ethanporcaro/eric-fulltext-meta huggingface dataset:
Selection Determinants in Education Major Graduates Occupations
Author: Huang, Wei-Ting
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Education Majors,College Graduates,Employment Potential,Questionnaires,Likert Scales,Student Attitudes,Career Choice,Job Placement,Job Security,Interests,Salaries,Multivariate Analysis,Qualitative Research,Statistical Analysis

Taiwan's teacher training system currently faces a serious disorder. The excessive number of teacher education programs being set up in universities by the Ministry of Education has dramatically increased the number of teachers. The situation, coupled with the country of low birth rate and high retirement age, brings about fewer teaching vacancies than the number of available teachers. The over-expansion of universities has resulted in a situation that almost every secondary school graduate can access higher education institutions, which subsequently produce a great number of graduates, far exceeding the vacancies in the workplace. This plus with the recent economic recession intensifies competition among individuals hunting for jobs. Thus, it is imperative to identify the ideal jobs for graduates, and the first step is figuring out the main determinants for selecting jobs and the relative importance of these determinants. A self-developed questionnaire was administered to 200 education major graduates in Taiwan. The result indicated that high job stability was perceived to be the most important factor among participants. Also, the education students considered school teacher or administrator to be the ideal jobs.
Exploring Strategies That Influence Children's Physical Activity Self-Efficacy
Author: Efrat, Merav W.
Date: 2017-00-00
Type: Journal Articles
Subjects: Physical Activities,Physical Activity Level,Self Efficacy,Elementary School Students,Control Groups,Experimental Groups,Gender Differences,Pretests Posttests,Recess Breaks,Grade 4,Intervention,Teacher Influence,Modeling (Psychology),Likert Scales

Insufficient physical activity during the elementary school years has been associated with a number of health problems (Strong et al., 2006). During the school day, the recess period provides the greatest opportunity for children to engage in physical activity (Robert Wood Johnson, 2007). Nonetheless, most children spend the majority of their recess time in active. One strategy for increased physical activity during recess is to develop related interventions that reinforce physical activity from the school itself. While some research studies have identified modifiable factors, research suggests that a greater level of physical activity self-efficacy is the strongest predictor of increased physical activity among elementary-aged children (Coakley, &amp; White, 1992; Mulvihill, Rivers, &amp; Aggleton, 2000; Trost, Pate, Saunders, Ward, Dowda, &amp; Felton, 1997; Trost, 1999; Zakarian et al., 1994). Research suggests that strong influences on this age group include a teacher's encouragement and competent adult modeling (Chase 1995, Lirgg &amp; Feltz, 1991; Trost et al. 2003). The purpose of this study is to compare whether a teacher's encouragement alone and modeling by a competent adult alone influence children's recess time physical activity self-efficacy. In our study, this construct is measured through barrier self-efficacy (adult encouragement and other) and task self-efficacy (light, moderate, and vigorous). One hundred sixty-one students were assigned randomly to one of three groups: 1) modeling 2) encouragement, and 3) comparison. We collected pretreatment and posttreatment self-efficacy data as well. There was no significant interaction between the treatment and gender on self-efficacy. However, there was a significant main effect detected for treatment on adult encouragement barrier self-efficacy. Findings suggest that when teachers encourage children to be active, they may internalize the encouragement and become less dependent on external sources of encouragement to motivate them to be active during recess.
The Robust Learning Model with a Spiral Curriculum: Implications for the Educational Effectiveness of Online Master Degree Programs
Author: Neumann, Yoram
Date: 2017-00-00
Type: Journal Articles
Subjects: Masters Programs,Integrated Curriculum,Models,Online Courses,Problem Based Learning,Scores,Performance Based Assessment,Teaching Methods,Comparative Analysis,School Effectiveness,Predictor Variables,Program Effectiveness,Statistical Analysis,Multiple Regression Analysis

This study integrated the Spiral Curriculum approach into the Robust Learning Model as part of a continuous improvement process that was designed to improve educational effectiveness and then assessed the differences between the initial and integrated models as well as the predictability of the first course in the integrated learning model on a wide range of educational effectiveness indicators for online master degree programs. Meaningful improvement in educational effectiveness was validated by the study. The importance of the first course's predictors in predicting and explaining the various degree program educational effectiveness indicators was also very instrumental. The theoretical and practical implications of the study's findings for online faculty, university administrators, and policy makers were examined.
The Flipped Classroom: Implementing Technology to Aid in College Mathematics Student's Success
Author: Buch, George R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Blended Learning,Technology Integration,Student Attitudes,Qualitative Research,Student Evaluation,Teaching Methods,Active Learning,College Students,Mathematics Instruction,Student Surveys,Lecture Method,Mathematics Tests,Scores,Homework

August 2016 there was a call (Braun, Bremser, Duval, Lockwood &amp; White, 2017) for post-secondary instructors to use active learning in their classrooms. Once such example of active learning is what is called the &quot;flipped&quot; classroom. This paper presents the need for, and the methodology of the flipped classroom, results of questionnaires on student perceptions, as well as quantitative data on student performance.
Increasing Student Motivation to Learn by Making Computer Game Technology More Engaging: Measurable Outcomes That Determine Success
Author: Mann, Mark D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Motivation,Computer Games,Learner Engagement,Programming,Programming Languages,Computer Simulation,Computer Software,Surveys,Measures (Individuals),Attention,Goal Orientation,Feedback (Response),Difficulty Level,Personal Autonomy,Interaction,Knowledge Level,Student Improvement,Scores,Statistical Analysis

In the 21st Century, Educators are called to thinking in broader terms about the purpose of technology in engaging learners to work on tasks that are meaningful to them. Through technology, as described in this paper, the researcher has attempted to broaden student engagement level by developing a more engaging online game framework. The research attempted to increase engagement by modifying a less goal oriented maze game into a sporting challenge called Downhill Skier. In creating simulation software for the individual sport of downhill skiing, the Downhill Skier app was developed using the elm programming language. Since Elm is a relatively easy programming language to learn, Elm code can be modified and shaped to ones intended purpose. Using the EGameFlow Survey, an instrument that has been tested for internal and external validity, the research demonstrated that engagement levels were increased, in seven of the eight categories that EGameFlow measures, by changing the nature of the game from a maze walk through into an e-sport challenge.
Using the Internet in Teaching Algebra to Middle School Students: A Study of Teacher Perspectives and Attitudes
Author: Alsaeed, Maha Saad
Date: 2017-00-00
Type: Journal Articles
Subjects: Internet,Technology Integration,Algebra,Mathematics Instruction,Middle School Teachers,Technological Literacy,Teaching Methods,Rural Areas,Middle School Students,Qualitative Research,Mathematics Teachers,Educational Resources,Teacher Attitudes,Questionnaires

During the past decades, technological resources have been improved to support the teaching of mathematics. While the improvement of technological resources, the World Wide Web provides teachers and students many resources that engage students in rich mathematics experiences. There are a vast number of educational resources available through the Internet for students and teachers, which should be implemented in the classroom to support and improve algebra instructions. This study seeks to identify the extent of the middle school teacher's awareness of using the Internet to teach and develop students' learning of algebra. The participant's teachers in this study are teaching in schools located in a rural Appalachian region of a Midwestern state in the United States. The study found that the Internet's function in the algebra classroom within this particular group of middle childhood teachers are used for purposes that do not contribute to algebra instruction.
Auditing Communication Effectiveness in Higher Education: A Team-Based Study by MBA Students
Author: Hart, Claudia
Date: 2017-00-00
Type: Journal Articles
Subjects: Masters Programs,Business Administration Education,Feedback (Response),Organizational Communication,Service Learning,Educational Quality,Educational Improvement,Statistical Analysis,Qualitative Research,Advisory Committees,Universities,Education Work Relationship,Student Attitudes,Teamwork,Graduate Students,Management Development,Audits (Verification),Interviews,Surveys,Focus Groups,Multiple Regression Analysis,Job Satisfaction,College Presidents,College Administration,College Faculty,Teacher Attitudes,Administrator Attitudes

A regional University in the United States implemented an AQIP (Academic Quality Improvement Program) Action Project with a goal of developing processes for effective leadership communication. An MBA (Masters of Business Administration) class conducted a university-wide communication audit to assist with the AQIP project. Quantitative and qualitative data were collected, analysed and presented to the AQIP Task Force. The audit was a win-win opportunity for the students and broader university community. University leadership learned about communication strengths and opportunities within the organization and received recommendations on ways to strengthen communication in the areas of communication channels, information flow, and feedback. As a result, the Task Force implemented tools and processes to enhance communication within the University. The audit also provided MBA students with an opportunity to connect classroom theory with workplace practice. As a result of this service-learning project, students acquired knowledge about organizational communication, worked collaboratively with University employees and practiced communication skills as they developed and defended decisions and recommendations.
Mathematical Modeling and Computational Thinking
Author: Sanford, John F.
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematical Models,Computation,Cognitive Processes,Problem Solving,Spreadsheets,Secondary School Mathematics,College Mathematics,Computer Science Education,Demonstrations (Educational),Teaching Methods,Learning Strategies,Thinking Skills

The paper argues that mathematical modeling is the essence of computational thinking. Learning a computer language is a valuable assistance in learning logical thinking but of less assistance when learning problem-solving skills. The paper is third in a series and presents some examples of mathematical modeling using spreadsheets at an advanced level such as high school or early college.
An Examination of How Middle School Science Teachers Conduct Collaborative Inquiry and Reflection about Students' Conceptual Understanding
Author: Todd-Gibson, Christine
Date: 2017-00-00
Type: Journal Articles
Subjects: Middle School Teachers,Science Teachers,Inquiry,Reflection,Qualitative Research,Case Studies,Teacher Collaboration,Professional Development,Reflective Teaching,Observation,Science Process Skills,Student Needs,Brainstorming,Interviews,Focus Groups

This qualitative case study examined how middle school science teachers conducted collaborative inquiry and reflection about students' conceptual understanding, and how individual teachers in the middle school science group acted and made reflections in response to their collaborative inquiry. It also examined external influences that affected the teachers' ability to engage in collaborative inquiry. Observational, written, and interview data were collected from observations of teachers' face-to-face meetings and reflections, individual interviews, a focus group interview, and online reflections. The results of this study revealed that collaborative inquiry is a form of professional development that includes answering curricular questions through observation, communication, action, and reflection. This approach was developed and implemented by middle school science teachers. The premise of an inquiry is based on a need with students. Middle school science teachers came to consensus about actions to affect students' conceptual understanding, took action as stated, and shared their reflections of the actions taken with consideration to current and upcoming school activities. Activities involved teachers brainstorming and sharing with one another, talking about how the variables were merged into their curriculum, and how they impacted students' conceptual understanding. Teachers valued talking with one another about science content and pedagogy, but did find the inquiry portion of the approach to require more development. The greatest challenge to conducting collaborative inquiry and reflection was embedding teacher inquiry within a prescribed inquiry that was already being conducted by the Sundown School District. Collaborative inquiry should be structured so that it meets the needs of teachers in order to attend to the needs of students. A conducive atmosphere for collaborative inquiry and reflection is one in which administrators make the process mandatory and facilitate the process by removing an existing inquiry.
NEETin with ICT
Author: Barbas, Maria
Date: 2017-00-00
Type: Journal Articles
Subjects: Technology Integration,Online Courses,Information Technology,Foreign Countries,Technological Advancement,Educational Technology,Employment Potential,Vocational Education,Technical Education,Career Education,Refugees,Workplace Learning,Labor Market,Technological Literacy,Higher Education

Science and Technology Advisory Council (STAC) outlines that 49% of EU citizens identified &quot;job creation&quot; and 33% identified &quot;education and skills&quot; as the top priorities for science and technology innovation over the next fifteen years. Both documents justify the needs in Europe for the ICT field especially for the NEET (not in education, employment or training) citizens. On the other hand, Grand Coalition for Digital Jobs (GC4DJ) in Europe identifies: the training and matching digital jobs; certification; innovative learning and teaching; mobility; awareness raising; increasing effectiveness of education; increasing equity and producing positive impact in the economy, as a priority for European countries. NEETin is a project directed to NEET citizens, to be developed by Higher Education Institutions, VET providers and Enterprises in order to help to overcome a social European dimension through lifelong learning. By creating a Joint Vocational Education Training in Digital Competences in a collaboration between VET providers and the Enterprises, widening the access to higher education, in an innovative student-centred learning model to apply in a European level, we aim to contribute to improve the quality of Education. Through this certified JVET, NEET citizens will develop their digital skills and the success of employability of these learners will be enhanced.
The Influence of Student-Centered Methods in Turkish Language Instruction on Academic Success: A Meta-Analysis Study
Author: Biçer, Nursat
Date: 2017-00-00
Type: Journal Articles
Subjects: Turkish,Meta Analysis,Effect Size,Drama,Educational Games,Teaching Methods,Student Centered Learning,Multiple Intelligences,Constructivism (Learning),Validity,Reliability,Randomized Controlled Trials,Coding,Academic Achievement,Computer Software,Native Language Instruction,Statistical Analysis,Literature Reviews

The aim of the present study is to determine the influence of student-centered methods employed in Turkish language instruction on the academic success of students through meta-analysis. To this end, a literature review was conducted on the relevant studies conducted between 2000 and 2016 in order to determine the studies were suitable for the meta-analysis. The review revealed that there are 96 studies available on student-centered methods based on multiple intelligences, creative drama, collaboration and games. 22 studies, which qualified for the meta-analysis, were selected and analyses were conducted as necessary. Effect size calculations of the determined methods were made individually. Calculations of the addressed studies were made in accordance with random effects model due to the heterogeneity of effect size calculated in accordance with the fixed effects model. Comprehensive Meta-Analysis CMA software was used for the calculations. This study was deemed necessary due to the unavailability of a study addressed at the methods employed in Turkish language instruction in the literature. As a result of the study, it was determined that student-centered learning methods have an overall positive and high level effect on the academic success of students. The results of the studies combined with meta-analysis suggest that use of student-centered methods in Turkish language instruction is effective on the academic success of students.
The Relationship between Prospective Teachers' Critical Thinking Dispositions and Their Educational Philosophies
Author: Aybek, Birsel
Date: 2017-00-00
Type: Journal Articles
Subjects: Correlation,Preservice Teachers,Educational Philosophy,Critical Thinking,Student Attitudes,Measures (Individuals),Scores,Cognitive Development,Multiple Regression Analysis,Teacher Education Programs,Foreign Countries,Statistical Analysis

The aim of this research is to investigate the relationship between prospective teachers' critical thinking dispositions and their educational philosophies. The research used relational screening model. The study hosts a total of 429 prospective teachers selected by the simple random sampling method. Research data has been collected through Critical Thinking Disposition Scale and Philosophy Preference Assessment Scale. The research's analysis utilized pearson product moment correlation and multiple linear regression analysis. The current study found that there is a positive significant relationship between the scores of prospective teachers' critical thinking dispositions and those of contemporary educational philosophy dimension of the philosophy preference assessment scale; in traditional educational philosophy dimension, there is a positive but insignificant relationship between the scores; moreover, the relationship between the dimensions of critical thinking disposition scale such as cognitive maturity, engagement and innovation and their contemporary educational philosophies have been found to be significant. These three dimensions explain 14% of the educational philosophies and there is not a significant correlation with the traditional educational philosophies.
Evaluation and Assessment in Early Social Science
Author: Hus, Vlasta
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Evaluation,Social Sciences,Social Studies,Elementary School Teachers,Grade 4,Teacher Surveys,Online Surveys,Primary Education,Summative Evaluation,Statistical Analysis

Authenticity is an important element in the newer models of teaching, evaluation and assessment. Due to the fact that it is quite unclear how authentic evaluation and assessment should be implemented into practice, teachers still cling too much to traditional forms of knowledge evaluation and assessment. First, some basic theoretical facts on evaluation and assessment with an emphasis on authentic evaluation and assessment are listed. Next, an outline of empirical research findings on the characteristics of evaluation and assessment in the subject Social Science in Year 4 is presented. Data were obtained by a web questionnaire on a representative sample of teachers who were teaching the subject Social Science in Year 4 at various primary schools in Slovenia. We discovered that teachers very commonly use summative knowledge evaluation and assessment form. Among the authentic and alternative forms research and simulation are predominant.
The Public-Private Divide in Ethiopian Higher Education: Issues and Policy Implications
Author: Nega, Mulu
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Higher Education,Stakeholders,Public Policy,Private Sector,Public Sector,Incentives,Relevance (Education),Governance,Financial Support,Interviews

This article explores the current issues on the public-private divide in the Ethiopian higher education landscape and their policy implications. It critically examines issues related to legal and regulatory frameworks in order to understand the public-private divide in the Ethiopian higher education context. The article is based on two premises. The first pertains to the idea that public and private higher education providers are commonly required to meet the quality and relevance imperatives of their salient stakeholders as stipulated in the higher education proclamation. The second concerns the argument that an enabling policy and legal framework is crucial for the private higher education sector to play a key role in addressing the social demand for higher education, and thereby contribute for the socio-economic development of a country. This article draws mainly on secondary sources of data from official government documents including policies, proclamations, pertinent national and international research reviews, national and organizational level plans and strategies, statistical abstracts and reports as well as key informant interviews to analyze the issue under study. The findings revealed that the private higher education providers are playing a significant role in addressing the unmet social demand for higher education through increasing access and thereby creating employment opportunities. However, the existing playground/rule of the game is not fairly treating both public and private providers in terms of student admission, quality regulation and other policy incentives. It is argued that the government should create a fair and robust legal and regulatory framework to maximize the benefits of both public and private providers in terms of improving access, relevance, and quality education. Finally, policy implications for improvement of the current status of private providers are suggested based on the findings.