ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Constructivism on Attitudes towards Lessons: A Meta-Analysis Study
Author: Toraman, Cetin
Date: 2016-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Student Attitudes,Educational Attitudes,Meta Analysis,Experimental Groups,Control Groups,Positive Attitudes,Teaching Methods,Comparative Analysis,Scientific Attitudes,Mathematics,Hypothesis Testing,Correlation,Conventional Instruction,Foreign Countries,Effect Size,Literature Reviews,Statistical Analysis,Q Methodology

Problem Statement: A number of recent studies on constructivism that have been conducted separately (independently) have arrived at very different results. Throughout the ten-year period in which the constructivist approach has been applied, there have been studies that have researched the effect of the newly-introduced approach on student attitudes towards lessons. In such situations, there exists a pressing need to look at all previous studies so that new studies approach subjects from a more developed and advanced perspective and arrive at more scientifically reliable results. For this reason, there is a critical need for a more comprehensive and detailed approach to the subject under research so as to interpret, contrast, and provide better access for researchers with regard to the studies already conducted on this topic. Meta-analysis has been accepted as a method that helps in this aim. Purpose of Study: The goal of this study is to bring together and contrast independent studies conducted on the effect of the constructivist approach on student attitudes to lessons and to analyze their results. Methods: This research study employs a meta-analysis method. Meta-analysis is defined as the grouping of apparently similar studies conducted on a particular topic according to specific criteria and combining the quantitative findings pertaining to these studies. Findings and Results: The findings of this research demonstrate that students in the experimental group, in which studies were conducted according to the constructivist approach, displayed many more positive attitudes towards lessons than those in the control group who were taught according to more traditional learning methods. Of the moderating factors observed in the study, only the differences in lesson subjects were seen to be of significance. This conclusion was reached when studies regarding the attitudes of students were considered. On the whole, the attitudes of students towards science and technology lessons were found to be more positive than those displayed towards mathematics and other subjects in the curriculum. Conclusions and Recommendations: With regard to the subjects in the study, positive attitudes towards science lessons were more widespread than towards math and other subjects in which the constructivist approach was employed. This result can be attributed to the fact that the nature of science and technology lessons makes them more appropriate for the use of the constructivist approach. We suggest that the research be repeated and extended in such a way as to include literature that incorporates foreign publications.
Comparative Study of Student Support Services of UKOU and SLOU
Author: Gujjar, Aijaz Ahmed
Date: 2008-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Student Personnel Services,Open Universities,Foreign Countries,Higher Education,Likert Scales,Questionnaires,Pilot Projects,Counseling,Counseling Services,Library Services,Distance Education,Tutorial Programs,Tutors,Teaching Methods

This paper attempts to compare the availability, quality, similarities and differences of students' support services in United Kingdom Open University (UKOU) and Sri Lanka Open University (SLOU) and also to identify and enlist the deficiencies that SLOU students are facing in the student support services. To get the desired end four hundred students (two hundred from each university) were taken as sample and a thirty eight items questionnaire on (Likert Scale) was constructed and pilot tested, the reliability of the research tool was 0.957 (Cronbach's Alpha) after getting the data independent sample t-test was run by using SPSS XII. The study found out that student support services of SLOU are quantitatively developing rapidly on teh lines of UKOU. Though the media support services of both the institutions have almost the same status in the provision of student support services, yet the UKOU students have better services in general services, regional office services, tutorial services, guidance and counselling services and overall student support services. The conclusions lead to the recommendations that SLOU should improve student support services in all the parameters, but more emphasis should be given on guidance and counselling; library and modern communication facilities like toll free, auto answer may be provided at SLOU regional campuses.
Class Teacher Candidates' Skill of Saying No in Relation to Components of Moral Anatomy
Author: Yilmaz, Ferat
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Moral Development,Moral Values,Values Education,Resistance (Psychology),Role Models,Skill Development,Value Judgment,Phenomenology,Semi Structured Interviews,Case Studies,Teacher Role,Ideology,Personality Traits,Ethics,Legal Problems,Interprofessional Relationship,Interests,Interpersonal Relationship,Anatomy,Data Analysis

Problem Statement: The ability to say no when faced with demands with possible moral consequences becomes a problem that must be addressed in terms of morality in all of its dimensions, including in terms of the concept of character. &quot;Character&quot; can be defined from different perspectives, and within the framework of moral anatomy. For class teacher candidates, an additional consideration is that they will be professionally required to be models of character to students in critical periods of character development, as well as to promote the skill of saying no among students. In that regard, class teacher candidates' skills of saying no when faced with moral dilemmas that they experience in their professional lives are essential to investigate, particularly in relation to the components of moral anatomy. Purpose of the Study: The purpose of the study was to investigate class teacher candidates' skill of saying no in relation to components of moral anatomy. Method: Following a phenomenological design, this study's sample included 25 volunteer class teacher candidates who have experienced the phenomenon of saying no in an education faculty in Turkey. Research data were collected via semi structured interviews conducted with case study texts containing moral dilemmas related to the ability of saying no. Data obtained in line with the case studies were analyzed according to thematic analysis. Findings: Class teacher candidates can generally say no when it comes to personal interests. The demand that they accept most concerns changing roles, and the only dilemmas that they fail to resolve are moral ones related to close relationships. A basic result of this study is that class teacher candidates think that they might have more difficulty with saying no in terms of having to change roles. Participants said that they would not have any difficulty with saying no due to their ideology, even when concerning their personal interests. It might be suggested that the most basic factor affecting class teacher candidates' reactions to saying no when faced with moral dilemmas, at least within the scope of this study, is moral anatomy--that is, the person's character structure. Conclusion and Recommendations: Results suggest that class teacher candidates need to distinguish evaluations of their morality according to moral anatomy characteristics that they possess and the codes of ethics of the teaching profession.
The Utilization of Proven Technology in the Effective Incorporation and Implementation of Interactive Media towards Educational and Presentation Strategies
Author: Lennon, Sean M.
Date: 2008-00-00
Type: Journal Articles
Subjects: Technology Integration,Educational Technology,Educational Media,Teaching Methods,Interaction,Multimedia Materials,Classroom Techniques,Lesson Plans,Technology Uses in Education,Computer Peripherals,Media Literacy,Computer Mediated Communication

The concept of a utilitarian and practical media package was developed primarily as a directive teaching tool for the classroom or educational setting though its versatility is by no means limited to this arena. This model is a practical application easily adaptable to any environment where lecture or instruction is desired or is a component or portion of a larger program. Its incorporation is easy for users with limited or basic computer proficiency as the design and implementation skills needed are largely used in most media programs and packages today. The model utilizes a simplistic, practicum driven organizational concept where proven technology such as the compact flash drive, any computer and a digital viewing device can be turned into a powerful, yet flexible teaching and/or instructional tool. As a practicum based and useful platform, this digital media package can be quickly designed and implemented by professionals with no extraordinary degree of digital literacy and still be flexible enough to be effective in multiple settings and venues.
Parameters for Successful Management of Cross Cultural Virtual Teams
Author: Gullett, Evelyn
Date: 2008-00-00
Type: Journal Articles
Subjects: Teamwork,Online Courses,Electronic Learning,Higher Education,Graduate Study,Cooperation,Administration,Peer Teaching,Virtual Classrooms,Information Technology,Observation,Synchronous Communication,Peer Evaluation,Foreign Countries,Content Analysis

Virtual teams are a common phenomenon in organizations today. Universities are no exception to this trend and, in response, are offering class rooms without boundaries by introducing online programs which allow individuals from all walks of life and diverse geographical locations to come together. Cross-cultural virtual teams, collaborating with globally dispersed team members, are now common in online educational programs. This study analyses empirical observations from 18 online graduate classes with a total of 450 students dispersed all over the globe, and their cross-cultural collaboration in virtual teams. Six parameters, which contribute to the successful management of cross-cultural virtual teams, are identified.
Comparison of Conventional and Computer-Aided Drafting Methods from the View of Time and Drafting Quality
Author: Ozkan, Aysen
Date: 2016-00-00
Type: Journal Articles
Subjects: Drafting,Computer Assisted Design,Comparative Analysis,Engineering Education,Design,Success,Time Management,Efficiency,Time on Task,Decision Making,Planning,Performance Factors,College Students,Males,Statistical Analysis,Scores,Foreign Countries

Problem Statement: Drafting course is essential for students in the design disciplines for becoming more organized and for complying with standards in the educational system. Drafting knowledge is crucial, both for comprehension of the issues and for the implementation phase. In any design project, drafting performance and success are as important as the design process, especially in the educational environments aimed at professional life. However, there have been relatively any studies undertaken in the area of the success and time saving of the conventional drafting and computer-aided drafting (CAD) techniques, besides the design process, especially for furniture and interior design educations. In this direction, some questions emerge in the study. Is there really a difference on quality, success and drafting time between conventional drafting and CAD techniques in interior drafting field? If there is a difference, at which time or process does the drafting technique gain speed? Purpose of study: The purpose of this study was to determine the effects of conventional and computer-aided drafting (CAD) techniques on drafting performances of design students. Furthermore, it was explored which technique was more time, speed and quality-efficient. Methods: To verify this study, students were asked to draw a sample of a two-dimensional technical drawing with an interior plan by using the conventional and CAD techniques at different times within a 60-minute period. The task was designed to ensure that the students understood the principles of technical drawing and could edit sufficiently to draft the plan. Findings and Results: According to the results, it can be stated that there was no meaningful difference between the decision-making process for choosing the drawing method and perceiving the drawing was made by the students with both methods in the first 5 minutes. The difference in quality may be due to the advantages of the CAD technique at the 30th minute. At the end of the 60th minute, a huge difference was observed between the conventional and CAD and the CAD was more successful than the conventional drafting. Consequently, the CAD technique has a better outcome from the aspect of time and quality compared to the conventional technique. Conclusions and Recommendations: It can be stated that CAD has a significant impact on the drafting performances of design students from the aspect of time spent. The furniture and interior design departments should place emphasis on the educational process for the drafting technique in order to increase quality and save time. The drafting course hours should be increased for the design students, so that drafting success can become more efficient for those entering in the professional area.
A Scale for E-Content Preparation Skills: Development, Validity and Reliability
Author: Tekin, Ahmet
Date: 2016-00-00
Type: Journal Articles
Subjects: Validity,Reliability,Teacher Effectiveness,Likert Scales,Preservice Teachers,Inservice Teacher Education,Factor Analysis,Foreign Countries,Item Analysis,Correlation,Test Items,Information Technology,Teaching Methods,Electronic Learning,Technology Uses in Education

Problem Statement: For an effective teaching and learning process it is critical to provide support for teachers in the development of e-content, and teachers should play an active role in this development. Purpose of the Study: The purpose of this study is to develop a valid and reliable Likert-type scale that will determine pre-service teachers' e-content preparation skills according to the criteria determined by the Ministry of Education. The scale developed over the course this study is intended for use not only by pre-service teachers but also in-service teachers to determine their e-content preparation skills. Method: The purposeful sampling method was employed to select participants. For exploratory factor analysis, participants consisted of 226 pre-service teachers from the Department of Computer and Instructional Technologies at a state university located in eastern part of Turkey. In addition, 588 teacher candidates were randomly selected for confirmatory factor analysis. When analyzing the scale's validity and reliability, respectively, convenience according to factor analysis, item analysis, exploratory factor analysis, Cronbach's alpha and split-half value calculation was applied. Findings: The validity and reliability tests of the scale, which were developed in accordance with the criteria of e-content published by MEB, were performed on teacher candidates. Experts inspected the draft scale prepared during the validity study, and the items that were identified as inappropriate and damaging to the appearance of validity were extracted. According to factor analysis, those items with a load value of less than 0.45 and items with a high load value in two items were extracted from the draft scale. The scale showed a seven-factor structure after repeated exploratory factor analysis; these seven factors provided an explained variance for 74.23% of the scale. Considering the acceptable levels of goodness for fit indexes acquired by confirmatory factor analysis, we can conclude that the seven-factor construct based on exploratory factor analysis results was confirmed. The internal consistency coefficient (Cronbach's alpha) was determined as 0.98. The analyzed item total correlation changes between 0.52 and 0.80. Conclusion and recommendations: In conclusion, the survey items possess high reliability to evaluate the same behavior based on the gathered data.
Pre-Service Teacher Scientific Behavior: Comparative Study of Paired Science Project Assignments
Author: Bulunuz, Mizrap
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Projects,Comparative Analysis,Science Instruction,College Science,Science Teachers,Foreign Countries,Case Studies,Semi Structured Interviews,Student Research,Planning,Teacher Student Relationship,Cooperation,Scientific Research,Science Process Skills,Qualitative Research,Observation

Problem Statement: University students usually lack the skills to rigorously define a multi-dimensional real-life problem and its limitations in an explicit, clear and testable way, which prevents them from forming a reliable method, obtaining relevant results and making balanced judgments to solve a problem. Purpose of the Study: The study examines the processes undergone by students in two projects and the results of these projects. One of the projects was on the subject of heat waste in the buildings of a university's school of education. The other project was a new version of that project conducted by a group of students in the following year. Method: The study was conducted with eight pre-service science teachers who were third-year students in the Science Teaching and Laboratory Practices course at a state university's education school located in Turkey's Marmara Region. Case study, a qualitative research method, is used to obtain detailed and in-depth information. The research data for this report were obtained from the students' project posters, interviews with the instructor and semi-structured interview records of interviews with the students. Findings: In the first project, pre-service teachers had serious difficulty identifying a testable research problem they encountered every day as well as developing a method to solve such a problem. Therefore, the collected data could not be analyzed because of the complexity of the data, the failure to adjust the plan to reality and the abundance of variables. Pre-service teachers in the second project began by determining an explicit, clear and testable research problem, including dependent and independent variables, regarding the waste of heat in university buildings. Two factors were very influential for this project's success. First, re-evaluating a previous research problem was more advantageous than determining a research problem from scratch, which can be explained by the fact that science is a process that progresses cyclically and cumulatively. Second, there was more intense dialogue and cooperation between the instructor and the students in the second project than in the first project. Conclusion and Recommendations: The present study revealed that when linear scientific research project practices are replaced with cyclical scientific research processes, new and more advanced projects with a wider sphere of influence can be achieved. Providing pre-service teachers with scientific research opportunities is a way to help spread the attitudes and skills needed for research, development and innovative thinking more widely throughout society.
Thinking Ecology in First-Year Composition
Author: Hada, Ken
Date: 2008-00-00
Type: Journal Articles
Subjects: Writing (Composition),Writing Instruction,Ecology,Content Area Writing,Interdisciplinary Approach,Conservation (Environment),Service Learning,College Instruction,Teaching Methods,College Faculty

Lately in his Composition II course, Ken Hada has been attempting to combine composition in a pedagogically appropriate manner with his concerns for ecology and the environment. Merging ecological issues with composition courses offers interesting pedagogical possibilities, such as collaborative learning experiences, for example, between science and English faculty. The collaboration of science and writing evolve nicely into author-editor relationships between members of the classes (see Gessell and Kokkala). Similar dialogical and transactional relationships could be developed among any number of disciplines. Also, an ecology composition class could work nicely in areas of service learning or community service (see Herzberg), which has been a growing emphasis in many universities over the past decade. Linking students to their own histories of place and leading them to discover the ecological underpinnings of those places can be a significant step toward real writing. It can be a liberating movement away from merely satisfying the disconnected requirements imposed by an authoritative teacher in a mandated course conducted in an artificial setting.
A Study of Multicultural Course Change: An Analysis of Syllabi and Classroom Dynamics
Author: Booker, Keonya
Date: 2015-00-00
Type: Journal Articles
Subjects: Multicultural Education,Course Descriptions,Classroom Environment,Qualitative Research,Faculty Development,Summer Programs,Institutes (Training Programs),Classroom Observation Techniques,Teaching Methods,Educational Change,Course Evaluation,Group Dynamics,College Students,College Faculty

Multicultural Course Change involves deliberate and thoughtful attention to developing and presenting course material that focuses on well-defined multicultural goals. In this qualitative study, nine faculty participated in a Summer Diversity Institute designed to support multicultural curriculum development and instruction. Syllabi were reviewed for multicultural content and assessment, while direct classroom observations were conducted to assess instructional strategies and classroom dynamics. A review of syllabi revealed moderate implementation based on Morey and Kitano's theoretical model of Multicultural Course Change. Classroom observations illustrated that faculty were able to engage students in multicultural course goals to a greater degree than specified in the analyzed syllabi. Implications for institutional diversity programming and faculty professional development are discussed.