assessing the relevance of information, or identifying and solving underlying accounting problems. The findings further show that AI and human coding yield similar results in most categories, suggesting that AI assistance is useful for content analysis when evaluating a large number of tasks.;6D0DY;WOS:000882374000001;;;Stutz, S (corresponding author), Johannes Kepler Univ Linz, Inst Business & Vocat Educ & Training, Altenberger Str 69, A-4040 Linz, Austria.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1186/s40461-022-00138-2;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;6;6;;;;;;;;;
492;Educadata Datos asociados 2018-2022.txt;Effects of COVID-19 Pandemic on Progress Test Performance in German-Speaking Countries;;2090-4002;2090-4010;EDUCATION RESEARCH INTERNATIONAL;2022;;0;0;AUG;2022;English;Article;;;;;0;23;9;"Background. The COVID-19 pandemic has been the source of many challenges for medical students worldwide. The authors examined short-term effects on the knowledge gain of medical students in German-speaking countries. Methods. The development of the knowledge gain of medical students during the pandemic was measured by comparing the outcomes of shared questions within Berlin Progress Test (PT) pairs. The PT is a formative test of 200 multiple choice questions at the graduate level, which provides feedback to students on knowledge and knowledge gain during their course of study. It is provided to about 11,000 students in Germany and Austria around the beginning of each semester. We analyzed three successive test pairs: PT36-PT41 (both conducted before the pandemic), PT37-PT42 (PT37 took place before the pandemic; PT42 was conducted from April 2020 onwards), and PT38-PT43 (PT38 was administered before the pandemic; PT43 started in November 2020). The authors used mixed-effect regression models and compared the absolute variations in the percentage of correct answers per subject. Results. The most recent test of each PT pair showed a higher mean score compared to the previous test in the same pair (PT36-PT41 : 2.53 (95% CI: 1.31-3.75), PT37-PT42 : 3.72 (2.57-4.88), and PT38-PT43 : 5.66 (4.63-6.69)). Analogously, an increase in the share of correct answers was observed for most medical disciplines, with Epidemiology showing the most remarkable upsurge. Conclusions. Overall, PT performance improved during the pandemic, which we take as an indication that the sudden shift to online learning did not have a negative effect on the knowledge gain of students. We consider that these results may be helpful in advancing innovative approaches to medical education.";4N0OD;WOS:000853716800001;;;"Sehy, V (corresponding author), Charite Univ Med Berlin, Charitepl 1, D-10117 Berlin, Germany.; Sehy, V (corresponding author), Free Univ Berlin, Charitepl 1, D-10117 Berlin, Germany.; Sehy, V (corresponding author), Humboldt Univ, Progress Test Med, Char";ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1155/2022/3023026;Education & Educational Research;;;;;;;;;;;;;;;;;Green Submitted, gold, Green Published;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;1;1;;;;;;;;;
493;Educadata Datos asociados 2018-2022.txt;Maintaining and monitoring quality of a continuously administered digital assessment;;2504-284X;2504-284X;FRONTIERS IN EDUCATION;7;;0;0;JUL;2022;English;Article;;;;;1;28;7;Digital-first assessments are a new generation of high-stakes assessments that can be taken anytime and anywhere in the world. The flexibility, complexity, and high-stakes nature of these assessments pose quality assurance challenges and require continuous data monitoring and the ability to promptly identify, interpret, and correct anomalous results. In this manuscript, we illustrate the development of a quality assurance system for anomaly detection for a new high-stakes digital-first assessment, for which the population of test takers is still in flux. Various control charts and models are applied to detect and flag any abnormal changes in the assessment statistics, which are then reviewed by experts. The procedure of determining the causes of a score anomaly is demonstrated with a real-world example. Several categories of statistics, including scores, test taker profiles, repeaters, item analysis and item exposure, are monitored to provide context and evidence for evaluating the score anomaly as well as assure the quality of the assessment. The monitoring results and alerts are programmed to be automatically updated and delivered via an interactive dashboard every day.;3L3JH;WOS:000834659900001;;;Liao, MQ (corresponding author), Duolingo, Pittsburgh, PA 15206 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3389/feduc.2022.857496;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;1;1;1;;;;;;;;;
494;Educadata Datos asociados 2018-2022.txt;Design of a phenomenon-based science outreach program and its effects on elementary students´ epistemological understanding of, and attitudes toward, science;;0036-6803;1949-8594;SCHOOL SCIENCE AND MATHEMATICS;122;2;74;85;FEB;2022;English;Article;;;;;0;26;12;"This study describes the design and implementation of a science outreach program (elementary; 2(nd)-5(th)) and its associated student outcomes. Key features of the program include: (a) phenomenon-based, NGSS-aligned curriculum designed by science education experts and influenced by educational, sociocultural, and cognitive science theories, (b) active engagement by elementary students in experimentation and exploration of a common phenomenon (2 per year, called modules) across multiple sessions (6-8 per module), (c) professional development (PD) provided to scientists (mentors) and teachers to supply classrooms with multiple (5-7) adult more knowledgeable others (AMKOs), and (d) close classroom interaction between elementary students and mentors, allowing for students to participate in evidence-based sense-making through whole-class and small-group discussions. We examined the effects of program participation on students´ epistemological understanding of science (EUS) and attitudes toward science, as well as surveyed teachers to determine how they felt the program affected students´ attitudes and EUS. Student measures indicated they developed a deeper understanding of the process of scientific knowledge generation and were more likely to report liking science more than less. Similarly, teachers´ self-reports corroborated these results, as well as showed teachers thought the structure of the program effectively integrated mathematics and language arts.";0A5CN;WOS:000761800800001;;;Feldwinn, D (corresponding author), Univ Calif Santa Barbara, Dept Chem & Biochem, Santa Barbara, CA 93106 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1111/ssm.12515;Education & Educational Research;;;;;;;;"California Subject Matter Project; Karisma Foundation; Every Student   Succeeds Act";"California Subject Matter Project; Every Student Succeeds Act; Karisma   Foundation";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;FEB;2022;;0;7;9;;;;;;;;;
495;Educadata Datos asociados 2018-2022.txt;Immediate Changes, Trade-Offs, and Fade-Out in High-Quality Teacher Practices During Coaching;;0013-189X;1935-102X;EDUCATIONAL RESEARCHER;51;3;173;185;APR;2022;English;Article;;;;;2;44;13;Coaching is an increasingly used professional development approach involving ongoing, individualized teacher-coach exchanges hypothesized to drive immediate changes in teachers´ practices with students. Examining this hypothesis, the present study quantifies marginal changes after individual coaching cycles in a set of commonly considered, high-quality teacher practices using a teacher fixed effects approach. It draws on panel data from 169 early childhood educators participating in a 9-month coaching intervention using the MyTeachingPartner approach intended to improve practices outlined in the Teaching Through Interactions framework. Results indicated that emotional support and classroom organization practices improved immediately after any coaching cycle, whereas others, like instructional support and literacy focus practices, only changed after cycles focused on those specific practices. Some immediate postcycle differences in practices endured over time, whereas others dissipated quickly.;0D8IM;WOS:000726703100001;;;Hanno, EC (corresponding author), Harvard Grad Sch Educ, 14 Appian Way, Cambridge, MA 02138 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.3102/0013189X211062896;Education & Educational Research;;;;;;;;Institute of Education Sciences, U.S. Department of Education   [R305A160013, R305B150010];The research reported here was supported by the Institute of Education   Sciences, U.S. Department of Education, through grants R305A160013 and   R305B150010 to Harvard University. The opinions expressed are those of   the author and do not represent views of the U.S. Department of   Education. I am grateful for the thoughtful feedback provided on this   work by Dana Charles McCoy, Stephanie Jones, Nonie Lesaux, and   Christopher Avery, as well as by seminar participants at the Harvard   Graduate School of Education and the Society for Research on Educational   Effectiveness.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;NOV;2021;;2;1;3;;;;;;;;;
496;Educadata Datos asociados 2018-2022.txt;Student Motivation and Parental Attitude as Mediators for SES Effects on Mathematics Achievement: Evidence from Norway in TIMSS 2015;;0031-3831;1470-1170;SCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH;66;5;808;823;JUL;2022;English;Article;;;;;0;64;16;Using data collected from 4329 students in the 2015 iteration of the Trends in Mathematics and Science Study (TIMSS), we explore two mediators for the relationship between socioeconomic status (SES) and TIMSS-results in mathematics among Norwegian fifth graders. First, we explore how the students´ motivation and self-concept mediate the relationship between SES and test results. Second, by using parent reported SES resources and the parents´ attitudes to school and the tested subjects, we examine how these may constitute a path through which their children´s motivation and family SES are related to mathematics achievement. We found that students´ self-concept accounted for a small but statistically significant portion of SES effects on achievement. Intrinsic motivation did not mediate any of the SES effects on achievement, nor did parental attitudes account for any of the association between SES and motivation or achievement.;2W2GX;WOS:000669792300001;;;Zachrisson, HD (corresponding author), Univ Oslo, Dept Special Needs Educ, Fac Educ Sci, PB 1140, N-0318 Oslo, Norway.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1080/00313831.2021.1939138;Education & Educational Research;;;;;;;;European Research Council [818425];The second author is supported by a consolidator grant from the European   Research Council Consolidator Grant ERC-CoG-2018 EQOP [grant number   818425].;;;;;;;;Green Published, hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUL;2021;;0;6;14;;;;;;;;;
497;Educadata Datos asociados 2018-2022.txt;Teaching Korean science for Indonesian middle school students: promoting Indonesian students´ attitude towards science through the global science exchange programme;;0950-0693;1464-5289;INTERNATIONAL JOURNAL OF SCIENCE EDUCATION;43;11;1837;1859;JUL;2021;English;Article;;;;;1;82;23;"In the globalisation era, engaging youth in science and technology is a joint responsibility across nations. This study examined the effects of Global Korean Science Program (GKSP) on 608 Indonesian middle school students´ attitudes towards science. Their science attitudes were assessed before and after the programme with Behaviour, Related Attitudes, and Intentions towards Science (BRAINS) survey. We also collected students´ responses to an open-ended programme evaluation. The repeated-measures ANOVA was performed to compare students´ attitudes before and after the programme by including gender effect, followed by clustering analysis and magnitude coding to analyse open-ended programme evaluation data. Results showed that GKSP improved students´ behavioural and normative beliefs, suggesting that the programme had positive impacts on students´ beliefs about the importance of science in daily life. The decline in students´ control belief towards science after the programme indicates the possibility of science contents delivered in programme being more difficult than in the typical Indonesian science curriculum. Additionally, we found a significant gender effect on intention and normative dimensions. Furthermore, clustering analysis classified students into three groups; small changes (62%), increase trend (29%), and decrease trend (9%) indicating that most students participating in the study experienced a small science attitudes shift.";UK6ZD;WOS:000659751700001;;;Ha, M (corresponding author), Kangwon Natl Univ, Dept Sci Educ, 1 Kangwondaehak Gil, Chuncheon Si, Gangwon Do, South Korea.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1080/09500693.2021.1938278;Education & Educational Research;;;;;;;;National Research Foundation of Korea [NRF2017R1C1B1005152];This work was supported by National Research Foundation of Korea [grant   number NRF2017R1C1B1005152].;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUN;2021;;1;4;14;;;;;;;;;
498;Educadata Datos asociados 2018-2022.txt;Ready, set, go! Profiling teachers´ readiness for online teaching in secondary education;;1475-939X;1747-5139;TECHNOLOGY PEDAGOGY AND EDUCATION;30;1;141;158;JAN;2021;English;Article;;;SI;;40;48;18;In a very short time, secondary school education across the globe transitioned to online learning and teaching, in response to the Covid-19 pandemic. This study aims at identifying teacher profiles in secondary education to better understand perceptions of both individual and institutional readiness to transition to online teaching. To do this, the current study grouped teachers on the basis of their TPACK self-efficacy beliefs, online presence and perceived institutional support for online teaching. To date, data have been collected from teachers (N = 222) from 20 countries. The data were submitted to latent profile analysis to identify readiness profiles. The added value of the current study lies in the combined view of individual and institutional readiness and the uniqueness of the dataset. It provides a large-scale international perspective and a wide range of possible experiences. Findings inform how education institutions can personalise and support transitions to online teaching.;SL1LH;WOS:000592602000001;;;Howard, SK (corresponding author), Univ Wollongong, Sch Educ, Fac Art Social Sci & Humanities, Wollongong, NSW 2522, Australia.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1080/1475939X.2020.1839543;Education & Educational Research;;;;;;;;;;;;;;;;;Green Submitted;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;NOV;2020;;40;11;55;;;;;;;;;
501;Educadata Datos asociados 2018-2022.txt;Exploring the emotions of international students about their feedback experiences;;0729-4360;1469-8366;HIGHER EDUCATION RESEARCH & DEVELOPMENT;40;4;810;824;JUN;2021;English;Article;;;;;5;63;15;Feedback is an essential aspect of enhancing learning. Most studies have used traditional research methods to capture students´ perceptions of effective feedback. Little attention has been paid to what emotions are triggered by feedback and when these emotions are elicited. This paper explored feedback using an electronic log (e-log) to capture multiple feedback events experienced by international students. These events were then explored in a semi-structured interview. An account of the development and implementation of the e-log is included in this paper. Using an interpretivist approach, we analysed students´ emotional responses to feedback. The role of emotions in feedback and learning is studied from a socio-cultural perspective. Findings revealed students had a range of complex and dynamic emotional responses to feedback. Three case studies are presented to further explore this complexity. Students´ emotions were associated with the self, information on feedback messages, or lack of familiarity with feedback practices. Emotions triggered by feedback influenced students´ practices and construction of their new identity in the new academic environment.;SJ1JX;WOS:000547552500001;;;"Olave-Encina, K (corresponding author), Univ Queensland, Sch Educ, Brisbane, Qld, Australia.; Olave-Encina, K (corresponding author), Univ Amer, Fac Educ, Vina Del Mar, Chile.";ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1080/07294360.2020.1786020;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUL;2020;;5;7;24;;;;;;;;;
509;Educadata Datos asociados 2018-2022.txt;The effectiveness of an integrated STEM curriculum unit on middle school students´ life science learning;;0022-4308;1098-2736;JOURNAL OF RESEARCH IN SCIENCE TEACHING;59;7;1204;1234;SEP;2022;English;Article;;;;;1;97;31;Recent calls for reform in K-12 science education and the National Academy of Engineering´s Grand Challenges for Engineering in the 21st Century emphasize improving science teaching, students´ engagement, and learning. In this study, we designed and implemented a curriculum unit for sixth-grade students (i = 1305). The curriculum unit integrated science and engineering content and practices to teach ecology, water pollution, and engineering design. We investigated the designed integrated STEM unit´s effectiveness in students´ science learning outcomes on pre-, post-, and delayed post-assessments. We collected pre-and post-assessment data of students´ science learning outcomes for both the baseline group (taught via existing district-adopted curriculum) and an intervention group (taught with integrated life science and engineering curriculum). We used a quasi-experimental research design and examined differences between baseline and intervention groups. We used ANCOVA to explore differences in students´ learning in baseline and intervention groups. Furthermore, for students in the intervention group, we conducted repeated-measures ANOVA to investigate knowledge retention. Our analyses also accounted for students´ gender and People of Color (POC) status. We conducted multiple regression analyses to explore the relationship between students´ gender, POC status, and their learning outcomes. The results indicated that the intervention group students performed significantly better than the students in the baseline group. The repeated measures ANOVA showed that students in the intervention group retained science knowledge after 8 weeks of instruction. Finally, the regression analysis for the baseline group showed that gender and POC status were not significant predictors of their post-assessment scores. However, POC status was a significant predictor of post-assessment scores and knowledge retention for the intervention group. Overall, this study provides valuable findings on how an integrated STEM curriculum designed with engineering design and practices improves students´ science learning outcomes.;3O1QE;WOS:000761263400001;;;Anwar, S (corresponding author), Texas A&M Univ, Dept Multidisciplinary Engn, College Stn, TX 77843 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1002/tea.21756;Education & Educational Research;;;;;;;;"National Science Foundation (NSF) [1721141]; Division Of Research On   Learning; Direct For Education and Human Resources [1721141] Funding   Source: National Science Foundation";National Science Foundation (NSF), Grant/Award Number: 1721141;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;FEB;2022;;1;11;33;;;;;;;;;
510;Educadata Datos asociados 2018-2022.txt;Public Expectations of School Board Trustees;;1207-7798;;CANADIAN JOURNAL OF EDUCATIONAL ADMINISTRATION AND POLICY;;198;19;34;;2022;English;Article;;;;;2;41;16;"School board trustees play an important role in the education of children throughout Ontario. Using an online survey of Ontario residents, expectations of school board trustees are explored in detail. The survey included an open-ended question that asked respondents what role they see being performed by trustees, as well as a question that asked respondents whether they preferred a ""delegate"" governing model, which believes trustees should represent constituents, or a ""trustee"" model, which believes trustees should render decisions based on their best judgement. On the surface, respondents see three primary and distinct roles: represent the public; support the administrative functions of the school board, and to ensure educational outcomes are met. In addition, the sample tilts favourably towards the ""delegate"" governing model. Regression models identify some factors that help explain respondents´ choices.";YP2VQ;WOS:000748484900004;;;Piscitelli, A (corresponding author), Conestoga Coll, Kitchener, ON, Canada.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;2;3;4;;;;;;;;;
511;Educadata Datos asociados 2018-2022.txt;Rural Population and COVID-19: A Model for Assessing the Economic Effects of Drop-Out in Higher Education;;2504-284X;2504-284X;FRONTIERS IN EDUCATION;6;;0;0;DEC;2021;English;Article;;;;;2;94;15;Higher education is one of the ways to overcome social inequalities in rural areas in developing countries. This has led states to develop public policies aimed at access, retention and timely graduation of students in those sectors, yet the high drop-out rates among the rural student population, which were catalysed by COVID-19, prevent the intrinsic and extrinsic benefits of obtaining a higher education degree from materialising. Thus, the study of the phenomenon of dropout before and after the pandemic has not sufficiently addressed the economic issues raised by this phenomenon for the different actors at the educational level. The purpose of this paper is to model the economic effects of rural student dropout at the higher education level for students and families, Higher Education Institutions (HEIs) and the State, based on public policies for access to higher education, in the pandemic and post-pandemic scenario. In order to delimit the operationalisation of the proposed model, a set of undergraduate training programmes in Colombia was taken as a reference. System dynamics was used as the main modelling technique. The model was based on data from the 20 training programmes with the highest number of students enrolled in rural areas for the year 2019, by running three computational simulations. The results showed the description of the dynamic model and the financial effects of dropout for the actors of the educational level with the current policies of access to higher education, the scenario in which COVID-19 would not have occurred and the consolidation of the public policy of tuition fee exemption in public HEIs as a result of the pandemic. It was concluded that the model developed is very useful for the valuation of these economic effects and for decision-making on policies to be implemented, given that the costs of dropout are characterised by high costs for students and their families as well as for HEIs, and where it was determined that current policies are inefficient in preventing and mitigating dropout.;YG4FQ;WOS:000742447100001;;;"Rincon, AG (corresponding author), Corp Univ Asturias, Sch Econ & Adm Sci, Bogota, Colombia.; Rincon, AG (corresponding author), Univ Bogota Jorge Tadeo Lozano, Fac Nat Sci & Engn, Bogota, Colombia.";ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3389/feduc.2021.812114;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;2;4;16;;;;;;;;;
512;Educadata Datos asociados 2018-2022.txt;Integrated STEAM Approach in Outdoor Trails with Elementary School Pre-service Teachers;;1176-3647;1436-4522;EDUCATIONAL TECHNOLOGY & SOCIETY;24;4;205;219;OCT;2021;English;Article;;;;;3;58;15;Due to the COVID-19 pandemic it was impossible to carry out on-campus teaching and examinations as planned for the first-year elementary school Bachelor´s degree teacher training courses during the summer term of 2019/2020. Therefore, we moved our on-campus STEAM (Science, Technology, Engineering, Arts and Mathematics) related courses to schooling at home. For their course examination, students designed outdoor trails in groups with the educational technology MathCityMap based on an integrated STEAM approach. Hence, they combined STEAM with real-world situations (e.g., monuments, marketplaces, playgrounds). The tasks within the trails required the use of technologies such as augmented reality (AR), digital modelling (e.g., GeoGebra 3D Graphing Calculator), and GPS. Analogue measuring tools (e.g., triangle ruler) were also used in the task designs. We collected data from 21 trails with 259 tasks from 49 pre-service teachers to analyse the effects on professional growth in STEAM education. Through hierarchical cluster analysis we identified three different clusters with patterns regarding STEAM in outdoor trails. This paper will describe a pedagogical framework for the integrated STEAM approach to designing and evaluating outdoor trails. Furthermore, we will explain patterns pre-service teachers developed during this professional development.;WJ7DW;WOS:000709202200016;;;Haas, B (corresponding author), Johannes Kepler Univ Linz, Linz, Austria.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;3;6;20;;;;;;;;;
513;Educadata Datos asociados 2018-2022.txt;Performance of Polytomous IRT Models With Rating Scale Data: An Investigation Over Sample Size, Instrument Length, and Missing Data;;2504-284X;2504-284X;FRONTIERS IN EDUCATION;6;;0;0;SEP;2021;English;Article;;;;;5;47;18;The implementation of polytomous item response theory (IRT) models such as the graded response model (GRM) and the generalized partial credit model (GPCM) to inform instrument design and validation has been increasing across social and educational contexts where rating scales are usually used. The performance of such models has not been fully investigated and compared across conditions with common survey-specific characteristics such as short test length, small sample size, and data missingness. The purpose of the current simulation study is to inform the literature and guide the implementation of GRM and GPCM under these conditions. For item parameter estimations, results suggest a sample size of at least 300 and/or an instrument length of at least five items for both models. The performance of GPCM is stable across instrument lengths while that of GRM improves notably as the instrument length increases. For person parameters, GRM reveals more accurate estimates when the proportion of missing data is small, whereas GPCM is favored in the presence of a large amount of missingness. Further, it is not recommended to compare GRM and GPCM based on test information. Relative model fit indices (AIC, BIC, LL) might not be powerful when the sample size is less than 300 and the length is less than 5. Synthesis of the patterns of the results, as well as recommendations for the implementation of polytomous IRT models, are presented and discussed.;WV6IL;WOS:000717338300001;;;Dai, SH (corresponding author), Washington State Univ, Dept Knesiol & Educ Psychol, Pullman, WA 99164 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3389/feduc.2021.721963;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;5;1;5;;;;;;;;;
514;Educadata Datos asociados 2018-2022.txt;Is flipping effective? A meta-analysis of the effect of flipped instruction on K-12 students´ academic achievement;;1042-1629;1556-6501;ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT;69;2;733;761;APR;2021;English;Article;;;;;5;117;29;Currently, the research on the overall effect of flipped instruction on K-12 students´ academic achievement has been insufficient, especially across various subject areas and grade levels. To redress this research gap, this study first synthesised five aspects of research on flipped instruction, including theoretical underpinnings, application across disciplines, implementation benefits of FI, challenges and cautions in implementing FI, and guidelines for effective implementation. The study then reported on a robust variance estimation meta-analysis based on 53 effects from 27 empirical studies. A weighted average effect of d* = .54[(SE = .10),p < .001] indicated that flipped instruction promoted students´ academic achievement moderately better than traditional classroom instruction. However, publication bias was revealed from the funnel plot, trim-and-fill, and the Egger´s regression test. Given the large unconditional heterogeneity (I-2 = 81.2%), the mixed-effects moderator analysis shows that the publication type (published studies), grade level (middle and high school level), subject area, and study quality significantly moderate the effect size. Only the variable publication type explains a significant degree of effect-size heterogeneity. The implications for better implementing flipped instruction among teachers, school administrators, and policy-makers are discussed.;RY0WH;WOS:000631762800002;;;Zhu, G (corresponding author), East China Normal Univ, Inst Interat & Comparat Educ, Shanghai, Peoples R China.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1007/s11423-021-09983-6;Education & Educational Research;;;;;;;;"National Key Project of the 13th Five-year Plan of Educational Science   ""Research on the policy system of improving the status of teachers in   the new era"", China [AFA2000007]; Southwest Educational Research Annual   Conference, USA";"This work was jointly supported by the National Key Project of the 13th   Five-year Plan of Educational Science ""Research on the policy system of   improving the status of teachers in the new era"" (Project No.:   AFA2000007), China and the Southwest Educational Research Annual   Conference, USA.";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAR;2021;;5;8;35;;;;;;;;;
515;Educadata Datos asociados 2018-2022.txt;Examiners´ use of rubric criteria for grading bachelor theses;;0260-2938;1469-297X;ASSESSMENT & EVALUATION IN HIGHER EDUCATION;46;8;1270;1285;NOV;2021;English;Article;;;;;5;23;16;Students are generally required to demonstrate diverse skills when writing their bachelor thesis. Accordingly, examiners are expected to consider all these skills when assessing the thesis, regularly with one overall grade. In this study, we examine which criteria of a rubric contribute most to the overall assessment. The study is performed through quantitative analyses of 318 theses of undergraduate biology students. The analyses demonstrate that all criteria scores are predictive, but that scientific quality and professional attitude give the best prediction of thesis grade, together with structure. The predictiveness of scientific quality and professional attitude correspond with the instructions given to examiners that these are important criteria to consider. Presentation-related criteria scores on writing skills and expressing catchy and justifying titles give the lowest prediction of grade. This study identifies that some criteria appear more predictive for low grades than for high grades, with professional attitude being a good predictor for low grades and abstract being a good predictor for high grades. We recommend similar analyses for students to help them prioritise the most relevant criteria, for supervisors to instruct students on these criteria, and for education managers to evaluate whether bachelor theses are assessed on the criteria they find most relevant.;WY2IT;WOS:000608885400001;;;Haagsman, M (corresponding author), Univ Utrecht, Utrecht, Netherlands.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1080/02602938.2020.1864287;Education & Educational Research;;;;;;;;;;;;;;;;;Green Published, hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JAN;2021;;6;4;9;;;;;;;;;
520;Educadata Datos asociados 2018-2022.txt;A comparison of three approaches to covariate effects on latent factors;;2196-0739;2196-0739;LARGE-SCALE ASSESSMENTS IN EDUCATION;10;1;0;0;DEC;2022;English;Article;;;;;0;60;18;"In educational and psychological research, it is common to use latent factors to represent constructs and then to examine covariate effects on these latent factors. Using empirical data, this study applied three approaches to covariate effects on latent factors: the multiple-indicator multiple-cause (MIMIC) approach, multiple group confirmatory factor analysis (MG-CFA) approach, and the structural equation model trees (SEM Trees) approach. The MIMIC approach directly models covariate effects on latent factors. The MG-CFA approach allows testing of measurement invariance before latent factor means could be compared. The more recently developed SEM Trees approach partitions the sample into homogenous subsets based on the covariate space; model parameters are estimated separately for each subgroup. We applied the three approaches using an empirical dataset extracted from the eighth-grade U.S. data from the Trends in International Mathematics and Science Study 2019 database. All approaches suggested differences among mathematics achievement categories for the latent factor of mathematics self-concept. In addition, language spoken at home did not seem to affect students´ mathematics self-concept. Despite these general findings, the three approaches provided different pieces of information regarding covariate effects. For all models, we appropriately considered the complex data structure and sampling weights following recent recommendations for analyzing large-scale assessment data.";7F7GY;WOS:000902012600001;;;Wang, Z (corresponding author), Univ Missouri, Dept Educ Sch & Counseling Psychol, Columbia, MO 65211 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1186/s40536-022-00148-2;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;2;2;;;;;;;;;
523;Educadata Datos asociados 2018-2022.txt;Re-viewing performance: Showing eye-tracking data as feedback to improve performance monitoring in a complex visual task;;0266-4909;1365-2729;JOURNAL OF COMPUTER ASSISTED LEARNING;38;4;1087;1101;AUG;2022;English;Article;;;;;1;63;15;Background Performance monitoring plays a key role in self-regulated learning, but is difficult, especially for complex visual tasks such as navigational map reading. Gaze displays (i.e. visualizations of participants´ eye movements during a task) might serve as feedback to improve students´ performance monitoring. Objectives We hypothesized that participants who review their performance based on screen recordings that also display their gaze would have a higher monitoring accuracy and increase in post-test performance and would remember more executed actions than participants who review based on a screen recording only (i.e. control condition). Methods Sixty-four higher education students were randomly assigned to a gaze-display or control condition. After watching an instruction video, they practiced five navigational map-reading tasks and then reviewed their performance while thinking aloud, either prompted by a screen recording with gaze display or a screen recording only. Before and after reviewing, participants estimated the number of correctly solved tasks and finally made a five-item post-test. Results and conclusions Analyses with frequentist and Bayesian statistics showed that gaze displays did not improve monitoring accuracy (i.e. estimated minus actual performance), post-test performance, or the number of reported actions. It is concluded that scanpath gaze displays do not provide useful cues to improve monitoring accuracy in this task. Takeaways Gaze displays are a promising tool for education, but scanpath gaze displays did not help to enhance monitoring accuracy in a navigational map-reading task.;2R3JZ;WOS:000770842100001;;;Kok, E (corresponding author), Univ Utrecht, Dept Educ, Heidelberglaan 1, NL-3584 CS Utrecht, Netherlands.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1111/jcal.12666;Education & Educational Research;;;;;;;;NRO PROO grant [405-17-301];The authors would like to thank Marja Erisman and Jolanda Scholman for   help with transcribing, segmenting, and coding the protocols. During the   realization of this study, Ellen Kok was funded by an NRO PROO grant   (Project 405-17-301).;;;;;;;;Green Published, hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAR;2022;;1;4;15;;;;;;;;;
524;Educadata Datos asociados 2018-2022.txt;The Effect of Device Type on Achievement: Evidence from a Quasi-Experimental Design;;1062-7197;1532-6977;EDUCATIONAL ASSESSMENT;27;3;229;246;JUL;2022;English;Article;;;;;0;29;18;As more states move to universal computer-based assessments, an emergent issue concerns the effect that device type might have on student results. Although, several research studies have explored device effects, most of these studies focused on the differences between tablets and desktops/laptops. In the current study, we distinguish between different types of devices to better examine the differences. Specifically, we used Indiana state assessment results from grades 3 and 8 and a propensity score weighting method to see if a student took the assessment on another device, would they have received the same score? Our findings suggest that there are significant differences by device type in both grades. In particular, iPad and Chromebook devices produced higher achievement when compared to Mac and PC devices. At the extreme, these differences amounted to close to a third of a standard deviation on the achievement scale.;4P6TY;WOS:000763766900001;;;Rutkowski, D (corresponding author), Indiana Univ, ELPS, 201 North Rose Ave, Bloomington, IN 47405 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1080/10627197.2022.2043742;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAR;2022;;0;2;2;;;;;;;;;
525;Educadata Datos asociados 2018-2022.txt;Flipping the Classroom in Senior High School Textile Education to Enhance Students´ Learning Achievement and Self-Efficacy;;2227-7102;2227-7102;EDUCATION SCIENCES;12;2;0;0;FEB;2022;English;Article;;;;;4;39;15;The study analysed the impact of the flipped classroom (FC) approach on weaving experience, self-efficacy and students´ learning achievement. To achieve this purpose, a quasi-experimental (pre-test/post-test) design, with a control group and an experimental group, was implemented. A mixed methods approach was used to evaluate the outcomes of the intervention. Forty- four first year senior high school students of an elective textile education subject participated in the study. An academic achievement test and a semi-structured group interview were employed as data-gathering instruments. Descriptive and inferential statistics (parametric and nonparametric tests), as well as thematic analysis were used to analyse the data collected. Findings of the study indicated that, regarding the acquisition of skill set and the maintenance of academic achievement, the students in the treatment group taught using the FC approach obtained higher levels of achievement juxtaposed with the students in the control group tutored with a traditional teacher-centred approach. The study further established that a flipped-classroom approach was engaging, interactive and exciting for students. The students in the experimental group, via the qualitative inquiry, expressed satisfaction with the practice in weaving and felt elevated in their knowledge, attitudes, self-learning, problem-solving and critical thinking skills acquisition. Therefore, the study recommended that the school adopt the FC approach as a method of teaching studio-based Visual Art subjects to support instructional hours.;ZQ5SI;WOS:000767164000001;;;Vlachopoulos, D (corresponding author), Amsterdam Univ Appl Sci, Digital Soc Sch, Fac Digital Media & Creat Ind, NL-1091 GM Amsterdam, Netherlands.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.3390/educsci12020131;Education & Educational Research;;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;4;7;11;;;;;;;;;
526;Educadata Datos asociados 2018-2022.txt;Investigating working adults´ intentions to participate in microlearning using the decomposed theory of planned behaviour;;0007-1013;1467-8535;BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY;53;2;367;390;MAR;2022;English;Article;;;;;3;44;24;The current work validated the decomposed theory of planned behaviour (DTPB) with working adults to assess its ability to predict intentions to participate in microlearning and also identify the significant factors that drive microlearning usage decisions. We found that positive attitudes towards microlearning (Attitude), stronger beliefs in others´ opinions regarding microlearning use (SN), and stronger perceptions about one´s capability to engage in microlearning (PBC), are associated with stronger intentions to participate in microlearning. All decomposed constructs were found to be significant predictors of the respective factors, except superior influence (SI) and resource facilitating conditions. We discuss potential targeted interventions focused on what works best to encourage microlearning adoption. For instance, while reporting superiors have no significant influence over one´s microlearning use decisions, the opinions of peers and colleagues positively influence microlearning use. Hence, focusing on embedding community--related aspects into a microlearning design may effectively encourage the use of microlearning.;ZI2QH;WOS:000723623600001;;;Puah, S (corresponding author), Nanyang Technol Univ, Ctr Res & Dev Learning CRADLE, Acad Bldg North,61 Nanyang Dr,ABN-01B-10, Singapore 637335, Singapore.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1111/bjet.13170;Education & Educational Research;;;;;;;;Institute for Adult Learning [GA18--05];Institute for Adult Learning, Grant/Award Number: GA18--05;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;NOV;2021;;3;13;32;;;;;;;;;
527;Educadata Datos asociados 2018-2022.txt;Promoting progression in higher education teacher training: how does cognitive support enhance student physics teachers´ content knowledge development?;;0307-5079;1470-174X;STUDIES IN HIGHER EDUCATION;46;10;2022;2034;OCT;2021;English;Article;;;SI;;0;46;13;This study examined the influence of higher education teacher training on student physics teachers´ progression in content knowledge (CK). To become experts, student teachers must acquire both declarative and procedural - conditional CK. This progression is generally characterized by the prerequisite role of declarative knowledge, meaning that declarative knowledge influences procedural - conditional knowledge exclusively. The progression in declarative as well as procedural - conditional CK requires special support, due to the complexity of physics. This special cognitive support is assumed to enhance student teachers´ CK development by reducing complexity and cognitive demand. To date, however, it has been unclear how cognitive support contributes to student physics teachers´ declarative and procedural - conditional CK development. To address this issue, we analyzed data across one year of higher education teacher training of student physics teachers (N = 107). We used a cross-lagged model to examine the development of declarative and procedural - conditional knowledge under the influence of cognitive support. Our findings revealed that the development of student teachers´ declarative and procedural - conditional CK is intertwined. Interestingly, cognitive support only influenced the development of procedural - conditional CK. This implies that higher education teacher training should provide cognitive support to promote student teachers´ progression toward CK expertize.;UQ9LT;WOS:000673418600001;;;Schiering, D (corresponding author), Leibniz Inst Sci & Math Educ IPN, Dept Phys Educ, Olshausenstr 62, D-24118 Kiel, Germany.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1080/03075079.2021.1953337;Education & Educational Research;;;;;;;;;;;;;;;;;hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUL;2021;;0;1;13;;;;;;;;;
528;Educadata Datos asociados 2018-2022.txt;Fostering mathematical modelling competency of South African engineering students: which influence does the teaching design have?;;0013-1954;1573-0816;EDUCATIONAL STUDIES IN MATHEMATICS;109;2;361;381;FEB;2022;English;Article;;;SI;;3;68;21;This paper reports on empirical results about the influence of two different teaching designs on the development of tertiary students´ modelling competency and attitudes towards modelling. A total of 144 first year engineering students were exposed to a diagnostic entrance test, a modelling unit consisting of five lessons with ten tasks, enframed by a pre- and a post-test, and at the end a questionnaire on attitudes towards mathematical modelling. Similar to the German DISUM study, in the modelling unit, one group of participants followed an independence-oriented teaching style, aiming at a balance between students´ independent work and teacher´s guidance, while two other groups were taught according to a more traditional teacher-guided style. Linear mixed regression models were used to compare pre- and post-test results. The results show that all groups had significant learning progress, although there is much room for further improvement, and that the group taught according to the independence-oriented design had the biggest competency growth. In addition, this group exhibited more positive attitudes than the other groups in five of six attitudinal aspects.;YP0JT;WOS:000668404500001;;;"Durandt, R (corresponding author), Univ Johannesburg, Dept Math & Appl Math, Johannesburg, South Africa.; Lindl, A (corresponding author), Univ Regensburg, Dept Educ Sci, Regensburg, Germany.";ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Social Science Citation Index (SSCI);;;10.1007/s10649-021-10068-7;Education & Educational Research;;;;;;;;"Projekt DEAL; National Research Foundation of South Africa [121969]";Open Access funding enabled and organized by Projekt DEAL. Funding for   the continuation of this project has been approved by the National   Research Foundation of South Africa for the period 2020 - 2022 (Grant   number 121969).;;;;;;;;Green Published, hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUN;2021;;3;3;14;;;;;;;;;
530;Educadata Datos asociados 2018-2022.txt;Validating scales for the early development of writing proficiency;;1756-5839;1756-5847;WRITING & PEDAGOGY;13;1-3;89;120;;2021;English;Article;;;SI;;2;56;32;This paper aims to validate scales for the early development of writing proficiency based on a framework used to linguistically describe multiple dimensions of writing development in 6-9 year-old Danish-speaking students and to lay the statistical foundation for empirically describing proficiency levels in emergent writers. The analysis is based on the Rasch model and was conducted on texts (n = 803) written by Year 0-2 students using the computer app WriteReader. The paper introduces both the model and the theory behind it, including the rationale for using this model, and it presents the main analytical steps taken and decisions made in the study, which is part of the large-scale Danish research project entitled Teaching Platform for Developing and Automatically Tracking Early Stage Literacy Skills (ATEL, 2018-2023). The results show that it is possible to identify detailed levels of early writing development in four dimensions: 1) text construction, 2) sentence construction, 3) verbals, and 4) modifiers.;3A6KB;WOS:000827365300004;;;Bundsgaard, J (corresponding author), Aarhus Univ, Aarhus, Denmark.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1558/wap.21491;Education & Educational Research;;;;;;;;Innovation Fund Denmark;This research was supported in part by a grant from the Innovation Fund   Denmark. Correspondence concerning this article should be addressed to   Jeppe Bundsgaard: jebu@edu.au.dk.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;2;0;1;;;;;;;;;
531;Educadata Datos asociados 2018-2022.txt;A Collaborative Approach to Sharing Learner Event Data;;1929-7750;1929-7750;JOURNAL OF LEARNING ANALYTICS;8;2;73;82;;2021;English;Article;;;SI;;3;25;10;This paper describes a collaboration organized around exchanging data between two technological systems to support teachers´ instructional decision-making. The goals of the collaboration among researchers, technology developers, and practitioners were not only to support teachers´ instructional decision-making but also to document the challenges and opportunities associated with bringing together data from instruction- and assessment-focused technologies. The approach described in this paper illustrates the potential importance of anchoring data products that combine data between two systems in the needs of teachers as well as aligning the content that students learn and are assessed on between systems. The increasing presence of data standards has made sharing complex data increasingly more feasible. The example collaboration described in this paper demonstrates the role that nontechnical activities can play in supporting the exchange and use of learner event data.;UO5DO;WOS:000694714900005;;;Krumm, AE (corresponding author), Univ Michigan, Med Sch, 221 Victor Vaughan,1111 E Catherine St, Ann Arbor, MI 48109 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.18608/jla.2021.7375;Education & Educational Research;;;;;;;;Renaissance Learning;The publication of this article received financial support from   Renaissance Learning to SRI International who coordinated the   collaboration, generated prototypes, and conducted focus groups.;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;3;2;4;;;;;;;;;
532;Educadata Datos asociados 2018-2022.txt;Introducing data science with data moves and CODAP;;0141-982X;1467-9639;TEACHING STATISTICS;43;;S124;S132;JUL;2021;English;Article;;1;SI;;0;11;9;"This paper describes a short module [3] for introducing data science to senior school students or other data-science beginners. The design focuses on ""data moves."" Students use CODAP [5] to do their work.";SZ9WW;WOS:000590174600001;;;Erickson, T (corresponding author), Epistemol Engn, 5269 Miles Ave, Oakland, CA 94618 USA.;ISI;;;;;;;Education & Educational Research;;;;;Education & Educational Research WE Emerging Sources Citation Index (ESCI);;;10.1111/test.12240;Education & Educational Research;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;NOV;2020;;0;2;8;;;;;;;;;
536;Educadata Datos asociados 2018-2022.txt;Lessons From an Analysis of the Intended Learning Outcomes of Integrative Project Units Within Engineering Programs;;0018-9359;1557-9638;IEEE TRANSACTIONS ON EDUCATION;64;4;361;366;NOV;2021;English;Article;;;;;2;29;6;Contribution: Insights are provided into the intended role of integrative courses that aim to connect technical and professional capabilities and, particularly, the appropriate stage within a program for different levels of integrative capability. Background: The need for Engineering graduates who can balance technical competence with professional and transversal capabilities is well recognized. Integrative multidisciplinary projects have become an increasingly common approach to managing this balance and have been the subject of significant research. There has, however, been minimal consideration of the level of integrative skills that might be considered as appropriate at different stages of degree programs. Research Questions: Do intended learning outcomes of integrative projects vary with their stage in a degree programs? If so, then what does this variation reveal regarding expectations on the development of integrative capabilities? Methodology: Examples of project units that claim to be addressing integrative objectives and for which learning outcomes are available were collected (N=33). Guided by the existing literature on the purpose of integrative units a thematic analysis of these units was undertaken by coding the learning outcomes against the structure of observed learning outcome (SOLO) taxonomy. Findings: Within the existing units, there is clear evidence, as projects move from junior to senior, of a progression in the breadth of knowledge that is being drawn on in carrying out the projects, and the nature of knowledge integration becomes more purposeful. There is, however, no evidence of an associated progression in the intended level of integrative capability that is expected (e.g., identifying richer connections). This suggests the critical need for more work in this area.;WN2WC;WOS:000711633100008;;;Lowe, DB (corresponding author), Univ Sydney, Fac Engn, Sydney, NSW 2006, Australia.;ISI;;;;;;;Education, Scientific Disciplines;;;;;"Education, Scientific Disciplines; Engineering, Electrical & Electronic WE Science Citation Index Expanded (SCI-EXPANDED)";;;10.1109/TE.2021.3057622;"Education & Educational Research; Engineering";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;2;2;5;;;;;;;;;
537;Educadata Datos asociados 2018-2022.txt;Laboratory Learning Objectives Measurement: Relationships Between Student Evaluation Scores and Perceived Learning;;0018-9359;1557-9638;IEEE TRANSACTIONS ON EDUCATION;64;2;163;171;MAY;2021;English;Article;;;;;7;46;9;Contribution: This article provides evidence that perceived learning has a relationship and influences the way students evaluate laboratory experiments, facilities, and demonstrators. Background: Debate continues on the capability and/or reliability of students to evaluate teaching and/or learning. Understanding such relationships can help educators decode evaluation data to develop more effective teaching experiences. Research Question: Does a relationship exist between student evaluation scores and perceived learning? Methodology: Perceived learning across the cognitive, psychomotor, and affective domains was measured using the Laboratory Learning Objectives Measurement (LLOM) tool at an Australian (344 students) and Serbian (181 students) university. A multilevel statistical analysis was conducted. Findings: Statistically significant relationships were found between student evaluation scores and perceived learning across the cognitive, psychomotor, and affective domains with some differences found between the two universities. This provides evidence that perceived learning plays a role in influencing student evaluation scores. Students perceived an improvement of learning across all three domains confirming the multifaceted benefits of the laboratory for engineering education.;RX6IT;WOS:000647325800012;;;Nikolic, S (corresponding author), Univ Wollongong, Fac Engn & Informat Sci, Wollongong, NSW 2522, Australia.;ISI;;;;;;;Education, Scientific Disciplines;;;;;"Education, Scientific Disciplines; Engineering, Electrical & Electronic WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)";;;10.1109/TE.2020.3022666;"Education & Educational Research; Engineering";;;;;;;;;;;;;;;;;Green Submitted;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;7;3;15;;;;;;;;;
538;Educadata Datos asociados 2018-2022.txt;How Do Table Shape, Group Size, and Gender Affect On-Task Actions in Computer Education Open-Ended Tasks;;0018-9359;1557-9638;IEEE TRANSACTIONS ON EDUCATION;65;4;533;543;NOV;2022;English;Article;;;;;0;62;11;Contribution: This article presents a study that adds evidence to the field of computer education by focusing on the interaction between shapes of tables, group size, and gender, and their effects on on-task collaborative learning actions. By studying the collaborative learning environment in the context of computer education, the aim is to understand how different on-task actions are affected by the mentioned factors. Background: Previous research on collaborative learning space in the collaborative computer education context with the focus on the group formation, gender aspect, and analysis of on-task actions. Research Questions: Do different table shapes have different effects on open-ended computer education on-task actions for different groups sizes (two and three participants) and for different genders? Methodology: In order to study a collaborative problem-solving activity that is based on creating a prototype of a responsive toy, two main conditions were examined: table shape (round or rectangular) and how this interacts with group size (two or three participants) and gender. University students were engaged in design tasks conducted in small groups following the Jigsaw pattern. Findings: Results show that students engage more in interaction with physical artifacts when collaboration is conducted in dyads. In terms of gender, the analysis shows a tendency of female students to engage more when the activity is conducted in dyads. Furthermore, the combination of a dyad structure and a round table resulted in more discussion and nonverbal interaction.;5T5CV;WOS:000754286800001;;;Vujovic, M (corresponding author), Pompeu Fabra Univ, Dept Informat & Commun Technol, Barcelona 08018, Spain.;ISI;;;;;;;Education, Scientific Disciplines;;;;;"Education, Scientific Disciplines; Engineering, Electrical & Electronic WE Science Citation Index Expanded (SCI-EXPANDED)";;;10.1109/TE.2022.3143715;"Education & Educational Research; Engineering";;;;;;;;"European Union [713673]; Ministry of Science and Innovation   [PID2020-112584RB-C33/MICIN/AEI/10.13039/501100011033,   TIN2017-85179-C3-3-R]; National Research Agency   [PID2020-112584RB-C33/MICIN/AEI/10.13039/501100011033,   TIN2017-85179-C3-3-R]; ""La Ca";"This work was supported in part by the European Union´s Horizon 2020   Research and Innovation Programme through the Marie SklodowskaCurie   under Grant 713673, and in part by the Ministry of Science and   Innovation and the National Research Agency under Grant   PID2020-112584RB-C33/MICIN/AEI/10.13039/501100011033 and Grant   TIN2017-85179-C3-3-R. The work of Milica Vujovic was supported by the   ""La Caixa"" INPhINIT Fellowship Grant for Doctoral studies at Spanish   Research Centres of Excellence, ""La Caixa"" Banking Foundation,   Barcelona, Spain. The work of Davinia Hernandez-Leo was supported by   ICREA under the ICREA Academia Program.";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;FEB;2022;;0;5;7;;;;;;;;;
539;Educadata Datos asociados 2018-2022.txt;Effectiveness of Interventions for English Learners with Word Reading Difficulties: A Research Synthesis;;0938-8982;1540-5826;LEARNING DISABILITIES RESEARCH & PRACTICE;37;3;158;174;AUG;2022;English;Article;;;SI;;0;83;17;"This study meta-analyzed the last four decades (1980-2020) of reading intervention research focused on improving reading outcomes for English language (EL) students in Grades K-5 with or at risk for word reading difficulties. Experimental and quasi-experimental group design and single-case experimental design (SCED) studies were included; 10 group design and 7 SCED studies met inclusion criteria (m = 61; total student N = 2,270). Visual inspection of the effect size distribution revealed that the assumption of between-study heterogeneity was not supported; therefore, the findings were synthesized for SCED studies separately from those reported in group design studies. Implications for practice, policy, and future research are discussed.";5F2YJ;WOS:000843761300001;;;Solari, EJ (corresponding author), Univ Virginia, Sch Educ & Human Dev, Curriculum Instruct & Special Educ Dept, Educ, Charlottesville, VA 22903 USA.;ISI;;;;;;;Education, Special;;;;;"Education, Special; Rehabilitation WE Social Science Citation Index (SSCI)";;;10.1111/ldrp.12286;"Education & Educational Research; Rehabilitation";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;AUG;2022;;0;4;6;;;;;;;;;
540;Educadata Datos asociados 2018-2022.txt;Which Data Do Elementary School Teachers Use to Determine Reading Difficulties in Their Students?;;0022-2194;1538-4780;JOURNAL OF LEARNING DISABILITIES;54;5;349;364;SEP;2021;English;Article;;;SI;;4;68;16;"Small-group interventions allow for tailored instruction for students with learning difficulties. A crucial first step is the accurate identification of students who need such an intervention. This study investigated how teachers decide whether their students need a remedial reading intervention. To this end, 64 teachers of 697 third-grade students from Germany were asked to rate whether a reading intervention for their students was ""not necessary,"" ""potentially necessary,"" or ""definitely necessary."" Independent experimenters tested the students´ reading and spelling abilities with standardized tests, and a subsample of 370 children participated in standardized tests of phonological awareness and vocabulary. Findings show that teachers´ decisions with regard to students´ needing a reading intervention overlapped more with results from standardized spelling assessments than from reading assessments. Hierarchical linear models indicated that students´ spelling abilities, along with phonological awareness and vocabulary, explained variance in teachers´ ratings over and above students´ reading skills. Teachers, thus, relied on proximal cues such as spelling skills to reach their decision. These findings are discussed in relation to clinical standards and educational contexts. Findings indicate that the teachers´ assignment of children to interventions might be underspecified, and starting points for specific teacher training programs are outlined.";TZ1WP;WOS:000626236100001;;;Schmitterer, AMA (corresponding author), DIPF Leibniz Inst Res & Informat Educ, Rostocker Str 6, D-60323 Frankfurt, Germany.;ISI;33448247;;;;;;Education, Special;;;;;"Education, Special; Rehabilitation WE Social Science Citation Index (SSCI)";;;10.1177/0022219420981990;"Education & Educational Research; Rehabilitation";;;;;;;;"Stiftung Mercator; German Federal Ministry of Education and Research, as   part of the LONDI (Learning disorders Online platform for Diagnostics   and Intervention) research program; Jacobs Foundation Research   Fellowship";The author(s) disclosed receipt of the following financial support for   the research, authorship, and/or publication of this article: This   research was funded by the Stiftung Mercator and by the German Federal   Ministry of Education and Research, as part of the LONDI (Learning   disorders Online platform for Diagnostics and Intervention) research   program. G.B. was supported by a Jacobs Foundation Research Fellowship.;;;;;;;;Green Published;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JAN;2021;;4;2;8;;;;;;;;;
541;Educadata Datos asociados 2018-2022.txt;Examining potential predictors of attention training outcomes in children with intellectual and developmental disorders;;1366-8250;1469-9532;JOURNAL OF INTELLECTUAL & DEVELOPMENTAL DISABILITY;46;3;197;203;JUL;2021;English;Article;;;;;3;23;7;Background: Responses to digital cognitive training interventions vary greatly among children with intellectual and developmental disorders (IDD). Investigating possible predictors of improvements following training is vital in ascertaining which individuals benefit from these interventions. Methods: Seventy-three children (4-11 years) with IDD completed attention training or a placebo program for 5 weeks. The effects of autistic symptomatology, adaptive functioning and pre-intervention attention abilities on improvements in attention (selective and sustained) post-intervention were examined. Results: Autistic symptomatology did not predict any training improvement. However, lower adaptive functioning predicted greater gains in selective attention post-intervention in children who received training compared to placebo. Further, better pre-intervention selective attention performance was associated with greater improvements in selective attention post-intervention. Conclusions: Although these findings are exploratory, attention training may be beneficial for children with IDD with lower adaptive functioning and higher pre-intervention attention abilities.;TT2LL;WOS:000601385400001;;;Kirk, HE (corresponding author), Monash Univ, Turner Inst Brain & Mental Hlth, Sch Psychol Sci, Melbourne, Vic, Australia.;ISI;;;;;;;Education, Special;;;;;"Education, Special; Rehabilitation WE Social Science Citation Index (SSCI)";;;10.3109/13668250.2020.1821939;"Education & Educational Research; Rehabilitation";;;;;;;;"Australian Research Council [LP120200015]; Australian Research Council   [LP120200015] Funding Source: Australian Research Council";This research was funded by an Australian Research Council Linkage Grant   (LP120200015).;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;SEP;2020;;3;2;8;;;;;;;;;
542;Educadata Datos asociados 2018-2022.txt;Coarse or fine? Grain size and morpho-orthographic segmentation in struggling readers;;0736-9387;1934-7243;ANNALS OF DYSLEXIA;72;1;28;55;APR;2022;English;Article;;;;;0;43;28;Morpho-orthographic segmentation, rapid parsing of complex written words into their morphological components, is a potential source of difference in word recognition between struggling and typical readers. Although typical readers use morpho-semantic representations and morpho-orthographic segmentation in processing morphologically complex words, struggling readers typically rely on morpho-semantic processes involving coarse-grained processing of whole-word units rather than morpho-orthographic segmentation involving fine-grained letter processing. We tested this limitation in struggling readers, examining reading-ability differences among chronological-age, reading-age, and adult groups in morpho-orthographic segmentation in a primed lexical decision task. We transposed letter order across the morphological boundary of complex-word primes, focusing on disruption in priming effects of morphological and pseudo-orthographic primes that involved only orthographic overlap with target words. Morpho-semantic (coarse-grained) processing in Grade 2 typical readers was indicated by no moderation of priming effects by suffix types and letter transposition. By Grade 6, evidence of emerging fine grained analysis was found in both groups, with clear evidence of both coarse and fine grained analysis in adults. Grade 6 struggling readers showed comparable patterns of coarse and fine grained analysis as Grade 6 typical readers. Although they experienced generalized priming effects, struggling readers did experience response time disruption with transposed primes, indicating that they, like Grade 6 typical readers, adopt fine-grained processing perhaps as a precursor of emerging morpho-orthographic segmentation.;ZY2MN;WOS:000693507000001;;;Kruk, RS (corresponding author), Univ Manitoba, Dept Psychol, Winnipeg, MB R3T 2N2, Canada.;ISI;34491534;;;;;;Education, Special;;;;;"Education, Special; Rehabilitation WE Social Science Citation Index (SSCI)";;;10.1007/s11881-021-00240-2;"Education & Educational Research; Rehabilitation";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;SEP;2021;;0;1;4;;;;;;;;;
543;Educadata Datos asociados 2018-2022.txt;Sleep quality, functional skills, and communication in preschool-aged children with autism spectrum disorder;;0891-4222;1873-3379;RESEARCH IN DEVELOPMENTAL DISABILITIES;116;;0;0;SEP;2021;English;Article;;;;;0;47;9;"Aim: This study aimed to correlate sleep quality, the performance of functional skills (mobility, self-care, and social function), communication, independence, and severity of ASD in children with ASD. Method: 58 children between 3 and 5 years and 11 months old were investigated. The Childhood Autism Rating Scale was applied to determine the severity of autism; the Sleep Disturbance Scale for Children was used to investigate sleep quality, and the Pediatric Evaluation of Disability Inventory to investigate functional abilities and independence of the children. Results: 68.9 % of the children showed indicative of sleep disorders. There was no correlation between the different sleep disorders and communication. Sleep disorders showed a negative correlation with functional performance and a positive correlation with ASD severity. Interpretation: The current study offers an exploration between sleep and functional skills in children with ASD. These findings provide important clinical implications in the diagnosis and intervention process of children with ASD and also stimulate reflections on the importance in minimize the impact of sleep disorders and functional abilities on the quality of life of these individuals and their families.";UD0LD;WOS:000686908000003;;;Pinato, L (corresponding author), Sao Paulo State Univ UNESP, Dept Speech Language & Hearing Sci, Marilia, SP, Brazil.;ISI;34245976;;;;;;Education, Special;;;;;"Education, Special; Rehabilitation WE Social Science Citation Index (SSCI)";;;10.1016/j.ridd.2021.104024;"Education & Educational Research; Rehabilitation";;;;;;;;"Coordenacao de Aperfeicoamento de Pessoal de Nivel Superior - Brasil   (CAPES); Conselho Nacional de Desenvolvimento Cientifico e Tecnologico   (CNPq)";This work was supported by grants from Coordenacao de Aperfeicoamento de   Pessoal de Nivel Superior - Brasil (CAPES), and Conselho Nacional de   Desenvolvimento Cientifico e Tecnologico (CNPq).;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUL;2021;;0;3;13;;;;;;;;;
544;Educadata Datos asociados 2018-2022.txt;Expressive and Receptive Language in Russian Primary-School-Aged Children with Autism Spectrum Disorder;;0891-4222;1873-3379;RESEARCH IN DEVELOPMENTAL DISABILITIES;117;;0;0;OCT;2021;English;Article;;;;;4;35;10;Background: Abnormal language development in both expressive and receptive domains occurs in most children with Autism Spectrum Disorder (ASD), although the language deficit is not a core symptom of ASD. However, previous studies disagree on the difference in the degree of impairment between expressive and receptive language in ASD. Existing research has concentrated on vocabulary and ´global expressive and receptive language´, often using parental reports for language assessment. Moreover, most of these studies have focused on toddlers and preschoolers with ASD, whereas data from school-aged children with ASD are very limited. At the same time, the age of children might account for the inconsistencies across publications on expressivereceptive language difference in children with ASD. Aims: The goal of the study was to directly compare the expressive and receptive language abilities of Russian primary-school-aged children with ASD (7-11 years old) at the levels of vocabulary, morphosyntax, and discourse. Methods: 82 children with ASD participated in language testing. We used tests from the Russian Child Language Assessment Battery in order to assess vocabulary, morphosyntax, and discourse in expressive and receptive domains. Results: Our results revealed different expressive and receptive patterns, depending on the linguistic level and tests complexity. Importantly, we showed that children´s non-verbal IQ partly accounted for the difference between production and comprehension abilities. Conclusions: The expressive-better-than-receptive pattern in language has been considered by some authors as the unique hallmark of ASD. However, several studies, including our own, show that this is not a universal characteristic of ASD. We also revealed that expressive and receptive language patterns differed depending on the linguistic level, children´s non-verbal IQ, and assessment tools.;WA1ON;WOS:000702663300018;;;Arutiunian, V (corresponding author), HSE Univ, Ctr Language & Brain, 3 Krivokolenny Pereulok, Moscow 101000, Russia.;ISI;34339896;;;;;;Education, Special;;;;;"Education, Special; Rehabilitation WE Social Science Citation Index (SSCI)";;;10.1016/j.ridd.2021.104042;"Education & Educational Research; Rehabilitation";;;;;;;;Center for Language and Brain NRU Higher School of Economics, RF   Government [14.641.31.0004];The study has been funded by the Center for Language and Brain NRU   Higher School of Economics, RF Government Grant ag. No 14.641.31.0004.   Special thanks go to all of the children who participated in the study.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUL;2021;;5;5;26;;;;;;;;;
547;Educadata Datos asociados 2018-2022.txt;A Call for a Diversity of Perspectives in Deaf Education-Research: A Response to Mayer and Trezek (2020);;0002-726X;1543-0375;AMERICAN ANNALS OF THE DEAF;166;1;49;61;SPR;2021;English;Article;;;;;3;51;13;Scott, Dostal, and Lane-Outlaw challenge findings and conclusions from a literature review by Mayer and Trezek regarding the literacy achievement of deaf children who are educated in schools and programs that espouse bilingual ASL/English instruction. Mayer and Trezek´s article appeared in the Winter 2020 American Annals of the Deaf. In addition to responding to Mayer and Trezek´s findings and conclusions, Scott et al. outline factors they consider important for all researchers and practitioners who generate and consume knowledge regarding bi- and multilingual deaf education. Specifically, they recommend careful attention to and inclusion of individual- and school-level variables, use of appropriate comparison groups, and valuing of information acquired through various methodologies (both quantitative and qualitative). These recommendations are made in the spirit of improving the state of knowledge and the production and consumption of research that informs policy and practice in bi- and multilingual deaf education.;SS1ME;WOS:000661504600004;;;Scott, JA (corresponding author), Georgia State Univ, Dept Learning Sci, Atlanta, GA 30303 USA.;ISI;34053944;;;;;;Education, Special;;;;;"Education, Special; Rehabilitation WE Social Science Citation Index (SSCI)";;;10.1353/aad.2021.0010;"Education & Educational Research; Rehabilitation";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;3;2;4;;;;;;;;;
548;Educadata Datos asociados 2018-2022.txt;Characterizing the knowledge of educators across the tiers of instructional support;;0736-9387;1934-7243;ANNALS OF DYSLEXIA;72;1;79;96;APR;2022;English;Article;;;;;3;65;18;Translating the research base on effective reading instruction to the classroom has been a challenge. The delivery of these instructional methods requires practical skills coupled with an understanding of the aspects of language being taught. The purpose of this study was to explore the level of literacy knowledge of the English language held by educators who provide instruction to students in the primary grades. Data from 1369 classroom teachers, 74 reading interventionists, and 131 special educators comprising the analytic sample were collected as part of a training initiative in a US state. Participating educators completed a 50-item test of phonological sensitivity, phonemic awareness, decoding, encoding, and morphology. Multiple regression analyses confirmed differences in the levels of knowledge observed between the groups of educators. Reading interventionists demonstrated greater knowledge than classroom teachers and special educators in the total proportion of correct responses and across each domain. Classroom teachers demonstrated greater knowledge than special educators in phonological sensitivity and decoding but did not differ from each other in phonemic awareness, encoding, or morphology knowledge. Special educators provide intervention to students with the most severe forms of reading disabilities, yet they had the lowest level of knowledge. In contrast, reading interventionists, who provide intervention within general education, had the highest levels of knowledge. These findings suggest a need to elevate the knowledge of special educators and consider reading interventionists´ role in supporting students identified with a specific learning disability in reading.;ZY2MN;WOS:000683252600001;;;Porter, SB (corresponding author), Middle Tennessee State Univ, Murfreesboro, TN 37130 USA.;ISI;34370155;;;;;;Education, Special;;;;;"Education, Special; Rehabilitation WE Social Science Citation Index (SSCI)";;;10.1007/s11881-021-00242-0;"Education & Educational Research; Rehabilitation";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;AUG;2021;;3;1;10;;;;;;;;;
549;Educadata Datos asociados 2018-2022.txt;Individual Differences in Word-Level Skills and Paragraph Reading Comprehension in a (Semi-) Transparent Orthography;;0731-9487;2168-376X;LEARNING DISABILITY QUARTERLY;44;3;210;224;AUG;2021;English;Article;;;;;0;86;15;"Research into reading difficulties in Russian has been taking place for about a century, since the 1920s. Early research established a line of studies on reading acquisition difficulties in the context of highly structured practices of teaching reading. These practices were propagated in the mid-late 19th century by Konstantin Ushinskii, who designed a mass system for the directed teaching of reading in Russian based on the mastery of spoken Russian (namely its phonics, phonology, orthography, and morphology). During the Soviet period, this approach was packaged in a universal system that included programs for children and adults, and appears to have been responsible for the high literacy rates (i.e., near 100%) at the end of the last century. In the 1990s, an explosion of diverse reading programs surfaced, claiming to offer a contrast to the Ushinskii system´s universal but ""boring"" content. Nevertheless, the Ushinskii system regained popularity in the early years of the 21st century. Reincarnated and modernized, it once again constitutes the foundation of reading instruction in Russian schools. This article investigates the distribution of various reading-related skills among Russian primary-school students (Grades 2-4) in the context of this universally strong approach to teaching reading.";TP2XP;WOS:000579254100001;;;Grigorenko, EL (corresponding author), 4849 Calhoun Rd, Houston, TX 77204 USA.;ISI;;;;;;;Education, Special;;;;;"Education, Special; Rehabilitation WE Social Science Citation Index (SSCI)";;;10.1177/0731948720963664;"Education & Educational Research; Rehabilitation";;;;;;;;"Russian Science Foundation [18-18-00451]; US National Institutes of   Health [P50 HD052120]; Russian Science Foundation [18-18-00451] Funding   Source: Russian Science Foundation";The author(s) disclosed receipt of the following financial support for   the research, authorship, and/or publication of this article: This work   was supported by the grant 18-18-00451 from the Russian Science   Foundation (PI: Elena L. Grigorenko) and P50 HD052120 from the US   National Institutes of Health (PI: Richard K. Wagner).;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;OCT;2020;;0;0;5;;;;;;;;;
550;Educadata Datos asociados 2018-2022.txt;The Job Coaching Academy for Transition Educators: A Preliminary Evaluation;;2165-1434;2165-1442;CAREER DEVELOPMENT AND TRANSITION FOR EXCEPTIONAL INDIVIDUALS;44;3;148;160;AUG;2021;English;Article;;;;;2;32;13;There is a growing urgency to equip transition-age students with intellectual and developmental disabilities for competitive, integrated employment. Prior research demonstrates the positive effects of job coaching, yet no known training exists for educators to learn how to provide appropriate employment-related supports to promote student independence and social integration. We conducted a stratified quasi-experimental design to evaluate the efficacy and social validity of a professional development pilot program for 46 transition educators across three school districts. Our findings indicate the Job Coaching Academy contributed to increased feelings of self-efficacy related to job coaching and modest growth in educators´ coaching behaviors. We share implications for practice and research in expanding targeted training opportunities for transition educators.;TE4ET;WOS:000572751900001;;;Gilson, CB (corresponding author), Texas A&M Univ, Special Educ, Dept Educ Psychol, Mailstop 4225, College Stn, TX 77843 USA.;ISI;;;;;;;Education, Special;;;;;"Education, Special; Rehabilitation WE Social Science Citation Index (SSCI)";;;10.1177/2165143420958607;"Education & Educational Research; Rehabilitation";;;;;;;;College of Education and Human Development at Texas AM University;The author(s) disclosed receipt of the following financial support for   the research, authorship, and/or publication of this article: Support   for this work came through a research grant from the College of   Education and Human Development at Texas A&M University.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;SEP;2020;;2;2;8;;;;;;;;;
551;Educadata Datos asociados 2018-2022.txt;Specific Learning Disability Identification in an RtI Method: Do Measures of Cognitive Ability Matter?;;0938-8982;1540-5826;LEARNING DISABILITIES RESEARCH & PRACTICE;37;4;280;293;NOV;2022;English;Article;;;;;0;73;14;"This study examined the extent to which cognitive ability index scores predicted multidisciplinary teams´ (MDT) SLD identification within a response-to-intervention (RtI) method after accounting for RtI slope and norm-referenced achievement scores. Results showed that four achievement composite scores (i.e., basic reading, reading comprehension, math computation, and math problem solving) and two cognitive ability index scores (i.e., crystallized ability, working memory) predicted MDT-determined SLD, explaining 81% of the variance. The inclusion of academic achievement and cognitive ability index scores predicted MDT-determined SLD with 90% accuracy; cognitive ability index scores only increased specificity (sensitivity = 95%; specificity = 79%). RtI slope did not predict MDT-determined SLD, which was a required component of the evaluation.";7M2RO;WOS:000854301900001;;;Hajovsky, DB (corresponding author), Texas A&M Univ, College Stn, TX 77843 USA.;ISI;;;;;;;Education, Special;;;;;"Education, Special; Rehabilitation WE Social Science Citation Index (SSCI)";;;10.1111/ldrp.12292;"Education & Educational Research; Rehabilitation";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;SEP;2022;;0;4;5;;;;;;;;;
554;Educadata Datos asociados 2018-2022.txt;College and Career Readiness Support for Youth With and Without Disabilities Based on the National Longitudinal Transition Study 2012;;0014-4029;2163-5560;EXCEPTIONAL CHILDREN;89;1;5;22;OCT;2022;English;Article;;;;;2;32;18;In this study, we examined college and career readiness (CCR) support for students with and without disabilities using data from the National Longitudinal Transition Study 2012. We selected variables relevant to CCR and focused on the interaction of disability, race and ethnicity, and household income across a range of disability categories, including those on individualized education programs and 504 plans, as well as for those without disabilities. Overall, we analyzed 19 groups of students representing these intersectional characteristics. Our findings show significant differences among the groups with regard to receiving the CCR supports: help with college applications, course-taking advice, interpretation of college admissions exam scores, and arranging college visits. Results show students of color without disabilities from low-income households were 2 times more likely to receive certain CCR supports. In contrast, across all study outcomes, students with disabilities showed different patterns than their counterparts without disabilities and were at a clear disadvantage with regard to access to CCR supports. Findings suggest disparities in schoolwide CCR supports for those with disabilities, which are more pronounced for students of color with disabilities. Implications for secondary transition educators and school counselors are discussed.;4Q6LK;WOS:000788491800001;;;Lombardi, AR (corresponding author), Univ Connecticut, Educ Psychol, 249 Glenbrook Rd,Unit 3064, Storrs, CT 06269 USA.;ISI;;;;;;;Education, Special;;;;;"Education, Special; Rehabilitation WE Social Science Citation Index (SSCI)";;;10.1177/00144029221088940;"Education & Educational Research; Rehabilitation";;;;;;;;Institute of Education Sciences, U.S. Department of Education   [R324A210245];The research reported here was supported by the Institute of Education   Sciences, U.S. Department of Education, through Grant R324A210245 to the   University of Connecticut. The opinions expressed are those of the   authors and do not represent views of the institute or the U.S.   Department of Education.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;APR;2022;;2;3;4;;;;;;;;;
556;Educadata Datos asociados 2018-2022.txt;Distance support and online intervention to blind and visually impaired children during the pandemic COVID-19;;0891-4222;1873-3379;RESEARCH IN DEVELOPMENTAL DISABILITIES;108;;0;0;JAN;2021;English;Article;;;;;15;26;8;The COVID-19 pandemic imposed dramatic changes to everyone´s daily routines, but especially to children with developmental disabilities. The Robert Hollman Foundation decided not to interrupt its service to all the visually impaired children and initiated a Distance Support Project. It was an online process covering all aspects of support for the children and involving audio-video calls, videos and tailored-made multisensory material created specifically for each child. A questionnaire, carried out after the 5-month project duration, was created to collect feedback from parents and professionals to understand the impact this project had on everyone involved. Overall both parents and professionals indicated high levels of satisfaction, but in a significant number of questions parents reported consistently higher levels of satisfaction (p-value <0.001). It was shown that parents felt reassured at this otherwise very difficult time because their children were able to continue their treatment, even if in a very different way. This fact encourages us to consider enriching our existing programmes of support and care, integrating this online approach when necessary. At the same time, it seems clear that the responses of the professionals indicate their belief that the benefits of the traditional ways of working remain of unquestionable importance for children with sight deprivation.;PN8SC;WOS:000604741400002;;;Battistin, T (corresponding author), Robert Hollman Fdn, Via Siena 1, I-35143 Padua, Italy.;ISI;33271446;;;;;;Education, Special;;;;;"Education, Special; Rehabilitation WE Social Science Citation Index (SSCI)";;;10.1016/j.ridd.2020.103816;"Education & Educational Research; Rehabilitation";;;;;;;;;;;;;;;;;Green Published;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;15;2;8;;;;;;;;;
558;Educadata Datos asociados 2018-2022.txt;What makes mathematics difficult for adults? The role of reading components in solving mathematics items;;0144-3410;1469-5820;EDUCATIONAL PSYCHOLOGY;41;9;1199;1219;OCT;2021;English;Article;;;;;3;76;21;"Although it is widely known that reading plays a significant role in mathematics performance, it remains unclear how specific reading component skills and item characteristics are associated with adults´ mathematics performance. The aim of this study was to investigate reading component skills (printed vocabulary, sentence processing, passage comprehension), characteristics of mathematics items (picture/table, complex verb forms, number of prepositions, lexical density), and the possible interaction effects thereof on mathematics performance. The sample consisted of 368 German adults (age: M = 50.45; 59% female). Our results showed main effects on performance from adults´ reading component skills and item characteristics. Furthermore, interaction effects between passage comprehension and two item characteristics on mathematics performance emerge. Implications include enhancing adults´ reading component skills.";WW3AV;WOS:000688331800001;;;Neri, NC (corresponding author), Univ Hamburg, Fac Educ, Hamburg, Germany.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Educational WE Social Science Citation Index (SSCI)";;;10.1080/01443410.2021.1964438;"Education & Educational Research; Psychology";;;;;;;;;;;;;;;;;Green Published;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;AUG;2021;;3;0;39;;;;;;;;;
559;Educadata Datos asociados 2018-2022.txt;Estimating Classification Decisions for Incomplete Tests;;0731-1745;1745-3992;EDUCATIONAL MEASUREMENT-ISSUES AND PRACTICE;40;2;96;105;JUN;2021;English;Article;;;;;4;37;10;"Unforeseen complications during the administration of large-scale testing programs are inevitable and can prevent examinees from accessing all test material. For classification tests in which the primary purpose is to yield a decision, such as a pass/fail result, the current study investigated a model-based standard error approach, Bayesian Inference, Binomial Distribution, and Lord-Wingersky Recursion methods to estimate the consistency of making these classification decisions on an incomplete test. Using operational data from a high-stakes licensure examination, where items are presented in random order, results indicated that all methods were successful in eliminating misclassification when at least half the test was completed. Results from both Binomial and Recursion methods were nearly indistinguishable, yet differences emerged when item sequence was manipulated into difficulty order. Bayesian Inference was the most flexible, relatively unaffected by whether or not the items were randomly presented; however, representative prior data were required, which limits its practical utility. Implications for use in practice, relevant policy decisions, and feasibility for operational implementation are discussed.";SU0JG;WOS:000599976800001;;;Feinberg, RA (corresponding author), Natl Board Med Examiners, 3750 Market St, Philadelphia, PA 19104 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Educational WE Social Science Citation Index (SSCI)";;;10.1111/emip.12412;"Education & Educational Research; Psychology";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;DEC;2020;;4;1;1;;;;;;;;;
561;Educadata Datos asociados 2018-2022.txt;Use of morphological and contextual cues in children´s lexical inferencing in L1 and L2;;0922-4777;1573-0905;READING AND WRITING;34;6;1513;1538;JUN;2021;English;Article;;;;;4;56;26;In an experimental design, we investigated how fifth-grade readers use morphological and contextual information to infer the meaning of unknown words, and to what extent this is related to their cognitive and linguistic skills. A group of 166 fifth-grade Dutch children (59 L1, 107 L2) performed a lexical inferencing task in which the availability of morphological and contextual information was manipulated. Readers used both morphological and contextual information in lexical inferencing. Good decoding skill was related to more use of morphological information. Reading comprehension skill was associated with the use of morphological and contextual cues. L1 and L2 readers did not differ with respect to the use of morphological information. L2 readers used contextual information less in their inferences than L1 readers did. This difference was driven by L2 readers with weak vocabulary. The use of contextual information was especially high in L1 readers with good reading comprehension skills, and especially low in L2 readers with low vocabulary. Results indicate that to access morphological information, decoding is crucial, whereas for contextual inferencing, a minimum of linguistic competence is needed, which makes it more challenging for L2 readers.;SE6ZQ;WOS:000612246900001;;;Raudszus, H (corresponding author), Radboud Univ Nijmegen, Behav Sci Inst, Montessorilaan 3,PP Box 9104, NL-6500 HE Nijmegen, Netherlands.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Educational WE Social Science Citation Index (SSCI)";;;10.1007/s11145-021-10122-z;"Education & Educational Research; Psychology";;;;;;;;;;;;;;;;;hybrid, Green Published;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JAN;2021;;4;2;15;;;;;;;;;
564;Educadata Datos asociados 2018-2022.txt;Patterns and predictors of reading comprehension growth in first and second language readers;;0141-0423;1467-9817;JOURNAL OF RESEARCH IN READING;44;2;400;417;MAY;2021;English;Article;;;;;6;43;18;Background: The present study examined patterns and predictors of reading comprehension growth in first language (L1) and second language (L2) readers in the upper grades of primary school. Previous research suggests that L1 and L2 readers differ in their growth trajectories and that differences in language proficiency play a role in this. However, how predictors at different levels of processing influence growth has not been investigated. In particular, the role of unification skills such as syntactic integration and the ability to form a situation model of a text is under-investigated. Method: In a longitudinal study, 63 L1 Dutch and 109 L2 Dutch readers were followed from fourth to sixth grade (mean ages 10 to 13 years). L2 children had a variety of language backgrounds. In Grades 4-6, reading comprehension was assessed. In Grade 4, participants were also assessed on cognitive ability (nonverbal reasoning and working memory), decoding, vocabulary, and unification skills (syntax and situation model building ability). Patterns and predictors of growth were investigated by means of mixed-effects modelling. Results: Reading comprehension growth was predicted by vocabulary and decoding, such that participants with lower decoding or vocabulary scores made more reading comprehension gains. L1 and L2 readers with high vocabulary scores did not differ in their reading comprehension growth. L2 readers with low vocabulary made less reading comprehension gains than L1 readers with low vocabulary. Unification skills predicted initial reading comprehension but not growth. Conclusions: Findings suggest that linguistic skills above the word level predict initial reading comprehension but not growth. Children with lower initial literacy skills caught up on reading comprehension, but this was less true for L2 children. L2 children with high vocabulary, however, did not differ from their L1 peers.;RJ4ZY;WOS:000606479300001;;;Raudszus, H (corresponding author), Radboud Univ Nijmegen, Behav Sci Inst, Montessorilaan 3,POB 9104, NL-6500 HE Nijmegen, Netherlands.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Educational WE Social Science Citation Index (SSCI)";;;10.1111/1467-9817.12347;"Education & Educational Research; Psychology";;;;;;;;;;;;;;;;;Green Published;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JAN;2021;;6;5;22;;;;;;;;;
568;Educadata Datos asociados 2018-2022.txt;Mapping and explaining the gender gap in students´ second language proficiency across skills, countries and languages;;0959-4752;1873-3263;LEARNING AND INSTRUCTION;80;;0;0;AUG;2022;English;Article;;;;;1;113;18;This study discusses the generalizability of gender differences in the second language competences of European adolescents across three languages, three skills and fourteen countries. In most cases, females do better than males but the effect sizes are small or medium at best (Cohen´s ds <-0.46). However, English appears rather gender-neutral on average, with males sometimes outperforming females. We also found evidence for cross-skill variation: writing turns out to be more prone to gender differences than listening or reading. Thirdly, we found cross-country variation in the gender gap, which supports the hypothesis that gender is primarily a social factor rather than a biological factor in learning. Multilevel mediation analyses with constituents of motivation indeed show that in most cases where females outperform males, up to 60% of this advantage can be explained by the differential appeal of the students´ L2 course and by the instrumental, integrative and intrinsic value that students attribute to the L2.;1T0UW;WOS:000804456000008;;;Denies, K (corresponding author), Katholieke Univ Leuven, Fac Psychol & Educ Sci, Ctr Educ Effectiveness & Evaluat, Dekenstr 2,box 3773, B-3000 Leuven, Belgium.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Educational WE Social Science Citation Index (SSCI)";;;10.1016/j.learninstruc.2022.101618;"Education & Educational Research; Psychology";;;;;;;;"European Commission; KU Leuven";The data collection was funded by the European Commission and the   participating countries, as far as the authors are aware. During some of   her work in this manuscript, the first author was the recipient of a PhD   grant from KU Leuven. Neither the European Commission, a national   government or the KU Leuven played a role in the decision to use the   data to research the specific topic discussed here, do the necessary   an-alyses, write up the results or submit the manuscript for   publication.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;APR;2022;;1;4;10;;;;;;;;;
569;Educadata Datos asociados 2018-2022.txt;Should I stay or should I go? Predictors and effects of studying abroad during high school;;0959-4752;1873-3263;LEARNING AND INSTRUCTION;71;;0;0;FEB;2021;English;Article;;;;;5;129;15;"In an increasingly globalized and culturally diverse world, extended stays abroad during high school are considered important opportunities for acquiring and improving a variety of skills, most importantly, language achievement. This study examines both predictors and effects of studying abroad in an English-speaking country during high school, using population data from the second largest city in Germany (N = 5361; 13% went abroad). In order to determine the most central predictors of studying abroad, we employed logistic regression models in which students´ socioeconomic background emerged as the strongest predictor of studying abroad. To test the effects of studying abroad, we applied propensity score matching. Studying abroad had positive effects on standardized achievement, grades, and course choice in English, whereas it had hardly any effects on outcomes in math. Implications for studying abroad during high school and future research directions are discussed.";PG4OI;WOS:000599715900003;;;Hubner, N (corresponding author), Univ Tubingen, Hector Res Inst Educ Sci & Psychol, Tubingen, Germany.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Educational WE Social Science Citation Index (SSCI)";;;10.1016/j.learninstruc.2020.101398;"Education & Educational Research; Psychology";;;;;;;;;;;;;;;;;hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;5;4;19;;;;;;;;;
573;Educadata Datos asociados 2018-2022.txt;Development of German reading comprehension in two-way immersive primary schools;;0959-4752;1873-3263;LEARNING AND INSTRUCTION;79;;0;0;JUN;2022;English;Article;;;;;0;87;10;Two-way immersion (TWI) is a variant of the increasingly popular bilingual instruction. Most TWI research lacks longitudinal data or the consideration of background variables to control for possible selection effects. This article examines the development of German reading comprehension of TWI students (N = 984) from fourth to sixth grade compared to conventionally taught students (N = 992). The latent growth curve models showed that immersion students reached the same level of German reading comprehension over the three measurement points, even if background variables like first language, socioeconomic background, and cognitive ability were included. Despite reduced instruction in German, TWI students showed the same reading comprehension level as students in regular instruction while having the advantage of learning an additional language. Although the level of reading comprehension differed between language groups (L1 German speakers, L1 partner language speakers, simultaneous bilinguals), the learning trajectories of reading comprehension were similar.;1S1UJ;WOS:000803843300002;;;Preusler, S (corresponding author), Instruction Kiel Univ, Inst Psychol Learning, Kiel, Germany.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Educational WE Social Science Citation Index (SSCI)";;;10.1016/j.learninstruc.2022.101598;"Education & Educational Research; Psychology";;;;;;;;"Senate of Berlin; Stiftung Mercator";"We have no conflicts of interest to disclose. This study is a part of   the ""Europe study"", funded by the Senate of Berlin and the Stiftung   Mercator.";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;FEB;2022;;0;3;7;;;;;;;;;
574;Educadata Datos asociados 2018-2022.txt;Teachers´ work-home interaction and satisfaction with life: the moderating role of core self-evaluations;;0144-3410;1469-5820;EDUCATIONAL PSYCHOLOGY;41;6;806;820;JUL;2021;English;Article;;;;;2;73;15;The first objective of this study was to investigate the association between work-home interaction (a process in which functioning in one of the two domains is positively or negatively influenced by the other domain) and teachers´ life satisfaction. The second objective was to test the moderating role of teachers´ core-self evaluations (self-esteem, self-efficacy, locus of control, and neuroticism) in the relationship between work-home interaction and life satisfaction. A cross-sectional study was conducted on a sample of 168 Romanian teachers. Results indicated that positive work-home interactions (situations in which aspects from work facilitate functioning at home and vice versa) are positively related to life satisfaction only for teachers with low core-self evaluations. Negative work-home interactions (situations in which aspects from work interfere with functioning at home and vice versa) were negatively related with teachers´ life satisfaction, but core self-evaluations did not moderate these relationships. Theoretical and practical implications are discussed.;TS3HX;WOS:000593074200001;;;Oprea, B (corresponding author), Univ Bucharest, Dept Psychol, 90th Panduri Ave, Bucharest, Romania.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Educational WE Social Science Citation Index (SSCI)";;;10.1080/01443410.2020.1852182;"Education & Educational Research; Psychology";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;NOV;2020;;2;0;19;;;;;;;;;
575;Educadata Datos asociados 2018-2022.txt;Unraveling Adolescent Language & Reading Comprehension: The Monster´s Data;;1088-8438;1532-799X;SCIENTIFIC STUDIES OF READING;26;4;305;326;JUL;2022;English;Article;;;;;1;92;22;Purpose: This study explores the roles of morphological skills (Morphological Awareness, Morphological-Syntactic-Knowledge, Morphological-Semantic-Knowledge, and Morphological-Orthographic/Phonological-Knowledge), vocabulary (knowledge of definitions, relationships between words, and polysemous meanings), and syntax in contributing to adolescent reading comprehension. Specifically, we identify the relative importance of these language skills. Methods: A racially diverse sample of 1,027 students grades 5 to 8 were studied. Dominance Analysis was used, which allows a rank ordering of the contribution of predictors. Results: Results suggest unique roles for each language area with particularly important roles for vocabulary and morphological awareness. Considering just morphology, four morphology skills each explained meaningful variance (13-17%) in reading comprehension, together explaining half the variance in standardized reading comprehension. Considering each language area, vocabulary, the four morphology skills, and syntax were shown to each explain meaningful variance, ranging from 9-13%, together explaining 62.9% of the variance in reading comprehension. Conclusions: Findings are interpreted within the Reading Systems framework. Findings confirm the role of vocabulary, morphology, and syntax in supporting reading comprehension and suggest a relatively stronger role for vocabulary and morphological awareness. The meaningful role of the four morphological skills also suggests a broad role for morphology. Implications for theory, research, and practice are shared.;3F9RO;WOS:000711252000001;;;Goodwin, AP (corresponding author), Vanderbilt Univ, Peabody Coll, Nashville, TN 37203 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Educational WE Social Science Citation Index (SSCI)";;;10.1080/10888438.2021.1989437;"Education & Educational Research; Psychology";;;;;;;;Institute for Education Sciences (IES) [R305A150199];This work was supported by the Institute for Education Sciences (IES)   [R305A150199].;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;OCT;2021;;1;6;13;;;;;;;;;
576;Educadata Datos asociados 2018-2022.txt;Examining cognitive diagnostic modeling in classroom assessment conditions;;0022-0973;1940-0683;JOURNAL OF EXPERIMENTAL EDUCATION;90;4;916;933;JUL;2022;English;Article;;;;;7;48;18;"Cognitive diagnostic models (CDMs) are a family of psychometric models designed to provide categorical classifications for multiple latent attributes. CDMs provide more granular evidence than other psychometric models and have potential for guiding teaching and learning decisions in the classroom. However, CDMs have primarily been conducted using large samples. This study examines estimating CDMs in small sample conditions to aid formative learning. Three CDMs were compared across simulated classroom assessment conditions: deterministic input, noisy ""and"" gate (DINA) model, non-parametric cognitive diagnosis (NPCD), and supervised artificial neural network (SANN). We found all models estimated examinee classifications at the smallest sample size. Accuracy of individual attribute mastery classifications was acceptably high for the models under certain conditions. Effective item discrimination was the most important factor to accurately classify. The DINA and NPCD models were more resilient to measurement error than the SANN. Recommendations for application of CDMs in the classroom are provided.";2X4BJ;WOS:000627607400001;;;Paulsen, J (corresponding author), Human Resources Res Org, Louisville, KY 40222 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Educational WE Social Science Citation Index (SSCI)";;;10.1080/00220973.2021.1891008;"Education & Educational Research; Psychology";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;FEB;2021;;7;4;32;;;;;;;;;
579;Educadata Datos asociados 2018-2022.txt;Kazakh, Russian, and Uyghur child language literacy: The role of the updated curriculum on longitudinal growth trajectories in Kazakhstan;;0191-491X;;STUDIES IN EDUCATIONAL EVALUATION;75;;0;0;DEC;2022;English;Article;;;;;0;64;13;This investigation examines the effect of the Updated Content of Education (UCE) project on Kazakh, Russian, and Uyghur child literacy in Kazakhstan. Participants included 1,920 Kazakh, 1,528 Russian, and 143 Uyghur speaking Grade 1 students tracked longitudinally from 2015 to 2019 under both control and pilot curricula conditions. Based on Rasch modelling using a linked equating design, multi-level piece-wise growth modelling suggested that the UCE pilot had a positive effect on the between-school growth rate for the first year for both Kazakh (b = 1.49,p < .001) and Russian (b = 1.40,p < .001). For Uyghur, the UCE pilot had a significant positive effect (b = 0.40, p < .001) for the final two-year period. Overall, findings support the implementation of the updated curriculum for the advancement of child literacy suggesting that the UCE may also be implemented more broadly. Implications for other post-Soviet and Central Asian jurisdictions looking to simultaneously advance minority, indigenous, and regional child language literacy are offered.;3U8ZU;WOS:000841253900001;;;Courtney, MGR (corresponding author), Nazarbayev Univ, Nazarbayev Grad Sch Educ, Nur Sultan, Nur Sultan, Kazakhstan.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Educational WE Social Science Citation Index (SSCI)";;;10.1016/j.stueduc.2022.101189;"Education & Educational Research; Psychology";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;AUG;2022;;0;2;2;;;;;;;;;
581;Educadata Datos asociados 2018-2022.txt;A Synthesis of Quantitative Research on Programs for Struggling Readers in Elementary Schools;;0034-0553;1936-2722;READING RESEARCH QUARTERLY;57;1;149;179;JAN;2022;English;Article;;;;;13;116;31;In this article, we review research on the outcomes of diverse reading programs on the achievement of struggling readers in elementary schools. Sixty-five studies of 51 different programs met rigorous standards. Eighty-three percent were randomized experiments and 17% quasi-experiments. Outcomes were positive for one-to-one tutoring and were positive but not as large for one-to-small group tutoring. There were no differences in outcomes between teachers and teaching assistants as tutors. Whole-class approaches (mostly cooperative learning) and whole-class/whole-school approaches incorporating tutoring for struggling readers obtained outcomes for struggling readers as large as those found for all forms of tutoring, on average, and benefited many more students. Technology-supported adaptive instruction did not have statistically significant positive outcomes for struggling readers, however. In agreement with findings of previous reviews, in this synthesis, we found that substantial impacts can be obtained for struggling readers, with interventions aligned within a Response to Intervention network.;YM6NI;WOS:000624287800001;;;Slavin, RE (corresponding author), Johns Hopkins Univ, Ctr Res & Reform Educ, Baltimore, MD 21218 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Educational WE Social Science Citation Index (SSCI)";;;10.1002/rrq.379;"Education & Educational Research; Psychology";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAR;2021;;13;0;18;;;;;;;;;
582;Educadata Datos asociados 2018-2022.txt;Individual Differences Modulate the Effects of tDCS on Reading in Children and Adolescents with Dyslexia;;1088-8438;1532-799X;SCIENTIFIC STUDIES OF READING;25;6;470;485;NOV;2021;English;Article;;;;;8;73;16;"Emerging evidence suggests that the combination of transcranial direct current stimulation (tDCS) and reading training may provide promising benefits for dyslexia; however, the clinical effects and the role of individual differences in tDCS outcomes for dyslexia remain unclear. To this end, the present study investigated the effects of tDCS on clinically relevant reading measures and examined factors (i.e. reading at baseline, age, and intelligence quotient [IQ]) that may contribute to improvements following tDCS treatment. Our results showed that, in terms of word reading fluency, the percentage of responders in the active tDCS group was higher than that in the sham tDCS group. Linear mixed effects models showed that the effect of tDCS and reading training tasks on word reading fluency depended on reading at baseline with age and IQ. Thus, the present study provides research-based selection criteria for potential responders to tDCS and encourages tailored intervention based on individual characteristics.";WI2PR;WOS:000599409000001;;;Menghini, D (corresponding author), Bambino Gesu Pediat Hosp, Dept Neurol & Psychiat Sci, IRCCS, Rome, Italy.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Educational WE Social Science Citation Index (SSCI)";;;10.1080/10888438.2020.1842413;"Education & Educational Research; Psychology";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;NOV;2020;;8;0;7;;;;;;;;;
585;Educadata Datos asociados 2018-2022.txt;Teaching Children to Read Irregular Words: A Comparison of Three Instructional Methods;;1088-8438;1532-799X;SCIENTIFIC STUDIES OF READING;26;6;545;564;NOV;2022;English;Article;;;;;2;53;20;Purpose Children learning to read in English must learn to read words with varying degrees of grapheme-phoneme correspondence regularity, but there is very little research comparing methods of instruction for words with less predictable or irregular spellings. Therefore, we compared three methods of instruction for beginning readers. Method Eighty-five Kindergarten children were randomly assigned to either Look and Say (LSay), Look and Spell (LSpell), mispronunciation correction (MPC), or wait-list control conditions. Children were taught 12 irregular words over three sessions. Amount of instructional time and number of exposures to the written and spoken forms of the words was controlled across the three experimental conditions. After training, children were assessed on reading aloud and orthographic choice measures. Results Children showed evidence of superior learning of trained words in the LSpell and MPC conditions, compared to LSay and control conditions. Differences between the LSpell and MPC conditions were not significant. There was no evidence of generalization to untrained items. Conclusions Findings indicate that active processing of a word´s orthography is crucial for learning irregular words. These results have implications for initial reading instruction. Further research is required to determine whether differences between LSpell and MPC conditions emerge after longer periods of training.;5I2KE;WOS:000796895900001;;;"Colenbrander, D (corresponding author), Macquarie Univ, Sch Psychol Sci, Sydney, NSW 2109, Australia.; Colenbrander, D (corresponding author), Macquarie Univ, Ctr Reading, Sydney, NSW 2109, Australia.";ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Educational WE Social Science Citation Index (SSCI)";;;10.1080/10888438.2022.2077653;"Education & Educational Research; Psychology";;;;;;;;"Australian Research Council [DP200100311]; Australian Research Council   [DP200100311] Funding Source: Australian Research Council";This work was supported by a grant from the Australian Research Council   (grant number DP200100311) to Anne Castles, Kate Nation, Lisi Beyersmann   and Erik Reichle. We would like to thank the participating children and   their parents, class teachers and senior staff at participating primary   schools, and Sarah Coen and Ashna Arora for their assistance with data   collection and data entry.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAY;2022;;2;11;14;;;;;;;;;
586;Educadata Datos asociados 2018-2022.txt;How to assess the contributions of processing fluency and beliefs to the formation of judgments of learning: methods and pitfalls;;1556-1623;1556-1631;METACOGNITION AND LEARNING;16;2;319;343;AUG;2021;English;Article;;;;;14;84;25;Judgments of learning (JOLs) play a fundamental role in helping learners regulate their study strategies but are susceptible to various kinds of illusions and biases. These can potentially impair learning efficiency, and hence understanding the mechanisms underlying the formation of JOLs is important. Many studies have suggested that both processing fluency and metamemory beliefs can contribute substantially to the construction of JOLs. However, in recent years another body of evidence has accumulated apparently demonstrating that beliefs play a dominant role, whereas processing fluency plays little or even no role in JOL formation. In the current article, we review the experimental and analytic methods employed in this field to measure the contributions of processing fluency and beliefs to the formation of JOLs. We then illustrate several potential disadvantages and pitfalls of those research methods. Suggestions about how to solve or avoid such problems are discussed. We make several proposals for future research to shed additional light on the illusions and biases that have been documented in JOLs.;TC3GS;WOS:000606151000001;;;Yang, CL (corresponding author), Beijing Normal Univ, Inst Dev Psychol, Fac Psychol, 19 Xinjiekouwai St, Beijing 100875, Peoples R China.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Educational WE Social Science Citation Index (SSCI)";;;10.1007/s11409-020-09254-4;"Education & Educational Research; Psychology";;;;;;;;"Natural Science Foundation of China [32000742, 31671130]; Fundamental   Research Funds for the Central Universities [2019NTSS28]; United Kingdom   Economic and Social Research Council [ES/P009522/1]";"We thank Amber E. Witherby and Sarah K. Tauber for sharing and allowing   us to reanalyze their data (Witherby and Tauber 2017a). This study was   supported by the Natural Science Foundation of China (32000742;   31671130), the Fundamental Research Funds for the Central Universities   (2019NTSS28), and the United Kingdom Economic and Social Research   Council (ES/P009522/1).";;;;;;;;Green Submitted;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JAN;2021;;14;5;23;;;;;;;;;
587;Educadata Datos asociados 2018-2022.txt;"Assessing the Impact of a Test Question: Evidence from the ""Underground Railroad"" Controversy";;0731-1745;1745-3992;EDUCATIONAL MEASUREMENT-ISSUES AND PRACTICE;40;2;81;88;JUN;2021;English;Article;;;;;0;27;8;"On the second day of a 2019 high-stakes English Language Arts assessment, Massachusetts 10th graders faced an essay question that was based on a passage from the novel ""The Underground Railroad"" and publicly characterized as racially insensitive. Though the state excluded the essay responses from student scores, an unresolved public controversy focused on whether this question created a racial bias in performance on the remaining test items. We present the results from an independent, preregistered study of this question. Our confirmatory results indicate that exposure to the controversial question is associated with a small reduction in the comparative performance of Black students on the overall test (approximately .006 sigma). However, we also find a wide dispersion of such effects when examining similarly small sets of test items from prior state assessments that lacked a controversial question, which suggests the 2019 assessment was not distinctive. Our approach offers a potential template that may be useful in other contexts where testing controversies occur and underscores the importance of carefully screening test items to avoid such occurrences.";SU0JG;WOS:000599977400001;;;"Dee, TS; Domingue, BW (corresponding author), Stanford Univ, Grad Sch Educ, NBER, Stanford, CA 94305 USA.";ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Educational WE Social Science Citation Index (SSCI)";;;10.1111/emip.12411;"Education & Educational Research; Psychology";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;DEC;2020;;0;0;1;;;;;;;;;
588;Educadata Datos asociados 2018-2022.txt;Optimal sample allocation in multisite randomized trials;;0022-0973;1940-0683;JOURNAL OF EXPERIMENTAL EDUCATION;90;3;693;711;APR;2022;English;Article;;;;;2;29;19;Optimal design of multisite randomized trials leverages sampling costs to optimize sampling ratios and ultimately identify more efficient and powerful designs. Past implementations of the optimal design framework have assumed that costs of sampling units are equal across treatment conditions. In this study, we developed a more flexible optimal design framework by introducing additional optimal design parameters that track sampling cost variation across levels and treatment conditions. The proposed framework can frequently suggest more powerful and efficient designs than those identified by conventional frameworks. Additionally, the more flexible framework allows researchers to place constraints for practical considerations. The proposed method has been implemented in the R packageodr.;0W8YR;WOS:000577320000001;;;Shen, ZC (corresponding author), Univ Florida, Coll Educ, Gainesville, FL 32611 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Educational WE Social Science Citation Index (SSCI)";;;10.1080/00220973.2020.1830361;"Education & Educational Research; Psychology";;;;;;;;National Academy of Education and Spencer Foundation through   NAEd/Spencer Dissertation Fellowship;This paper is based in part on work supported by National Academy of   Education and Spencer Foundation through NAEd/Spencer Dissertation   Fellowship awarded to the first author.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;OCT;2020;;2;1;3;;;;;;;;;
589;Educadata Datos asociados 2018-2022.txt;Children Processing Novel Irregular and Regular Words During Reading: An Eye Tracking Study;;1088-8438;1532-799X;SCIENTIFIC STUDIES OF READING;26;5;417;431;SEP;2022;English;Article;;;;;2;46;15;Children may link words in their oral vocabulary with novel printed word forms through a process termed mispronunciation correction, which enables them to adjust an imperfect phonological decoding. Additional evidence suggests that sentence context may play a role in helping children to make link between a word in oral vocabulary and its irregular written form. Four groups of children were orally trained on a set of novel words but received no training on a second set. Half the trained words were designated irregular spellings and half regular spellings. Children later read the words in contextually supportive or neutral sentences while their eye movements were monitored. Fixations on untrained words were longer than on trained regular words but were similar to trained irregular words. Fixations on regular words were shorter than on irregular words, and there were larger differences between irregular and regular words viewed in contextually supportive sentences. Subsequently, children were able to read irregular words more accurately when they had previously appeared in a supportive context. These results suggest that orally known irregular words undergo additional processing when first viewed in text, which is consistent with the online operation of a mispronunciation correction mechanism.;3Z6IW;WOS:000750888600001;;;Murray, L (corresponding author), Macquarie Univ, Australian Hearing Hub, Level 3,16 Univ Ave SW, Sydney, NSW 2109, Australia.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Educational WE Social Science Citation Index (SSCI)";;;10.1080/10888438.2022.2030744;"Education & Educational Research; Psychology";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JAN;2022;;2;4;12;;;;;;;;;
592;Educadata Datos asociados 2018-2022.txt;Weekly patterns of motivation in students in higher education: a time series spectral analysis;;0144-3410;1469-5820;EDUCATIONAL PSYCHOLOGY;41;4;401;423;APR;2021;English;Article;;;;;1;57;23;Student motivation in higher education is a popular topic, though there is virtually nothing known about how motivation changes over the week. Based on observations of student behaviour in the classroom and considering popularly used expressions in everyday life (e.g. TGIF, Motivation Monday), we investigated how motivation changed over the week and patterns that repeated weekly. Data were collected from undergraduate students over 56 consecutive days to allow detection of motivation cycles and fit trigonometric functions to the data via spectral analysis. We also examined how mood and motivation covaried over the week. Our results indicated (a) motivation follows a cosine function with a weekly cycle - motivation begins to increase on Sunday and is relatively high early-week, tapers off on Friday, and is lowest on Saturday, (b) weekly cycles of mood, and (c) cyclical covariation between mood and motivation. Implications for research, students, and universities are discussed.;SY0VG;WOS:000614830700001;;;Sotak, KL (corresponding author), SUNY Coll Oswego, Dept Mkt & Management, 7060 NY-104, Oswego, NY 13126 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Educational WE Social Science Citation Index (SSCI)";;;10.1080/01443410.2021.1881044;"Education & Educational Research; Psychology";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JAN;2021;;1;1;11;;;;;;;;;
595;Educadata Datos asociados 2018-2022.txt;Reading medium and interest: effects and interactions;;0144-3410;1469-5820;EDUCATIONAL PSYCHOLOGY;42;2;142;162;FEB;2022;English;Article;;;;;2;107;21;"Both medium (paper or screens) and interest have been noted as important factors in learning from reading text, but connections between them have not been examined. The purposes of this study are to examine whether reading medium and interest, both individual and situational, interact to predict performance on a reading assessment and whether medium affects situational interest. College students (N = 206) reported their individual interest in the content of a textbook excerpt, were randomly assigned to read a textbook excerpt from paper or screen, and then reported their situational interest in the textbook excerpt. Based on the findings of this study, individual interest did not interact with medium to predict reading performance; however, situational interest was more predictive of performance when reading from screens than from paper. Medium did not influence situational interest.";ZW7SO;WOS:000732562000001;;;Clinton-Lisell, V (corresponding author), Univ North Dakota, Educ Fdn & Res, Grand Forks, ND 58202 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Educational WE Social Science Citation Index (SSCI)";;;10.1080/01443410.2021.2016635;"Education & Educational Research; Psychology";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;DEC;2021;;2;9;29;;;;;;;;;
596;Educadata Datos asociados 2018-2022.txt;Separating PIAAC competencies from general cognitive skills: A dimensionality and explanatory analysis;;0191-491X;;STUDIES IN EDUCATIONAL EVALUATION;71;;0;0;DEC;2021;English;Article;;;;;1;65;9;This study aims to investigate how test scores from PIAAC (Programme for the International Assessment of Adult Competencies) can be interpreted, by comparing the PIAAC competencies literacy and numeracy to reasoning and perceptual speed. Dimensionality analyses supported, that the PIAAC competencies can be separated into a common factor overlapping with reasoning and perceptual speed, and domain-specific factors. For the common and specific factors, relations to other variables were analyzed. The nested factor for PIAAC literacy was as expected unrelated to age, positively related to learning opportunities during one´s lifetime, and positively related to literacy skill use. The nested factor for PIAAC numeracy was also as expected unrelated to age, against expectation unrelated to learning opportunities during one´s lifetime, and as expected positively related to numeracy skill use. Results support the validity of the intended test score interpretation for PIAAC literacy, while results for PIAAC numeracy were less clear.;WA4GH;WOS:000702844700004;;;Engelhardt, L (corresponding author), DIPF Leibniz Inst Res & Informat Educ, Frankfurt, Germany.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Educational WE Social Science Citation Index (SSCI)";;;10.1016/j.stueduc.2021.101069;"Education & Educational Research; Psychology";;;;;;;;"Leibniz Association [SAW-2015-GESIS-2]; Centre for International Student   Assessment (ZIB) [ZIB2016]";"The Number Series Study was funded by the Leibniz Association (Grant   Number SAW-2015-GESIS-2) and the Centre for International Student   Assessment (ZIB; Grant Number ZIB2016) .";;;;;;;;hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;SEP;2021;;1;1;13;;;;;;;;;
597;Educadata Datos asociados 2018-2022.txt;Fostering the acquisition of subtraction strategies with interleaved practice: An intervention study with German third graders;;0959-4752;1873-3263;LEARNING AND INSTRUCTION;71;;0;0;FEB;2021;English;Article;;;;;3;60;11;Interleaved practice is a promising approach to foster the adaptive use of subtraction strategies. By intermixing strategies, comparison processes are evoked, which prompt more task-based strategy use. However, the effectiveness of interleaved practice in primary school mathematics has not been investigated yet. In the current study, 236 German third graders were randomly assigned to either an interleaved or a blocked condition. Both groups were instructed in using number-based strategies and the standard written algorithm for solving subtraction problems over 14 lessons. The students in the interleaved condition were prompted to compare strategies (between-comparison), while the students in the blocked condition compared the adaptivity of one strategy for different tasks (within-comparison). Our findings show that the students in the interleaved condition solved subtraction tasks with greater adaptiveness and accuracy. The effect on correctness was mediated by greater adaptive strategy use in the interleaved condition.;PG4OF;WOS:000599715600010;;;Nemeth, L (corresponding author), Univ Kassel, Fac Human Sci, Inst Educ Sci, Dept Empir Educ Res, Nora Platiel Str 1, D-34127 Kassel, Germany.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Educational WE Social Science Citation Index (SSCI)";;;10.1016/j.learninstruc.2020.101354;"Education & Educational Research; Psychology";;;;;;;;Hessian research promotion program LOEWE (Landes-Offensive zur   Entwicklung Wissenschaftlichokonomischer Exzellenz);"This research was funded by the Hessian research promotion program LOEWE   (Landes-Offensive zur Entwicklung Wissenschaftlichokonomischer   Exzellenz) within the research focus ""Wunschenswerte Erschwernisse beim   Lernen: Kognitive Mechanismen, Entwicklungsvoraussetzungen und effektive   Umsetzung im Unterricht"" (Desirable Difficulties in learning: Cognitive   mechanisms, preconditions for development, and effective implementation   in class).";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;3;1;6;;;;;;;;;
598;Educadata Datos asociados 2018-2022.txt;Constraints on the use of the memorizing effort heuristic;;1556-1623;1556-1631;METACOGNITION AND LEARNING;17;1;1;51;APR;2022;English;Article;;;;;1;53;51;Despite the naive intuition that individuals´ confidence in their future memory performance should increase with longer self-paced study time, it is commonly observed that the relation between invested study time and memory predictions (i.e., judgments of learning (JOLs)) is negative. This negative relation has been suggested to reflect use of the memorizing effort heuristic, whereby participants infer that items that require more effort to learn are less likely to be subsequently remembered. Here, we report the results of two experiments along with a re-analysis of a prior published dataset (Laursen & Fiacconi, Memory & Cognition, 49(3), 498-517, 2021) that place constraints on our current understanding of individuals´ use of the memorizing effort heuristic. In Experiment 1 we presented difficult word pairs either in isolation or intermixed with relatively easier items to assess the impact of list context on individuals´ use of the memorizing effort heuristic. Our results showed that in the presence of relatively easier items the negative relation between study time and JOLs for difficult items was absent. In Experiment 2, we sought to determine whether this same context-dependent shift also applied to individuals´ predictions for others´ memory performance. Interestingly, we found that, although individuals did apply the memorizing effort heuristic when making predictions regarding others´ memory performance, they did not adapt their use of this heuristic in the same context-dependent manner as when they predict their own memory performance. Together, these findings point to the need for a more sophisticated understanding of the interplay between data-driven and goal-driven regulation of self-directed learning.;0M5RK;WOS:000725406700001;;;Laursen, SJ (corresponding author), Univ Guelph, Dept Psychol, 50 Stone Rd East, Guelph, ON N1G 2W1, Canada.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Educational WE Social Science Citation Index (SSCI)";;;10.1007/s11409-021-09273-9;"Education & Educational Research; Psychology";;;;;;;;Natural Sciences and Engineering Research Council of Canada [06032];This work was supported by a Natural Sciences and Engineering Research   Council of Canada Discovery Grant awarded to Chris M. Fiacconi (Grant   number [06032]).;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;DEC;2021;;1;1;12;;;;;;;;;
599;Educadata Datos asociados 2018-2022.txt;Validity of automated text evaluation tools for written-expression curriculum-based measurement: a comparison study;;0922-4777;1573-0905;READING AND WRITING;34;10;2461;2480;DEC;2021;English;Article;;;;;5;44;20;Existing approaches to measuring writing performance are insufficient in terms of both technical adequacy as well as feasibility for use as a screening measure. This study examined the validity and diagnostic accuracy of several approaches to automated text evaluation as well as written expression curriculum-based measurement (WE-CBM) to determine whether an automated approach improves technical adequacy. A sample of 140 fourth grade students generated writing samples that were then scored using traditional and automated approaches and examined in relation to the statewide measure of writing performance. Results indicated that the validity and diagnostic accuracy for the best performing WE-CBM metric, correct minus incorrect word sequences, and the automated approaches to scoring were comparable, with automated approaches offering potentially improved feasibility for use in screening. Averaging scores across three time points was necessary, however, in order to achieve improved validity and adequate levels of diagnostic accuracy across the scoring approaches. Limitations, implications, and directions for future research regarding the use of automated scoring approaches for screening are discussed.;WF2GX;WOS:000635863800003;;;Keller-Margulis, MA (corresponding author), Univ Houston, Houston, TX 77004 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Educational WE Social Science Citation Index (SSCI)";;;10.1007/s11145-021-10153-6;"Education & Educational Research; Psychology";;;;;;;;Institute of Education Sciences, U.S. Department of Education   [R305A190100];This research was supported by the Institute of Education Sciences, U.S.   Department of Education, through Grant R305A190100 awarded to the   University of Houston (PI - Milena Keller-Margulis). The opinions   expressed are those of the authors and do not represent views of the   Institute or thae U.S. Department of Education.;;;;;;;;Green Submitted;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;APR;2021;;5;4;13;;;;;;;;;
600;Educadata Datos asociados 2018-2022.txt;What Cognitive Interviewing Reveals about a New Measure of Undergraduate Biology Reasoning;;0022-0973;1940-0683;JOURNAL OF EXPERIMENTAL EDUCATION;89;1;145;168;JAN;2021;English;Article;;;;;2;46;24;Reasoning skills have been clearly related to achievement in introductory undergraduate biology, a course with a high failure rate that may contribute to dropout of undergraduate STEM majors. Existing measures are focused on the experimental method, such as generating hypotheses, choosing a research method, how to control variables other than those manipulated in an experiment, analyzing data (e.g., naming independent and dependent variables), and drawing conclusions from results. We developed a new measure called inference making and reasoning in biology (IMRB) that tests deductive reasoning in biology outside of the context of the experimental method, using not previously taught biology content. We present results from coded cognitive interviews with 86 undergraduate biology students completing the IMRB, using within-subjects comparisons of verbalizations when questions are answered correctly versus incorrectly. Results suggest that the IMRB taps local and global inferences but not knowledge acquired before study or elaborative inferences that require such knowledge. For the most part, reading comprehension/study strategies do not help examinees answer IMRB questions correctly, except for recalling information learned earlier in the measure, summarizing, paraphrasing, skimming, and noting text structure. Likewise, test-taking strategies do not help examinees answer IMRB questions correctly, except for noting that a passage had not mentioned specific information. Similarly, vocabulary did not help examinees answer IMRB questions correctly. With regard to metacognitive monitoring, when questions were answered incorrectly, examinees more often noted a lack of understanding. Thus, we present strong validity evidence for the IMRB, which is available to STEM researchers and measurement experts.;PM5SO;WOS:000603858800008;;;Cromley, JG (corresponding author), Univ Illinois, Educ Psychol, 1310 S Sixth Ave,188U Educ Bldg,MC-708, Champaign, IL 61820 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Educational WE Social Science Citation Index (SSCI)";;;10.1080/00220973.2019.1613338;"Education & Educational Research; Psychology";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;2;2;2;;;;;;;;;
601;Educadata Datos asociados 2018-2022.txt;Specific predictors of length and frequency effects in German beginning readers: testing component processes of sublexical and lexical reading in the DRC;;0922-4777;1573-0905;READING AND WRITING;35;7;1627;1650;SEP;2022;English;Article;;;;;0;70;24;Reading a word requires several component processes. The dual route cascaded (DRC) model provides a characterization of these component processes and their involvement in different reading routes. We tested how relevant precursor skills associated with these component processes predict the use of the sublexical and lexical route in beginning readers of a transparent orthography. More than 100 German first graders performed a battery of tasks tapping into precursor skills associated with the DRC components. Using factor analysis, we first verified that the tasks can be attributed to three sets of skills, capturing visual, sublexical, and lexico-semantic components, as the DRC suggests. We then used these sets of skills to predict differences in the reliance on sublexical and lexical reading in second grade as indicated by length and frequency effects. Results show that the set of sublexical skills in first grade especially predicts differences in the recognition of long frequent words at the end of second grade, whereas the set of lexico-semantic skills predicts differences in the reading of long infrequent words. The findings corroborate the attribution of specific precursor skills to the sublexical and lexical route and reveal their distinct impact on sublexical and lexical reading in beginning readers. The work thus empirically informs the developmental version of the DRC, especially regarding variability in trajectories of reading acquisition.;2O0WZ;WOS:000749952300001;;;"Hasenacker, J (corresponding author), Max Planck Inst Human Dev, MPRG Reading Educ & Dev, Berlin, Germany.; Hasenacker, J (corresponding author), Univ Erfurt, Linguist Dept, Erfurt, Germany.";ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Educational WE Social Science Citation Index (SSCI)";;;10.1007/s11145-021-10251-5;"Education & Educational Research; Psychology";;;;;;;;Max Planck Society;Open Access funding enabled and organized by Projekt DEAL. This research   was supported by the Max Planck Society.;;;;;;;;hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;FEB;2022;;0;3;6;;;;;;;;;
603;Educadata Datos asociados 2018-2022.txt;Mental imagery skill predicts adults´ reading performance;;0959-4752;1873-3263;LEARNING AND INSTRUCTION;80;;0;0;AUG;2022;English;Article;;;;;0;79;10;Mental imagery is foundational to human experience, lying at the heart of cognition and reading, however research has failed to conclusively investigate and demonstrate a link. Therefore, we conducted three studies measuring adults´ reading and imagery performance. In Study 1, the mental imagery skills of 155 adults were measured using two established self-report measures, namely the Plymouth Sensory Imagery Questionnaire (Psi -Q) and the Spontaneous Use of Imagery Scale (SUIS), and a novel imagery comparison task. In Study 2 (n = 452), a control for speeded processing replaced the SUIS. In Study 3 (n = 236), we added a measure of reading speed. Findings indicate that the objective measurement of mental imagery was associated with reading performance, whereas self-report measures were not. Further, reading comprehension linked more strongly to mental imagery than reading speed did. Findings demonstrate, for the first time, that mental imagery processes are intrinsically linked with reading performance.;1X1IF;WOS:000807215100003;;;Suggate, S (corresponding author), Univ Regensburg, Dept Educ Sci, Universitatsstrasse 31, D-93053 Regensburg, Germany.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Educational WE Social Science Citation Index (SSCI)";;;10.1016/j.learninstruc.2022.101633;"Education & Educational Research; Psychology";;;;;;;;;;;;;;;;;Green Published, hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAY;2022;;0;7;14;;;;;;;;;
604;Educadata Datos asociados 2018-2022.txt;Examining the associations between educators´ ethics position and ethical judgment in student assessment practices;;0191-491X;;STUDIES IN EDUCATIONAL EVALUATION;70;;0;0;SEP;2021;English;Article;;;;;1;84;11;The relationship between educators´ ethics position and ethical judgment in student assessment practices remain unclear. The current study filled the research gap utilizing a sample of 406 educators (in-service teachers, preservice teachers, and educational administrators) who completed a survey with relevant questions. The respondents were classified into four ethics position groups - situationists, exceptionists, subjectivists and absolutists. They had divided opinions in making ethical judgments (ethical or unethical) on 13 out of the 18 assessment scenarios. The logistic regression results indicated that educators´ ethics positions were significantly associated with their ethical judgment in seven student assessment scenarios. Exceptionists were more likely to endorse certain student assessment practices that are not recommended by assessment books, while subjectivists were more likely to have similar opinions with assessment books in certain practices. The study helps us gain a deeper understanding of educators´ individual differences in making ethical judgments about student assessment practices.;UG9EW;WOS:000689547000003;;;Liu, J (corresponding author), 145 Wardlaw, Columbia, SC 29208 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Educational WE Social Science Citation Index (SSCI)";;;10.1016/j.stueduc.2021.101024;"Education & Educational Research; Psychology";;;;;;;;University of South Carolina - College of Education:USC [15240-E178];The current study is supported by the University of South Carolina -   College of Education:USC. 15240-E178.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;APR;2021;;1;2;13;;;;;;;;;
606;Educadata Datos asociados 2018-2022.txt;Should teachers be accurate or (overly) positive? A competitive test of teacher judgment effects on students´ reading progress*;;0959-4752;1873-3263;LEARNING AND INSTRUCTION;77;;0;0;FEB;2022;English;Article;;;;;3;45;11;Previous findings on effects of teachers´ judgments on student learning have been contradictory leading to the question of what kinds of judgments are most beneficial: accurate or (overly) positive ones? In this study, we provide the first competitive test of prominent but contradictory hypotheses regarding the consequences of teachers´ judgments in the context of reading proficiency using reading fluency and reading comprehension performance judgments from 145 teachers and measures of real performance and learning progress across eight points of measurement from 2880 students. Response Surface Analyses combined with an information-theoretic approach for model comparison revealed no evidence of positive effects of judgment accuracy or overestimation of student performance by teachers. Instead, progress in reading fluency and reading comprehension was best predicted by students´ prior achievement. For reading comprehension, the positivity of teachers´ judgments was additionally beneficial: The higher a teacher judged a student´s performance, the more the student learned.;XH6VL;WOS:000725569800007;;;Forster, N (corresponding author), Univ Munster, Dept Psychol, Fliednerstr 21, D-48149 Munster, Germany.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Educational WE Social Science Citation Index (SSCI)";;;10.1016/j.learninstruc.2021.101519;"Education & Educational Research; Psychology";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;NOV;2021;;3;3;17;;;;;;;;;
607;Educadata Datos asociados 2018-2022.txt;On the role of the written accent mark in visual word recognition in Spanish;;0141-0423;1467-9817;JOURNAL OF RESEARCH IN READING;44;3;475;489;AUG;2021;English;Article;;;;;2;53;15;Background Previous research has shown that syllables are important units in visual word recognition in Spanish. If they are treated as real phonological units, then other related phonological features such as lexical stress (syllable prominence) may also play a role in this process. At times, lexical stress is the only difference between minimal pairs in Spanish (e.g., sabana ´sheet´ vs sabana ´savannah´). These words are usually distinguished by an accent mark. This research examines whether lexical stress is used in visual word recognition and the role of the written accent mark in this process. Methods In a lexical decision task, words with an irregular stress pattern according to generative phonological rules (e.g., tunel ´tunnel´ or mitin ´meeting´) were compared with regular words (e.g., melon ´melon´ or grifo ´faucet´). Results Irregular words without an accent mark (mitin) were particularly difficult to recognise. However, irregulars that carried an accent mark were identified significantly more quickly and accurately. Conclusions These findings are discussed as evidence that lexical stress may be an important cue in visual word recognition in Spanish, as suggested by previous research in the psycholinguistic and educational fields, and that models of visual word recognition should consider the impact of the accent mark in languages such as Spanish.;TE4RJ;WOS:000621895900001;;;Gutierrez-Palma, N (corresponding author), Univ Jaen, Dept Psychol, Campus Lagunillas S-N,Edificio C5, Jaen 23071, Spain.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Educational WE Social Science Citation Index (SSCI)";;;10.1111/1467-9817.12351;"Education & Educational Research; Psychology";;;;;;;;Spanish Ministry of Science and Innovation [PSI2011-29155];We thank the two reviewers for their valuable comments on the previous   drafts of this manuscript. This study was partially funded through the   project PSI2011-29155 of the Spanish Ministry of Science and Innovation.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;FEB;2021;;2;0;5;;;;;;;;;
609;Educadata Datos asociados 2018-2022.txt;How to assist the students while learning from text? Effects of inserting adjunct questions on text processing;;0020-4277;1573-1952;INSTRUCTIONAL SCIENCE;50;5;749;770;OCT;2022;English;Article;;;;;0;52;22;This study analyzes the effect of text-inserted questions and post-text-reading questions, i.e., questions timing, on students´ processing and learning when studying challenging texts. Seventy-six freshmen read two science texts and answered ten adjunct questions with the text available, being tested on learning 5 days afterwards. Questions were presented either after reading the whole text or inserted in the text after reading the relevant information. Online processing data were recorded while reading and searching the texts, and measures of processing strategies (i.e., paraphrases, elaborations) while answering the questions were collected. Compared to students in the post-reading condition, those in the inserted condition spent more time reading the text initially, were more efficient at searching for information in the text, and produced more accurate elaborations, all of which may explain why answering inserted questions in an available text were more effective in terms of learning than answering post-reading questions. Limitations and educational implications of these results are also discussed.;4Z0BJ;WOS:000843392600001;;;Rubio, A (corresponding author), Univ Valencia, Dept Dev & Educ Psychol, ERI Lect, Avda Blasco Ibanez 21, Valencia 46010, Spain.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Educational WE Social Science Citation Index (SSCI)";;;10.1007/s11251-022-09592-7;"Education & Educational Research; Psychology";;;;;;;;"Spanish Ministry of Universities [FPU15/02280]; Spanish Ministry of   Economy, Industry and Competitiveness [EDU2017-86650-R]; CRUE-CSIC;   Springer Nature";Open Access funding provided thanks to the CRUE-CSIC agreement with   Springer Nature. This work was supported by the Spanish Ministry of   Universities [Grant number FPU15/02280], and the Spanish Ministry of   Economy, Industry and Competitiveness [Grant number EDU2017-86650-R].;;;;;;;;Green Published, hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;AUG;2022;;0;2;3;;;;;;;;;
611;Educadata Datos asociados 2018-2022.txt;Best Linear Unbiased Prediction of Latent Means in Three-Level Data;;0022-0973;1940-0683;JOURNAL OF EXPERIMENTAL EDUCATION;90;2;452;468;APR;2022;English;Article;;;;;1;43;17;Decomposing variables into between and within components are often required in multilevel analysis. This method of decomposition should not ignore possible unreliability of an observed group mean (i.e., arithmetic mean) that is due to small cluster sizes and can lead to substantially biased estimates. Adjustment procedures that allow unbiased estimation have been defined and implemented in software for a two-level model. This study shows how to implement a two-stage adjustment procedure in a three-level design. A simulation study showed that the adjustment procedure provides unbiased estimates. To demonstrate how the adjustment procedure can change results in a real data context, an illustration is provided using a set up in which 355 Level-1 units are nested in 93 Level-2 and 19 Level-3 units.;ZJ9UQ;WOS:000616218300001;;;Aydin, B (corresponding author), Ege Univ, TR-35040 Izmir, Turkey.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Educational WE Social Science Citation Index (SSCI)";;;10.1080/00220973.2021.1873088;"Education & Educational Research; Psychology";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JAN;2021;;1;1;4;;;;;;;;;
613;Educadata Datos asociados 2018-2022.txt;Biosphere 2 as an informal learning platform to assess motivation, fascination, and cognitive achievement for sustainability;;0191-491X;;STUDIES IN EDUCATIONAL EVALUATION;70;;0;0;SEP;2021;English;Article;;;;;4;96;17;Educational outreach facilities provide unique opportunities to learn sciences at the forefront of research. An example is Biosphere 2, a site of environmental and ecological research, which is coupled to Education for Sustainable Development (ESD). Research facilities can evoke the relevance of sciences in everyday life. This is important in secondary schooling to increase students´ engagement in sciences, while environmental challenges continue to expand. We therefore examined the role of fascination and motivation on learning with 5th to 12th grade students who participated in a half- to full-day on-site education program. Our data confirmed the construct of fascination through Rasch and factor analysis, revealed substantial knowledge gains, showed effects of motivation and fascination on knowledge scores, and suggested that authentic learning enhanced science engagement. Results further indicated that both instruments measure an analogous construct, while motivation appeared to have more predictive power on cognitive achievement.;UH0FH;WOS:000689616400004;;;Baierl, TM (corresponding author), Univ Bayreuth, Ctr Math & Sci Educ Z MNU, Dept Biol Educ, D-95447 Bayreuth, Germany.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Educational WE Social Science Citation Index (SSCI)";;;10.1016/j.stueduc.2021.101061;"Education & Educational Research; Psychology";;;;;;;;EU [731872];This work was supported by the EU project Stories of Tomorrow [grant   number 731872].;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUL;2021;;4;4;11;;;;;;;;;
614;Educadata Datos asociados 2018-2022.txt;A Special Case of Brennan´s Index for Tests That Aim to Select a Limited Number of Students: A Monte Carlo Simulation Study;;0731-1745;1745-3992;EDUCATIONAL MEASUREMENT-ISSUES AND PRACTICE;41;4;35;49;DEC;2022;English;Article;;;;;0;44;15;Many scholars compared various item discrimination indices in real or simulated data. Item discrimination indices, such as item-total correlation, item-rest correlation, and IRT item discrimination parameter, provide information about individual differences among all participants. However, there are tests that aim to select a very limited number of students, examinees, or candidates for allocated schools and job positions. Thus, there is a need to evaluate the performances of CTT and IRT item discrimination indices when the test purpose is to select a limited number of students. The purpose of the current Monte Carlo study is to evaluate item discrimination indices in the case of selecting a limited number of high-achieving students. The results showed that a special case of Brennan´s index, B10-90, provided more accurate information for this specific test purpose. Additionally, the effects of various factors, such as test length, ability distributions of examinees, and item difficulty variance on item discrimination indices were investigated. The performance of each item discrimination index is discussed in detail.;6Z0YF;WOS:000851478100001;;;Arikan, S (corresponding author), Bogazici Univ, Istanbul, Turkey.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Educational WE Social Science Citation Index (SSCI)";;;10.1111/emip.12528;"Education & Educational Research; Psychology";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;SEP;2022;;0;2;6;;;;;;;;;
615;Educadata Datos asociados 2018-2022.txt;Retrospective confidence rating about memory performance is affected by both retrieval fluency and non-decision time;;1556-1623;1556-1631;METACOGNITION AND LEARNING;17;2;651;681;AUG;2022;English;Article;;;;;0;77;31;Many previous studies observed that higher retrospective confidence ratings about memory performance were associated with shorter response times in memory test. Researchers often interpret response time as a measure of retrieval fluency which is an important cue utilized in confidence formation process. However, the drift diffusion model (DDM) indicates that response time in recognition memory test includes both a decision component representing memory retrieval, and a non-decision component unrelated to retrieval process. Few previous studies have investigated whether retrospective confidence in recognition test is related to the speed of both retrieval and non-decision processes. To address this question, the current study first analyzed data from six published experiments, and found that higher retrospective confidence ratings were associated with both higher drift rate (indicating retrieval fluency) and shorter non-decision time in DDM. Then we manipulated the ease of perception in two new experiments, and the results consistently indicated that difficulty in stimulus perception increased non-decision time in recognition test, which affected retrospective confidence. Furthermore, the documented results also suggest drift rate could partly account for the positive relationship between confidence and memory performance, while the reliance of confidence on non-decision time negatively affected confidence accuracy.;3G2XZ;WOS:000799656000001;;;"Luo, L (corresponding author), Beijing Normal Univ, Inst Dev Psychol, Fac Psychol, Beijing, Peoples R China.; Luo, L (corresponding author), Beijing Normal Univ, Collaborat Innovat Ctr Assessment Basic Educ Qual, Beijing, Peoples R China.";ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Educational WE Social Science Citation Index (SSCI)";;;10.1007/s11409-022-09303-0;"Education & Educational Research; Psychology";;;;;;;;Natural Science Foundation of China [32171045, 32000742];This study was supported by the Natural Science Foundation of China   (32171045, 32000742).;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAY;2022;;0;9;18;;;;;;;;;
616;Educadata Datos asociados 2018-2022.txt;The persistence of students? academic effort: The unique and combined effects of conscientiousness and individual interest;;0959-4752;1873-3263;LEARNING AND INSTRUCTION;80;;0;0;AUG;2022;English;Article;;;;;1;74;9;"The present study was designed to test the CONscientiousness x Interest Compensation (CONIC) model in a longitudinal setting (four time points; N = 3,880 students). For this purpose, we first examined the power of conscientiousness (measured with student and parent reports) and interest in predicting perceived academic effort in three school subjects (Math, German, and English). In a second step, we investigated whether conscientiousness and interest interacted in a compensatory pattern as predicted by the CONIC model. Results showed that conscientiousness and interest significantly and positively predicted future perceived academic effort. In addition, conscientiousness and interest interacted in a compensatory manner, such that interest was less important for perceived academic effort in students who were high in conscientiousness (and vice versa).";1T0UW;WOS:000804456000009;;;Rieger, S (corresponding author), Europastr 6, D-72072 Tubingen, Germany.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Educational WE Social Science Citation Index (SSCI)";;;10.1016/j.learninstruc.2022.101613;"Education & Educational Research; Psychology";;;;;;;;Postdoctoral Academy for Research on Education (PACE) of the Hector   Research Institute of Education Sciences and Psychology, Tuebingen -   Baden- Wuerttemberg Ministry of Science, Research and the Arts;This research project was supported by the Postdoctoral Academy for   Research on Education (PACE) of the Hector Research Institute of   Education Sciences and Psychology, Tuebingen, funded by the Baden-   Wuerttemberg Ministry of Science, Research and the Arts;;;;;;;;hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAR;2022;;1;9;23;;;;;;;;;
620;Educadata Datos asociados 2018-2022.txt;Examining the reading-related competencies of struggling adult readers: nuances across reading comprehension assessments and performance levels;;0922-4777;1573-0905;READING AND WRITING;34;6;1569;1592;JUN;2021;English;Article;;;;;2;81;24;"Research with school-age readers suggests that the contributions of reading and language skills vary across reading comprehension assessments and proficiency levels. With a sample of 168 struggling adult readers, we estimated the explanatory effects of decoding, oral vocabulary, listening comprehension, fluency, background knowledge, and inferencing across three reading comprehension tests and across low, average, and high levels of performance. OLS regression models accounted for 66% of the variance in WJ Passage Comprehension scores with all competencies except listening comprehension as significant predictors; 43% of the variance in RAPID Reading Comprehension scores with decoding and listening comprehension as significant predictors; and 31% of the variance in RISE Reading Comprehension scores with decoding as a significant predictor. Quantile regression models and between-quantile slope comparisons showed that the effects of some predictors on reading comprehension varied across performance levels on one or more tests. Implications for instruction, assessment, and future research are discussed.";SE6ZQ;WOS:000614679100001;;;Talwar, A (corresponding author), Georgia State Univ, Dept Learning Sci, Atlanta, GA 30303 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Educational WE Social Science Citation Index (SSCI)";;;10.1007/s11145-021-10128-7;"Education & Educational Research; Psychology";;;;;;;;Institute of Education Sciences, U.S. Department of Education, through   Georgia State University [R305C120001];The research reported here is supported by the Institute of Education   Sciences, U.S. Department of Education, through Grant R305C120001,   Georgia State University. The opinions expressed are those of the   authors and do not represent views of the Institute or the U.S.   Department of Education.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;FEB;2021;;2;0;10;;;;;;;;;
621;Educadata Datos asociados 2018-2022.txt;A longitudinal study of multi-word constructions in L2 academic writing: the effects of frequency and dispersion;;0922-4777;1573-0905;READING AND WRITING;34;5;1191;1223;MAY;2021;English;Article;;;;;4;68;33;This study examined the trajectories of the multi-word constructions (MWCs) in 98 advanced second language (L2) learners during their first-year at an English-medium university in a non-English-speaking country, using linear mixed-effects modelling, over one academic year. In addition, this study traced the academic reading input that L2 learners received at university, and it was investigated whether the frequency and dispersion of the MWCs in the input corpus would predict the frequencies of MWCs in L2 writers´ essays. The findings revealed variations in the frequencies of different functional and structural categories of MWCs over time. This study provides empirical evidence for the effects of both frequency and dispersion of MWCs in the input corpus on the frequency of MWCs in L2 writers´ essays, underscoring the importance of both frequency and dispersion in learning MWCs and the reciprocity of academic reading and writing. The findings have significant implications for usage-based approaches to language learning, modelling MWCs in L2 academic writing, and L2 materials design for teaching academic writing.;RQ1AD;WOS:000598986300001;;;Candarli, D (corresponding author), Univ Dundee, Sch Educ & Social Work, Dundee DD1 4HN, Scotland.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Educational WE Social Science Citation Index (SSCI)";;;10.1007/s11145-020-10108-3;"Education & Educational Research; Psychology";;;;;;;;;;;;;;;;;Green Accepted, Green Published, hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;DEC;2020;;4;2;21;;;;;;;;;
623;Educadata Datos asociados 2018-2022.txt;An Overview of Online Resources for Medical Spanish Education for Effective Communication with Spanish-Speaking Patients;;1040-1334;1532-8015;TEACHING AND LEARNING IN MEDICINE;34;5;481;493;OCT;2022;English;Article;;;;;2;32;13;Phenomenon Despite the rapid development of virtual medical Spanish educational materials, online resources lack transparency and a peer-review process. The purpose of this interdisciplinary study was to provide a critical inventory of virtual resources for medical Spanish education, thereby providing a panorama of the current state of online medical Spanish. Approach Research team members conducted iterative searches to identify medical Spanish online resources, which were then screened for predetermined inclusion/exclusion criteria. Between June and August 2020, a panel of medical and language experts then adapted and applied a previously published evaluation tool to determine whether resources that met study criteria would help learners achieve medical Spanish core competencies and to what extent each resource incorporated communicative language activities. Consensus meetings were conducted to resolve disagreements and identify gaps in online education. Findings Out of 465 resources, 127 were further screened, and eight were selected for evaluation. Medical and language specialists independently scored each resource and, following discussions, achieved consensus. Overall, no resource met suitability criteria for all five medical Spanish learner competencies or cultural elements, and only one was suitable for achieving the self-assessment competency. Insights Interdisciplinary consensus meetings provide an important avenue for resolving differences of opinion and for integrating both language and medical perspectives into the evaluation process. Existing online resources should be used in conjunction with other materials to ensure that all core competencies for medical Spanish education are addressed. This study revealed important gaps in online resources, including a need to target advanced Spanish learners, apply authentic communicative activities, include assessment opportunities, and integrate culture in the learning program. Based on the current state of online medical Spanish, we offer recommendations for future resources.;6O0KC;WOS:000695112100001;;;Ortega, P (corresponding author), Univ Illinois, Coll Med, 808 S Wood St,MC 591, Chicago, IL 60612 USA.;ISI;34514918;;;;;;Education, Scientific Disciplines;;;;;"Education, Scientific Disciplines; Health Care Sciences & Services WE Science Citation Index Expanded (SCI-EXPANDED)";;;10.1080/10401334.2021.1959335;"Education & Educational Research; Health Care Sciences & Services";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUL;2021;;2;1;3;;;;;;;;;
625;Educadata Datos asociados 2018-2022.txt;Middle School Music Uptake and Achievement: Evidence From the 2016 Arts National Assessment of Educational Progress;;0022-4294;1945-0095;JOURNAL OF RESEARCH IN MUSIC EDUCATION;70;3;248;270;OCT;2022;English;Article;;;;;2;30;23;The purpose of this study was to examine the demographic characteristics and music achievement of eighth-grade students in the United States using evidence from the 2016 National Assessment of Educational Progress in the Arts (NAEP). Analyzing NAEP data from a nationally representative sample of 4,340 eighth graders attending public and private middle schools in the United States in 2016, The author estimated enrollment percentages in various kinds of music classes and compared Music NAEP scores across various individual characteristics. Results showed that 64% of eighth graders enrolled in a school music class, with 24% of eighth graders enrolling in an ensemble class. Among ensemble students, there was underrepresentation of Black and Latinx students and underrepresentation of students of lower socioeconomic status. Students who were enrolled in general music and not an ensemble did not follow this pattern: Black and Latinx students and students of lower socioeconomic means were overrepresented among general music students. Controlling for contextual and demographic characteristics, ensemble music students significantly outscored nonmusic students on the Music NAEP, but students enrolled in general music as their only music course scored statistically indistinguishably from their nonmusic peers.;3T9EA;WOS:000760091700001;;;Elpus, K (corresponding author), Univ Maryland, 2110 Clarice Smith Performing Arts Ctr, College Pk, MD 20742 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Music WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)";;;10.1177/00224294221078512;"Education & Educational Research; Music";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;FEB;2022;;2;2;8;;;;;;;;;
626;Educadata Datos asociados 2018-2022.txt;Music professionalism promoting gerotranscendence: An instrumental case study of healthcare musicians in an eldercare hospital;;0255-7614;1744-795X;INTERNATIONAL JOURNAL OF MUSIC EDUCATION;40;4;642;654;NOV;2022;English;Article;;;;;0;42;13;The effect of ever-increasing life expectancy on global demographics has had a significant impact on many professional landscapes, not only in social services and healthcare but more broadly. This instrumental case study explores professional healthcare musicians´ work through their collaborative, socially engaged music-making practice in eldercare hospital wards. Two healthcare musicians were interviewed, and their work and professional practices were observed in the infection and orthopedic wards of an arts-promoting eldercare hospital. The empirical material was analyzed using thematic analysis, and finalized by instrumentalizing the case through the theoretical lens of gerotranscendence and music professionalism. The findings of the study open up a diversified understanding of aging as a transformative process of change and development, and reveal how professional music practices can support a holistic care and healthcare approach. Furthermore, it is discovered that healthcare musicians´ work as a socially engaged approach to professionalism reframes musicianship as part of an expanding professionalism, and calls for further development of higher music education as well as in-service training in the field of music.;5K5QU;WOS:000778212000001;;;Koivisto, TA (corresponding author), Univ Arts Helsinki, Sibelius Acad, Fac Mus Educ Jazz & Folk Mus, POB 30, FI-00097 Helsinki, Finland.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Music WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)";;;10.1177/02557614221087340;"Education & Educational Research; Music";;;;;;;;Academy of Finland´s Strategic Research Council from its Equality in   Society program [314223/2017];The author(s) disclosed receipt of the following financial support for   the research, authorship, and/or publication of this article: This work   was supported by the ArtsEqual project, funded by the Academy of   Finland´s Strategic Research Council from its Equality in Society   program (grant number 314223/2017).;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;APR;2022;;0;3;3;;;;;;;;;
629;Educadata Datos asociados 2018-2022.txt;Does explicit instruction affect L2 linguistic competence? An examination with L2 acquisition of English inverse scope;;0267-6583;1477-0326;SECOND LANGUAGE RESEARCH;38;3;607;637;JUL;2022;English;Article;;;;;3;62;31;"This article investigates whether explicit instruction can affect second language (L2) competence in the domain of English quantifier scope. An intervention study was conducted with L1-Mandarin L2-English learners in order to examine (1) whether these learners can learn inverse scope for the structure on which they are instructed (double-quantifier configuration: A dog scared every man; quantifier-negation configuration: Every sheep did not jump over the fence); (2) whether they can correctly generalize availability of inverse scope from the configuration on which they are instructed to one on which they are not instructed; and (3) whether learners overgeneralize inverse scope to a superficially similar configuration that does not allow inverse scope. Following Schwartz (1993), generalization is taken to be a hallmark of true acquisition (= changes to linguistic competence) as opposed to learning. The results show that learners successfully learn inverse scope for the configuration on which they are instructed, but do not generalize availability of inverse scope to the other configuration. Moreover, learners instructed on double-quantifier configurations overgeneralize availability of inverse scope to island configurations such as There is one dog which scared every man. The findings indicate that in this domain, explicit instruction does not affect linguistic competence.";2H3PI;WOS:000619949200001;;;Wu, MJ (corresponding author), Univ Illinois, 707 South Mathews Ave, Urbana, IL 61801 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Linguistics WE Social Science Citation Index (SSCI)";;;10.1177/0267658321992830;"Education & Educational Research; Linguistics";;;;;;;;National Science Foundation [BCS-1917750];The author(s) disclosed receipt of the following financial support for   the research, authorship, and/or publication of this article: This   research was funded by a doctoral dissertation research improvement   grant from the National Science Foundation, BCS-1917750.;;;;;;;;Bronze;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;FEB;2021;;3;5;18;;;;;;;;;
630;Educadata Datos asociados 2018-2022.txt;Misconduct and Questionable Research Practices: The Ethics of Quantitative Data Handling and Reporting in Applied Linguistics;;0026-7902;1540-4781;MODERN LANGUAGE JOURNAL;106;1;172;195;MAR;2022;English;Article;;;;;5;83;24;Scientific progress depends on the integrity of data and research findings. Intentionally distorting research data and findings constitutes scientific misconduct and introduces falsehoods into the scientific record. Unintentional distortions arising from questionable research practices (QRPs), such as unsystematically deleting outliers, pose similar obstacles to knowledge advancement. To investigate the extent of misconduct and QRPs in quantitative applied linguistics research, we surveyed 351 applied linguists who conduct quantitative research about their practices related to data handling and reporting. We found that 17% of respondents (approximately 1 in 6) admitted to 1 or more forms of scientific misconduct and that 94% admitted to 1 or more QRPs relevant to quantitative research. We also examined these practices in relation to participant background and training. Researchers admitting to misconduct tended to be earlier in their careers and had experienced publication rejection due to lack of statistically significant results. Quantitative training had generally desirable associations with QRPs. Publication rate and experience with publication rejection were associated with admission of several QRPs related to omitting statistical results. We discuss these findings and offer 5 recommendations for the field of applied linguistics to improve ethical quantitative data handling and reporting in research.;0P6SF;WOS:000755315300001;;;Isbell, DR (corresponding author), Univ Hawaii Manoa, Dept Second Language Studies, 1890 East West Rd, Honolulu, HI 96822 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Linguistics WE Social Science Citation Index (SSCI)";;;10.1111/modl.12760;"Education & Educational Research; Linguistics";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;FEB;2022;;5;10;22;;;;;;;;;
634;Educadata Datos asociados 2018-2022.txt;The Effect of Age of Onset of Bilingualism on Gender Agreement Processing in Spanish as a Heritage Language;;0023-8333;1467-9922;LANGUAGE LEARNING;72;4;1170;1208;DEC;2022;English;Article;;;;;1;56;39;Montrul´s (2008) onset age hypothesis predicts that, if attrition occurs in early bilingualism, it will be more severe in simultaneous than in sequential bilinguals. This study tested that prediction in an eye-tracking experiment focused on the processing of Spanish gender agreement during sentence reading. Heritage Spanish speakers exposed to English at different ages (0-3, 4-6, 7-10 years) read sentences containing violations of noun-adjective gender agreement in 2 distance conditions (adjacent, nonadjacent). Mixed-effects modeling with reverse Helmert contrasts showed that heritage speakers displayed sensitivity to gender agreement violations in their minority language regardless of onset age and noun-adjective proximity. However, onset age of majority language acquisition determined how early sensitivity manifested itself in the time course of grammatical processing. Consistent with Montrul´s hypothesis, sequential bilinguals showed sensitivity to violations earlier in their eye-movement record than did simultaneous bilinguals. The results suggest onset age can affect grammatical processing in bilinguals who otherwise acquire target like mental representations.;6M6KT;WOS:000824709600001;;;Keating, GD (corresponding author), San Diego State Univ, Dept Linguist & Asian Middle Eastern Languages, 5500 Campanile Dr, San Diego, CA 92182 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Linguistics WE Social Science Citation Index (SSCI)";;;10.1111/lang.12510;"Education & Educational Research; Linguistics";;;;;;;;Language Learning Small Grants Research Program;This study was funded by a grant from the Language Learning Small Grants   Research Program, for which I am grateful. I owe an immense debt of   gratitude to Andrea Scalero and Yvette Bandin for their generous   assistance with data collection and to Tyler Bergin for assistance   gathering frequency norms. I also thank the anonymous reviewers, Editor   Emma Marsden, and Associate Editor Judit Kormos for their constructive   and encouraging feedback. An earlier version of this work was presented   at the 2017 Second Language Research Forum (Columbus, OH).;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUL;2022;;1;3;10;;;;;;;;;
635;Educadata Datos asociados 2018-2022.txt;Photo-narrative frames: Using visuals with narrative research in applied linguistics;;0346-251X;1879-3282;SYSTEM;102;;0;0;NOV;2021;English;Article;;;;;3;50;12;A narrative frame is a data collection instrument comprising a series of sentence prompts that facilitate the elicitation of participant narratives by scaffolding the writing process. Narrative frames allow multiple respondents to compose narratives that are comparable in length, form, and substance, thus allowing the researcher to focus on more precise research aims than are generally possible with more open-ended types of narrative data. In this article, we discuss the rationale for narrative frames and their use in recent research, revisiting their strengths and limitations as research instruments. Following this, we use data from a project investigating the professional identities of expatriate native-speaking English teachers to illustrate the use of photonarrative frames, an innovation that supplements written stories with photographs from participants´ professional experiences. As narratives provide a means of understanding the experiences of others, visual data, such as photographs, can amplify the context, further connecting participant narratives to insights about the complexity of their lives and behaviors. The study details the procedures, from designing and piloting the frames to data collection and analysis. We show how visual-textual layering and integration occurs in a participant´s stories and how the images help the participant convey their professional narratives to others. We conclude by considering the ethical issues with collecting and disseminating photographs from participants before making suggestions for future research, focusing on further innovations that can blend visual methods with narrative research, for example, by taking advantage of social media platforms and on-line survey software.;UO6IC;WOS:000694796000001;;;Moodie, I (corresponding author), Mokpo Natl Univ, Dept English Educ, Muan, South Korea.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Linguistics WE Social Science Citation Index (SSCI)";;;10.1016/j.system.2021.102597;"Education & Educational Research; Linguistics";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;AUG;2021;;3;4;15;;;;;;;;;
636;Educadata Datos asociados 2018-2022.txt;Novel Word Learning Among Bilinguals Can Be Better Through the (Dominant) First Language Than Through the Second Language;;0023-8333;1467-9922;LANGUAGE LEARNING;71;4;1044;1084;DEC;2021;English;Article;;;;;6;85;41;"When learning novel vocabulary in a third language (L3) through translations in the first language (L1), bilinguals may have more available cognitive resources and more accumulated experience in language regulation compared to when learning through translations in the second language (L2). In a study designed to test language of instruction (LOI) effects, 59 Hebrew-English bilinguals auditorily learned over two sessions 55 words in German, including three word types: cognates, overlapping in form and meaning between English and German; false cognates, overlapping in form but not meaning; and controls. Critically, half of the participants learned through their (dominant) L1 Hebrew, and half through their L2 English (which is also more similar to German). Results showed a significant LOI effect, with better learning through the (less similar) L1, especially for control items. Cognates were learned better in both LOIs, but false cognates were learned better relative to controls to a greater extent when the LOI was English. Together, results highlight the importance of LOI and item-based language similarity during multilingual novel word-learning.";XA6GH;WOS:000672476200001;;;Degani, T (corresponding author), Univ Haifa, Dept Commun Sci & Disorders, Haifa, Israel.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Linguistics WE Social Science Citation Index (SSCI)";;;10.1111/lang.12457;"Education & Educational Research; Linguistics";;;;;;;;Faculty of Social Welfare and Health Sciences at the University of Haifa;This work was funded by a Small Research Grant from the Faculty of   Social Welfare and Health Sciences at the University of Haifa to Tamar   Degani. The authors would like to thank Miri Goldberg and Margaryta   Paliy for assistance with coding and analyses.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUL;2021;;6;5;29;;;;;;;;;
637;Educadata Datos asociados 2018-2022.txt;The cagey C-test construct: Some evidence from a meta-analysis of correlation coefficients;;0346-251X;1879-3282;SYSTEM;99;;0;0;JUL;2021;English;Article;;;;;1;44;19;tmckay@sgu.edu,;SR7UF;WOS:000661251300023;;;McKay, TH (corresponding author), St Georges Univ True Blue, Dept Educ Serv DES, St Georges, WI, Grenada.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Linguistics WE Social Science Citation Index (SSCI)";;;10.1016/j.system.2021.102526;"Education & Educational Research; Linguistics";;;;;;;;[P229A180017];This study was supported (financially and otherwise) by the AELRC   (project number: P229A180017).;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAY;2021;;1;1;7;;;;;;;;;
638;Educadata Datos asociados 2018-2022.txt;The effect of breakfast after the bell on student academic achievement;;0272-7757;1873-7382;ECONOMICS OF EDUCATION REVIEW;86;;0;0;FEB;2022;English;Article;;;;;2;46;67;Many schools are beginning to serve breakfast after the bell (BAB) in order to expand breakfast participation. Improved nutrition may lead to better academic achievement, but BAB may also cut into instruction time. Using a difference-in-differences (DID) estimation with variation in treatment timing, we find modest negative effects of BAB on math and no effects on English, Language, and Arts (ELA) test scores. The negative effects, while small, were driven by more affluent children. The null findings cannot be explained by the lack of an effect on breakfast participation or school attendance increases. Average treatment effects by grade indicate positive effects on math scores for vulnerable children when BAB is adopted in earlier grades and negative but modest effects in later grades for more affluent children. Overall, we conclude that BAB can be incorporated into the school day without adversely impacting academic achievement in a meaningful way.;0M9CD;WOS:000782444000003;;;Cuadros-Menaca, A (corresponding author), Univ Arkansas, Dept Agr Econ & Agribusiness, 217 Agr Bldg, Fayetteville, AR 72701 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Economics; Education & Educational Research WE Social Science Citation Index (SSCI)";;;10.1016/j.econedurev.2021.102223;"Business & Economics; Education & Educational Research";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JAN;2022;;2;2;5;;;;;;;;;
639;Educadata Datos asociados 2018-2022.txt;Exploring longitudinal changes in lexical and syntactic features in beginning-level EFL learner writing;;0346-251X;1879-3282;SYSTEM;103;;0;0;DEC;2021;English;Article;;;;;2;54;12;This study examined longitudinal changes in lexical and syntactic features in the writing of beginning-level learners in an English as a foreign language (EFL) context. Writing samples were produced by 90 Korean EFL undergraduate students, each of whom produced seven essays over an academic semester, totaling 630 essays. Lexical complexity was measured by lexical density, variation, and sophistication. Syntactic complexity was measured by global complexity, subordination, coordination, and noun phrase complexity. The findings indicate that over time, beginning-level learners showed developmental patterns in lexical features, such that they tended to produce more sophisticated content words and use more function words (e.g., pronouns and articles), which may be difficult for beginning-level learners to learn and use. The findings also indicate that lexical features progressed to a larger degree than syntactic features in beginninglevel learners´ writing. In addition, competitive relationships were found between phrasal-level and clause-level complexity and between the use of function words and complex nominals. Last, the use of function words and complex nominals were interrelated, which indicates that changes in lexical and syntactic features appear to be interwoven, thus highlighting the importance of jointly accounting for lexical and syntactic features.;WW8PE;WOS:000718170500015;;;Kim, M (corresponding author), Nagoya Univ Commerce & Business, Sagamine 4-4 Komenokicho, Nisshin, Aichi 4700193, Japan.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Linguistics WE Social Science Citation Index (SSCI)";;;10.1016/j.system.2021.102680;"Education & Educational Research; Linguistics";;;;;;;;"Japan Society for the Promotion of Science (JSPS) KAKENHI [20K13119];   Grants-in-Aid for Scientific Research [20K13119] Funding Source: KAKEN";The author would like to thank the anonymous reviewers for their helpfu   l comments and suggestions. All remaining inadequacies are mine alone.   This work was partially supported by the Japan Society for the Promotion   of Science (JSPS) KAKENHI Grant Number 20K13119.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;OCT;2021;;2;8;27;;;;;;;;;
640;Educadata Datos asociados 2018-2022.txt;Text Readability and Processing Effort in Second Language Reading: A Computational and Eye-Tracking Investigation;;0023-8333;1467-9922;LANGUAGE LEARNING;71;4;1004;1043;DEC;2021;English;Article;;;;;5;65;40;Although text readability has traditionally been measured based on simple linguistic features, recent studies have employed natural language processing techniques to develop new readability formulas that better represent theoretical accounts of reading processes. This study evaluated the construct validity of different readability formulas, including both traditional and newer formulas, by examining their ability to predict the processing effort involved during L2 reading as evidenced by eye movements. Two studies (an experimental study and a corpus-based study) were conducted in which the readability of target texts was calculated using different formulas and then utilized to develop models that predict particular eye movement patterns during reading. These studies revealed that although traditional formulas showed reliable performance in predicting particular eye movement patterns, in many cases, the newer formulas outperformed them. These findings support the newer readability formulas as more theoretically valid and accurate measures of the processing effort involved in L2 reading.;XA6GH;WOS:000671618100001;;;Nahatame, S (corresponding author), Univ Tsukuba, Sch Educ, Fac Human Sci, 1-1-1 Tennoudai, Tsukuba, Ibaraki 3058577, Japan.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Linguistics WE Social Science Citation Index (SSCI)";;;10.1111/lang.12455;"Education & Educational Research; Linguistics";;;;;;;;"JSPS KAKENHI [20K00827]; Grants-in-Aid for Scientific Research   [20K00827] Funding Source: KAKEN";I would like to thank the editors of Language Learning and the reviewers   of this article for their theoretical and technical comments on the   earlier drafts of the manuscript. I am also grateful to Joon Suh Choi   and Scott Crossley for sharing the beta version of the Automatic   Readability Tool for English. This research was supported by JSPS   KAKENHI Grant Number 20K00827.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUL;2021;;5;5;34;;;;;;;;;
641;Educadata Datos asociados 2018-2022.txt;On the relationship between perception and production of L2 sounds: Evidence from Anglophones´ processing of the French /u/-/y/ contrast;;0267-6583;1477-0326;SECOND LANGUAGE RESEARCH;38;3;581;605;JUL;2022;English;Article;;;;;8;75;25;Previous studies have yielded contradictory results on the relationship between perception and production in second language (L2) phonological processing. We re-examine the relationship between the two modalities both within and across processing levels, addressing several issues regarding methodology and statistical analyses. We focus on the perception and production of the French contrast /u/-/y/ by proficient English-speaking late learners of French. In an experiment with a prelexical perception task (ABX discrimination) and both a prelexical and a lexical production task (pseudoword reading and picture naming), we observe a robust link between perception and production within but not across levels. Moreover, using a clustering analysis we provide evidence that good perception is a prerequisite for good production.;2H3PI;WOS:000618459000001;;;Melnik-Leroy, GA (corresponding author), Vilnius Univ, Inst Data Sci & Digital Technol, Akademijos Str 4, LT-08412 Vilnius, Lithuania.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Linguistics WE Social Science Citation Index (SSCI)";;;10.1177/0267658320988061;"Education & Educational Research; Linguistics";;;;;;;;"Agence Nationale de la Recherche, France [ANR-17-EURE-0017,   ANR-17-CE28-0007-01]; Vilnius University, Lithuania";The author(s) disclosed receipt of the following financial support for   the research, authorship, and/or publication of this article: This   research was supported by grants from the Agence Nationale de la   Recherche, France (grant numbers ANR-17-EURE-0017 and   ANR-17-CE28-0007-01) and a Postdoctoral Fellowship Grant from Vilnius   University, Lithuania, to Dr Gerda Ana Melnik-Leroy.;;;;;;;;Green Submitted;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;FEB;2021;;8;7;17;;;;;;;;;
646;Educadata Datos asociados 2018-2022.txt;(Ir)regular Mood Swings: Lexical Variability in Heritage Speakers´ Oral Production of Subjunctive Mood;;0023-8333;1467-9922;LANGUAGE LEARNING;72;2;456;496;JUN;2022;English;Article;;;;;3;64;41;Previous research indicates that heritage speakers (HSs) of Spanish produce both subjunctive and indicative mood in expected subjunctive contexts. The present study sheds new light on this pattern by testing the effects of morphological regularity on HSs´ mood production in volitional contexts, where Spanish-dominant speakers (e.g., first-generation immigrants) use almost exclusively subjunctive forms. Results of an elicited production task, completed by 42 HSs and 10 first-generation controls, reveal that HSs differentiate between the two moods. Despite this sensitivity, HSs also exhibit variability, which is strongly conditioned by regularity. Whereas HSs produce subjunctive forms almost categorically with irregular verbs, their subjunctive production with regular verbs is more variable, a pattern we link to irregular verbs´ higher relative lexical autonomy and perceptual salience. Instead of classifying HSs´ morphological knowledge in binary terms, we argue for the importance of exploring how variability with mood is shaped by the morphological characteristics of individual lexical items.;0X2SB;WOS:000755157100001;;;Giancaspro, D (corresponding author), Univ Richmond, Dept Latin Amer Latino & Iberian Studies, Carole Weinstein Int Ctr, 211 Richmond Way, Richmond, VA 23221 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Linguistics WE Social Science Citation Index (SSCI)";;;10.1111/lang.12489;"Education & Educational Research; Linguistics";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;FEB;2022;;3;3;5;;;;;;;;;
647;Educadata Datos asociados 2018-2022.txt;Learning Maximum Absolute Meaning Through Reasoning About Speaker Intentions;;0023-8333;1467-9922;LANGUAGE LEARNING;71;2;326;368;JUN;2021;English;Article;;;;;1;113;43;Three experiments investigated adult learners´ acquisition of a novel adjective. In English and other languages, meanings of some gradable adjectives are said to include an absolute standard of comparison (e.g., full means completely filled with content). However, actual usage is often imprecise, where a maximum absolute standard of comparison, strictly speaking, does not apply (e.g., a 90% full cup can be full depending on how it will be used). This creates problems for learners who acquire the absolute meaning from variable mappings between word forms and observations. We demonstrated that adult learners infer a maximum standard of comparison when they receive information about agents´ intended goals that lie behind imprecise word usage. Results suggested these inferences are conditioned on the amount of visually ambiguous observations made during learning. We conclude that access to agents´ intended goals allows learners to explain contextual sources of imprecision and helps the learning of a maximum absolute meaning from primarily nonabsolute observations.;SG2OP;WOS:000584762500001;;;Lee, C (corresponding author), Princeton Univ, Dept Psychol, South Dr, Princeton, NJ 08544 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Linguistics WE Social Science Citation Index (SSCI)";;;10.1111/lang.12439;"Education & Educational Research; Linguistics";;;;;;;;National Science Foundation Graduate Research Fellowship;This research was supported in part by a National Science Foundation   Graduate Research Fellowship awarded to the first author.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;NOV;2020;;1;0;7;;;;;;;;;
649;Educadata Datos asociados 2018-2022.txt;Incidental Learning of Collocations in an Academic Lecture Through Different Input Modes;;0023-8333;1467-9922;LANGUAGE LEARNING;72;3;728;764;SEP;2022;English;Article;;;;;0;72;37;In this quasi-experimental study, 165 learners of English for academic purposes at a university in China were randomly assigned to five experimental groups and a control group. Each experimental group encountered 19 target collocations in the same academic lecture in one of the following input modes: (a) reading, (b) listening, (c) reading while listening, (d) viewing, and (e) viewing with captions. The control group did not receive any treatment. The results revealed that reading, viewing, and viewing with captions led to learning at the form recognition level, but no significant differences were found in the learning gains across these modes. Nonverbal elaboration, type of vocabulary, and type of verbal elaboration affected learning, but frequency of occurrence, strength of association, comprehension, and prior knowledge of general vocabulary did not. This study provides further evidence supporting the use of academic lectures for incidental learning of collocations as well as expanding on the multimedia learning theory.;3Q4LF;WOS:000789504300001;;;Dang, TNY (corresponding author), Univ Leeds, Sch Educ, Leeds LS2 9JT, W Yorkshire, England.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Linguistics WE Social Science Citation Index (SSCI)";;;10.1111/lang.12499;"Education & Educational Research; Linguistics";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;APR;2022;;0;29;48;;;;;;;;;
651;Educadata Datos asociados 2018-2022.txt;Phonetic feature size in second language acquisition: Examining VOT in voiceless and voiced stops;;0267-6583;1477-0326;SECOND LANGUAGE RESEARCH;38;4;913;940;OCT;2022;English;Article;;;;;0;74;28;Featural approaches to second language phonetic acquisition posit that the development of new phonetic norms relies on sub-phonemic features, expressed through a constellation of articulatory gestures and their corresponding acoustic cues, which may be shared across multiple phonemes. Within featural approaches, largely supported by research in speech perception, debate remains as to the fundamental scope or ´size´ of featural units. The current study examines potential featural relationships between voiceless and voiced stop consonants, as expressed through the voice onset time cue. Native English-speaking learners of Spanish received targeted training on Spanish voiceless stop consonant production through a visual feedback paradigm. Analysis focused on the change in voice onset time, for both voiceless (i.e. trained) and voiced (i.e. non-trained) phonemes, across the pretest, posttest, and delayed posttest. The results demonstrated a significant improvement (i.e. reduction) in voice onset time for voiceless stops, which were subject to the training paradigm. In contrast, there was no significant change in the non-trained voiced stop consonants. These results suggest a limited featural relationship, with independent voice onset time (VOT) cues for voiceless and voices phonemes. Possible underlying mechanisms that limit feature generalization in second language (L2) phonetic production, including gestural considerations and acoustic similarity, are discussed.;4M8HN;WOS:000641112200001;;;Olson, DJ (corresponding author), Purdue Univ, 640 Oval Dr, W Lafayette, IN 47907 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Linguistics WE Social Science Citation Index (SSCI)";;;10.1177/02676583211008951;"Education & Educational Research; Linguistics";;;;;;;;;;;;;;;;;Green Submitted;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;APR;2021;;0;4;16;;;;;;;;;
652;Educadata Datos asociados 2018-2022.txt;Sentence comprehension in heritage language: Isomorphism, word order, and language transfer;;0267-6583;1477-0326;SECOND LANGUAGE RESEARCH;38;4;839;867;OCT;2022;English;Article;;;;;0;83;29;"This study examines the role of cross-linguistic transfer versus general processing strategy in two groups of heritage speakers (n = 28 per group) with the same heritage language - Russian - and typologically different dominant languages: English and Estonian. A group of homeland Russian speakers (n = 36) is tested to provide baseline comparison. Within the framework of the Competition model (MacWhinney, 2012), cross-linguistic transfer is defined as reliance on the processing cue prevalent in the heritage speaker´s dominant language (e.g. word order in English) for comprehension of heritage language. In accordance with the Isomorphic Mapping Hypothesis (O´Grady and Lee, 2005), the general processing strategy is defined in terms of isomorphism as a linear alignment between the order of the sentence constituents and the temporal sequence of events. Participants were asked to match pictures on the computer screen with auditorily presented sentences. Sentences included locative or instrumental constructions, in which two cues - word order (basic vs. inverted) and isomorphism mapping (isomorphic vs. nonisomorphic) - were fully crossed. The results revealed that (1) Russian native speakers are sensitive to isomorphism in sentence processing; (2) English-dominant heritage speakers experience dominant language transfer, as evidenced by their reliance primarily on the word order cue; (3) Estonian-dominant heritage speakers do not show significant effects of isomorphism or word order but experience significant processing costs in all conditions.";4M8HN;WOS:000627101000001;;;Dragoy, O (corresponding author), Natl Res Univ, Higher Sch Econom, Ctr Language & Brain, 3 Krivokolenny Pereulok, Moscow 101000, Russia.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Linguistics WE Social Science Citation Index (SSCI)";;;10.1177/0267658321997900;"Education & Educational Research; Linguistics";;;;;;;;center for Language and Brain NRU Higher School of Economics, RF   government [14.641.31.0004];The author(s) disclosed receipt of the following financial support for   the research, authorship, and/or publication of this article: The work   was supported by the center for Language and Brain NRU Higher School of   Economics, RF government grant, ag.. 14.641.31.0004.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAR;2021;;0;2;8;;;;;;;;;
653;Educadata Datos asociados 2018-2022.txt;Foreign Language Anxiety and Online Engagement During the COVID-19 Pandemic: a Comparison Between EMI and FMI University Students;;1023-7267;2522-8560;ENGLISH TEACHING AND LEARNING;46;3;273;291;SEP;2022;English;Article;;;SI;;1;45;19;"Even though foreign language anxiety (FLA) has been studied in second language online learning more generally (Fondo & Jacobetty, 2019; Hurd, 2007; McNeil, 2014; Pichette, 2009), there is a lack of research on how FLA may affect university students´ academic engagement in online learning while studying through L2 English/French as a medium of instruction. The present study explored the effects of FLA on university students´ academic engagement with online learning during the COVID-19 pandemic. We surveyed 91 students studying through L2 English as a medium of instruction (L2 EMI) and 76 students studying through L2 French as a medium of instruction (L2 FMI) at universities in Costa Rica, using two adapted scales for measuring FLA and student engagement with online learning. Students were also asked what universities can do to support those who may suffer from FLA. We conducted two exploratory factor analyses on the scales used and multiple linear regressions to explore whether FLA affected students´ academic engagement with their online learning. Results of multiple linear regression analyses suggest that for students studying through L2 EMI, FLA positively influenced their academic engagement with online learning and that coming from a rural area positively affected online engagement. For students studying through L2 FMI, FLA also had a significant positive influence on their online engagement; however, coming from a rural area did not seem to significantly affect their online engagement. Additionally, students mentioned the need for more support, mainly via better organized learning contexts and psychological support. Overall, the results showed that university students experienced FLA in online learning and that it influenced their online academic engagement.";3Y1RB;WOS:000834744000001;;;Garcia-Castro, V (corresponding author), Univ Costa Rica, Fac Educ, San Jose, Costa Rica.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Linguistics WE Emerging Sources Citation Index (ESCI)";;;10.1007/s42321-022-00120-x;"Education & Educational Research; Linguistics";;;;;;;;;;;;;;;;;Bronze;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;AUG;2022;;1;11;19;;;;;;;;;
654;Educadata Datos asociados 2018-2022.txt;Effects of L1 morphological type on L2 morphological awareness;;0267-6583;1477-0326;SECOND LANGUAGE RESEARCH;38;4;787;812;OCT;2022;English;Article;;;;;4;87;26;Previous studies on bilingual children have shown a significant correlation between first language (L1) and second language (L2) morphological awareness and a unique contribution of morphological awareness in one language to reading performance in the other language, suggesting cross-linguistic influence. However, few studies have compared advanced adult L2 learners from L1s of different morphological types or compared native speakers with advanced learners from a morphologically more complex L1 in their target-language morphological awareness. The current study filled this gap by comparing native English speakers (analytic) and two L2 groups from typologically different L1s: Turkish (agglutinative) and Chinese (isolating). Participants´ morphological awareness was evaluated via a series of tasks, including derivation, affix-choice word and nonword tasks, morphological relatedness, and a suffix-ordering task. Results showed a significant effect of L1 morphological type on L2 morphological awareness. After accounting for L2 proficiency, the Turkish group significantly outperformed the Chinese group in the derivation, morphological relatedness, and suffix-ordering tasks. More importantly, the Turkish group significantly outperformed the native English group in the morphological relatedness task even without accounting for English proficiency. Such results have implications for theories in second language acquisition regarding representation of the bilingual lexicon. In addition, results of the current study underscored the need to guard against the comparative fallacy and highlighted the influential effect of L1 experience on the acquisition of L2 morphological knowledge.;4M8HN;WOS:000626687900001;;;Wu, ZH (corresponding author), Beijing Foreign Studies Univ, Sch English & Int Studies, Room 202 SEIS,2 North Xisanhuan Rd, Beijing 100089, Peoples R China.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Linguistics WE Social Science Citation Index (SSCI)";;;10.1177/0267658321996417;"Education & Educational Research; Linguistics";;;;;;;;MOE (Ministry of Education, China) Project of Humanities and Social   Sciences [20YJC740069];The author(s) disclosed receipt of the following financial support for   the research, authorship, and/or publication of this article: This work   was supported by the MOE (Ministry of Education, China) Project of   Humanities and Social Sciences (20YJC740069).;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAR;2021;;4;11;64;;;;;;;;;
656;Educadata Datos asociados 2018-2022.txt;Individual Variations in the Mastery of Discourse Connectives from Teenage Years to Adulthood;;0023-8333;1467-9922;LANGUAGE LEARNING;72;2;412;455;JUN;2022;English;Article;;;;;3;56;44;Many connectives, such as therefore and however, are used very frequently in the written modality. Their acquisition thus represents an important milestone in developing written language competences. In this article, we assess the development of competence with such connectives by native French speakers in a sentence-level insertion task (N = 307, aged 12 to 64) and a text-level insertion task (N = 172, aged 13 to 71). Our results indicate that, despite a general progression in the level of competence with age, the academic level of participants is a strong predictor of competence within each age group, even during adulthood. In addition, from the age of 12, competence is related to the frequency of connectives in naturalistic data, with frequent connectives systematically mastered better than less frequent ones. Finally, in all age groups, the use and understanding of connectives is more challenging when sentences to complete are embedded within a richer context than when presented alone.;0X2SB;WOS:000757956300001;;;Tskhovrebova, E (corresponding author), Univ Bern, Inst Langue & Litterature Francaises, Langgassstr 49, CH-3012 Bern, Switzerland.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Linguistics WE Social Science Citation Index (SSCI)";;;10.1111/lang.12481;"Education & Educational Research; Linguistics";;;;;;;;;;;;;;;;;Green Published;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;FEB;2022;;3;2;3;;;;;;;;;
657;Educadata Datos asociados 2018-2022.txt;Academic Perseverance in Foreign Language Learning: An Investigation of Language-Specific Grit and Its Conceptual Correlates;;0026-7902;1540-4781;MODERN LANGUAGE JOURNAL;105;4;829;857;DEC;2021;English;Article;;;;;21;64;29;The emerging interest in grit, referred to as sustained perseverance and passion for reaching long-term goals and conceptualized as a facet of conscientiousness, has shown that language-specific grit is positively linked to foreign language (FL) achievement. Evidence from recent studies on intended effort and academic buoyancy-constructs conceptually related to grit-suggests that they also play a meaningful role in FL learning. Drawing on the framework for noncognitive factors in academic performance and academic perseverance in particular, this study examines grit and its conceptual correlates. A total of 360 FL learners responded to a survey assessing their FL grit, conscientiousness, intended effort, and buoyancy. The results demonstrated that grit largely overlapped with intended effort but was found to be conceptually distinct from buoyancy and the industriousness facet of conscientiousness. Contrary to previous research, the consistency-of-interest facet of grit demonstrated superior predictive and incremental validity with regard to FL achievement compared to the perseverance-of-effort facet. The findings suggest that the role of academic perseverance in FL learning is a fruitful area of investigation that merits further exploration and research.;YJ6HY;WOS:000713410800001;;;Sudina, E (corresponding author), No Arizona Univ, Dept English, 705 S Beaver St, Flagstaff, AZ 86011 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Linguistics WE Social Science Citation Index (SSCI)";;;10.1111/modl.12738;"Education & Educational Research; Linguistics";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;NOV;2021;;21;19;60;;;;;;;;;
658;Educadata Datos asociados 2018-2022.txt;Behavioral and Neural Responses to Tone Errors in Foreign-Accented Mandarin;;0023-8333;1467-9922;LANGUAGE LEARNING;71;2;414;452;JUN;2021;English;Article;;;;;3;67;39;Previous event-related potentials (ERP) research has investigated how foreign accent modulates listeners´ neural responses to lexical-semantic and morphosyntactic errors. We extended this line of research to consider whether pronunciation errors in Mandarin Chinese are processed differently when a foreign-accented speaker makes them relative to when a native-accented speaker makes them (a conceptual replication using the materials from Pelzl et al., 2019). We evaluated behavioral judgments, the N400, and late positive component while native speakers listened to native and foreign-accented sentences containing tone and rhyme pronunciation errors. We observed effects that suggested that the participants were prone to detect errors in foreign-accented speech more often in sentences with no critical word deviation but also were less likely to reject critical tone errors produced by the foreign-accented speaker. ERP results showed a main effect of accent on late positive components that suggested a difference in degree for sensitivity to foreign-accented compared to native-accented pronunciation errors rather than a completely different response pattern. We found no effect of accent on N400s, with statistically significant differences between tone and rhyme errors regardless of speaker accent.;SG2OP;WOS:000579859800001;;;Pelzl, E (corresponding author), Penn State Univ, Moore Bldg 111, University Pk, PA 16802 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Linguistics WE Social Science Citation Index (SSCI)";;;10.1111/lang.12438;"Education & Educational Research; Linguistics";;;;;;;;"NSF-IGERT grant [0801465]; NSF-EAPSI grant [1514936]; NSF [1749407];   Division Of Behavioral and Cognitive Sci; Direct For Social, Behav &   Economic Scie [1749407] Funding Source: National Science Foundation";Thanks to Junjie Wu, Di Lu, Yongben Fu, Shuhua Li, and Chunyan Kang for   help running participants in Beijing, to Man Li for help proofreading   initial rounds of Chinese stimuli, to Anna Chrabaszcz for helpful advice   and MATLAB scripts, and to Brendan Cone for help editing many auditory   sentence files. Thanks also to Kara Morgan-Short and three anonymous   reviewers for their constructive comments and questions. This research   was supported in part by NSF-IGERT grant 0801465, NSF-EAPSI grant   1514936, and NSF grant 1749407. Supplementary materials, stimuli, data,   and R code can be found at https://osf.io/vysx7/;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;OCT;2020;;3;1;19;;;;;;;;;
659;Educadata Datos asociados 2018-2022.txt;Emoticons in student-professor email communication;;1134-3478;1988-3293;COMUNICAR;30;73;0;0;OCT;2022;English;Article;;;;;0;59;14;Emoticons have become a common phenomenon in email correspondence between students and professors. Even though the use of emoticons in formal writing is considered inappropriate and unprofessional, more and more students are using these nonverbal communication tools to add context or emphasis to their email messages to professors. This paper examines the association between the use of emoticons and professors´ perceptions of higher education students´ email messages with and without emoticons in two countries, Serbia and Slovenia. The students´ emails were collected and assessed on several levels. The students´ messages were examined with particular attention to the appropriateness of the students´ writing style. In addition, the students´ level of digital literacy, their attitude toward a professor, and gender differences in the use of emoticons were examined. Furthermore, an online questionnaire was used to identify characteristic differences between students who use emoticons and students who do not. The results show that messages with emoticons are rated lower on several dimensions than messages without emoticons. In addition, students who use emoticons show lower digital literacy and perceive their professors as more understanding and helpful. Emoticon use is not related to gender. The results suggest that students should avoid using emoticons even if they have a positive attitude toward their professor.;2L7DT;WOS:000817179000010;;;Baggia, A (corresponding author), Univ Maribor, Fac Org Sci, Maribor, Slovenia.;ISI;;;;;;;Education & Educational Research;;;;;"Communication; Education & Educational Research WE Social Science Citation Index (SSCI)";;;10.3916/C73-2022-10;"Communication; Education & Educational Research";;;;;;;;;;;;;;;;;Green Accepted, gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;17;32;;;;;;;;;
660;Educadata Datos asociados 2018-2022.txt;Exploring New Insights Into Explicit and Implicit Second Language Processing: Event-Related Potentials Analyzed by Source Attribution;;0023-8333;1467-9922;LANGUAGE LEARNING;72;2;365;411;JUN;2022;English;Article;;;;;0;103;47;In this exploratory study, we considered the method of combining event-related potentials (ERPs) and source attributions as a means for examining the explicit or implicit nature of second language (L2) knowledge and processing. We recorded electroencephalograms while L2 Spanish participants judged phrase structure and subject-verb agreement sentences and provided source attributions-guess, intuition, memory, rule. The participants evidenced above chance performance and anterior P600 effects to the stimuli overall. We examined whether ERPs differed by explicit (memory, rule) or implicit (guess, intuition) source attributions. Mixed-effects models indicated more positive ERPs when the participants indicated explicit source attributions. Thus, the anterior P600 evidenced in our study seemed to reflect subjectively reported explicit knowledge. Future research will be necessary to reproduce this finding, to understand ERP effects that may be associated with implicit knowledge, and to further explore how ERPs may be triangulated with other types of data to better understand the nature of L2.;0X2SB;WOS:000761804300001;;;Morgan-Short, K (corresponding author), Dept Hispan & Italian Studies, 601 South Morgan St MC 315,1706 Univ Hall, Chicago, IL 60304 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Linguistics WE Social Science Citation Index (SSCI)";;;10.1111/lang.12492;"Education & Educational Research; Linguistics";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;FEB;2022;;0;6;21;;;;;;;;;
664;Educadata Datos asociados 2018-2022.txt;Improvising on Emotion Terms: Students´ Strategies, Emotional Communication, and Aesthetic Value;;0022-4294;1945-0095;JOURNAL OF RESEARCH IN MUSIC EDUCATION;70;3;297;320;OCT;2022;English;Article;;;;;0;69;24;"Studies in musical improvisation show that musicians and even children are able to communicate intended emotions to listeners at will. To understand emotional expressivity in music as an art form, communicative success needs to be related to improvisers´ thought processes and listeners´ aesthetic judgments. In the present study, we used retrospective verbal protocols to address college music students´ strategies in improvisations based on emotion terms. We also subjected their improvisations to expert ratings in terms of heard emotional content and aesthetic value. A qualitative analysis showed that improvisers used both generative strategies (expressible in intramusical terms) and imaginative, extramusical strategies when approaching the improvisation tasks. The clarity of emotional communication was found to be high overall, and linear mixed-effects models showed that it was supported by generative approaches. However, perceived aesthetic value was unrelated to such emotional clarity. Instead, aesthetic value was associated with emotional complexity, here defined as the heard presence of ""nonintended"" emotions. The results point toward a view according to which the expressive content of improvisation gets specified and personalized during the very act of improvisation itself. Arguably, musical expressivity in improvisation should not be equated with the error-free communication of previously intended emotional categories.";3T9EA;WOS:000705735100001;;;Huovinen, E (corresponding author), Royal Coll Mus Stockholm, Box 27711, SE-11591 Stockholm, Sweden.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Music WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)";;;10.1177/00224294211044676;"Education & Educational Research; Music";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;OCT;2021;;0;1;6;;;;;;;;;
665;Educadata Datos asociados 2018-2022.txt;Development and validation of the Situated Academic Writing Self-Efficacy Scale (SAWSES);;1075-2935;1873-5916;ASSESSING WRITING;48;;0;0;APR;2021;English;Article;;;;;6;49;20;"Existing writing self-efficacy instruments have assessed the concept through mechanical and process features of writing to the neglect of the influence of situated context. The purpose of this study was to develop and test the Situated Academic Writing Self-Efficacy Scale (SAWSES) based on Bandura?s self-efficacy theory and a model of socially constructed writing. A sequential multimethod approach constituted the methods. A Delphi panel of 15 expert scholars conducted a theoretical evaluation of the scale and the items were piloted with 20 nursing undergraduate students using cognitive interviews. The scale was validated in two studies with independent samples of 255 nursing students (Study 1), and in an interdisciplinary sample of undergraduate (N = 543) and graduate students (N = 264) (Study 2). The three identified factors present a structure to the questionnaire which is developmental and has the potential to detect gaps in student self-assessed ability to master various facets of disciplinary writing: 1) Writing-Essentials ? synthesis, emotional control, language; 2) Relational-Reflective ? relationship building with writing facilitators (teachers, academic sources) and the self through reflection; and 3) Creative Identity ? exploring gaps in student achievement of transformative writing (creativity, voice, and disciplinary identity), where confidence can help identify the most engaged writers.";RR0PP;WOS:000642811400009;;;Mitchell, KM (corresponding author), Red River Coll, Fac Hlth Sci & Community Serv, Dept Nursing, C-608-2055 Notre Dame Ave, Winnipeg, MB R3H 0J9, Canada.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Linguistics WE Social Science Citation Index (SSCI)";;;10.1016/j.asw.2021.100524;"Education & Educational Research; Linguistics";;;;;;;;"Western and Northern Region Canadian Association of Schools of Nursing   Graduate Student Research Grant; University of Manitoba College of   Nursing Endowment Fund Graduate Student Research Grant";This research was funding by the Western and Northern Region Canadian   Association of Schools of Nursing Graduate Student Research Grant and a   University of Manitoba College of Nursing Endowment Fund Graduate   Student Research Grant.;;;;;;;;hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JAN;2021;;6;9;27;;;;;;;;;
668;Educadata Datos asociados 2018-2022.txt;Incidental learning of semantically transparent and opaque Chinese compounds from reading: An eye-tracking approach;;0346-251X;1879-3282;SYSTEM;107;;0;0;JUL;2022;English;Article;;;;;1;47;12;Using eye-tracking, this study examined the role of semantic transparency in L2 learners´ incidental learning of compounds from reading and how real-time processing of novel compounds contributes to vocabulary gains. L2 Chinese speakers encountered 12 novel compounds embedded in stories, each occurring six times. Their knowledge of the compounds was tested immediately after the reading task. Results confirmed the advantage of transparent compounds over opaque compounds (in terms of form recognition and meaning recall), as well as the positive association between reading time summed across exposures and vocabulary gains (in terms of form and meaning recognition, regardless of semantic transparency). Our findings add to the literature on incidental vocabulary learning in that semantic transparency was found to moderate the acquisition order of different aspects of vocabulary knowledge, which highlights the importance of lexical characteristics for future research.;2A8HE;WOS:000809735800012;;;Yi, W (corresponding author), Sch Chinese Second Language, 5 Yiheyuan Rd, Beijing 100871, Peoples R China.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Linguistics WE Social Science Citation Index (SSCI)";;;10.1016/j.system.2022.102825;"Education & Educational Research; Linguistics";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUN;2022;;1;13;29;;;;;;;;;
669;Educadata Datos asociados 2018-2022.txt;The effects of information structure in the processing of word order variation in the second language;;0267-6583;1477-0326;SECOND LANGUAGE RESEARCH;38;3;639;670;JUL;2022;English;Article;;;;;1;158;32;Traditionally, it has been claimed that the non-canonical word order of passives makes them inherently more difficult to comprehend than their canonical active counterparts both in the first (L1) and second language (L2). However, growing evidence suggests that non-canonical word orders are not inherently more difficult to process than canonical counterparts when presented with discourse contexts that license their information structure constraints. In an eye-tracking experiment, we investigated the effect of information structure on the online processing of active and passive constructions and whether this effect differed in monolinguals and L1-Spanish-L2-English speakers. In line with previous corpus studies, our results indicated that there was an interaction between word order and information structure according to which passive sentences were much more costly to process with new-given information structure patterns. Crucially, we failed to find evidence that the effect of information structure on word order constraints in comprehension differed between monolingual and L2 speakers.;2H3PI;WOS:000620000500001;;;Lopez-Beltran, P (corresponding author), Penn State Univ, Dept Spanish Italian & Portuguese, 442 Burrowes Bldg, State Coll, PA 16802 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Linguistics WE Social Science Citation Index (SSCI)";;;10.1177/0267658321992461;"Education & Educational Research; Linguistics";;;;;;;;"Foreign Fulbright Fellowship; NSF [DGE-1255832, OISE-1545900]";The author(s) disclosed receipt of the following financial support for   the research, authorship, and/or publication of this article: The   writing of this article was supported in part by a Foreign Fulbright   Fellowship to Priscila Lopez-Beltran, NSF Grant No. DGE-1255832 to   Michael A Johns, and NSF Grant No. OISE-1545900 to Paola E Dussias.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;FEB;2021;;1;2;20;;;;;;;;;
672;Educadata Datos asociados 2018-2022.txt;Making college affordable? The impacts of tuition freezes and caps;;0272-7757;1873-7382;ECONOMICS OF EDUCATION REVIEW;89;;0;0;AUG;2022;English;Article;;;;;0;37;27;"We study how colleges´ ""sticker price""and institutional financial aid change during and after tuition caps and freezes using a modified event study design. While tuition regulations lower sticker prices, colleges recoup losses by lowering financial aid or rapidly increasing tuition after regulations end. At four-year colleges, regulations lower sticker price by 6.3 percentage points while simultaneously reducing aid by nearly twice as much (11.3 percentage points). At two-year colleges, while regulations lower tuition by 9.3 percentage points, the effect disappears within three years of the end of the regulation. Changes in net tuition vary widely; focusing on four-year colleges, while some students receive discounts up to 5.9 percentage points, others pay 3.8 percentage points more than they would have without these regulations. Students who receive financial aid, enter college right after the regulation is lifted, or attend colleges that are more dependent on tuition benefit less.";1Y0GB;WOS:000807823800003;;;Miller, L (corresponding author), Univ Wisconsin Madison, Madison, WI 53706 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Economics; Education & Educational Research WE Social Science Citation Index (SSCI)";;;10.1016/j.econedurev.2022.102265;"Business & Economics; Education & Educational Research";;;;;;;;Juli Plant Granger Summer Research Scholarship - University of Wisconsin   - Madison Department of Economics;This was partially supported by the Juli Plant Granger Summer Research   Scholarship generously provided by the University of Wisconsin - Madison   Department of Economics.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAY;2022;;0;1;6;;;;;;;;;
673;Educadata Datos asociados 2018-2022.txt;Effects of Plurilingual Teaching on Grammatical Development in Early Foreign-Language Learning;;0026-7902;1540-4781;MODERN LANGUAGE JOURNAL;105;2;464;483;JUN;2021;English;Article;;;;;6;66;20;This article reports two intervention studies testing the effects of plurilingual teaching on grammatical development among primary-school students learning English as a foreign language (FL). In a pre-posttest control-group design, more than 200 9-10-year old majority language German and minority language students received plurilingual FL teaching (intervention group) or regular FL-only teaching (control group). Study 1 on the acquisition of wh-questions showed that systematic cross-linguistic comparisons of the FL with the majority language and minority languages facilitate acquisition of object questions. In Study 2 on passives, the intervention and the control groups both demonstrated comparable gains. We suggest that plurilingual teaching has advantages when the majority language differs from the target language (Study 1) yet not when a phenomenon is comparable across languages (Study 2). In neither study did learners show generalization to related grammatical phenomena. Finally, majority language and minority language students did not perform differently, which suggests that plurilingual FL teaching is suitable for all FL learners. These findings demonstrate that plurilingual FL teaching facilitates grammatical development by increasing learners´ awareness of cross-linguistic similarities and differences.;TR4PT;WOS:000649231400001;;;Hopp, H (corresponding author), Tech Univ Carolo Wilhelmina Braunschweig, English Linguist, Bienroder Weg 80, D-38106 Braunschweig, Germany.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Linguistics WE Social Science Citation Index (SSCI)";;;10.1111/modl.12709;"Education & Educational Research; Linguistics";;;;;;;;"German FederalMinistry for Education and Research (BMBF) as part of the   research cluster ""Sprachliche Bildung und Mehrsprachigkeit"" [FKZ   01JM1702A/B]; Projekt DEAL";"The authors thank the project members, Jenny Jakisch, Teresa Kieseier,   and Sarah Sturm, as well as the research assistants, in particular   Vivien Schaer, for help with materials development, implementation, data   collection, and data coding. The authors are grateful to the project   consultant, Carmen Becker, for advice regarding the teaching   implementations. The authors thank the editor of MLJ and three anonymous   reviewers for helpful comments and suggestions. The project MEG-SKoRe II   (""Sprachliche und kognitive Ressourcen der Mehrsprachigkeit im   Englischerwerb in der Grundschule"") was funded by the German   FederalMinistry for Education and Research (BMBF) as part of the   research cluster ""Sprachliche Bildung und Mehrsprachigkeit"" (FKZ   01JM1702A/B, 2017-2020). Open access funding enabled and organized by   Projekt DEAL.";;;;;;;;Green Published;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAY;2021;;6;7;19;;;;;;;;;
674;Educadata Datos asociados 2018-2022.txt;Higher education and school history in Scotland in the second half of the twentieth century;;0142-5692;1465-3346;BRITISH JOURNAL OF SOCIOLOGY OF EDUCATION;42;7;989;1007;OCT;2021;English;Article;;;;;0;43;19;The relationship between students´ entry to higher education and the history or status of the secondary school which they attended is examined using school leavers´ surveys in Scotland stretching from the early 1950s to the late 1990s. The surveys are unique in the length of this period, their details of the higher-education institutions and schools which students attended, and their information on school attainment and on socio-economic status and sex. Universities, colleges and schools were classified in terms of their history in order to understand the role of educational institutions during three periods of reform - the ending of selection to secondary school between the mid-1960s and the late-1970s, and the two waves of expansion of higher education, in the 1960s and in the 1990s. The conclusion is that the distinctive characteristics of particular categories of institution - their institutional habitus - can modify inequality.;XD0HU;WOS:000685995800001;;;Paterson, L (corresponding author), Univ Edinburgh, Sch Social & Polit Sci, Edinburgh, Midlothian, Scotland.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Sociology WE Social Science Citation Index (SSCI)";;;10.1080/01425692.2021.1962245;"Education & Educational Research; Sociology";;;;;;;;Leverhulme Trust;This work was funded by Leverhulme Trust.;;;;;;;;Green Published, hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUL;2021;;0;1;4;;;;;;;;;
675;Educadata Datos asociados 2018-2022.txt;Diagnosing listening and reading skills in the Chinese EFL context: Performance stability and variability across modalities and performance levels;;0346-251X;1879-3282;SYSTEM;106;;0;0;JUN;2022;English;Article;;;;;0;128;19;This study employed cognitive diagnostic modeling to examine whether learners´ performance on the common subskills of listening and reading varied across modalities and performance levels, aiming to provide a better understanding of the similarities and differences between listening and reading in the Chinese EFL context. Specifically, we retrofitted a large-scale EFL test taken by 797 non-English-major undergraduates. We utilized the G-DINA package in R to obtain test takers´ mastery patterns of global and local subskills in the listening and reading tests and further compared them through a mixed-design ANOVA. The results showed that the comprehension subskills were manifested similarly in listening and reading, but a modality effect did exist. Learners generally performed worse in listening and their mastery status of local and global skills was significantly different across modalities in that learners fulfilled global tasks better in listening and local tasks better in reading. The high-performing group mastered global skills better in listening and local skills better in reading while the low-performing group mastered global skills better in both listening and reading. The findings of the study provide backing for a modality effect in L2 comprehension, encouraging comprehension theorists and language teachers to reconsider the value of the modality-specific characteristics.;0Y0ME;WOS:000790091100004;;;Min, SC (corresponding author), Zhejiang Univ, Sch Int Studies, 866 Yuhangtang Rd, Hangzhou 310058, Zhejiang, Peoples R China.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Linguistics WE Social Science Citation Index (SSCI)";;;10.1016/j.system.2022.102787;"Education & Educational Research; Linguistics";;;;;;;;National Social Science Foundation of China [19CYY050, 20BYY107];Acknowledgment This work was supported by two projects of the National   Social Science Foundation of China [19CYY050 and 20BYY107] .;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAR;2022;;0;18;23;;;;;;;;;
676;Educadata Datos asociados 2018-2022.txt;The effect of import competition on educational attainment at the postsecondary level: Evidence from NAFTA;;0272-7757;1873-7382;ECONOMICS OF EDUCATION REVIEW;82;;0;0;JUN;2021;English;Article;;;;;3;35;13;The North American Free Trade Agreement (NAFTA) substantially lowered the trade barrier between Mexico and the United States. I study the effect of American industries´ increased competition against Mexican imports on educational attainment at the postsecondary level. Using the commuting-zone-by-state level variations in the protection against import competition, I find evidence for a substantial increase in both enrollment and degree acquisition in public two- year colleges as a result of lowered tariffs on manufactured goods from Mexico. Educational attainment at four-year colleges, in the contrary, does not respond to NAFTA in a statistically meaningful manner.;SI5PA;WOS:000654875400012;;;Lee, MJ (corresponding author), San Francisco State Univ, HSS Bldg Rm 144,1600 Holloway Ave, San Francisco, CA 94132 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Economics; Education & Educational Research WE Social Science Citation Index (SSCI)";;;10.1016/j.econedurev.2021.102117;"Business & Economics; Education & Educational Research";;;;;;;;;;;;;;;;;hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAR;2021;;3;2;6;;;;;;;;;
677;Educadata Datos asociados 2018-2022.txt;Effects of COVID-19 on school enrollment;;0272-7757;1873-7382;ECONOMICS OF EDUCATION REVIEW;83;;0;0;AUG;2021;English;Article;;;;;5;13;5;We estimate effects of the COVID-19 pandemic on self-reported school enrollment using a sample of 16-to-18-year-old youth from the January 2010 to the December 2020 Current Population Survey (CPS). The pandemic reduced the likelihood of students reporting that they were enrolled in high school by about 1.8 percentage points in April 2020 vs. in the same month in prior years, although enrollment rebounded back to typical levels by October 2020. Adverse effects on school enrollment were magnified for older vs. younger students, males vs. females, and among adolescents without a college-educated household member vs. adolescents from more educated households. Greater school responsiveness to the pandemic and high school graduation exit exams appear to have protected students from disengaging from school.;UR8LD;WOS:000696992800010;;;"Chatterji, P (corresponding author), SUNY Albany, Dept Econ, 1400 Washington Ave, Albany, NY 12222 USA.; Chatterji, P (corresponding author), NBER, 1400 Washington Ave, Albany, NY 12222 USA.";ISI;34720328;;;;;;Education & Educational Research;;;;;"Economics; Education & Educational Research WE Social Science Citation Index (SSCI)";;;10.1016/j.econedurev.2021.102128;"Business & Economics; Education & Educational Research";;;;;;;;;;;;;;;;;Green Published;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAY;2021;;5;5;30;;;;;;;;;
678;Educadata Datos asociados 2018-2022.txt;Encouraged or Discouraged? The Effect of Adverse Macroeconomic Conditions on School Leaving and Reentry;;0038-0407;1939-8573;SOCIOLOGY OF EDUCATION;94;2;103;123;APR;2021;English;Article;;;;;2;67;21;"Existing research generally confirms a countercyclical education enrollment, whereby youths seek shelter in the educational system to avoid hardships in the labor market: the ""discouraged worker"" thesis. Alternatively, the ""encouraged worker"" thesis predicts that economic downturns steer individuals away from education because of higher opportunity costs. This study provides a formal test of these opposing theories using data from the United States compared with similar sources from the United Kingdom, Germany, and Sweden. I investigate whether macroeconomic stimuli-including recessions and youth unemployment fluctuations-matter for enrollment decisions. Analyses rely on 10 years of detailed individual-level panel data, consisting of birth cohorts across several decades. Across data sources, results show enrollment persistence in secondary education is stronger in response to economic downturns. These patterns differ sharply for tertiary-enrolled students and those who recently left higher education. Surprisingly, U.S. youths display an increased hazard of school leaving and a decreased hazard of educational reenrollment in response to adverse conditions. In contrast, European youths tend to make enrollment decisions supportive of discouraged-worker mechanisms or insensitivity to adverse conditions. The U.S.-specific encouraged-worker mechanism might be explained by the relative importance of market forces in one´s early career and the high costs of university attendance, which induces risk aversion with regard to educational investment. The discussion addresses the consequences for educational inequality.";QZ5OL;WOS:000572763100001;;;Witteveen, D (corresponding author), Univ Oxford, Nuffield Coll, 1 New Rd, Oxford OX1 1NF, England.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Sociology WE Social Science Citation Index (SSCI)";;;10.1177/0038040720960718;"Education & Educational Research; Sociology";;;;;;;;;;;;;;;;;hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;SEP;2020;;2;1;12;;;;;;;;;
680;Educadata Datos asociados 2018-2022.txt;Crowdsourced Adaptive Comparative Judgment: A Community-Based Solution for Proficiency Rating;;0023-8333;1467-9922;LANGUAGE LEARNING;72;3;853;885;SEP;2022;English;Article;;;;;1;59;33;The main objective of this Methods Showcase Article is to show how the technique of adaptive comparative judgment, coupled with a crowdsourcing approach, can offer practical solutions to reliability issues as well as to address the time and cost difficulties associated with a text-based approach to proficiency assessment in L2 research. We showcased this method by reporting on the methodological framework implemented in the Crowdsourcing Language Assessment Project and by presenting the results of a first study that demonstrated that a crowd is able to assess learner texts with high reliability. We found no effect of language skills or language assessment experience on the assessment task, but judges who had received formal language assessment training seemed to differ in their decisions from judges who had not received such training. However, the scores generated by the crowdsourced task exhibited a strong positive correlation with the rubric-based scores provided with the learner corpus used.;3Q4LF;WOS:000791453700001;;;Paquot, M (corresponding author), UCLouvain, SSH ILC, Coll Erasme, Pl Blaise Pascal 1,Bte L3-03-33, B-1348 Louvain La Neuve, Belgium.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Linguistics WE Social Science Citation Index (SSCI)";;;10.1111/lang.12498;"Education & Educational Research; Linguistics";;;;;;;;FNRS project [T.0086.18];The Crowdsourcing Language Assessment Project (CLAP) project was   developed within the framework of the Lexicogrammatical Complexity   Across Mode T.0086.18 FNRS project. We thank Alex Konig (then at EURAC,   Bolzano, Italy) for his technical help at the start of the project. We   are grateful to our colleagues at UCLouvain for taking part in the pilot   study and to all national and international colleagues who contributed   to CLAP and/or provided feedback on the project. We also thank the   reviewers for their very constructive and insightful comments. The usual   disclaimers apply. We have no known conflict of interest to disclose.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAY;2022;;1;1;2;;;;;;;;;
681;Educadata Datos asociados 2018-2022.txt;Evaluating the reading and listening outcomes of beginning-level Duolingo courses;;0015-718X;1944-9720;FOREIGN LANGUAGE ANNALS;54;4;974;1002;DEC;2021;English;Article;;;;;2;61;29;Duolingo is a commercial language-teaching platform that offers free courses on the web and on mobile apps. This study reports the ACTFL listening and reading proficiency levels of adult Duolingo learners who had completed beginning-level courses in Spanish or French. The participants (n = 225) were learners residing in the United States, had little to no prior proficiency in the target language, and used Duolingo as their only learning tool. The Duolingo learners reached Intermediate Low in reading and Novice High in listening. No other skills were assessed. Their reading and listening scores were comparable with those of university students at the end of the fourth semester of study. The findings of the study suggest that Duolingo can be an effective tool for foreign language learning.;YL0VU;WOS:000741473400001;;;Jiang, XY (corresponding author), Duolingo, 5900 Penn Ave, Pittsburgh, PA 15206 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Linguistics WE Social Science Citation Index (SSCI)";;;10.1111/flan.12600;"Education & Educational Research; Linguistics";;;;;;;;;;;;;;;;;hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JAN;2022;;2;19;33;;;;;;;;;
682;Educadata Datos asociados 2018-2022.txt;The Additive Effects of Implementing Advanced Tiers of SWPBIS With Fidelity on Disciplinary Exclusions;;1098-3007;1538-4772;JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS;24;3;183;195;JUL;2022;English;Article;;;;;3;32;13;Schools continue to rely on disciplinary exclusions as a consequence for behavioral rule violations, despite evidence that removing students from instruction for discipline purposes is associated with poor behavioral, academic, and social outcomes. School-wide positive behavior interventions and supports (SWPBIS) is one multitiered support framework used to prevent behavior problems while developing effective and efficient systems for intervening with students who require more support. Prior research suggests implementing Tier 1 of SWPBIS with fidelity is associated with reductions in disciplinary exclusions. In this study, we evaluated the additive effects of implementing Tier 1 and advanced tiers (i.e., Tiers 2 and 3) with fidelity compared with Tier 1 alone for 558 schools in California. Results indicate schools implementing all three tiers with fidelity had significantly lower rates of students receiving one out-of-school suspension, out-of-school suspension incidents, and students referred to law enforcement. We also discuss implications and recommendations for future research.;2E5ZT;WOS:000649154400001;;;Grasley-Boy, NM (corresponding author), Juniper Gardens Childrens Project, 444 Minnesota Ave 300, Kansas City, KS 66101 USA.;ISI;;;;;;;Education, Special;;;;;"Psychology, Clinical; Education, Special WE Social Science Citation Index (SSCI)";;;10.1177/10983007211011767;"Psychology; Education & Educational Research";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;APR;2021;;3;0;4;;;;;;;;;
686;Educadata Datos asociados 2018-2022.txt;Individual or collaborative projects? Considerations influencing the preferences of students with high reasoning ability and others their age;;1359-8139;1469-834X;HIGH ABILITY STUDIES;33;1;87;119;JAN;2022;English;Article;;;;;2;99;33;Conditions influencing 328 students´ (Grades 6-8) preferences for collaborating or working alone on challenging projects were investigated, as well as their potential interactions with ability, grade and sex. Each student completed the Cognitive Abilities Test (Form 7) and Project Context Survey. No overall preference for individual or collaborative projects was found. Students´ preferences were sensitive to features of the context (subject, nature of the task and social dynamics). Individual projects were preferred in art and shared projects in science and social studies. Students with high ability and boys preferred individual projects in Math. Principal components analyses revealed three contextual considerations influenced students´ desire to work on projects alone (enjoyment, optimizing the outcome, and risk management) and five influenced the appeal of collaborating (inclusiveness and trust, access to the strengths of others, their perceived need for support, familiarity, and fair assessment). High ability students were more concerned with the efficiency and quality of their work, and their grades while others their age were more influenced by the potential for fun. Grade 8 students were more concerned with risk management and the assessment process than younger students. If the safe, supportive, fair conditions they sought for collaborating were not available, students´ default preference was to work alone on a challenging project.;1N1AZ;WOS:000655098200001;;;Kanevsky, L (corresponding author), Simon Fraser Univ, Fac Educ, 8888 Univ Dr, Burnaby, BC V5A 1S6, Canada.;ISI;;;;;;;Education, Special;;;;;"Education, Special; Psychology, Educational WE Social Science Citation Index (SSCI)";;;10.1080/13598139.2021.1903842;"Education & Educational Research; Psychology";;;;;;;;Social Sciences and Humanities Research Council of Canada/Simon Fraser   University [Small-2011-631004];This work was supported by the Social Sciences and Humanities Research   Council of Canada/Simon Fraser University [Grant number   Small-2011-631004].This funding is provided by an grant program internal   to Simon Fraser University so many not appear in the Open Funder   Registry.;;;;;;;;hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAY;2021;;2;0;3;;;;;;;;;
689;Educadata Datos asociados 2018-2022.txt;Presence of parent, gender and emotional valence influences preschoolers´ PFC processing of video stimuli;;0300-4430;1476-8275;EARLY CHILD DEVELOPMENT AND CARE;192;7;1020;1031;MAY;2022;English;Article;;;;;6;53;12;Unprecedented increases in child exposure to diverse videos has resulted in a need to understand how children process videos. While children show distinct activations in the prefrontal cortex (PFC) when presented with children´s movies, multiple factors influence child neural response to screen media, namely, presence of a specific parent, gender differences and emotional valence. Sixty-two children (37 boys) aged 3 to 4 and their parents (33 mothers, 29 fathers) were recruited fora joint video task involving three video clips that varied in emotional valence while children´s neural responses were measured using functional near-infrared spectroscopy. We found a significant interaction effect between emotional valence and gender. Children who engaged in joint-viewing with their fathers also showed significantly stronger PFC activity than with their mothers, regardless of emotional valence of video. Our findings suggest how, at a PFC level, different factors interact and influence the joint-viewing experience amongst parent-child dyads.;1H8FW;WOS:000579243500001;;;"Esposito, G (corresponding author), Nanyang Technol Univ, Sch Social Sci, Psychol Program, Singapore, Singapore.; Esposito, G (corresponding author), Univ Trento, Dept Psychol & Cognit Sci, Rovereto, Italy.; Esposito, G (corresponding author), Nanyang Tec";ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Developmental WE Social Science Citation Index (SSCI)";;;10.1080/03004430.2020.1832997;"Education & Educational Research; Psychology";;;;;;;;"Nanyang Technological University Singapore [M4081597]; Ministry of   Education -Singapore Tier-1 Grant; Singapore Children´s Society";This work was supported by the 2015 NAP Start-up Grant M4081597 (GE)   from Nanyang Technological University Singapore and the Ministry of   Education -Singapore Tier-1 Grant (GE). This research was also supported   by a Research Grant Award from the Singapore Children´s Society (A.A.).;;;;;;;;Green Submitted;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;OCT;2020;;6;4;14;;;;;;;;;
693;Educadata Datos asociados 2018-2022.txt;Seeing climate change: psychological distance and connection to nature;;1350-4622;1469-5871;ENVIRONMENTAL EDUCATION RESEARCH;28;7;949;969;JUL;2022;English;Article;;;;;2;92;21;To develop targeted climate change curricula, it is imperative to understand how students perceive and observe the localized effects of climate change. Our work used a quantitatively driven, parallel mixed methods research design to study potential factors that contribute to undergraduate biology students seeing the local effects of climate change. Our research questions asked students to provide examples of climate change occurring in their state and examined the predictive power of connection to nature, psychological distance, and other factors on whether students see climate change or not. Our quantitative data show a student´s connection to nature, their spatial climate awareness, and their geographic location were the three most important factors in predicting a student seeing and discussing climate change occurring in their state. Further, our qualitative data support our quantitative findings indicating that personal experiences in nature are integral for students connecting with nature and seeing climate change at scales smaller than their state.;2H6ZK;WOS:000759231500001;;;Duke, JR (corresponding author), Univ Northern Colorado, Sch Biol Sci, Greeley, CO 80639 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Environmental Studies WE Social Science Citation Index (SSCI)";;;10.1080/13504622.2022.2042205;"Education & Educational Research; Environmental Sciences & Ecology";;;;;;;;University of Northern Colorado Graduate Student Association;This study was supported by funding from the University of Northern   Colorado Graduate Student Association.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;FEB;2022;;2;7;25;;;;;;;;;
695;Educadata Datos asociados 2018-2022.txt;Land Protection Partnership in the Montezuma Wetlands Complex, New York, USA;;2473-9510;;CASE STUDIES IN THE ENVIRONMENT;6;1;0;0;;2022;English;Article;;;;;0;29;13;Conserving critical wildlife habitat at a regional scale can be challenging, especially when the region hosts a range of land uses, jurisdictions, and competing interests. Abundant opportunities exist for cooperation when vested conservation entities find common ground to use their unique strengths in a cooperative effort to protect and restore wetlands for wildlife and people. We present the Montezuma Wetlands Complex (MWC) Land Protection Partnership as a case study of regional conservation collaboration aimed at identifying areas in greatest need of wetland protection and restoration to support wetland wildlife and provide wildlife-based recreation. The MWC is among the most important wetland complexes in the Atlantic flyway of eastern North America for migratory birds because it provides critical migratory stopover habitat for millions of birds and regionally unique habitats for breeding birds and resident wildlife, including numerous endangered and threatened (E&T) species. This case study demonstrates how state, federal, and nonprofit entities with differing goals and objectives can partner to protect and restore critical wetland habitat for wildlife. Partners optimized efforts by developing an online survey that included physical, land cover, biological, and people/use attributes which were ranked by each partner to determine common priorities and applied these into a spatial mapping, decision-support tool. Within attribute categories, land protection (physical), emergent marshes (land use), E&T (biological), and recreational areas (people/use) were highest ranked by partners. The decision-support tool provided an objective method of ranking parcels of land for public outreach efforts by the partners to protect and restore wetland wildlife habitat.;2M8GN;WOS:000817931500001;;;Schummer, ML (corresponding author), SUNY Coll Environm Sci & Forestry, Dept Environm Biol, Syracuse, NY 13210 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Environmental Studies WE Emerging Sources Citation Index (ESCI)";;;10.1525/cse.2022.1711654;"Education & Educational Research; Environmental Sciences & Ecology";;;;;;;;"New York State Conservation Partnership Program (NYSCPP); New York´s   Environmental Protection Fund";This work was funded in part by the New York State Conservation   Partnership Program (NYSCPP) and New York´s Environmental Protection   Fund. The NYSCPP is administered by the Land Trust Alliance, in   coordination with the State Department of Environmental Conservation and   the State University of New York College of Environmental Science and   Forestry, in addition to Ducks Unlimited, Inc., and the corresponding   partners within the Land Protection Partnership.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;1;2;;;;;;;;;
696;Educadata Datos asociados 2018-2022.txt;Examining Civic Outcomes Between 2-and 4-Year Colleges: A Case Study of Two Postsecondary Institutions;;0013-1245;1552-3535;EDUCATION AND URBAN SOCIETY;54;1;99;120;JAN;2022;English;Article;;;;;0;28;22;While postsecondary education appears to promote civic mindedness and engagement, relatively little is known about the association between civic outcomes and types of postsecondary education, as well as across different academic programs. Using a convenience sample from two postsecondary education institutions in the Mid-Atlantic U.S., this research examines the differences in civic mindedness and civic engagement between 2-year community college and 4-year university students, as well as students in different majors. Despite no significant difference between 2- and 4-year institutions, social science majors have greater civic outcomes in the specific areas compared to other majors.;XI7ZK;WOS:000610286500001;;;Yamashita, T (corresponding author), Univ Maryland Baltimore Cty, Dept Sociol Anthropol & Publ Hlth, 1000 Hilltop Circle, Baltimore, MD 21250 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Urban Studies WE Social Science Citation Index (SSCI)";;;10.1177/0013124520986961;"Education & Educational Research; Urban Studies";;;;;;;;;;;;;;;;;Green Published;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JAN;2021;;0;0;1;;;;;;;;;
697;Educadata Datos asociados 2018-2022.txt;Predicting engineering students´ desire to address climate change in their careers: an exploratory study using responses from a US National survey;;1350-4622;1469-5871;ENVIRONMENTAL EDUCATION RESEARCH;27;7;1054;1079;APR;2021;English;Article;;;;;1;102;26;More engineering students are needed to address climate change in their careers. These students are necessary because engineering includes designing and building machines, structures, and components that contribute large portions of society´s carbon emissions. We surveyed a national sample of undergraduate engineering students (n = 4605) in their last semester of college about their desire to address climate change in their careers and the factors that predicted these responses. Possible variables for wanting to address climate change in their career included course topics, co-curricular experiences, climate knowledge, political affiliation, religion, and other demographics. The strongest factors that predicted engineering students´ desire to address climate change in their career were related to a feeling of personal responsibility to deal with environmental problems, recognizing climate change as a technical (not social) issue, believing climate change is caused by burning fossil fuels and livestock production, and their engineering discipline. Students majoring in environmental and architectural engineering were more likely to want to address climate change in their careers than others. Previous known factors to increase motivation for climate action like course topics, political affiliation, student organization participation, undergraduate research experience, and environmental volunteering were not strong predictors among engineering undergraduate students.;TA8JP;WOS:000650467500001;;;Shealy, T (corresponding author), Virginia Tech, Dept Civil & Environm Engn, 200 Patton Hall, Blacksburg, VA 24061 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Environmental Studies WE Social Science Citation Index (SSCI)";;;10.1080/13504622.2021.1921112;"Education & Educational Research; Environmental Sciences & Ecology";;;;;;;;"National Science Foundation [1635534, 1635204]; Div Of Engineering   Education and Centers; Directorate For Engineering [1635204, 1635534]   Funding Source: National Science Foundation";This material is based upon work supported by the National Science   Foundation under Grant Nos. 1635534 and 1635204. Any opinions, findings,   and conclusions or recommendations expressed in this material are those   of the author(s) and do not necessarily reflect the views of the   National Science Foundation.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;APR;2021;;1;0;12;;;;;;;;;
698;Educadata Datos asociados 2018-2022.txt;Academic Outcomes of Students in University Digital Environment at Different Levels of Higher Education: Who Is More Successful?;;1814-2052;2311-7273;PSIKHOLOGICHESKAYA NAUKA I OBRAZOVANIE-PSYCHOLOGICAL SCIENCE AND EDUCATION;26;1;76;91;;2021;Russian;Article;;;;;0;22;16;The problem of empirical assessment of various aspects of learning in the digital educational environment seems to be of particular relevance. At the same time, it is emphasized that there is a lack of comparative studies of students´ educational outcomes at different levels of higher education who have completed e-courses. The study was conducted at the Moscow State University of Psychology and Education (MSUPE), the sample size is N = 424 students. Subject of the study is immediate and long-term academic achievements of students in two levels of higher education who completed e-courses. Purpose of the study is to evaluate the differences in the academic achievements and knowledge retention of graduate and undergraduate students. Key findings of students´ academic outcomes comparative analysis are the following: (1) No differences were found between graduate and undergraduate students in the pretest, final test and overall e-course grade indicators.(2) The same tendency was revealed in students of both groups: pretest scores are low, post-test scores significantly and strongly increase, and then after 1.5-4 months they significantly decrease, while remaining significantly higher than the input indicators. The knowledge retention scores are very scattered in comparison with the direct ones.(3) The gain score effect size and the improvement index are significant for the final test only without adjusting for clustering, i.e. ignoring the fact that the sample consists of several student groups. A median graduate student would have a higher score than a median undergraduate student. Cluster-level effect size is not statistically significant. Cluster-level effect size for overall e-course grade indicators with difference-in-differences adjustment is also not reliable.(4) The knowledge retention scores in both students´ categories do not differ. The gain score effect sizes for knowledge retention, taking into account both the final test and the pretest, are not significant. (5) The psychometric characteristics of the academic achievement test in the field of empirical data quantitative analysis can be considered satisfactory.;QW3KX;WOS:000628553900007;;;"Sorokova, MG (corresponding author), Moscow State Univ Psychol & Educ, Fac Informat Technol, Sci & Pract Ctr Comprehens Support Psychol Res Ps, Moscow, Russia.; Sorokova, MG (corresponding author), Moscow State Univ Psychol & Educ, Fac Informat Technol, C";ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Multidisciplinary WE Emerging Sources Citation Index (ESCI)";;;10.17759/pse.2021260105;"Education & Educational Research; Psychology";;;;;;;;Moscow State University of Psychology and Education;"The reported study was funded by the Moscow State University of   Psychology and Education (MSUPE) in the framework of the research   project ""Digital Technologies in Higher Education: Development of   Technology for Individualizing Education Using E-Courses"".";;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;1;7;;;;;;;;;
700;Educadata Datos asociados 2018-2022.txt;The association of daily spiritual experiences with depression among Head Start staff;;0885-2006;1873-7706;EARLY CHILDHOOD RESEARCH QUARTERLY;56;;65;77;;2021;English;Article;;;;;6;131;13;Depression is common among early childhood education (ECE) staff and can impair children´s learning. Among adults, greater spirituality is associated with a lower risk of depression, while adverse childhood experiences (ACEs) are associated with a higher risk. The purpose of this study was to determine whether ECE staff who reported more frequent daily spiritual experiences had a lower prevalence of depression, and whether this association was present across a range of exposures to ACEs. In the 2012 Pennsylvania Head Start Staff Wellness Survey, we collected data from 2105 Head Start and Early Head Start staff on their daily spiritual experiences (Daily Spiritual Experience Scale [DSES] score), ACE scores (count of exposure to eight categories of childhood adversity), and depression (Center for Epidemiologic Studies Depression Scale score >16). Among survey participants, 97.1% were female and 56.0% were >40 years of age. Depression was reported by 24.4% and >3 ACEs by 22.8%. Across quartiles of daily spiritual experiences (DSES score) from lowest to highest, the prevalence of depression decreased significantly (32.7%, 27.2%, 20.1%, and 17.2%, respectively [p < .001]), after adjusting for variables such as gender, age, race/ethnicity, education, and indicators of economic hardship. This inverse association was also present at each level of ACEs. For example, in the subgroup reporting >3 ACEs, the adjusted prevalence (95% confidence interval) of depression was 17.4% (27.2%, 7.7%) lower for those in the highest quartile of DSES scores compared to those in the lowest quartile. Among ECE staff working in Head Start, more frequent daily spiritual experiences were associated with a lower risk of depression across a range of exposures to ACEs. Supporting the spirituality of adults working in ECE may reduce their depressive symptoms, which could strengthen their relationships with children and families and improve children´s outcomes. (c) 2021 Elsevier Inc. All rights reserved.;UG9VY;WOS:000689591600006;;;Whitaker, RC (corresponding author), Columbia Bassett Program, One Atwell Rd, Cooperstown, NY 13326 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Developmental WE Social Science Citation Index (SSCI)";;;10.1016/j.ecresq.2021.03.001;"Education & Educational Research; Psychology";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAR;2021;;6;0;2;;;;;;;;;
701;Educadata Datos asociados 2018-2022.txt;Bringing Social Justice into the Statistics Classroom;;0098-6283;1532-8023;TEACHING OF PSYCHOLOGY;48;3;269;274;JUL;2021;English;Article;;;;;0;34;6;Social justice is an American Psychological Association (APA) ethical principal which is often taught in content courses (e.g. social psychology, developmental psychology, introductory psychology) but rarely covered in psychological statistics courses. This is problematic, as psychology students may assume that bias is not an issue when implementing statistical tests and interpreting their results if social justice topics are not incorporated into statistics classrooms. The current study evaluated student´s attitudes toward a social justice lecture in a statistics classroom (N = 100 students). Results show students had more favorable attitudes toward social justice and agreed it was important to cover in statistics classrooms. Future research should extend this work by seeking to replicate these findings and evaluating additional pedagogical tools to incorporate social justice into the statistics classroom.;SN0EL;WOS:000600591100001;;;Kunicki, ZJ (corresponding author), Brown Univ, Warren Alpert Med Sch, 345 Blackstone Blvd,Box G BH, Providence, RI 02906 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Multidisciplinary WE Social Science Citation Index (SSCI)";;;10.1177/0098628320979879;"Education & Educational Research; Psychology";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;DEC;2020;;0;0;2;;;;;;;;;
702;Educadata Datos asociados 2018-2022.txt;How Much New Forest Land Would It Take to Offset a Coal Plant´s Greenhouse Gas Emissions? An Engineering Case Study of Georgia´s Plant Scherer;;2473-9510;;CASE STUDIES IN THE ENVIRONMENT;6;1;0;0;;2022;English;Article;;;;;0;34;12;"Climate change is largely caused by continued use of fossil fuels to provide energy services. Increasingly, given the goal of mitigating climate change, organizations like power utilities are announcing ""net-zero"" greenhouse gas (GHG) emissions goals that do not necessarily require fossil fuel-fired facilities to mitigate their emissions or close. If paired with carbon dioxide removal (CDR), ongoing emissions could theoretically coexist with net-zero goals. CDR, however, is resource intensive, regardless of removal pathway. One common question is whether tree planting could be a low-impact pathway to compensate for ongoing or legacy GHG emissions, since trees take up atmospheric CO2 and store the carbon as wood. Although planting trees might sound like a benign climate strategy, the need for additionality and permanence means that forestry-based CDR has immense land requirements at climate-relevant scales. To contextualize this land intensity, this case study evaluates how much land would be required to counterbalance a utility´s emissions from a large coal-fired power plant in Georgia with forest-based CDR. Compensating for 1 year of plant emissions would require permanent industrial forestation of all land in the plant´s host county that is not already forested or developed (with buildings, roads, etc.), with a 30-year lead time-highlighting a key challenge of relying on tree planting to meet climate goals. Readers engaging this case will be able to discuss land use requirements of relying on compensatory forestry-based CDR for net-zero emissions goals, in addition to being prepared to replicate this analysis for other power plants or emitters.";0Z4KQ;WOS:000791049200005;;;Reinhart, K (corresponding author), Georgia Inst Technol, Atlanta, GA 30332 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Environmental Studies WE Emerging Sources Citation Index (ESCI)";;;10.1525/cse.2022.1552208;"Education & Educational Research; Environmental Sciences & Ecology";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;4;4;;;;;;;;;
703;Educadata Datos asociados 2018-2022.txt;Investigating the utility of a kindergarten number line assessment compared to an early numeracy screening battery;;0885-2006;1873-7706;EARLY CHILDHOOD RESEARCH QUARTERLY;55;;119;128;;2021;English;Article;;;;;3;67;10;"Drawing from the developmental and cognitive mathematics literature, the purpose of this study was to investigate the reliability, validity, and diagnostic utility of a widely-researched number line task in kindergarten. Specifically, the Number Line Assessment 0 & minus;100 (NLA 0 & minus;100) as compared to an established kindergarten screening measure was examined using (a) regression models and (b) classification accuracy. Five-and six-year-old students (n = 154) were assessed on numeracy measures in the fall and spring of their kindergarten year. The NLA 0 & minus;100 had lower predictive validity and lower classification accuracy compared to an early numeracy screening measure. The findings have implications for practice and future research using number line screening assessments. (c) 2020 Elsevier Inc. All rights reserved.";RB2EF;WOS:000631926900010;;;"Sutherland, M (corresponding author), Ctr Teaching & Learning, 1600 Millrace Dr,Suite 207, Eugene, OR 97403 USA.; Sutherland, M (corresponding author), Univ Oregon, 1585 E 13th Ave, Eugene, OR 97403 USA.";ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Developmental WE Social Science Citation Index (SSCI)";;;10.1016/j.ecresq.2020.11.003;"Education & Educational Research; Psychology";;;;;;;;"U.S. Department of Education through the Institute of Education Sciences   [R324A110286]; Office of Special Education Programs [H327S140019]";The research reported here was supported by the U.S. Department of   Education through the Institute of Education Sciences Grant R324A110286   and the Office of Special Education Programs Grant H327S140019, both to   the University of Oregon. The views expressed herein do not necessarily   represent the positions or policies of the Department of Education. No   official endorsement by the U.S. Department of Education of any product,   commodity, service or enterprise mentioned in this publication is   intended or should be inferred.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;3;1;3;;;;;;;;;
705;Educadata Datos asociados 2018-2022.txt;Characteristics of home-based child care providers who offer non-standard hour care;;0885-2006;1873-7706;EARLY CHILDHOOD RESEARCH QUARTERLY;55;;284;294;;2021;English;Article;;;;;1;60;11;The past decade has seen a dramatic growth of non-standard work schedules in the workforce, leading to increasing demand for non-standard hour child care during evenings, nights, and weekends. Low-income families, less-educated parents, and single parents with young children report greater demand for nonstandard hour care. Given the prevalence of non-standard hour care and the importance of quality child care, a better understanding of who provides non-standard hour care and how to support this sector is necessary. Home-based child care (HBCC) providers are the largest caregiving group serving children under age 6 during non-standard hours. Through secondary data analysis of the 2012 National Survey of Early Care and Education on listed home-based child care providers (n = 3476), decision tree analysis was used to predict whether listed HBCC providers offer non-standard hour care. Results indicated those providers who offered non-standard hour care are more likely to receive government subsidies, have lower educational levels, and serve fewer children. The overall accuracy of the decision tree model was 63%. The present study also examined the relationship between providers´ professional engagement and the total number of non-standard working hours (n = 880). The entire model presented a medium effect size. Providers who received home visitors and/or coaching tend to provide more hours of non-standard hour care. To better support HBCC providers in offering non-standard hour care, policy recommendations are presented.;RB2EF;WOS:000631926900024;;;Tang, J (corresponding author), Univ Delaware, Dept Human Dev & Family Sci, 111 Alison Hall West, Newark, DE 19716 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Developmental WE Social Science Citation Index (SSCI)";;;10.1016/j.ecresq.2020.12.005;"Education & Educational Research; Psychology";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JAN;2021;;1;0;5;;;;;;;;;
708;Educadata Datos asociados 2018-2022.txt;Doctoral supervision as an academic practice and leader-member relationship: A critical approach to relationship dynamics;;1472-8117;2352-3565;INTERNATIONAL JOURNAL OF MANAGEMENT EDUCATION;19;3;0;0;NOV;2021;English;Article;;;;;2;66;11;Recent rationalisation of academic work has challenged the role of traditional supervision, which still plays a significant part in students´ experiences of their doctoral studies. Accordingly, we give a voice to doctoral students´ lived experiences and trace how relationship dynamics are constructed during encounters between the supervisor and supervisee in the contemporary academic context. We approach the topic with interview data and written stories from 33 doctoral students. First, aided by the LMX theory, our findings demonstrate supervisory relationships to be leader-follower relationships that contain imbalanced power relations. Second, a narrative reading of our data helped us identify the critical moments and encounters that pushed relationships towards either a fruitful co-operation or a destructive endeavour. Our findings add a critical view to the mainstream pedagogical research on supervising practices. In addition, we contribute to the research on doctoral students´ wellbeing by demonstrating how a combination of intertwined elements explain the overall satisfaction and experience of the supervision.;US3TP;WOS:000697356200006;;;Vahamaki, M (corresponding author), Univ Turku, Turku Sch Econ, Rehtorinpellonkatu 3, Turku 20500, Finland.;ISI;;;;;;;Education & Educational Research;;;;;"Business; Education & Educational Research; Management WE Social Science Citation Index (SSCI)";;;10.1016/j.ijme.2021.100510;"Business & Economics; Education & Educational Research";;;;;;;;;;;;;;;;;hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAY;2021;;2;2;20;;;;;;;;;
712;Educadata Datos asociados 2018-2022.txt;Who participates in quality rating and improvement systems?;;0885-2006;1873-7706;EARLY CHILDHOOD RESEARCH QUARTERLY;54;;219;227;;2021;English;Article;;;;;10;46;9;Even with rapid and widespread expansion of states´ quality rating and improvement systems (QRIS)-tiered frameworks that assess, communicate, and improve early childhood education (ECE) quality-there exists no population-level information regarding which providers choose to participate in these primarily voluntary systems. We use a nationally representative survey of ECE centers to examine how the characteristics of ECE centers and the communities in which they are located predict participation in QRIS to understand the scope of QRIS policy implementation and the extent to which QRIS may be equity enhancing. We find that approximately one-third of centers nationwide participated in QRIS in 2012. Selection model results reveal that participation is more likely among centers that blend multiple funding sources and who are NAEYC accredited, and in communities with high poverty rates. However, QRIS participation is less likely in communities with relatively higher proportions of Black residents. Findings raise questions about how QRISs can equitably engage programs in all communities. (C) 2020 Elsevier Inc. All rights reserved.;PR7XI;WOS:000607446600017;;;Jenkins, JM (corresponding author), Univ Calif Irvine, 3200 Educ, Irvine, CA 92697 USA.;ISI;33041498;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Developmental WE Social Science Citation Index (SSCI)";;;10.1016/j.ecresq.2020.09.005;"Education & Educational Research; Psychology";;;;;;;;NICHD NIH HHS [P01 HD065704] Funding Source: Medline;;;;;;;;;Green Accepted;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;10;0;20;;;;;;;;;
714;Educadata Datos asociados 2018-2022.txt;Exploring Undergraduate Research Experiences for Latinx College Students From Farmworker Families;;0897-5264;1543-3382;JOURNAL OF COLLEGE STUDENT DEVELOPMENT;63;1;111;116;JAN;2022;English;Article;;;;;0;14;7;;1K0YH;WOS:000798336400002;;;Lee, JGL (corresponding author), East Carolina Univ, Greenville, NC 27858 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Applied WE Social Science Citation Index (SSCI)";;;;"Education & Educational Research; Psychology";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;1;1;;;;;;;;;
715;Educadata Datos asociados 2018-2022.txt;Self-regulation moderates the relationship between fine motor skills and writing in early childhood;;0885-2006;1873-7706;EARLY CHILDHOOD RESEARCH QUARTERLY;57;;239;250;;2021;English;Article;;;;;6;80;12;Learning to write is challenging for young children, as they must integrate their still-developing fine motor skills with an understanding of written language to produce a mark that has meaning. Complicating things more is the fact that children are often asked to produce a variety of written products with varying task demands (e.g., writing single letters vs. combining these letters to form entire words or sentences). Although theoretical models of writing highlight the importance of both self-regulation and fine motor skills for writing, our current understanding of how these two constructs interact to support writing remains incomplete. Thus, the current study examined the extent to which self-regulation moderates the relation between fine motor skills and early writing development - and whether this relation differs by writing task difficulty. To address this, two diverse cross-sectional samples of 3-5-year-old children from Head Start programs were assessed on fine motor skills, self-regulation, and a variety of writing tasks at the beginning ( N = 333) and end ( N = 405) of the preschool year. Hierarchical regression analyses were conducted to examine the potential moderating association between fine motor skill and self-regulation on early writing skills, with separate models fit for each writing task. After controlling for demographic factors, results indicated that self-regulation was important at the beginning of the year for children with higher levels of fine motor skills when completing a challenging writing task. Self-regulation was also important at the end of the school year for both 1) children with lower fine motor skills but only for the simpler writing tasks and 2) for children with higher fine motor skills on the more challenging writing tasks. Findings suggest that the relation between self-regulation and writing is dependent upon task difficulty and that self-regulation and fine motor skills may compensate for deficits in one or the other skill when children perform writing tasks. (c) 2021 Elsevier Inc. All rights reserved.;UG8UN;WOS:000689520000021;;;Chandler, MC (corresponding author), Michigan State Univ, Dept Kinesiol, E Lansing, MI 48824 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Developmental WE Social Science Citation Index (SSCI)";;;10.1016/j.ecresq.2021.06.010;"Education & Educational Research; Psychology";;;;;;;;Institute of Education Sciences, U.S. Department of Education   [R305A150210];The research reported here was supported by the Institute of Education   Sciences, U.S. Department of Education, through Grant R305A150210 to   Michigan State University. The opinions expressed are those of the   authors and do not represent views of the Institute or the U.S.   Department of Education. The authors thank Sydney Miller, Kelsey   Johnson, and Rachel Stadwick for their extensive coding of writing   samples. Also, the authors thank the participating children and families   of our partner programs who made the study possible.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUL;2021;;6;8;29;;;;;;;;;
716;Educadata Datos asociados 2018-2022.txt;Can Teaching Data Analysis In-House Improve Psychology Students´ Skills?;;0098-6283;1532-8023;TEACHING OF PSYCHOLOGY;49;3;206;211;JUL;2022;English;Article;;;;;0;24;6;Background: Acquisition and generalization of data analysis skills are perennial challenges for psychology students. Teaching advanced data analysis in a psychology-specific context might improve students´ learning. Objective: At a mid-sized public university, we evaluated student outcomes after a new quantitative psychology course taught in the psychology department compared to upper-level statistics courses taught in the statistics department. Method: Undergraduate psychology majors (N = 80) completed quantitative psychology and/or upper-level statistics courses in preparation for their capstone research course. Participants also completed a brief data analysis skills assessment and the Major Field Test for Psychology. Results: Controlling for prerequisite grades and ACT composites, participants who completed quantitative psychology compared to upper-level statistics had significantly better academic outcomes, on average (standardized mean difference = 0.37). Conclusions: Psychology students completing an upper-level data analysis course within versus outside the department demonstrated better learning outcomes in psychology. Teaching Implications: Psychology programs that outsource data analysis courses should consider whether teaching these skills in-house holds potential to improve student outcomes. Alternatively, statistics departments might consider developing psychology-themed courses taught by faculty with expertise in psychological science.;2G4GT;WOS:000620756900001;;;Vittengl, JR (corresponding author), Truman State Univ, Dept Psychol, Kirksville, MO 63501 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Multidisciplinary WE Social Science Citation Index (SSCI)";;;10.1177/0098628321992842;"Education & Educational Research; Psychology";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;FEB;2021;;0;0;8;;;;;;;;;
718;Educadata Datos asociados 2018-2022.txt;What makes a child musical? conceptions of musical ability in childhood;;0300-4430;1476-8275;EARLY CHILD DEVELOPMENT AND CARE;191;12;1985;2000;SEP;2021;English;Article;;;SI;;1;35;16;Tests of musical ability in children have relied on diverse conceptions of what musical abilities are. Recent investigations suggest that such conceptions can be seen as socially constructed and differ between cultures, sub-groups, and individuals. Based on a previous study on conceptions of adult musical ability, we designed a questionnaire targeting musical behaviours of 3-6-year-old children. 922 German adults who regularly spend time with children assessed how often a musical child would show these behaviours. Principal component analysis revealed four components of childhood musical ability: musical communication, enthusiasm and motivation, analytical understanding of music, and musical abilities in a narrow sense. The importance assigned to the components differed depending on musical expertise: Participants with higher expertise rated analytical music skills as significantly less important. Results suggest that ecologically valid tests of musical ability in childhood should cover a wide range of skills and observable behaviours.;WC3MF;WOS:000619719500001;;;Buren, V (corresponding author), Max Planck Inst Empir Aesthet, Mus Dept, Frankfurt, Germany.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Developmental WE Social Science Citation Index (SSCI)";;;10.1080/03004430.2020.1866566;"Education & Educational Research; Psychology";;;;;;;;;;;;;;;;;hybrid, Green Published;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JAN;2021;;1;1;10;;;;;;;;;
719;Educadata Datos asociados 2018-2022.txt;Effects of cumulative family risks on school readiness skills: A cross-cultural study between the US and Korea;;0885-2006;1873-7706;EARLY CHILDHOOD RESEARCH QUARTERLY;61;;15;24;;2022;English;Article;;;;;0;66;10;"This study examined the extent to which cumulative family risks at age 1 influenced children´s school readiness (i.e., academic and socio-emotional skills) during the transition to school directly or indirectly through maternal parenting stress and responsive parenting behaviors at age 3, using 2 longitudinal data sets, one from the U.S. (the Fragile Families and Child Wellbeing Study) and the other from Korea (the Panel Study on Korean Children). Overall, cumulative family risks (e.g., low family income, mothers´ poor mental health) exerted enduring direct effects on children´s school readiness, especially their academic skills in both countries. Furthermore, both countries showed similar negative cascading processes by which cumulative family risks negatively influenced both domains of school readiness skills through in-creased maternal parenting stress. Similarly, cumulative family risks decreased maternal responsive par -enting, which then led to poor academic skills in both countries. Some variations between the 2 countries were also observed; the double mediating path through maternal parenting stress and responsive parent-ing behaviors to academic skills were significant for Korean children only. Moreover, the direct effects of cumulative family risks and maternal responsive parenting on children´s socio-emotional skills were sig-nificant for U.S. children only, suggesting culture specific processes. The finding that maternal parenting stress was a common mediator suggests that targeting mothers´ parenting stress could be an effective way to promote children´s school readiness in both countries, especially for those with multiple family risks.(c) 2022 Elsevier Inc. All rights reserved.";2D7EZ;WOS:000811706700001;;;Kim, HK (corresponding author), Yonsei Univ, Coll Human Ecol, Dept Child & Family Studies Human Life & Innovat D, 50 Yonsei ro, Seoul, South Korea.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Developmental WE Social Science Citation Index (SSCI)";;;10.1016/j.ecresq.2022.05.002;"Education & Educational Research; Psychology";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUN;2022;;0;9;13;;;;;;;;;
720;Educadata Datos asociados 2018-2022.txt;The Russian Version of the Educational Achievement Goal Questionnaire : Development, Validation and Research of Functionality;;1814-2052;2311-7273;PSIKHOLOGICHESKAYA NAUKA I OBRAZOVANIE-PSYCHOLOGICAL SCIENCE AND EDUCATION;26;5;67;84;;2021;Russian;Article;;;;;0;31;18;The paper presents results of a study (N=280) aimed at adaptation, modification and validation of the Russian version of the Achievement Goal Questionnaire based on the 3x2 model of Elliot´s achievement goal theory. We address the issue of the functionality of the application of the methodology in the study of the goals of educational achievements: in studies in general, or for a specific subject. The study shows that the adapted questionnaire demonstrates satisfactory psychometric properties in terms of reproducing the expected factor structure and functioning of individual statements of the questionnaire. According to the results obtained, the group of goals presented in the student´s learning activity differs in severity for different academic disciplines and for learning in general. According to the results obtained, the group of goals presented in the student´s learning activity differs in severity for different academic disciplines and for learning in general. We conclude that the questionnaire can be used for exploring the goals of educational achievements as for specific subjects, as for learning in general. A modified Russian version of the Achievement Goal Questionnaire based on the 3x2 achievement goal model is attached to the article.;XL1SS;WOS:000727931800007;;;Nikitskaya, MG (corresponding author), Moscow State Univ Psychol & Educ, Fed State Budgetary Educ Inst Higher Educ, Moscow, Russia.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Multidisciplinary WE Emerging Sources Citation Index (ESCI)";;;10.17759/pse.2021260506;"Education & Educational Research; Psychology";;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;0;1;;;;;;;;;
721;Educadata Datos asociados 2018-2022.txt;Believing in Neuromyths Makes Neither a Bad Nor Good Student-Teacher: The Relationship between Neuromyths and Academic Achievement in Teacher Education;;1751-2271;1751-228X;MIND BRAIN AND EDUCATION;15;1;54;60;FEB;2021;English;Article;;;;;10;25;7;Neuromyths have been discussed to detrimentally affect educational practice, but the evidence for this assumption is still very scarce. We investigated whether 255 student-teacher´ beliefs in neuromyths are related to their academic achievement (overall grade point averages and first-year practical courses). Believing or rejecting neuromyths that make no direct assumptions about learners´ educability was not related to academic achievement. Believing in neuromyths that explicitly deny the educability of learners was only marginally related to academic achievement. We conclude that self-reported beliefs in neuromyths do not differentiate between high- and low-achieving initial teacher education students.;QJ3QK;WOS:000580993300001;;;Krammer, G (corresponding author), Univ Coll Teacher Educ Styria, Inst Pract Educ & Practitioners Res, Hasnerpl 12, A-8010 Graz, Austria.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Developmental WE Social Science Citation Index (SSCI)";;;10.1111/mbe.12266;"Education & Educational Research; Psychology";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;OCT;2020;;10;4;20;;;;;;;;;
728;Educadata Datos asociados 2018-2022.txt;Teacher and Classroom Predictors of Preschool Teacher Stress;;1040-9289;1556-6935;EARLY EDUCATION AND DEVELOPMENT;33;8;1347;1363;NOV;2022;English;Article;;;;;6;45;17;Research Findings: Better understanding the correlates of teacher stress is critical to develop effective, targeted prevention and intervention efforts to decrease early childhood educator stress and ultimately improve outcomes for educators and young children. Previous studies of early childhood educator stress have mostly focused on teacher professional background and child behavior in relation to stress and rarely simultaneously considered other teacher, classroom, and center factors that may also be related to teacher stress. The current study examined multiple individual and environmental correlates of preschool teacher stress using secondary baseline data from a study of 427 teachers participating in a professional development intervention in early childhood education. Findings indicated that teacher anger, child behavior, and presence of classroom support staff were consistently related to teacher´s experience of stress in the classroom, over and above teacher´s personal and professional backgrounds. Practice or Policy: Implications for better supporting preschool teachers and young children are discussed. Taken together with previous research on teacher stress, these findings can guide future prevention and intervention work to decrease stress and promote teacher well-being in early childhood education.;5R1WP;WOS:000692931000001;;;Clayback, KA (corresponding author), Univ Virginia, Ctr Adv Study Teaching & Learning, 405 Emmet St South, Charlottesville, VA 22904 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Educational; Psychology, Developmental WE Social Science Citation Index (SSCI)";;;10.1080/10409289.2021.1972902;"Education & Educational Research; Psychology";;;;;;;;United States Department of Education Institute of Education Sciences   [R305A060021];This study is a secondary analysis of data from The National Center for   Research on Early Childhood Education (NCRECE) Professional Development   Study (Pianta & Burchinal, 2007-2011) funded by the United States   Department of Education Institute of Education Sciences (R305A060021).;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;SEP;2021;;6;7;18;;;;;;;;;
734;Educadata Datos asociados 2018-2022.txt;Violation of Conditional Independence in the Many-Facets Rasch Model;;0895-7347;1532-4818;APPLIED MEASUREMENT IN EDUCATION;34;2;122;138;APR;2021;English;Article;;;;;1;37;17;Estimation of parameters for the many-facets Rasch model requires that conditional on the values of the facets, such as person ability, item difficulty, and rater severity, the observed responses within each facet are independent. This requirement has often been discussed for the Rasch models and 2PL and 3PL models, but it becomes more complex with more facets. To show how violation of conditional independence may be exhibited, three scenarios with different types of dependency are developed: (a) raters rating the same work, (b) a residual ability shared by two tasks, and (c) score on one task dependent on observed score on a previous task.;US8WA;WOS:000697705800001;;;DeMars, CE (corresponding author), James Madison Univ, Ctr Assessment & Res Studies, MSC 6806, Harrisonburg, VA 22807 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Educational; Psychology, Mathematical WE Social Science Citation Index (SSCI)";;;10.1080/08957347.2021.1890743;"Education & Educational Research; Psychology";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;1;0;1;;;;;;;;;
735;Educadata Datos asociados 2018-2022.txt;Monoracial Normativity in University Websites: Systematic Erasure and Selective Reclassification of Multiracial Students;;1938-8926;1938-8934;JOURNAL OF DIVERSITY IN HIGHER EDUCATION;14;2;252;263;JUN;2021;English;Article;;;;;8;60;12;It is well-documented that multiracial college students experience microaggressions in their everyday schooling experiences. However, little research has gone on to place these individual experiences in the overall organizational structure of educational settings. Using a racial formation theoretical frame, we explore how institutions make use of various racial projects when representing multiracial students. By applying a critical discourse analysis approach to the examination of 271 university website representations of student body diversity, we found that university websites erase and selectively reclassify multiracial students in representing their student bodies. These practices mirror multiracial microaggressions that occur routinely at the individual level, but are situated at the institutional level and perpetuate monoracial normativity, the assumption and centrality of monoracial identities.;SM0IP;WOS:000657296800008;;;Ford, KS (corresponding author), Penn State Univ, Dept Educ Policy Studies, 405E Rackley Bldg, University Pk, PA 16801 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Educational; Psychology, Social WE Social Science Citation Index (SSCI)";;;10.1037/dhe0000154;"Education & Educational Research; Psychology";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;8;1;5;;;;;;;;;
736;Educadata Datos asociados 2018-2022.txt;Using Bayesian Networks to Characterize Student Performance across Multiple Assessments of Individual Standards;;0895-7347;1532-4818;APPLIED MEASUREMENT IN EDUCATION;35;3;179;196;JUL;2022;English;Article;;;;;0;48;18;This paper explores how student performance across the full set of multiple modular assessments of individual standards, which we refer to as mini-assessments, from a large scale, operational program of interim assessment can be summarized using Bayesian networks. We follow a completely data-driven approach in which no constraints are imposed to best reflect the empirical relationships between these assessments, and a learning trajectory approach in which constraints are imposed to mirror the stages of a mathematic learning trajectory to provide insight into student learning. Under both approaches, we aim to draw a holistic picture of performance across all of the mini-assessments that provides additional information for students, educators, and administrators. In particular, the graphical structure of the network and the conditional probabilities of mastery provide information above and beyond an overall score on a single mini-assessment. Uses and implications of our work are discussed.;4A3LN;WOS:000841843100001;;;Xu, JJ (corresponding author), Cambium Assessment Inc, 1000 Thomas Jefferson St NW 7, Washington, DC 20007 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Educational; Psychology, Mathematical WE Social Science Citation Index (SSCI)";;;10.1080/08957347.2022.2103134;"Education & Educational Research; Psychology";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;AUG;2022;;0;6;9;;;;;;;;;
742;Educadata Datos asociados 2018-2022.txt;Detecting Differential Item Functioning Using Cognitive Diagnosis Models: Applications of the Wald Test and Likelihood Ratio Test in a University Entrance Examination;;0895-7347;1532-4818;APPLIED MEASUREMENT IN EDUCATION;34;4;262;284;OCT;2021;English;Article;;;;;2;92;23;"The present study aims to examine gender differential item functioning (DIF) in the reading comprehension section of a high stakes test using cognitive diagnosis models. Based on the multiple-group generalized deterministic, noisy ""and"" gate (MG G-DINA) model, the Wald test and likelihood ratio test are used to detect DIF. The flagged items are further inspected to find the attributes they measure, and the probabilities of correct response are checked across latent profiles to gain insights into the potential reasons for the occurrence of DIF. In addition, attribute and latent class prevalence are examined across males and females. The three items displaying large DIF involve three attributes, namely Vocabulary, Main Idea, and Details. The results indicate that females have lower probabilities of correct response across all latent profiles, and fewer females have mastered all the attributes. Moreover, the findings show that the same attribute mastery profiles are prevalent across genders. Finally, the results of the DIF analysis are used to select models that could replace the complex MG G-DINA without significant loss of information.";XG1VT;WOS:000707082900001;;;Mehrazmay, R (corresponding author), Ferdowsi Univ Mashhad, Fac Letters & Humanities, English Dept, Azadi Sq, Mashhad, Razavi Khorasan, Iran.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Educational; Psychology, Mathematical WE Social Science Citation Index (SSCI)";;;10.1080/08957347.2021.1987906;"Education & Educational Research; Psychology";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;OCT;2021;;2;3;21;;;;;;;;;
743;Educadata Datos asociados 2018-2022.txt;Shared-Reading Onset and Emergent Literacy Development;;1040-9289;1556-6935;EARLY EDUCATION AND DEVELOPMENT;33;4;589;607;MAY;2022;English;Article;;;;;2;73;19;Research Findings: The home literacy environment and particularly shared reading are central determinants of children´s emergent literacy skills and predictors of their later reading development. Although the importance of frequent shared reading is well established, there is little knowledge about the age at which reading to children starts having beneficial effects. Accordingly, we synthesize five experimental studies (N = 643) to estimate links between retrospectively reported shared-reading onset age, current shared-reading frequency, and a range of emergent literacy skills (expressive and receptive vocabulary, grammatical knowledge, phonological awareness, and oral narrative skill), controlling for child and family characteristics. Retrospective reports of shared-reading onset significantly correlated with current shared-reading frequency and emergent literacy skills. In hierarchical multiple regression analyses, shared-reading onset age predicted grammatical knowledge, receptive and expressive vocabulary, after controlling for child and family characteristics and current shared-reading frequency. However, incremental effects were generally small. Practice or Policy: Findings indicate that early book reading may help to develop emergent literacy skills, even when shared reading begins before the end of children´s first year of life. Thus, we encourage parents to engage in frequent, early book reading activities with their children.;0H8WZ;WOS:000646112400001;;;Lenhart, J (corresponding author), Univ Bamberg, Dept Psychol, Markuspl 3, D-96047 Bamberg, Germany.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Educational; Psychology, Developmental WE Social Science Citation Index (SSCI)";;;10.1080/10409289.2021.1915651;"Education & Educational Research; Psychology";;;;;;;;German Research Foundation (Deutsche Forschungsgemeinschaft, DFG)   [2680/4-1];"This work was supported by the German Research Foundation (Deutsche   Forschungsgemeinschaft; DFG) under Grant LE 2680/4-1.";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAY;2021;;2;6;25;;;;;;;;;
745;Educadata Datos asociados 2018-2022.txt;Indian American Undergraduates´ Well-Being: A Psychosociocultural Understanding of a Culture-Specific Approach to Congruity of Values;;1938-8926;1938-8934;JOURNAL OF DIVERSITY IN HIGHER EDUCATION;15;3;288;299;JUN;2022;English;Article;;;;;1;45;12;Using a psychosociocultural framework, we examined 122 Indian American undergraduates´ well-being, with an emphasis on cultural processes. The student sample was primarily first-generation to college with differences emerging by student standing for coping approaches, perception of barriers that would prompt withdrawal, congruity, and well-being. Problem- and emotion-focused coping, barriers that would prompt withdrawal, and congruity emerged as predictors of well-being as well as each partially mediating the relationship of the culture-specific approach (enculturation and identity) and well-being. Although not all anticipated findings emerged, the study´s results deepened the understanding of well-being and added to the limited educational discourse of Indian American undergraduates´ postsecondary processes and experiences. Implications of the study´s findings are addressed for student support services and mental health professionals who facilitate student well-being, with particular focus on the intersecting processes of Indian American undergraduates´ daily culture-specific approaches.;0Y6JZ;WOS:000733154600001;;;DeVitre, Z (corresponding author), Univ Wisconsin, Dept Counseling Psychol, Madison, WI 53706 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Psychology, Educational; Psychology, Social WE Social Science Citation Index (SSCI)";;;10.1037/dhe0000302;"Education & Educational Research; Psychology";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAR;2021;;1;1;3;;;;;;;;;
746;Educadata Datos asociados 2018-2022.txt;Engineering Intangibles: Technical Employment in the US Service Economy;;1937-8629;1940-8374;ENGINEERING STUDIES;14;3;239;259;SEP;2022;English;Article;;;;;0;83;21;Engineering occupations coevolved with industries producing material outputs: mining, construction, manufacturing. Yet wealthy economies have long been moving toward intangible services, the products of industries including finance, wholesale and retail trade, entertainment, travel and transportation, health care, and the public sector (including, e.g. much of education). For the United States the shift is evident in statistical data going back well over a century and services now account for nearly 90 percent of all employment. The job share is lower for engineers, but even so the majority work for service-producing entities. Entanglement and interdependence of services and goods hinders understanding of the dynamics, as does rapid growth in jobs classed in official employment statistics as computer-related even though much of the work resembles engineering. Because of this, field studies that explore actual job content will be needed to develop clearer pictures of the everyday tasks employers assign technical workers in postindustrial economies.;7W2EG;WOS:000879980900001;;;Alic, JA (corresponding author), POB 807, Avon, NC 27915 USA.;ISI;;;;;;;Education, Scientific Disciplines;;;;;"Education, Scientific Disciplines; Engineering, Multidisciplinary; History & Philosophy Of Science WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)";;;10.1080/19378629.2022.2141638;"Education & Educational Research; Engineering; History & Philosophy of Science";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;NOV;2022;;0;2;2;;;;;;;;;
748;Educadata Datos asociados 2018-2022.txt;Characterizing the most effective scaffolding approaches in engineering and technology education: A clustering approach;;1061-3773;1099-0542;COMPUTER APPLICATIONS IN ENGINEERING EDUCATION;30;6;1795;1812;NOV;2022;English;Article;;;;;0;66;18;"This study indicates the most effective combinations of scaffolding features within computer science and technology education settings. It addresses the research question, ""What combinations of scaffolding characteristics, contexts of use, and assessment levels lead to medium and large effect sizes among college- and graduate-level engineering and technology learners?"" To do so, studies in which scaffolding led to a medium or large effect size within the context of technology and engineering education were identified within a scaffolding meta-analysis data set. Next, two-step cluster analysis in SPSS 24 was used to identify distinct groups of scaffolding attributes tailored to learning computer science at the undergraduate and graduate levels. Input variables included different scaffolding characteristics, the context of use, education level, and effect size. There was an eight-cluster solution: five clusters were associated with large effect size, two with medium effect size, and one with both medium and large effect size. The three most important predictors were the context in which scaffolding was used, if and how scaffolding is customized over time and the decision rules that govern scaffolding change. Notably, highly effective scaffolding clusters are associated with most levels of each predictor.";6D8TC;WOS:000842562900001;;;Belland, BR (corresponding author), Penn State Univ, Dept Educ Psychol Counseling & Special Educ, University Pk, PA 16802 USA.;ISI;;;;;;;Education, Scientific Disciplines;;;;;"Computer Science, Interdisciplinary Applications; Education, Scientific Disciplines; Engineering, Multidisciplinary WE Science Citation Index Expanded (SCI-EXPANDED)";;;10.1002/cae.22556;"Computer Science; Education & Educational Research; Engineering";;;;;;;;"National Science Foundation [1251782, 1906059, 1927595]; Direct For   Education and Human Resources; Division Of Undergraduate Education   [1906059, 1927595] Funding Source: National Science Foundation; Division   Of Research On Learning; Direct For Educa";National Science Foundation, Grant/Award Numbers: 1251782, 1906059,   1927595;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;AUG;2022;;0;2;8;;;;;;;;;
749;Educadata Datos asociados 2018-2022.txt;Development and validation of the conversation questionnaire: A psychometric measure of communication challenges generated from the self-reports of autistic people;;2396-9415;;AUTISM & DEVELOPMENTAL LANGUAGE IMPAIRMENTS;7;;0;0;SEP;2022;English;Article;;;;;1;61;17;Existing measures of communication challenges in autism are based on diagnostic criteria and research/clinical observations of autistic people, rather than what autistic people themselves identify as difficulties. In this study, the Conversation Questionnaire (CQ) was developed based on community engagement with autistic people to identify what they find challenging about conversation. This new tool was then administered online to autistic, dyslexic and neurotypical people (N = 312) in a validation phase of the study. Item-response theory modelling indicated that a two-dimensional structure accounted for response patterns. These dimensions reflected difficulties knowing what to say (15 items) and engaging in behaviours possibly disruptive to neurotypical conversation (21 items). The dimensions showed good internal consistency and convergent and discriminant validity, and could distinguish between autistic and neurotypical people (d= 1.59 and d =2.07 respectively). The CQ might help contribute to diagnostic assessment for autism in adults as part of a holistic assessment. The questionnaire might also be useful with other neurodiverse groups, and provide a tool for clinicians and researchers to identify individuals´ strengths and difficulties in conversation (e.g., as part of interventions in speech and language therapy).;4M0WJ;WOS:000853049200001;;;"Wilson, AC (corresponding author), Newcastle Univ, Sch Psychol, Ridley Bldg, Newcastle Upon Tyne NE1 7RU, Tyne & Wear, England.; Wilson, AC (corresponding author), Univ Oxford, Dept Expt Psychol, Radcliffe Observ Quarter, Anna Watts Bldg,Woodstock Rd, Oxf";ISI;36438158;;;;;;Education, Special;;;;;"Education, Special; Psychology, Developmental; Linguistics WE Emerging Sources Citation Index (ESCI)";;;10.1177/23969415221123286;"Education & Educational Research; Psychology; Linguistics";;;;;;;;H2020 European Research Council [694189];T The author(s) disclosed receipt of the following financial support for   the research, authorship, and/or publication of this article: This work   was supported by the H2020 European Research Council, (grant number   694189);;;;;;;;Green Published, gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;1;2;5;;;;;;;;;
750;Educadata Datos asociados 2018-2022.txt;Efficacy of treatment intensity in German-speaking children with childhood apraxia of speech;;0265-6590;1477-0865;CHILD LANGUAGE TEACHING & THERAPY;38;1;43;58;FEB;2022;English;Article;;;;;0;36;16;"Motor learning principles guide treatment of childhood apraxia of speech (CAS). Previous studies found children to benefit from higher-intensity conditions; however, they did not control for the total amount of therapy time. The aims of the article are to examine the effects of high versus low treatment frequency in intervention for CAS in German-speaking children. An alternating single-subject design with multiple baselines was applied to compare frequent, short sessions with fewer, longer sessions in terms of speech production accuracy in four children with CAS while keeping the total therapy time constant. We administered a version of integral stimulation treatment. Despite inter-individual differences, changes under both treatment conditions showed similar positive trajectories for all four children. Untreated control targets also improved across participants and conditions. Maintenance and generalization to untreated targets were observed two weeks and three months post treatment, independent of treatment intensity. Our results show no significant advantage of more intensive treatment when the total therapy time is held constant. This study contributes to the evidence base for the use of integral stimulation in treating children with CAS, and in particular those who speak languages other than English.";1D6CR;WOS:000720672600001;;;Holzinger, D (corresponding author), Konventhosp Barmherzige Bruder Linz, Seilerstatte 2, A-4021 Linz, Austria.;ISI;;;;;;;Education, Special;;;;;"Education, Special; Linguistics; Language & Linguistics WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)";;;10.1177/02656590211035156;"Education & Educational Research; Linguistics";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;NOV;2021;;0;1;9;;;;;;;;;
751;Educadata Datos asociados 2018-2022.txt;Interactive book-reading to improve inferencing abilities in kindergarten classrooms: A clinical project;;0265-6590;1477-0865;CHILD LANGUAGE TEACHING & THERAPY;37;1;63;84;FEB;2021;English;Article;;;;;3;59;22;Inferencing abilities are crucial to development of reading comprehension. However, few studies addressed those abilities in interventions promoting early literacy skills, especially in kindergartners. The aim of this study was to measure the efficacy of an interactive book-reading intervention targeting inferencing abilities, delivered by a school-based speech-language pathologist (SLP) in whole group kindergarten classes. Two hundred and forty-nine 5-year-old kindergartners from low socio-economic settings were quasi-randomly assigned to either one of the experimental groups (EG1 and EG2) or an active control group (CG). EG1 received a 7-week interactive book-reading intervention followed by a 7-week period where it was up to the teachers to implement aspects of the intervention in their teaching or not. EG2 received the 7-week interactive book-reading intervention only and the active control group received an initial workshop only. Three subtests targeting (1) causal inferences during book-reading, (2) causal inferences in a formal task, and (3) referential inferences in a formal task were performed at pre- and post-intervention assessments. There was a significant Time x Group interaction effect for the first subtest indicating an advantage for EG1 compared to CG over time. EG2 appeared as an intermediary group as its results were not different from EG1 and showing only a trend toward significance (p = 0.064) when compared to CG. There was no significant Time x Group interaction effect for the second subtest. A significant Time x Group interaction effect was present for the third subtest, EG1 and EG2 showing larger improvement than CG.;SK0KM;WOS:000599225800001;;;Croteau, C (corresponding author), Univ Montreal, Ecole Orthophonie & Audiol, CP 6128,Succursale Ctr Ville, Montreal, PQ H3C 3J7, Canada.;ISI;;;;;;;Education, Special;;;;;"Education, Special; Linguistics; Language & Linguistics WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)";;;10.1177/0265659020974430;"Education & Educational Research; Linguistics";;;;;;;;"Ordre des Orthophonistes et Audiologistes du Quebec; Reseau Provincial   de Recherche en Adaptation-Readaptation, Montreal, Canada (Partenariat   OOAQ-REPAR 2017)";The author(s) disclosed receipt of the following financial support for   the research, authorship, and/or publication of this article: This   research was supported by a grant from the partnership of the Ordre des   Orthophonistes et Audiologistes du Quebec and the Reseau Provincial de   Recherche en Adaptation-Readaptation, Montreal, Canada (Partenariat   OOAQ-REPAR 2017).;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;DEC;2020;;3;3;19;;;;;;;;;
752;Educadata Datos asociados 2018-2022.txt;Rasch testlet model and bifactor analysis: how do they assess the dimensionality of large-scale Iranian EFL reading comprehension tests?;;2229-0443;2229-0443;LANGUAGE TESTING IN ASIA;11;;0;0;FEB;2021;English;Article;;;;;1;98;23;"Rasch testlet and bifactor models are two measurement models that could deal with local item dependency (LID) in assessing the dimensionality of reading comprehension testlets. This study aimed to apply the measurement models to real item response data of the Iranian EFL reading comprehension tests and compare the validity of the bifactor models and corresponding item parameters with unidimensional and multidimensional Rasch models. The data collected from the EFL reading comprehension section of the Iranian national university entrance examinations from 2016 to 2018. Various advanced packages of the R system were employed to fit the Rasch unidimensional, multidimensional, and testlet models and the exploratory and confirmatory bifactor models. Then, item parameters estimated and testlet effects identified; moreover, goodness of fit indices and the item parameter correlations for the different models were calculated. Results showed that the testlet effects were all small but non-negligible for all of the EFL reading testlets. Moreover, bifactor models were superior in terms of goodness of fit, whereas exploratory bifactor model better explained the factor structure of the EFL reading comprehension tests. However, item difficulty parameters in the Rasch models were more consistent than the bifactor models. This study had substantial implications for methods of dealing with LID and dimensionality in assessing reading comprehension with reference to the EFL testing.";RU5WU;WOS:000645219000001;;;Geramipour, M (corresponding author), Kharazmi Univ, Dept Curriculum Studies & Educ Res, 43 South Mofatteh Ave, Tehran, Iran.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Linguistics; Language & Linguistics WE Emerging Sources Citation Index (ESCI)";;;10.1186/s40468-021-00118-5;"Education & Educational Research; Linguistics";;;;;;;;Kharazmi University;This work was supported by Kharazmi University.;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;1;0;5;;;;;;;;;
754;Educadata Datos asociados 2018-2022.txt;The distributed practice effects of speaking task repetition;;0802-6106;1473-4192;INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS;32;1;142;157;MAR;2022;English;Article;;;;;1;47;16;This study examined the distributed practice effects on L2 speaking task repetition (TR). Previous research indicated that speaking TR has beneficial effects on learners´ later speech. To examine the distributed practice effects on learners´ second repetition and post-repetition speech, 38 university students were engaged in cartoon narrations. The procedure included: a pre-test, two repetition tasks with a 1-week intersession interval (spaced practice group) or without an interval (massed practice group), and a post-test. The grammatical complexity, grammatical accuracy, fluency, and lexical variety of learners´ performances were examined using ANCOVA. The lexical variety scores increased more in the spaced practice group than the massed practice group in the pre- and post-test comparisons, indicating that spaced TR may induce lexical variety in post-repetition speech.;ZM2CD;WOS:000731327500001;;;Kobayashi, M (corresponding author), Chukyo Univ, Global Educ Ctr, Nagoya, Aichi, Japan.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Linguistics; Language & Linguistics WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)";;;10.1111/ijal.12409;"Education & Educational Research; Linguistics";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;DEC;2021;;1;5;12;;;;;;;;;
755;Educadata Datos asociados 2018-2022.txt;Test-level and Item-level Model Fit Comparison of General vs. Specific Diagnostic Classification Models: A Case of True DCM;;2229-0443;2229-0443;LANGUAGE TESTING IN ASIA;11;1;0;0;NOV;2021;English;Article;;;;;1;64;20;The current study compared the model fit indices, skill mastery probabilities, and classification accuracy of six Diagnostic Classification Models (DCMs): a general model (G-DINA) against five specific models (LLM, RRUM, ACDM, DINA, and DINO). To do so, the response data to the grammar and vocabulary sections of a General English Achievement Test, designed specifically for cognitive diagnostic purposes from scratch, was analyzed. The results of the test-level-model fit values obtained strong evidence in supporting the G-DINA and LLM models possessing the best model fit. In addition, the ACDM and RRUM were almost very identical to that of the G-DINA. The value indices of the DINO and DINA models were very close to each other but larger than those of the G-DINA and LLM. The model fit was also investigated at the item level, and the results revealed that model selection should be performed at the item level rather than the test level, and most of the specific models might perform well for the test. The findings of this study suggested that the relationships among the attributes of grammar and vocabulary are not ´either-or´ compensatory or non-compensatory but a combination of both.;XC7LA;WOS:000722189900002;;;Ravand, H (corresponding author), Vali E Asr Univ Rafsanjan, English Dept, Rafsanjan, Iran.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Linguistics; Language & Linguistics WE Emerging Sources Citation Index (ESCI)";;;10.1186/s40468-021-00148-z;"Education & Educational Research; Linguistics";;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;1;0;3;;;;;;;;;
757;Educadata Datos asociados 2018-2022.txt;Socioeconomic and genomic roots of verbal ability from current evidence;;2056-7936;2056-7936;NPJ SCIENCE OF LEARNING;7;1;0;0;SEP;2022;English;Article;;;;;0;82;15;This research examines how the human genome and SES jointly and interactively shape verbal ability among youth in the U.S. The youth are aged 12-18 when the study starts. The research draws on findings from the latest GWAS as well as a rich set of longitudinal SES measures at individual, family and neighborhood levels from Add Health (N = 7194). Both SES and genome measures predict verbal ability well separately and jointly. More interestingly, the inclusion of both sets of predictors in the same model corrects for about 20% upward bias in the effect of the education PGS, and implies that about 20-30% of the effects of parental SES are not environmental, but parentally genomic. The three incremental R(2)s that measure the relative contributions of the two PGSs, the genomic component in parental SES, and the environmental component in parental SES are estimated to be about 1.5%, 1.5%, and 7.8%, respectively. The total environmental R-2 and the total genomic R-2 are, thus, 7.8% and 3%, respectively. These findings confirm the importance of SES environment and also pose challenges to traditional social-science research. Not only does an individual´s genome have an important direct influence on verbal ability, parental genomes also influence verbal ability through parental SES. The decades-long blueprint of including SES in a model and interpreting their effects as those of SES needs to be amended accordingly. A straightforward solution is to routinely collect DNA data for large social-science studies granted that the primary purpose is to understand social and environmental influences.;4L1RS;WOS:000852413000001;;;"Guo, G (corresponding author), Univ N Carolina, Dept Sociol, Chapel Hill, NC 27515 USA.; Guo, G (corresponding author), Univ N Carolina, Carolina Populat Ctr, Chapel Hill, NC 27515 USA.";ISI;36085328;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Neurosciences; Psychology, Experimental WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)";;;10.1038/s41539-022-00137-8;"Education & Educational Research; Neurosciences & Neurology; Psychology";;;;;;;;Eunice Kennedy National Institute of Child Health and Human Development   [P01-HD31921];This research uses data from Add Health, a program project directed by   Kathleen Mullan Harris and designed by J. Richard Udry, Peter S.   Bearman, and Kathleen Mullan Harris at the University of North Carolina   at Chapel Hill, and funded by a grant P01-HD31921 from the Eunice   Kennedy National Institute of Child Health and Human Development, with   cooperative funding from 23 other federal agencies and foundations.;;;;;;;;Green Published, gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;1;1;;;;;;;;;
762;Educadata Datos asociados 2018-2022.txt;A corpus-based analysis of research article macrostructure patterns;;1475-1585;1878-1497;JOURNAL OF ENGLISH FOR ACADEMIC PURPOSES;58;;0;0;JUL;2022;English;Article;;;;;1;54;16;"This study investigates how the macrostructure patterns (MSPs) of research articles (RAs) are distributed across different disciplines. The investigation is based on the Elsevier OA CC-BY corpus consisting of 76,835 RAs from 26 disciplines coming from Health Sciences (HS), Social Sciences and Humanities (SH), Life Sciences (LS), and Physical Sciences and Engineering (PE). In this study, we identify 72 salient patterns and show that a higher ratio of functional headings is found in HS, LS, and PE than in SH, which can be attributed, in part, to different emphases with respect to the knowledge mode and knower mode (Maton, 2009). In addition, we explore the connection between specific MSPs and particular fields. We also detail the wide distribution of the I_M_R_D pattern; it appears in the top 10 pattern list for 21 out of the 26 disciplines, and is particularly frequent in medical journals. In sum: this large corpus-based study provides a comprehensive picture of how MSPs vary across RAs from different disciplines and fields.";2C6FF;WOS:000810961200002;;;Gong, H (corresponding author), Univ Auckland, Sch Cultures Languages & Linguist, 24 Princes St, Auckland 1010, New Zealand.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Linguistics; Language & Linguistics WE Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)";;;10.1016/j.jeap.2022.101138;"Education & Educational Research; Linguistics";;;;;;;;China Scholarship Council (CSC) [202007960005];We are grateful to the two anonymous reviewers and the journal editors   for their constructive suggestions and sincere help. This paper is   supported by the funding Heng Gong received from the China Scholarship   Council (CSC NO. 202007960005) .;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUN;2022;;1;7;14;;;;;;;;;
765;Educadata Datos asociados 2018-2022.txt;Associations of extracurricular activity participation with bullying victimization among US middle and high school students: A nationally representative sample;;1538-8220;1538-8239;JOURNAL OF SCHOOL VIOLENCE;21;4;475;490;OCT;2022;English;Article;;;;;0;48;16;"While prior studies have addressed bullying experienced during school, limited research exists on the associations between participation in school-sponsored extracurricular activities and bullying victimization risk. The current study utilized data from the 2013, 2015, and 2017 National Crime and Victimization Survey´s School Crime Supplement (n = 13,376) to examine the associations between participation in different types of extracurricular activities and three types of bullying victimization (physical, verbal, and relational) among middle and high school students. Results indicated that participation in performing arts, service clubs, and ""other"" activities was associated with all three types of victimization. Additionally, participation in athletics was associated with decreased risk for verbal victimization. Prevention strategies and implications for schools regarding how to reduce bullying among middle and high school students, especially in the context of extracurricular activities, are discussed.";5D4JX;WOS:000844055100001;;;Sheridan, S (corresponding author), Johns Hopkins Bloomberg Sch Publ Hlth, Dept Mental Hlth, Rm 8536-2 700 E Pratt St, Baltimore, MD 21202 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Criminology & Penology; Education & Educational Research; Psychology, Educational; Psychology, Developmental WE Social Science Citation Index (SSCI)";;;10.1080/15388220.2022.2114487;"Criminology & Penology; Education & Educational Research; Psychology";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;AUG;2022;;0;5;8;;;;;;;;;
767;Educadata Datos asociados 2018-2022.txt;Development of Brief Rating Scales for Progress Monitoring Internalizing Behavior;;1063-4266;1538-4799;JOURNAL OF EMOTIONAL AND BEHAVIORAL DISORDERS;30;3;199;209;SEP;2022;English;Article;;;;;0;52;11;"Prevalence estimates suggest that up to 20% of students in schools experience significant internalizing behaviors that impact behavioral, social, or academic functioning. School-based interventions have great potential to promote student mental health; however, validated and feasible brief assessments are needed to progress monitor students´ responses to these supports. The purpose of the current study was twofold: to (a) develop and validate teacher-completed brief rating scales for progress monitoring internalizing concerns in elementary-aged students and (b) determine the reliability of the resultant measures. First, item content was generated and subjected to evaluation by two panels of school-based consumers and researchers. Within the second phase of development, exploratory and confirmatory factor analyses were used to reduce the initial number of items and ensure that the items were indicators of one latent factor. Teachers in grades K-3 (N = 307) each completed ratings for one randomly selected student in their classroom. Results of factor analysis for each scale indicated one-factor solutions for the 4-item Anxious/Depressed (omega = .88) and 4-item Socially Withdrawn (omega = .87) scales.";3R1YU;WOS:000687812100001;;;Briesch, AM (corresponding author), Northeastern Univ, Dept Appl Psychol, 404 Int Village, Boston, MA 02115 USA.;ISI;;;;;;;Education, Special;;;;;"Education, Special; Psychology, Educational; Psychology, Multidisciplinary WE Social Science Citation Index (SSCI)";;;10.1177/10634266211039761;"Education & Educational Research; Psychology";;;;;;;;"Institute for Education Sciences, U.S. Department of Education   [R324A150071]; IES; NCSER [1101748, 916276, 1085899] Funding Source:   Federal RePORTER; NCSER; IES [R324A150071, 916890] Funding Source:   Federal RePORTER";The author(s) disclosed receipt of the following financial support for   the research, authorship, and/or publication of this article:   Preparation of this article was supported through funding by the   Institute for Education Sciences, U.S. Department of Education   (R324A150071). Opinions expressed herein do not necessarily reflect the   position of the U.S. Department of Education, and such endorsements   should not be inferred.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;AUG;2021;;0;0;1;;;;;;;;;
768;Educadata Datos asociados 2018-2022.txt;Parental involvement and Children´s internet uses-Relationship with parental role construction, self-efficacy, internet skills, and parental instruction;;0360-1315;1873-782X;COMPUTERS & EDUCATION;182;;0;0;JUN;2022;English;Article;;;;;1;95;14;Internet use is significant in the everyday lives of children and can be distinguished into different uses (e.g., entertainment-related, informative or school-related). When considering the literature on internet inquiries, the family as an informal place of learning is of particular importance. Although some predictors within the family (e.g., structural factors) are widely researched, comprehensive results on the influence of parental involvement, especially parental instruction as a form of parental support during information-related internet activities, on different internet uses are still lacking. Therefore, the study investigates (1) the relationship of parental role construction, self-efficacy, internet skills, and parental instruction in information-related internet use perceived by parents and children and (2) the relationship of parental role construction, selfefficacy, internet skills, parental instruction, and children´s internet uses at home (entertainment-related, practical and school-or-learning-related). The mediation effects of parental instruction were also tested. A paper-and-pencil questionnaire was answered by 361 German children and their parents. Structural equation modeling was applied to answer the research questions. We observed that children´s perceived parental instruction was positively associated with children´s practical and school-or-learning-related internet use. Parents´ motivational factors were the strongest predictors for parents´ perceived parental instruction The findings have significant implications for research and practice on how parents can be more active in fulfilling their role as supporters for children´s internet use.;1C6VY;WOS:000793255300014;;;Gruchel, N (corresponding author), Paderborn Univ, Dept Educ Psychol, Warburger Str 100, D-33098 Paderborn, Germany.;ISI;;;;;;;Education & Educational Research;;;;;"Computer Science, Interdisciplinary Applications; Education & Educational Research WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)";;;10.1016/j.compedu.2022.104481;"Computer Science; Education & Educational Research";;;;;;;;Federal Ministry of Education and Research in Germany [01JD 1814A];The research is part of the project DigHomE, which is funded by the   Federal Ministry of Education and Research in Germany [01JD 1814A]. We   have no known conflict of interest to disclose.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;FEB;2022;;1;29;67;;;;;;;;;
769;Educadata Datos asociados 2018-2022.txt;A theory-grounded text message-based intervention to reduce sedentary behaviour in university students;;0017-8969;1748-8176;HEALTH EDUCATION JOURNAL;80;6;672;685;OCT;2021;English;Article;;;;;0;34;14;Objective: To evaluate the feasibility and acceptability of a theory-grounded, text message-based intervention targeting sedentary behaviour among university students. Design: Single-group repeated measures design. Setting: Post-secondary institution in British Columbia, Canada. Methods: Data concerning students´ sedentary behaviour were collected via online survey completed at three time points over the course of one university semester: baseline (T1), post-intervention (T2) and 2-week follow-up (T3). The 6-week intervention comprised four weekly text messages delivered to participants´ mobile devices. Participants´ attitudes regarding the intervention were evaluated together with other measures including constructs in the Health Action Process Approach (HAPA). Sedentary behaviour and physical activity were measured using the Physical Activity and Sedentary Behaviour Questionnaire (PASB-Q). Results: The intervention was generally well received by participants. Preliminary, observational data suggest some indices of user experience were statistically associated with behavioural outcomes and may inform future work. Hours per week of sedentary behaviour did not change across time points, whereas minutes per week of physical activity decreased significantly from baseline to follow-up. Conclusion: While study findings suggest minor modifications to the intervention may improve participants´ engagement, we demonstrated overall that a theory-grounded, text message-based intervention to reduce sedentary behaviour can be feasibly implemented. The efficacy of this intervention should be tested through a randomised control trial with a representative sample of the student population.;UM9VS;WOS:000640816800001;;;Pelletier, CA (corresponding author), Univ Northern British Columbia, Sch Hlth Sci, 3333 Univ Way, Prince George, BC V2N 4Z9, Canada.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Public, Environmental & Occupational Health WE Social Science Citation Index (SSCI)";;;10.1177/00178969211007163;"Education & Educational Research; Public, Environmental & Occupational Health";;;;;;;;;;;;;;;;;hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;APR;2021;;0;1;11;;;;;;;;;
770;Educadata Datos asociados 2018-2022.txt;Automated Assessment of and Feedback on Concept Maps During Inquiry Learning;;1939-1382;;IEEE TRANSACTIONS ON LEARNING TECHNOLOGIES;14;4;460;473;AUG;2021;English;Article;;;;;3;47;14;A tool is presented that can automatically assess the quality of students´ concept maps and provide feedback based on a reference concept map. It is shown that this tool can effectively assess the quality of concept maps, and that it can provide accurate and helpful feedback on a number of specific shortcomings often evident in students´ concept maps. However, it was also found that students who had access to feedback often did not request it, or did not take full advantage of the feedback given.;WJ5JZ;WOS:000709082200005;;;"Kroeze, KA (corresponding author), Univ Twente, Dept Instruct Technol & Res Methods, NL-7500 AE Enschede, Netherlands.; Kroeze, KA (corresponding author), Univ Twente, Dept Measurement, NL-7500 AE Enschede, Netherlands.; Kroeze, KA (corresponding author),";ISI;;;;;;;Education & Educational Research;;;;;"Computer Science, Interdisciplinary Applications; Education & Educational Research WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)";;;10.1109/TLT.2021.3103331;"Computer Science; Education & Educational Research";;;;;;;;;;;;;;;;;hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;3;10;27;;;;;;;;;
772;Educadata Datos asociados 2018-2022.txt;Analyzing 500,000 TeachersPayTeachers.com Lesson Descriptions Shows Focus on K-5 and Lack of Common Core Alignment;;2666-5573;;COMPUTERS AND EDUCATION OPEN;3;;0;0;DEC;2022;English;Article;;;;;2;72;9;"TeachersPayTeachers.com (TpT) is the largest online teacher resource exchange, boasting over 3 million materials and over 1 billion downloads of those materials and not enough is known about the kinds of materials teachers access through TpT. We used web-scraping, cluster analysis, and natural language processing to break down the pre-pandemic TpT marketplace of over 500,000 resources along dimensions of grade level, content focus, resource type, cost, authorship, and ratings. We also relate the features we observe to the number of ratings received, offering a glimpse into the factors that may predict teachers´ use of these materials. We draw three main conclusions from this work: First, TpT predominantly serves elementary school grades; second, Common Core standards, while present, are not a focal point of most content; and third, close to 70% of material is characterized as being a ""printable"" or an ""activity,"" which suggest direct pedagogical values. We discuss the implications of this work and suggest that TpT suffers from pitfalls associated with being a market-based platform that is not bound by the need to adhere to sound learning theory or best pedagogical practices.";7O8RF;WOS:000908283400003;;;Aguilar, SJ (corresponding author), Univ Southern Calif, 3470 Trousdale Pkwy,600B Waite Phillips Hall, Los Angeles, CA 90089 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Computer Science, Interdisciplinary Applications; Education & Educational Research WE Emerging Sources Citation Index (ESCI)";;;10.1016/j.caeo.2022.100081;"Computer Science; Education & Educational Research";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;2;0;0;;;;;;;;;
773;Educadata Datos asociados 2018-2022.txt;"""Think globally, act locally"": A glocal approach to the development of social media literacy";;0360-1315;1873-782X;COMPUTERS & EDUCATION;160;;0;0;JAN;2021;English;Article;;;;;25;143;17;Despite the documented number of studies that investigate social media in teaching and learning settings, the topic of social media literacy is still an under-researched area. This study adopts the theoretical lens of New Literacy studies to suggest a combined perspective for investigating social media literacies. This perspective considers both social media skills that are transversal across different social media (global skills), and those that pertain to a specific social media platform (local skills). It examines practices that are decontextualized (literacy as something to be acquired), and those that are situated and context-dependent (literacy through participation). To map current research on social media skills, a systematic literature review was conducted. Analysis of 54 publications was carried out following the UNESCO DLGF framework for digital literacy competencies, and also using a critical lens based on four metaphors whereby, for learning purposes, social media are seen as a tool, as a process, as collaboration, and as participation. The results show that most of the studies consider global social media skills, while only a few examine skills sets specific to a particular social media platform. In addition, most of the identified skills concern decontextualized practices, with very few studies emphasizing the importance of fostering situated social media practices. We conclude that there is a need for more expansive theoretical elaboration in the field, and provide a number of recommendations for investigating, understanding, and designing educational curricula and activities that support the development of social media literacy.;OZ9OW;WOS:000595248200004;;;Manca, S (corresponding author), Natl Res Council Italy, Inst Educ Technol, Via Marini 6, I-16149 Rome, Italy.;ISI;;;;;;;Education & Educational Research;;;;;"Computer Science, Interdisciplinary Applications; Education & Educational Research WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)";;;10.1016/j.compedu.2020.104025;"Computer Science; Education & Educational Research";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;25;8;57;;;;;;;;;
774;Educadata Datos asociados 2018-2022.txt;Many are the ways to learn identifying multi-modal behavioral profiles of collaborative learning in constructivist activities;;1556-1607;1556-1615;INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING;16;4;485;523;DEC;2021;English;Article;;;;;5;97;39;"Understanding the way learners engage with learning technologies, and its relation with their learning, is crucial for motivating design of effective learning interventions. Assessing the learners´ state of engagement, however, is non-trivial. Research suggests that performance is not always a good indicator of learning, especially with open-ended constructivist activities. In this paper, we describe a combined multi-modal learning analytics and interaction analysis method that uses video, audio and log data to identify multi-modal collaborative learning behavioral profiles of 32 dyads as they work on an open-ended task around interactive tabletops with a robot mediator. These profiles, which we name Expressive Explorers, Calm Tinkerers, and Silent Wanderers, confirm previous collaborative learning findings. In particular, the amount of speech interaction and the overlap of speech between a pair of learners are behavior patterns that strongly distinguish between learning and non-learning pairs. Delving deeper, findings suggest that overlapping speech between learners can indicate engagement that is conducive to learning. When we more broadly consider learner affect and actions during the task, we are better able to characterize the range of behavioral profiles exhibited among those who learn. Specifically, we discover two behavioral dimensions along which those who learn vary, namely, problem solving strategy (actions) and emotional expressivity (affect). This finding suggests a relation between problem solving strategy and emotional behavior; one strategy leads to more frustration compared to another. These findings have implications for the design of real-time learning interventions that support productive collaborative learning in open-ended tasks.";YS2LM;WOS:000744814600001;;;Nasir, J (corresponding author), Swiss Fed Inst Technol Lausanne EPFL, Comp Human Interact Learning & Instruct CHILI Lab, Lausanne, Switzerland.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Information Science & Library Science WE Social Science Citation Index (SSCI)";;;10.1007/s11412-021-09358-2;"Education & Educational Research; Information Science & Library Science";;;;;;;;"EPFL Lausanne; European Union [765955]; Swiss National Science   Foundation through the National Centre of Competence in Research   Robotics";Open access funding provided by EPFL Lausanne. This project has received   funding from the European Union´s Horizon 2020 research and innovation   programme under grant agreement No 765955. Furthermore, this project is   supported by the Swiss National Science Foundation through the National   Centre of Competence in Research Robotics.;;;;;;;;Green Published, hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JAN;2022;;5;10;32;;;;;;;;;
777;Educadata Datos asociados 2018-2022.txt;Trust in the Third Space of Science Education;;0926-7220;1573-1901;SCIENCE & EDUCATION;31;6;1691;1708;DEC;2022;English;Article;;;;;0;46;18;This paper investigates rationality and its relationship to trust in science in the context of three proposed spaces of science education: the formal, informal and casual. It begins with the place of science as a trusted institution and its role in formal and informal education across the world. Through educational systems, we have come to trust that students are being educated about science and its trustworthiness. However, formal and informal education spaces are not the only spaces in which individuals and society seek science understanding. While the science education literature has long concerned itself with science education in these spaces, this paper proposes a third space, the casual space. The casual space is decentralised and provides access to a range of norms and explanations about the world. We investigate how each of the formal, informal and casual spaces privileges particular forms of rationality as a means for understanding trust in science in each of these spaces. This paper considers the implications for education´s response to the challenge of equipping students to make rational judgements about science.;7C2DW;WOS:000827355800001;;;Toscano, M (corresponding author), Univ Melbourne, Melbourne Grad Sch Educ, Melbourne, Vic 3010, Australia.;ISI;35875404;;;;;;Education & Educational Research;;;;;"Education & Educational Research; History & Philosophy Of Science WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI); Arts &amp; Humanities Citation Index (A&amp;HCI)";;;10.1007/s11191-022-00356-w;"Education & Educational Research; History & Philosophy of Science";;;;;;;;;;;;;;;;;Green Published, hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUL;2022;;0;5;11;;;;;;;;;
778;Educadata Datos asociados 2018-2022.txt;Facebook is not a silver bullet for teachers´ professional development: Anatomy of an eight-year-old social-media community;;0360-1315;1873-782X;COMPUTERS & EDUCATION;173;;0;0;NOV;2021;English;Article;;;;;12;81;13;"Online communities and social-network sites are used to deliver professional-development services for teachers. Professional development should help teachers to reflect on their practice and improve in helping them to guide students´ growth. Peer and community models, such as coaching and sharing knowledge in network and knowledge communities, have been proposed. Recently these practices have been taken into use in social media services, such as Facebook. Although earlier research has examined teachers´ online communities, we move beyond understanding individuals motivations and examine community-level dynamics. Understanding these dynamics is important to understand the interaction between teachers, resources and the platform in use and resulting professional development. To understand the evolution of an informal and self-organised Facebook teachers´ group, containing nearly 20,000 teachers, its eight years of activity was analysed by employing a mixed-methods research design; data science and participatory observation. Analysis gives account of both the evolution of participants´ engagement and activity, and the evolution of content and its relevance for teachers´ professional development. The results suggest that managers of professional development need to consider how to facilitate participation in order to focus on pedagogically motivated use of information technology, for system developers to consider how to assist recruitment of members and sustain their activity, and for all stakeholders to acknowledge that a peer-organised online professional development community requires significant effort. Furthermore, we suggest that instead of addressing large groups like these as communities, scholars and practitioners should instead see them as personal learning networks and think about how to establish smaller and more manageable groups as communities.";TZ5UF;WOS:000684536600002;;;Nelimarkka, M (corresponding author), Univ Helsinki, Helsinki, Finland.;ISI;;;;;;;Education & Educational Research;;;;;"Computer Science, Interdisciplinary Applications; Education & Educational Research WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)";;;10.1016/j.compedu.2021.104269;"Computer Science; Education & Educational Research";;;;;;;;;;;;;;;;;hybrid, Green Published;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;AUG;2021;;12;5;31;;;;;;;;;
779;Educadata Datos asociados 2018-2022.txt;One hundred years of the gender gap in examination results at the University of Oxford;;0046-760X;1464-5130;HISTORY OF EDUCATION;50;2;240;256;MAR;2021;English;Article;;;;;0;45;17;This paper uses a newly discovered data set on examination results by gender from 1913 to 1986 to show that the gender gap in examinations at the University of Oxford has existed for over a century. We show that after declining for almost 70 years the gender gap in Firsts increased significantly after the introduction of coresidence - the admission of women to formerly men´s colleges in 1974. The gap in Thirds between men and women increased between 1953 and 1977 but then declined significantly after the mixing of the colleges. We found that coresidence affected the gender gap in both Arts and Sciences and Combined subjects, not just in sciences as was commonly believed.;QI9CQ;WOS:000605428700001;;;Ahlburg, DA (corresponding author), Trinity Univ, Dept Econ, San Antonio, TX 78212 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; History Of Social Sciences WE Social Science Citation Index (SSCI)";;;10.1080/0046760X.2020.1836266;"Education & Educational Research; Social Sciences - Other Topics";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;DEC;2020;;1;2;9;;;;;;;;;
780;Educadata Datos asociados 2018-2022.txt;Syed Ross Masood and a Japanese Model for Education, Nationalism, and Modernity in Hyderabad;;0018-2680;1748-5959;HISTORY OF EDUCATION QUARTERLY;62;4;418;446;NOV;2022;English;Article;;;SI;;0;59;29;Syed Ross Masood (1889-1937), grandson of the Muslim modernist Syed Ahmad Khan and former principal of Osmania University, traveled in 1922 from India to Japan as Director of Public Instruction for Hyderabad to assess Japan´s educational system. In Japan and Its Educational System, a report published in 1923, Masood concluded that education had been key to Japan´s rapid modernization and recommended that Hyderabad follow the country´s model of modernization and educational reform: transmit Western knowledge through widespread vernacular education, and focus on the imperial tradition, freedom from foreign control, and patriotic nationalism. Masood sought to use mass vernacular education to create in Hyderabad a nationalist subject, loyal to the ruling Muslim dynasty, who absorbed modern scientific knowledge with its Western epistemic foundations but who remained untainted by Western norms. This study contextualizes and historicizes Masood´s attempt to create in Hyderabad a new nationalist subject, focusing on his 1923 report about Japan.;6B9HW;WOS:000881637400006;;;Hanaoka, M (corresponding author), Univ Richmond, Dept Religious Studies, Richmond, VA 23173 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; History Of Social Sciences WE Emerging Sources Citation Index (ESCI)";;;10.1017/heq.2022.29;"Education & Educational Research; Social Sciences - Other Topics";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;0;2;2;;;;;;;;;
781;Educadata Datos asociados 2018-2022.txt;Patterns of action transitions in online collaborative problem solving: A network analysis approach;;1556-1607;1556-1615;INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING;17;2;191;223;JUN;2022;English;Article;;;;;0;72;33;In today´s digital society, computer-supported collaborative learning (CSCL) and collaborative problem solving (CPS) have received increasing attention. CPS studies have often emphasized outcomes such as skill levels of CPS, whereas the action transitions in the paths to solve the problems related to these outcomes have been scarcely studied. The patterns within action transitions are able to capture the mutual influence of actions conducted by pairs and demonstrate the productivity of students´ CPS. The purpose of the study presented in this paper is to examine Finnish sixth graders´ (N = 166) patterns of action transitions during CPS in a computer-based assessment environment in which the students worked in pairs. We also investigated the relation between patterns of action transitions and students´ social and cognitive skill levels related to CPS. The actions in the sequential processes of computer-based CPS tasks included using a mouse to drag objects and typing texts in chat windows. Applying social network analysis to the log file data generated from the assessment environment, we created transition networks using weighted directed networks (nodes for those actions conducted by paired students and directed links for the transitions between two actions when the first action is followed by the second action in sequence). To represent various patterns of action transitions in each transition network, we calculated the numbers of nodes (numbers of actions conducted), density (average frequency of transitions among actions), degree centralization (the dispersion of attempts given to different actions), reciprocity (the extent to which pairs revisit the previous one action immediately), and numbers of triadic patterns (numbers of different repeating formats within three actions). The results showed that pairs having at least one member with high social and high cognitive CPS skills conducted more actions and demonstrated a higher average frequency of action transitions with a higher tendency to conduct actions for different number of times, implying that they attempted more paths to solve the problem than the other pairs. This could be interpreted as the pairs having at least one student with high social and high cognitive CPS skills exhibiting more productive CPS than the other pairs. However, we did not find a significant difference across the pairs in terms of alternating sequences of two or three actions. Investigating the patterns of action transitions of the dyads in this study deepens our understanding of the mutual influence between the CPS actions occurring within dyads. Regarding pedagogical implication, our results offer empirical evidence recommending greater awareness of the students´ social and cognitive capacities in CPS when assigning them into pairs for computer-based CPS tasks. Further, this study contributes to the methodological development of process-oriented research in CSCL by integrating an analysis of action transition patterns with a skill-based assessment of CPS.;3I9MM;WOS:000830850000001;;;Li, SP (corresponding author), Univ Jyvaskyla, Finnish Inst Educ Res, POB 35, FI-40014 Jyvaskyla, Finland.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Information Science & Library Science WE Social Science Citation Index (SSCI)";;;10.1007/s11412-022-09369-7;"Education & Educational Research; Information Science & Library Science";;;;;;;;"CoPSOI project ""Collaborative problem solving and online inquiry:   Skills, processes and neural basis"" (Academy of Finland) [316835,   316836]; Academy of Finland (AKA) [316836] Funding Source: Academy of   Finland (AKA)";"This study was funded by CoPSOI project ""Collaborative problem solving   and online inquiry: Skills, processes and neural basis"" (316835, 316836,   Academy of Finland).";;;;;;;;hybrid, Green Published;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUL;2022;;0;18;30;;;;;;;;;
782;Educadata Datos asociados 2018-2022.txt;A study of the Web visibility of the SDGs and the 2030 Agenda on university websites;;1467-6370;1758-6739;INTERNATIONAL JOURNAL OF SUSTAINABILITY IN HIGHER EDUCATION;23;8;41;59;;2022;English;Article;;;;;5;58;19;"Purpose Universities play an important role in the promotion and implementation of the 2030 Agenda for Sustainable Development. This study aims to examine the visibility of information about the Sustainable Development Goals (SDGs) on the websites of Spanish and major international universities, by means of a quantitative and qualitative analysis with an online visibility management platform that makes use of big data technology. Design/methodology/approach The Web visibility of the universities studied in relation to the terms ""SDG"", ""Sustainable Development Goals"" and ""2030 Agenda"" was determined using the SEMrush tool. Information was obtained on the number of web pages accessed and the queries formulated (query expansion). The content indexed by Google for these universities was compiled, and finally, the search engine optimization (SEO) factors applicable to the websites with the highest Web visibility were identified. Findings The universities analysed are content creators but do not have very high Web visibility in Web searches for information on the SDGs. Of the 98 universities analysed, only four feature prominently in search results. Originality/value Although research exists on the application of SEO to different areas, there have not, to date, been any studies examining the Web visibility of universities in relation to Web searches for information on the 2030 Agenda. The main contributions of this study are the global perspective it provides on the Web visibility of content produced by universities about the SDGs and the recommendations it offers for improving that visibility.";YT2YP;WOS:000740711000001;;;Vallez, M (corresponding author), Univ Barcelona, Dept Librarianship Informat Sci & Audiovisual Com, Barcelona, Spain.;ISI;;;;;;;Education & Educational Research;;;;;"Green & Sustainable Science & Technology; Education & Educational Research WE Social Science Citation Index (SSCI)";;;10.1108/IJSHE-09-2021-0361;"Science & Technology - Other Topics; Education & Educational Research";;;;;;;;"Institute for Professional Development of the University of Barcelona   [REDICE20-2800]; MICINN/FEDER Spain [RTI2018095714-B-C21]";"This work is partially funded by the REDICE20-2800 project awarded by   the Institute for Professional Development of the University of   Barcelona. It is also part of the project ""Interactive storytelling and   digital visibility in interactive documentary and structured   journalism"". RTI2018095714-B-C21 (MICINN/FEDER Spain).";;;;;;;;Green Published, hybrid, Green Accepted;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JAN;2022;;6;4;23;;;;;;;;;
784;Educadata Datos asociados 2018-2022.txt;Transforming secondary education in the Belgian-German borderlands (1918-1939);;0046-760X;1464-5130;HISTORY OF EDUCATION;51;2;244;265;MAR;2022;English;Article;;;;;0;86;22;Establishing and implementing rules that would teach pupils to become citizens became a crucial technique for turning those spots on the map of Europe whose sovereignty had shifted after the First World War into lived social spaces. This article uses Arnold Van Gennep´s notion that a shift in social status possesses a spatiality and temporality of its own, in order to analyse how principals of secondary schools negotiated transformation in the Belgian-German borderlands. It asks whether and how they were called on to offer training that would make the borderlands more cohesive with the rest of Belgium in terms of the social origins of pupils and the content of study, and examines the extent to which they were historical actors with room for their own decision-making on creating and abolishing a liminal phase, thereby leading secondary education through its rites of passage.;ZQ2EX;WOS:000725945100001;;;Venken, M (corresponding author), Univ Luxembourg, Luxembourg Ctr Contemporary & Digital Hist C2 DH, Maison, Sci Humaines, Belval Campus,11 Porte Sci, L-4366 Esch Sur Alzette, Luxembourg.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; History Of Social Sciences WE Social Science Citation Index (SSCI)";;;10.1080/0046760X.2021.1977856;"Education & Educational Research; Social Sciences - Other Topics";;;;;;;;Austrian Science Fund under the Elise Richter Grant [V 360 - G 22];This work was supported by the Austrian Science Fund under the Elise   Richter Grant (number V 360 - G 22).;;;;;;;;Green Published, hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;DEC;2021;;0;0;2;;;;;;;;;
785;Educadata Datos asociados 2018-2022.txt;Habit, hedonic motivation, performance expectancy and technological pedagogical knowledge affect teachers´ intention to use mobile internet;;2666-5573;;COMPUTERS AND EDUCATION OPEN;2;;0;0;DEC;2021;English;Article;;;;;24;60;9;Utilizing mobile internet via mobile phones and tablets in school education is an emerging area of research, and different factors may affect this usage. Although the application of the Unified Theory of Acceptance and the Use of Technology (UTAUT model) is credible in the mobile learning field, it is still scarce when studying mobile technology-internet acceptance by primary or secondary school teachers. Therefore, in this study the UTAUT2 model was employed and extended to include the Technological Pedagogical Knowledge (perceived self-efficacy) factor, in order to investigate the constructs-factors that influence teachers´ intention of mobile internet use in the educational process. Two hundred and sixty-two primary and secondary school teachers across Greece completed an online questionnaire. It was found that Habit, Hedonic Motivation, Performance Expectancy, and Technological Pedagogic Knowledge significantly predict teachers´ intention to use mobile internet, while Behavioral Intention, Technological Pedagogical Knowledge, and Habit affect actual use. No moderating effect was shown. The findings of this study contribute to the research applying the UTAUT2 approach with the Technological Pedagogical Knowledge construct, for the exploration of teachers´ behavioral intention to utilize mobile internet in their teaching. The identification of specific constructs that predict teachers´ intentions and use of mobile internet, may have implications for teacher training, educational policy, as well as the design and/or use of educational computer systems.;VL7LH;WOS:000908283100016;;;Nikolopoulou, K (corresponding author), Natl & Kapodistrian Univ Athens, Sch Educ, Dept Early Childhood Educ, Navarinou 13A, Athens 10680, Greece.;ISI;;;;;;;Education & Educational Research;;;;;"Computer Science, Interdisciplinary Applications; Education & Educational Research WE Emerging Sources Citation Index (ESCI)";;;10.1016/j.caeo.2021.100041;"Computer Science; Education & Educational Research";;;;;;;;;;;;;;;;;gold;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;24;0;0;;;;;;;;;
786;Educadata Datos asociados 2018-2022.txt;School district choice of sexuality education curriculum in Mississippi;;1468-1811;1472-0825;SEX EDUCATION-SEXUALITY SOCIETY AND LEARNING;22;2;153;168;MAR;2022;English;Article;;;;;0;55;16;In 2011, the US state of Mississippi mandated its school districts to adopt a sexuality education curriculum. Approximately half of districts chose a more comprehensive abstinence-plus curriculum over an abstinence-only curriculum. To understand this outcome, we conducted a logistic regression analysis of school district curriculum choice among Mississippi´s school districts using data from 2012 when districts made the initial curricular decision, and from 2019, to assess continuity of findings. At both time points, poorer districts were more likely to adopt abstinence-plus curricula, despite the associated costs. Urban districts were also significantly more likely to choose abstinence-plus curricula, as were districts connected to Mississippi First, a local non-profit organisation that linked school districts to federal funding for abstinence-plus curricula. Despite the connection between political and sexual liberalism, political liberalism had limited predictive power over district sexuality education curriculum choice. Furthermore, one-third of the districts that adopted abstinence-only curricula were very similar to those that adopted abstinence-plus curricula in terms of poverty, religious adherents, rural location, political liberalism, gonorrhoea burden and racial composition. These findings indicate the importance of state mandates for sexuality education, federal funding for evidence-based curricula, and the presence of supportive local organisations to advance the adoption of more comprehensive sexuality education.;ZO2MH;WOS:000641372100001;;;Robinson, RS (corresponding author), Amer Univ, Sch Int Serv, Washington, DC 20016 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Public, Environmental & Occupational Health WE Social Science Citation Index (SSCI)";;;10.1080/14681811.2021.1898361;"Education & Educational Research; Public, Environmental & Occupational Health";;;;;;;;John D. and Catherine T. MacArthur Foundation [12102417];"This work was supported by the John D. and Catherine T. MacArthur   Foundation [grant number 12102417];";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;APR;2021;;0;1;3;;;;;;;;;
787;Educadata Datos asociados 2018-2022.txt;How Austerity Politics Led to Tuition Charges at the University of California and City University of New York;;0018-2680;1748-5959;HISTORY OF EDUCATION QUARTERLY;61;3;273;296;AUG;2021;English;Article;;;;;1;134;24;The size and cost of US public higher education, funded largely by government, grew continuously for nearly twenty-five years after World War II. In the late 1960s, as the nation´s economic growth slowed, the question of who should pay for higher education came under fresh political scrutiny. Decades-old no-tuition policies at the University of California and The City University of New York (CUNY) became targets of neoconservative critiques of the proper role of government support for public services. In California, this was done as Governor Ronald Reagan promoted a partisan austerity to win favor with business and other conservative elites. He justified cuts to higher education financing as a rebuke of protesting students and inept administrators and, later, as financially necessary given voters´ reluctance to pay more taxes. In contrast, federal and New York State politicians forced austerity on city leaders to satisfy bond holders during New York City´s severe fiscal crisis. Reformers argued that CUNY´s no-tuition policy was emblematic of the city´s overindulgence of its residents. No-tuition policies became impossible to defend in the context of the stalled economy and growing conservative movement, whose members embraced government austerity.;TT1BH;WOS:000680085700004;;;Nations, JM (corresponding author), Scholars Strategy Network, Cambridge, MA 02141 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; History Of Social Sciences WE Emerging Sources Citation Index (ESCI)";;;10.1017/heq.2021.4;"Education & Educational Research; Social Sciences - Other Topics";;;;;;;;;;;;;;;;;Bronze;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;;;;2;1;3;;;;;;;;;
790;Educadata Datos asociados 2018-2022.txt;Psychiatric diagnostic dilemmas among people with intellectual and developmental disabilities;;0964-2633;1365-2788;JOURNAL OF INTELLECTUAL DISABILITY RESEARCH;66;10;805;816;OCT;2022;English;Article;;;;;1;49;12;"Background Research regarding the accuracy of co-morbid psychiatric diagnoses in individuals with intellectual and developmental disabilities (IDD) is sparse. Yet correct diagnostic assignment is vital so that effective and appropriate treatment can be implemented, especially for the large numbers of individuals requiring expensive and restrictive behavioural health crisis services. Method A retrospective review of de-identified data from multidisciplinary specialty team assessments completed for 50 individuals with ID (IntellectualDisability) with and without ASD and unresolved behavioural health challenges was conducted. The accuracy and reliability of the psychiatric diagnoses upon referral were compared with the diagnoses after the comprehensive team evaluation, and within-individual diagnostic agreement was calculated. The agreement between the Mood and Anxiety Semi-Structured interview tool (MASS) and the full team evaluation was also calculated. The influence of demographic and clinical characteristics on diagnostic agreement was explored. Results The most common chief complaints upon referral were aggression to others and self-injurious behaviour. Individuals were taking a median of six medications (interquartile range: 5 to 7); 80% were taking an antipsychotic medication. The most common medical conditions were constipation (70%) and gastroesophageal reflux disease (52%). Measures of interrater reliability of the referral diagnoses with the team assessment were below 0.5 (kappa range: -0.04 to 0.39), with the exception of ruling out dementia (kappa = 0.85). The interrater reliability estimates for the MASS evaluations for depression and anxiety were higher (kappa = 0.69 and 0.64) and reflected higher sensitivity and PPV. The odds of any referral diagnosis being confirmed by team evaluation were low: 0.25 (range: 0 to 0.67). The level of diagnostic agreement for each patient was not significantly attributable to demographic or clinical characteristics, although effect sizes indicate a possible positive relationship to age and the number of prescribed psychotropic medications at referral. Conclusion Individuals in the current study had serious psychiatric and behavioural problems despite psychiatric care in their communities. The majority of psychiatric diagnoses provided upon referral were not supported by the multidisciplinary specialty team´s assessment. In addition to possible diagnostic inaccuracy, the group in the study suffered from multiple medical co-morbidities and were exposed to polypharmacy. Results emphasise the importance of multidisciplinary evaluation by clinicians with expertise in neurodevelopmental disabilities when people with ID with and without ASD have complex behavioural health needs that are unresponsive to usual care. In addition, based on agreement with the full team evaluation, the MASS shows promise as an assessment tool, especially with regards to identifying anxiety and depression.";4M4CP;WOS:000841006900001;;;Charlot, LR (corresponding author), Univ Massachusetts, Dept Psychiat, Chan Med Sch, UMMHC, 55 Lake Ave, North Worcester, MA 01655 USA.;ISI;35974452;;;;;;Education, Special;;;;;"Education, Special; Genetics & Heredity; Clinical Neurology; Psychiatry; Rehabilitation WE Social Science Citation Index (SSCI)";;;10.1111/jir.12972;"Education & Educational Research; Genetics & Heredity; Neurosciences & Neurology; Psychiatry; Rehabilitation";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;AUG;2022;;1;3;4;;;;;;;;;
793;Educadata Datos asociados 2018-2022.txt;Effects of classroom-based active breaks on cognition, sitting and on-task behaviour in children with intellectual disability: a pilot study;;0964-2633;1365-2788;JOURNAL OF INTELLECTUAL DISABILITY RESEARCH;65;5;464;488;MAY;2021;English;Article;;;;;5;62;25;"Background Classroom-based active breaks can help typically developing children reduce sitting, increase physical activity and improve cognitive functions and on-task behaviour. Yet, this strategy has not been tested in children with intellectual disability (ID) - a population who are insufficiently active. This study aimed to investigate the effects of a 5-week active breaks intervention on cognitive functions and on-task behaviour in schoolchildren with ID. Methods Twenty-four children, aged between 8 and 12 years (37.5% girls), were recruited. Children´s cognitive functions (response inhibition, lapses of attention, interference and working memory) were measured at baseline and end of trial using computer-based tests. Sitting, standing and movement patterns were assessed with inclinometers, and on-task behaviour was directly observed in the classroom before and after active breaks, at baseline, mid-trial and end of trial. Linear mixed models were used to investigate the intervention effects on cognitive functions and sedentary patterns; generalised linear mixed models were used to analyse on-task behaviour data. Results A significant time x group interaction was found for working memory favouring the intervention (B = 11.56, 95% confidence interval [1.92, 21.21]). No significant effects were found in relation to the other measures of children´s cognition or on-task behaviour. Stepping time and bouts of sitting were positively affected. Conclusions Classroom-based active breaks can increase physical activity and reduce sedentary behaviour in children with ID and might also benefit their working memory. Further research is required to clarify the effects on cognition and to investigate whether this strategy has other benefits in this population.";RI9HM;WOS:000628853800001;;;Mazzoli, E (corresponding author), Deakin Univ, Fac Hlth, Inst Phys Act & Nutr, 221 Geelong Highway, Geelong, Vic 3125, Australia.;ISI;33719112;;;;;;Education, Special;;;;;"Education, Special; Genetics & Heredity; Clinical Neurology; Psychiatry; Rehabilitation WE Social Science Citation Index (SSCI)";;;10.1111/jir.12826;"Education & Educational Research; Genetics & Heredity; Neurosciences & Neurology; Psychiatry; Rehabilitation";;;;;;;;Department of Education and Training, State Government of Victoria;This research was funded by the Department of Education and Training,   State Government of Victoria.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAR;2021;;5;4;19;;;;;;;;;
795;Educadata Datos asociados 2018-2022.txt;Reliability of judgments of stuttering-related variables: The effect of language familiarity;;0094-730X;1873-801X;JOURNAL OF FLUENCY DISORDERS;69;;0;0;SEP;2021;English;Article;;;;;1;61;17;Previous studies demonstrate mixed results and some methodological limitations regarding judges´ ability to reliably assess stuttering-related variables in an unfamiliar language. The present study examined intra- and inter-rater reliability for percent syllables stuttered (%SS), stuttering severity (SEV), syllables per minute (SPM), and speech naturalness (NAT) when Englishspeaking judges viewed speech samples in English and in a language with which they had no or minimal familiarity (Spanish). Over two time periods, 21 judges viewed eight videos of four bilingual persons who stutter. Data were analyzed for relative and absolute intra- and inter-rater reliability as well as for an effect of language on time period differences. Intra- and inter-rater relative reliability were good or excellent for all measures in both languages, with the exception of inter-rater relative reliability for NAT in both languages and %SS in Spanish. Intra-rater absolute reliability was acceptable in both languages for NAT and SEV and unacceptable in both for SPM and %SS. Inter-rater absolute reliability in both languages was unacceptable for all measures, even with judges with the same training. There was a clinically significant effect of language on %SS scores, but, despite a statistically significant effect of language for SPM and SEV, the differences were not clinically significant. Results indicate that reliability across and within languages varies by measure and is impacted by intra- vs. inter-rater reliability, relative vs. absolute reliability, and language familiarity. Modifications in training may be able to address some of the limitations found, particularly with regard to SPM and NAT.;UR7SL;WOS:000696944200003;;;Davidow, JH (corresponding author), Dept Speech Language Hearing Sci, 110 Hofstra Univ, Hempstead, NY 11549 USA.;ISI;34033989;;;;;;Education, Special;;;;;"Audiology & Speech-Language Pathology; Education, Special; Linguistics; Rehabilitation WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)";;;10.1016/j.jfludis.2021.105851;"Audiology & Speech-Language Pathology; Education & Educational Research; Linguistics; Rehabilitation";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAY;2021;;1;0;4;;;;;;;;;
798;Educadata Datos asociados 2018-2022.txt;Improving Accuracy and Stability of Aggregate Student Growth Measures Using Empirical Best Linear Prediction;;1076-9986;1935-1054;JOURNAL OF EDUCATIONAL AND BEHAVIORAL STATISTICS;47;5;544;575;OCT;2022;English;Article;;;;;1;48;32;Many states and school districts in the United States use standardized test scores to compute annual measures of student achievement progress and then use school-level averages of these growth measures for various reporting and diagnostic purposes. These aggregate growth measures can vary consequentially from year to year for the same school, complicating their use and interpretation. We develop a method, based on the theory of empirical best linear prediction, to improve the accuracy and stability of aggregate growth measures by pooling information across grades, years, and tested subjects for individual schools. We demonstrate the performance of the method using both simulation and application to 6 years of annual growth measures from a large, urban school district. We provide code for implementing the method in the package schoolgrowth for the R environment.;4M8JA;WOS:000822255700001;;;Lockwood, JR (corresponding author), Educ Testing Serv, 660 Rosedale Rd, Princeton, NJ 08541 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Social Sciences, Mathematical Methods; Psychology, Mathematical WE Social Science Citation Index (SSCI)";;;10.3102/10769986221101624;"Education & Educational Research; Mathematical Methods In Social Sciences; Psychology";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUN;2022;;1;1;2;;;;;;;;;
799;Educadata Datos asociados 2018-2022.txt;Mean Comparisons of Many Groups in the Presence of DIF: An Evaluation of Linking and Concurrent Scaling Approaches;;1076-9986;1935-1054;JOURNAL OF EDUCATIONAL AND BEHAVIORAL STATISTICS;47;1;36;68;FEB;2022;English;Article;;;;;7;71;33;One of the primary goals of international large-scale assessments in education is the comparison of country means in student achievement. This article introduces a framework for discussing differential item functioning (DIF) for such mean comparisons. We compare three different linking methods: concurrent scaling based on full invariance, concurrent scaling based on partial invariance using the RMSD statistic, and robust and nonrobust linking approaches based on separate scaling. Furthermore, we analytically derive the bias in the country means of different linking methods in the presence of DIF. In a simulation study, we show that the partial invariance and robust linking approaches provide less biased country means than the full invariance approach in the case of biased items.;YD5OJ;WOS:000660916500001;;;"Robitzsch, A (corresponding author), IPN Leibniz Inst Sci & Math Educ, Ctr Int Student Assessment, Kiel, Germany.; Robitzsch, A (corresponding author), Leibniz Inst Sci & Math Educ, Olshausenstr 62, D-24118 Kiel, Germany.";ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Social Sciences, Mathematical Methods; Psychology, Mathematical WE Social Science Citation Index (SSCI)";;;10.3102/10769986211017479;"Education & Educational Research; Mathematical Methods In Social Sciences; Psychology";;;;;;;;;;;;;;;;;hybrid, Green Submitted;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUN;2021;;7;0;7;;;;;;;;;
800;Educadata Datos asociados 2018-2022.txt;Linking Vertical Jump and Standing Broad Jump Tests: A Testing Equating Application;;1091-367X;1532-7841;MEASUREMENT IN PHYSICAL EDUCATION AND EXERCISE SCIENCE;26;4;335;343;OCT;2022;English;Article;;;SI;;0;45;9;This study evaluated test-equating methods to enable comparisons and conversions between the vertical jump (VJ) and standing long jump (SLJ) tests. A total of 528 youth (280 males) performed VJ and SLJ, and their scores were randomly split as the calibration (C) sample (n = 478) and cross-validation (CV) sample (n = 50). SU scores of the C sample were equated to the scale of VJ using linear and equipercentile equating, and established conversion between the tests was applied to SLJ scores of the CV sample. Overall, the correlations between VJ and equated VJ were moderately high to high and the absolute differences were small in both C and CV samples. There was little difference between the equating methods, but the results of the equipercentile method were used because it could provide a more robust conversion in theory. The conversion should be further crossly validated with large, more diverse samples.;6E1WO;WOS:000843565100001;;;Zhu, WM (corresponding author), Univ Illinois, Kinesiol & Community Hlth, 906 S Goodwin Ave, Springfield, IL 61801 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Hospitality, Leisure, Sport & Tourism; Sport Sciences WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)";;;10.1080/1091367X.2022.2112683;"Education & Educational Research; Social Sciences - Other Topics; Sport Sciences";;;;;;;;;;;;;;;;;hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;AUG;2022;;0;4;5;;;;;;;;;
801;Educadata Datos asociados 2018-2022.txt;The Use of the Posterior Probability in Score Differencing;;1076-9986;1935-1054;JOURNAL OF EDUCATIONAL AND BEHAVIORAL STATISTICS;46;4;403;429;AUG;2021;English;Article;;;;;1;44;27;Score differencing is one of the six categories of statistical methods used to detect test fraud (Wollack & Schoenig, 2018) and involves the testing of the null hypothesis that the performance of an examinee is similar over two item sets versus the alternative hypothesis that the performance is better on one of the item sets. We suggest, to perform score differencing, the use of the posterior probability of better performance on one item set compared to another. In a simulation study, the suggested approach performs satisfactory compared to several existing approaches for score differencing. A real data example demonstrates how the suggested approach may be effective in detecting fraudulent examinees. The results in this article call for more attention to the use of posterior probabilities, and Bayesian approaches in general, in investigations of test fraud.;TE9JU;WOS:000572664500001;;;Sinharay, S (corresponding author), Educ Testing Serv, MS 12T,Rosedale Rd, Princeton, NJ 08541 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Social Sciences, Mathematical Methods; Psychology, Mathematical WE Social Science Citation Index (SSCI)";;;10.3102/1076998620957423;"Education & Educational Research; Mathematical Methods In Social Sciences; Psychology";;;;;;;;Institute of Education Sciences, U.S. Department of Education   [R305D170026];The author(s) disclosed receipt of the following financial support for   the research, authorship, and/or publication of this article: The   research was supported by the Institute of Education Sciences, U.S.   Department of Education, through Grant R305D170026.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;SEP;2020;;1;0;4;;;;;;;;;
802;Educadata Datos asociados 2018-2022.txt;Regression Discontinuity Designs With an Ordinal Running Variable: Evaluating the Effects of Extended Time Accommodations for English-Language Learners;;1076-9986;1935-1054;JOURNAL OF EDUCATIONAL AND BEHAVIORAL STATISTICS;47;4;459;484;AUG;2022;English;Article;;;;;0;39;26;Regression discontinuity (RD) designs are commonly used for program evaluation with continuous treatment assignment variables. But in practice, treatment assignment is frequently based on ordinal variables. In this study, we propose an RD design with an ordinal running variable to assess the effects of extended time accommodations (ETA) for English-language learners (ELLs). ETA eligibility is determined by ordinal ELL English-proficiency categories of National Assessment of Educational Progress data. We discuss the identification and estimation of the average treatment effect (ATE), intent-to-treat effect, and the local ATE at the cutoff. We also propose a series of sensitivity analyses to probe the effect estimates´ robustness to the choices of scaling functions and cutoff scores and remaining confounding.;3A1XH;WOS:000798690100001;;;Suk, Y (corresponding author), Univ Virginia, Sch Data Sci, Charlottesville, VA 22904 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Social Sciences, Mathematical Methods; Psychology, Mathematical WE Social Science Citation Index (SSCI)";;;10.3102/10769986221090275;"Education & Educational Research; Mathematical Methods In Social Sciences; Psychology";;;;;;;;American Educational Research Association Division D;The author(s) disclosed receipt of the following financial support for   the research, authorship, and/or publication of this article: This work   was supported by a grant from the American Educational Research   Association Division D.;;;;;;;;Green Submitted;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;APR;2022;;0;5;7;;;;;;;;;
805;Educadata Datos asociados 2018-2022.txt;Validity Evidence for a Daily, Online-delivered, Adapted Version of the International Physical Activity Questionnaire Short Form (IPAQ-SF);;1091-367X;1532-7841;MEASUREMENT IN PHYSICAL EDUCATION AND EXERCISE SCIENCE;25;2;127;136;APR;2021;English;Article;;;;;4;30;10;"The International Physical Activity Questionnaire - Short Form (IPAQ-SF) is a globally-used self-report measure of physical activity (PA). Validity evidence exists; none has evaluated the IPAQ-SF with reduced recall time. This study evaluates absolute and relative agreement for PA at all intensities, and relative to recommended guideline classification through: (1) a daily, online-delivered adapted IPAQ-SF and (2) accelerometer (a) with a 10-minute bout minimum (TMBM) and (b) without (NBM). Fifty-five participants (mean 28.3 years, 61.8% females) wore an accelerometer and completed the IPAQ-SF for 7 consecutive days. IPAQ-SF and NBM correlations were acceptable (total PA 0.45, moderate-to-vigorous PA 0.38). IPAQ-SF underestimated NBM values. IPAQ-SF sensitivity compared to NBM guideline classification was 70%; specificity was 100%. Correlations with TMBM were weaker for all intensities. IPAQ-SF overestimated TMBM values. IPAQ-SF sensitivity compared to TMBM guideline classification was 77%; specificity was 55%. The adapted IPAQ-SF showed acceptable validity evidence for relative PA measurement.";RY1IA;WOS:000592275200001;;;Kurth, JD (corresponding author), Purdue Univ, Dept Hlth & Kinesiol, W Lafayette, IN 47907 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Hospitality, Leisure, Sport & Tourism; Sport Sciences WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)";;;10.1080/1091367X.2020.1847721;"Education & Educational Research; Social Sciences - Other Topics; Sport Sciences";;;;;;;;Purdue University Department of Health and Kinesiology;The authors would like to acknowledge Dr. Steve Amireault and the Purdue   University Department of Health and Kinesiology for their support of   this study.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;NOV;2020;;4;8;30;;;;;;;;;
809;Educadata Datos asociados 2018-2022.txt;Analyzing Cross-Sectionally Clustered Data Using Generalized Estimating Equations;;1076-9986;1935-1054;JOURNAL OF EDUCATIONAL AND BEHAVIORAL STATISTICS;47;1;101;125;FEB;2022;English;Article;;;;;8;83;25;The presence of clustered data is common in the sociobehavioral sciences. One approach that specifically deals with clustered data but has seen little use in education is the generalized estimating equations (GEEs) approach. We provide a background on GEEs, discuss why it is appropriate for the analysis of clustered data, and provide worked examples using both continuous and binary outcomes. Comparisons are made between GEEs, multilevel models, and ordinary least squares results to highlight similarities and differences between the approaches. Detailed walkthroughs are provided using both R and SPSS Version 26.;YD5OJ;WOS:000658462900001;;;"Huang, FL (corresponding author), Univ Missouri, Columbia, MO 65211 USA.; Huang, FL (corresponding author), Missouri Prevent Sci Inst, Methodol Branch, 16 Hill Hall, Columbia, MO 65211 USA.";ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Social Sciences, Mathematical Methods; Psychology, Mathematical WE Social Science Citation Index (SSCI)";;;10.3102/10769986211017480;"Education & Educational Research; Mathematical Methods In Social Sciences; Psychology";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;JUN;2021;;8;6;17;;;;;;;;;
811;Educadata Datos asociados 2018-2022.txt;On the Treatment of Missing Data in Background Questionnaires in Educational Large-Scale Assessments: An Evaluation of Different Procedures;;1076-9986;1935-1054;JOURNAL OF EDUCATIONAL AND BEHAVIORAL STATISTICS;46;4;430;465;AUG;2021;English;Article;;;;;6;77;36;"Large-scale assessments (LSAs) use Mislevy´s ""plausible value"" (PV) approach to relate student proficiency to noncognitive variables administered in a background questionnaire. This method requires background variables to be completely observed, a requirement that is seldom fulfilled. In this article, we evaluate and compare the properties of methods used in current practice for dealing with missing data in background variables in educational LSAs, which rely on the missing indicator method (MIM), with other methods based on multiple imputation. In this context, we present a fully conditional specification (FCS) approach that allows for a joint treatment of PVs and missing data. Using theoretical arguments and two simulation studies, we illustrate under what conditions the MIM provides biased or unbiased estimates of population parameters and provide evidence that methods such as FCS can provide an effective alternative to the MIM. We discuss the strengths and weaknesses of the approaches and outline potential consequences for operational practice in educational LSAs. An illustration is provided using data from the PISA 2015 study.";TE9JU;WOS:000625511700001;;;Grund, S (corresponding author), Leibniz Inst Sci & Math Educ, Olshausenstr 62, D-24118 Kiel, Germany.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Social Sciences, Mathematical Methods; Psychology, Mathematical WE Social Science Citation Index (SSCI)";;;10.3102/1076998620959058;"Education & Educational Research; Mathematical Methods In Social Sciences; Psychology";;;;;;;;;;;;;;;;;hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;OCT;2020;;7;0;7;;;;;;;;;
812;Educadata Datos asociados 2018-2022.txt;Validation of Modified SOFIT+: Relating Physical Activity Promoting Practices in Physical Education to Moderate-to-vigorous Physical Activity in 5-6 Year Old Children;;1091-367X;1532-7841;MEASUREMENT IN PHYSICAL EDUCATION AND EXERCISE SCIENCE;25;4;322;334;OCT;2021;English;Article;;;;;2;46;13;To validate the modified System for Observing Fitness Instruction Time to measure teacher practices related to physical activity promotion (SOFIT+) in physical education (PE) amongst 5-6-year-old-children. Participants (n = 162, 53% female, 6.0 +/- 0.3 yrs) were recruited from 9 schools. Video-recordings of 45 PE lessons from 9 teachers/coaches were coded using a modified SOFIT+. Accelerometers measured children´s moderate-to-vigorous physical activity (MVPA). Validity was assessed via multinomial regression measuring the relationship of both SOFIT+ index score and individual teaching practices with children´s MVPA. Inter-rater reliability was examined. A 1 unit increase in the SOFIT+ index was associated with increased likelihood to engage in 10-19 sec, 20-29 sec and 30-40 sec of MVPA, compared to 0-10 sec. Most of the observed teaching practices were significantly related to children´s MVPA. Inter-rater percentage of agreement ranged between 88.8% and 99.7%. SOFIT+ is a valid and reliable assessment of teaching practices related to MVPA promotion in PE amongst 5-6-year-old-children.;WP9FI;WOS:000631975300001;;;Foweather, L (corresponding author), Liverpool John Moores Univ, Sch Sport & Exercise Sci, Liverpool, Merseyside, England.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Hospitality, Leisure, Sport & Tourism; Sport Sciences WE Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI)";;;10.1080/1091367X.2021.1901714;"Education & Educational Research; Social Sciences - Other Topics; Sport Sciences";;;;;;;;;;;;;;;;;Green Accepted, Green Published, hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAR;2021;;2;2;12;;;;;;;;;
813;Educadata Datos asociados 2018-2022.txt;A New Multiprocess IRT Model With Ideal Points for Likert-Type Items;;1076-9986;1935-1054;JOURNAL OF EDUCATIONAL AND BEHAVIORAL STATISTICS;47;3;297;321;JUN;2022;English;Article;;;;;0;54;25;For surveys of complex issues that entail multiple steps, multiple reference points, and nongradient attributes (e.g., social inequality), this study proposes a new multiprocess model that integrates ideal-point and dominance approaches into a treelike structure (IDtree). In the IDtree, an ideal-point approach describes an individual´s attitude and then a dominance approach describes their tendency for using extreme response categories. Evaluation of IDtree performance via two empirical data sets showed that the IDtree fit these data better than other models. Furthermore, simulation studies showed a satisfactory parameter recovery of the IDtree. Thus, the IDtree model sheds light on the response processes of a multistage structure.;1B9ST;WOS:000730158800001;;;Jin, KY (corresponding author), Hong Kong Examinat & Assessment Author, Wan Chai, 7-F Dah Sing Financial Ctr,248 Queens Rd East, Hong Kong, Peoples R China.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Social Sciences, Mathematical Methods; Psychology, Mathematical WE Social Science Citation Index (SSCI)";;;10.3102/10769986211057160;"Education & Educational Research; Mathematical Methods In Social Sciences; Psychology";;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;DEC;2021;;0;2;13;;;;;;;;;
814;Educadata Datos asociados 2018-2022.txt;Using Sequence Mining Techniques for Understanding Incorrect Behavioral Patterns on Interactive Tasks;;1076-9986;1935-1054;JOURNAL OF EDUCATIONAL AND BEHAVIORAL STATISTICS;47;1;3;35;FEB;2022;English;Article;;;;;8;45;33;Interactive tasks designed to elicit real-life problem-solving behavior are rapidly becoming more widely used in educational assessment. Incorrect responses to such tasks can occur for a variety of different reasons such as low proficiency levels, low metacognitive strategies, or motivational issues. We demonstrate how behavioral patterns associated with incorrect responses can, in part, be understood, supporting insights into the different sources of failure on a task. To this end, we make use of sequence mining techniques that leverage the information contained in time-stamped action sequences commonly logged in assessments with interactive tasks for (a) investigating what distinguishes incorrect behavioral patterns from correct ones and (b) identifying subgroups of examinees with similar incorrect behavioral patterns. Analyzing a task from the Programme for the International Assessment of Adult Competencies 2012 assessment, we find incorrect behavioral patterns to be more heterogeneous than correct ones. We identify multiple subgroups of incorrect behavioral patterns, which point toward different levels of effort and lack of different subskills needed for solving the task. Albeit focusing on a single task, meaningful patterns of major differences in how examinees approach a given task that generalize across multiple tasks are uncovered. Implications for the construction and analysis of interactive tasks as well as the design of interventions for complex problem-solving skills are derived.;YD5OJ;WOS:000649521500001;;;Ulitzsch, E (corresponding author), IPN Leibniz Inst Sci & Math Educ, Olshausenstr 62, D-24118 Kiel, Germany.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; Social Sciences, Mathematical Methods; Psychology, Mathematical WE Social Science Citation Index (SSCI)";;;10.3102/10769986211010467;"Education & Educational Research; Mathematical Methods In Social Sciences; Psychology";;;;;;;;;;;;;;;;;Green Published, hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;MAY;2021;;8;1;21;;;;;;;;;
815;Educadata Datos asociados 2018-2022.txt;Illiberal Reactions to Higher Education;;0026-4695;1573-1871;MINERVA;60;4;509;534;DEC;2022;English;Article;;;;;0;83;26;Higher education has expanded at astonishing rates around the world. We seek to understand the oppositions that periodically arise, which may produce enrollment declines and/or imposition of political controls. The post-1945 growth of higher education was - to a greater extent than is often recognized - propelled by the liberal, and later neoliberal, international order. Oppositions arise from illiberal alternatives, which also may organize globally. The recent weakening of the global liberal order, associated with growing populism and nationalism, creates conditions for a new wave of oppositions. We hypothesize that attacks on higher education emerge in countries less integrated into world society and in countries linked to international structures that support illiberal alternatives. We examine cross-national data on higher education over the period 1960-2017. Enrollments and funding are higher in societies more tightly linked to world society and lower in countries tied to illiberal international organizations. Analyses of enrollments in various fields, constraints on academic freedom, and terrorist attacks on education institutions show similar pattern. Finally, we observe heterogeneity in the forms of illiberal opposition: countries that suppress academic freedom generally are less likely to restrict enrollments.;6L0WH;WOS:000836532400001;;;Schofer, E (corresponding author), Univ Calif Irvine, Dept Sociol, 3151 Social Sci Plaza, Irvine, CA 92697 USA.;ISI;;;;;;;Education & Educational Research;;;;;"Education & Educational Research; History & Philosophy Of Science; Social Sciences, Interdisciplinary WE Social Science Citation Index (SSCI)";;;10.1007/s11024-022-09472-x;"Education & Educational Research; History & Philosophy of Science; Social Sciences - Other Topics";;;;;;;;"National Academy of Education/Spencer Postdoctoral Fellowship; Jack W.   Peltason Center for the Study of Democracy at UC Irvine; National   Research Foundation of Korea [NRF-2017S1A3A2067636]";Work on the paper was supported by a National Academy of   Education/Spencer Postdoctoral Fellowship to Julia C. Lerch, by the Jack   W. Peltason Center for the Study of Democracy at UC Irvine, and by the   National Research Foundation of Korea (NRF-2017S1A3A2067636).;;;;;;;;hybrid;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;FALSO;;;;;;;;;;;;;;AUG;2022;;0;5;5;;;;;;;;;