ethanporcaro/eric-fulltext-meta huggingface dataset:
Transforming Pedagogies: Integrating 21st Century Skills and Web 2.0 Technology
Author: Tucker, Shelia Y.
Date: 2014-01-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Social Change,Educational Change,Access to Computers,Cooperative Learning,Constructivism (Learning),Lifelong Learning,Skill Development,Interpersonal Communication,Information Skills,Problem Solving,Thinking Skills,Internet,Global Approach,Competition,Labor Force Development,Technological Advancement,Web Sites,Editing,Collaborative Writing,Electronic Journals,Social Networks,Asynchronous Communication,Synchronous Communication

According to (P21), Partnership for 21st Century Skills (n.d.), unless the gap is bridged between how students learn and how they live, today&apos;s education system will face irrelevance. The way people work and live has been transformed by demographic, economic, political, technological, and informational forces. Schools must adapt to these changing conditions in order to thrive. Students must be equipped to live in a multifaceted, multitasking, technology-driven world. And, regardless of their economic background, we must also ensure that all students have equal access to this new technological world. Collaborative learning theory which is connected to constructivism pedagogy requires students to work together to solve problems. Students need lifelong learning skills i.e., communication and information skills, problem-solving and thinking skills, and interpersonal and self-directional skills. The challenge becomes to deliberately incorporate learning skills into classrooms strategically and broadly. In this digital age, students must learn to use tools essential to everyday life and workplace productivity. They live in a world of almost unlimited streams of profound information, difficult choices and enormous opportunity. Teachers can create a 21st century context for learning by taking students out into the world, by bringing the world into the classroom, and by creating opportunities for students to collaboratively interact with each other (Learning for the, n.d.). One way of accomplishing this task is by employing the use of the Internet to connect Web 2.0 technology and 21st century skills. These skills are essential due to increased global competition, rising workforce capabilities, and accelerated technological change (Learning for the, n.d.).
Children and Violence: An Undergraduate Course Model of Interdisciplinary Co-Teaching
Author: Bucci, Linda
Date: 2014-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Team Teaching,Undergraduate Study,Best Practices,Course Organization,Teaching Methods,Reflection,Educational Benefits,Teacher Improvement,Models

The integration of co-teaching across disciplines in higher education is an approach that enhances the learning experience for both students and faculty. The process of examining material from the perspective of two disciplines contributes to critical thinking skills beyond traditional pedagogical approaches. This article presents a model for interdisciplinary co-teaching based on the authors' experience with an undergraduate course titled Children and Violence. The course Children and Violence evolved out of the professors' shared interest and professional experiences working on issues of childhood violence. Children and Violence was designed to encourage students to grapple with the complex issues that contribute to children becoming victims of violence or perpetrators of violence (or in some cases, both). The course was created using the criminal justice and psychology disciplines because these fields naturally interface when addressing the subject of child maltreatment and youth violence. A major purpose of the course was to examine the societal problem of children and violence from a critical multidisciplinary perspective. This paper will review the development of this course, as well as present suggestions for best practices for interdisciplinary co-teaching.
New Trends of Measurement and Assessment in Distance Education
Author: Kaya, Zeki
Date: 2014-01-00
Type: Journal Articles
Subjects: Distance Education,Educational Trends,Measurement,Evaluation,Computer Assisted Testing,Adaptive Testing,Item Response Theory,Cheating,Performance Technology,Course Content,Formative Evaluation,Summative Evaluation,Affective Behavior,Trend Analysis

Distance education is a discipline that offers solutions to some important education problems. Distance education, contribute to the solution to the problems such as; inequality of opportunities, lifelong education, the implementation of a series of individual and social goals that can contribute to and benefit from educational technology and self-learning. In distance education, methods of measurement and assessment must be consistent with the objectives and contents of teaching. A major interest of formative assessment is determining the students&apos; learning level of each behavior in the interested unit. In summative assessment, performances of students on some units are measured broader than formative assessment. A computerized adaptive testing, CAT, is the test managed by computer in which each item is introduced and the decision to stop are dynamically imposed based on the students answers and his/her estimated knowledge level. In CAT applications, students do not take the same test. Despite item numbers and properties of items are different for the students; the precise of measures improves in positioning students on an ability or success continuum in CAT applications. In CAT applications, questions answered by a student depend on the student&apos;s ability or learning level. In item response theory, there are some models to estimate a student&apos;s ability level, such as three-parameter logistic model. Cheating in exams or other academic assignments can be defined as use resources not allowed to use or having someone else to take exams or assignments. Some precautions must be taken about cheating such as a live proctoring, using web cams, and using a plagiarism detection program.
Free and Open Source Tools (FOSTs): An Empirical Investigation of Pre-Service Teachers' Competencies, Attitudes, and Pedagogical Intentions
Author: Asing-Cashman, Joyce G.
Date: 2014-00-00
Type: Journal Articles
Subjects: Open Source Technology,Computer Software Reviews,Preservice Teachers,Investigations,Teacher Competencies,Student Teacher Attitudes,Intention,Technology Uses in Education,Technology Integration,Educational Technology,Technology Education,Structural Equation Models,Likert Scales,Questionnaires,Predictor Variables,Undergraduate Students,Online Surveys,Beliefs,Self Efficacy

This study examines the digital native pre-service teachers' (DNPSTs) perceptions of their competency, attitude, and pedagogical intention to use free and open source tools (FOSTs) in their future teaching. Participants were 294 PSTs who responded to pre-course surveys at the beginning of an educational technology course. Using the structural equation modeling, the data obtained from the Likert-type questionnaire were analyzed. Results showed that computer competency was a significant predictor of attitude toward using technology. Although PSTs scored high on their computer competency, this did not mean that they have strong stances towards using FOSTs in the classroom. However, the more skilled PSTs with FOSTs, the possibilities of using FOSTs in the classroom were higher. The results also suggested that DNPST's attitude toward using technology was a significant determinant of their attitude toward using FOSTs.
Using of Teleconference as a Medium to Establish an &quot;E-Global-Learning-System&quot;: An Experience of 1000guru-Association on Facilitates Open and Distance Learning Activities with Schools in Indonesia
Author: Haris, Ikhfan
Date: 2014-01-00
Type: Journal Articles
Subjects: Foreign Countries,Information Technology,Teleconferencing,Secondary School Students,International Organizations,Information Dissemination,Study Abroad,Educational Environment,Distance Education,Learning Activities

Information communication and technology (ICT) has been used in various fields. The use of teleconference for teaching and learning activities is currently not a new topic in global world. In Indonesia, through IMHERE Program from Directorate of Higher Education, some universities have been connected with a network of teleconference as a medium of disseminate knowledge. However, when compare to university, the use of teleconference is not yet well-known in schools in Indonesia. This paper aims at presenting the experiences on the use of Teleconference as a medium of teaching secondary school pupils new information on different subjects they discovered in international learning environment. This activity is carried out by Indonesian students who study abroad e.g. students who study in Germany, Japan, Canada, Australia and USA. This paper will also analyse the feedback from the beneficiaries of the teleconference program, to gather opinion about the prospect, challenges in the administration, organisation, and the pedagogy implication of the use of information communication and technology in schools in Indonesia. The author will also give suggestions or recommendations on the best strategies of improving the use of information technology in schools. This is important to further promote and establish the e-Global-learning-system in Indonesia.
Teaching Assistants&apos; Preparation for, Attitudes towards, and Experiences with Academic Dishonesty: Lessons Learned
Author: Seals, Michael
Date: 2014-00-00
Type: Journal Articles
Subjects: Teaching Assistants,Teacher Attitudes,Professional Development,Ethics,Teaching Experience,Research Universities,Teacher Surveys,User Satisfaction (Information),Educational Opportunities,Cheating,Discipline,Educational Practices,Teacher Characteristics,Correlation,Teacher Response

This study examined teaching assistants&apos; (TAs) preparation for, attitudes towards, and experiences with academic dishonesty at a public research university. Of 470 TAs, 184 (39%) completed the survey instrument. The major findings of the study were: (a) TAs were more satisfied with their informal than their formal preparation for dealing with academic dishonesty of their students, (b) over 90% of TAs received some form of formal training dealing with academic integrity, (c) a large percentage of TAs have failed to address cheating incidents, and (d) TAs displayed conflicting attitudes towards issues of academic dishonesty. Recommendations for improved practice and further research are provided.
MOBIMOOC 2012: A New Tree Structure for the Delivery of Connectivist Moocs
Author: Rodriguez, C. Osvaldo
Date: 2014-01-00
Type: Journal Articles
Subjects: Online Courses,Large Group Instruction,Web Sites,Electronic Learning,Cooperative Learning,Technology Uses in Education,Course Organization,Educational Technology,Facilitators (Individuals),Collaborative Writing,Student Participation

Based on the explicit principles of connectivism (autonomy, diversity, openness and interactivity) and on the activities of aggregation, remixing, repurposing and feeding forward resources and learning, connectivist Massive Open Online Courses (c-MOOCs) have made a large impact in online education since 2008. Ideally a great part of c-MOOC participants should share, produce and consume digital media. But this does not happen and a majority of learners stay on the side as silent participants that only consume (lurkers). Those active never exceed 10% of those registered. The way c-MOOCs have been delivered up to date can be divided into: i) those that make use of a daily newsletter used by the facilitator to syndicate fundamentally the blog posts from the active participants and ii) those that rely on a centralizing web page and where all course discussions happen via the usage of a mailing list. In each format participants undergo a very different learning experience but the relation active-to-lurker is in both similar. After the success of MobiMOOC 2011, Inge de Waard organized and coordinated in September 2012 a three weeks course on mobile learning. MobiMOOC 2012 relied on a format of a centralized wiki and mailing list but introduced a new delivery structure: &quot;a tree architecture&quot;. Participants concentrated in only one topic in the first week, four were offered on the second and eight on the third. MobiMOOC 2012 and this experimental new organizational structure are described in detail in this paper. We particularly analyze if a more balanced distribution of participants in active and lurkers roles was achieved when compared to previous experiences.
Conceptualizing Criticality as a Guiding Principle for High Quality Academic Service Learning
Author: Jones, Angela Lewellyn
Date: 2014-00-00
Type: Journal Articles
Subjects: Service Learning,Social Change,Critical Thinking,Educational Practices,Intellectual Disciplines

Recent service-learning literature proposed a dichotomous framework for understanding service learning as either traditional service learning or critical service learning. Within this proposal, critical service learning is differentiated from traditional service learning as emphasizing social change, working to redistribute power, and seeking to develop authentic relationships, while traditional service learning does none of these. Traditional service learning is described as being of lower quality, more often resembling a charitable approach to engaging students with the community, without attention to the role of inequality in the social system, thereby presenting dangers to the community and the students that clearly outweigh the benefits. Rather than adopt the traditional vs. critical service learning paradigm that has been proposed, we suggest that criticality be considered in the construction of all service-learning courses and that faculty consider thoughtfully the level of criticality that is appropriate within a given course and academic discipline. Further, we suggest that criticality might be increased through more fully integrating critical thinking into service-learning courses.
Interteaching: An Evidence-Based Approach to Instruction
Author: Brown, Thomas Wade
Date: 2014-00-00
Type: Journal Articles
Subjects: Best Practices,Instructional Innovation,Teaching Methods,Educational Practices,Educational Strategies,Guides,Course Evaluation,Lecture Method,Intermode Differences,Performance Factors,Barriers,Instructional Effectiveness,Research Needs,Cooperative Learning,Facilitators (Individuals)

This paper describes &quot;interteaching&quot; as an evidence-based method of instruction. Instructors often rely on more traditional approaches, such as lectures, as means to deliver instruction. Despite high usage, these methods are ineffective at achieving desirable academic outcomes. We discuss an innovative approach to delivering instruction known as interteaching that is derived from the behavioral sciences and has empirical support with regard to applications in higher education. In an interteaching session, the instructor composes a preparation guide consisting of several questions that outline a required reading and distributes the guide during class. Students form small groups and work collectively on the guide while the instructor goes from group to group to answer questions. Following the session, the instructor gives a short, intensive lecture on problem areas. Previous research has shown that this approach is effective and allows for frequent assessment of instructional materials and timely guidance of student progress. Suggestions for application and areas of future research are presented.
In Defense of Reading Quizzes
Author: Tropman, Elizabeth
Date: 2014-00-00
Type: Journal Articles
Subjects: Reading Tests,Teaching Methods,Student Attitudes,Student Surveys,Educational Benefits,Grading,Undergraduate Students

Many students fail to read the assigned material before class. A failure to read is detrimental to both student learning and course engagement. This paper considers the often-neglected teaching technique of giving frequent quizzes on the reading. Drawing on the author&apos;s experiences assigning reading quizzes, together with student opinions about the quizzes solicited in end-of-semester surveys, this paper suggests that quizzing students on the reading has much to recommend it, and that common reservations about the practice are unfounded.
Positive Effects of Peer-Led Reflection on Undergraduates&apos; Concept Integration and Synthesis during Service Learning
Author: Hudsonm Monika
Date: 2014-00-00
Type: Journal Articles
Subjects: Service Learning,Undergraduate Students,Peer Relationship,Reflection,Cooperative Learning,Essays

Service learning that features mutually constructed community-based service can enhance the understanding of a range of concepts (Butin, 2006). However, such service is often seen as &quot;charity&quot; as opposed to a dually constructed experience that is central to real learning (Howard, 2000; Tellis, 2011). This project was designed to determine whether the early interjection of peer-led reflections into an undergraduate course would result in students having gained a dual partnership perspective by mid-semester. Exploratory results suggest that peer-led reflections may have both increased student understanding of service learning and contributed to the quantity and quality of theoretical course concepts cited.
The Impact of Peer Mentoring on Mentee Academic Performance: Is Any Mentoring Style Better than No Mentoring at All?
Author: Leidenfrost, Birgit
Date: 2014-00-00
Type: Journal Articles
Subjects: Mentors,Peer Counseling,Academic Achievement,Transitional Programs,College Freshmen,Supervisory Methods,Psychology,Experimental Groups,Control Groups,Program Effectiveness,Program Evaluation,Grade Point Average,Cohort Analysis,Questionnaires,Protocol Analysis,Network Analysis,Foreign Countries

Universities frequently offer support programs to assist first-year students with the transition from school to the university. The purpose of this study was to examine the effects of different mentoring styles on mentee academic performance after 1 year and 2 years of study. Participants consisted of 417 psychology students who started their course of study in the 2007/2008 winter term at the University of Vienna. Three hundred twenty-eight students participated voluntarily in the peer mentoring program, Cascaded Blended Mentoring, in which they were supported by 48 peer mentors (advanced students) in small groups. Eighty-nine students did not participate in the mentoring program. The mentoring groups were classified according to one of three mentoring styles described by Leidenfrost, Strassnig, Schabmann, Carbon, and Spiel (2011): (b) motivating master mentoring, (b) informatory standard mentoring, and (c) negative minimalist mentoring. Our data suggest that participants in the mentoring program performed better in their studies than students who did not participate in terms of average grade and number of courses passed. There was, however, no specific impact of the different mentoring styles on mentee academic performance.
Talented Tertiary Students: A Largely &quot;Forgotten&quot; Group within the Tertiary Sector?
Author: Garrett, Lynda
Date: 2014-00-00
Type: Journal Articles
Subjects: Talent,Postsecondary Education,Student Characteristics,Undergraduate Students,Student Experience,Focus Groups,Student Behavior,Ability Identification,Special Needs Students,Teacher Attitudes,Definitions,Educational Opportunities,Performance Factors,Academically Gifted,Multiple Intelligences,Academic Support Services,Foreign Countries,Grounded Theory

The small-scale study reported here sought to ascertain the experiences of talented undergraduate students across four faculties within one university in New Zealand. Thirty-eight undergraduate participants from the four faculties were identified by 16 staff participants based on criteria used by the academic staff in their respective faculty, department, or school. Staff and students participated in separate focus groups so that their perceptions of talented students could be gained. Participant understandings of current identification methods and provision options for talented undergraduate students within the university environment were also sought. Talented undergraduate students identified existing practices that had enhanced, or in some instances had proved detrimental to, their learning. Students also shared ideas that they believed could be implemented to further enhance their experiences and learning. The implications of these findings are discussed with the intent of further enriching the future experiences of talented undergraduate students in the tertiary environment.
Common Errors and Misconceptions in Mathematical Proving by Education Undergraduates
Author: Stavrou, Stavros Georgios
Date: 2014-03-00
Type: Journal Articles
Subjects: Undergraduate Students,Education Majors,Mathematics Education,Homework,Mathematical Logic,Error Patterns,Misconceptions,Mathematical Concepts,Algebra

Ninety-seven education students majoring or minoring in mathematics had their math homework examined in a Number Theory or Abstract Algebra course. Each student&apos;s homework was observed for the purpose of identifying common errors and misconceptions when writing mathematical proofs. The results showed that students collectively made four recurring errors: assuming the conclusion in order to prove the conclusion, proving general statements using specific examples, not proving both conditions in a biconditional statement, and misusing definitions. In the same courses taken subsequently by 91 new students, we informed them about these common errors prior to assigning their homework to see how the students&apos; proving processes would differ. The results showed that more exercises were left blank with comments such as &quot;I&apos;m not sure how to start the proof&quot;, and that many students provided unnecessary examples to supplement their valid proofs.
What Do Croatian Pre-Service Teachers Remember from Their Calculus Course?
Author: Jukic, Ljerka
Date: 2014-03-00
Type: Journal Articles
Subjects: Preservice Teachers,Calculus,Knowledge Level,Recall (Psychology),Retention (Psychology),Mathematical Concepts,Mixed Methods Research,Followup Studies,Questionnaires,Interviews,Outcome Measures,Academic Achievement,Foreign Countries

This paper reports a study on retention of core concepts in differential and integral calculus by examining the knowledge of two pre-service mathematics students. The study is conducted using a mixed method approach and the obtained data were analyzed using theory of three worlds of mathematics. The results showed that having good understanding of the concepts in the conceptual-embodied world can reflect on the long-term retention of mathematical knowledge in the proceptual-symbolic and formal-axiomatic world as well.
A Commentary on Elementary Teacher Preparation to Teach Statistics
Author: Bargagliotti, Anna E.
Date: 2014-03-00
Type: Journal Articles
Subjects: Statistics,Elementary School Mathematics,Elementary School Teachers,Guidelines,State Standards,Curriculum Evaluation,Course Content,Knowledge Base for Teaching,Lesson Plans,Teacher Education,Teacher Competencies,Teaching Skills,Educational Practices,Teaching Methods

Since the prevalence of data and statistics in the media and workplace has greatly increased over the past few decades, the teaching of statistics in K-12 grades has also increased. This necessitates that teachers be ready to teach statistical concepts throughout the grade levels. The recently adopted Common Core State Standards for Mathematics (CCSSM) contain a large amount of statistics in the middle and high school grades and some at the elementary school level. This paper focuses on the preparation of elementary school teachers. The CCSSM and the Guidelines for assessment and instruction in statistics education (GAISE) report: A preK-12 curriculum framework are examined to illustrate the content covered in the elementary grades. Additionally, two examples of the type of content teachers are expected to know and teach are presented.