ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining Incoming Credit Differences between First-Year and Transfer Students
Author: Yang, Yang
Date: 2018-00-00
Type: Journal Articles
Subjects: College Credits,College Transfer Students,Comparative Analysis,College Freshmen,Land Grant Universities,High Schools,Small Schools,School Size,Institutional Characteristics,Education Majors,Transfer Policy,Two Year Colleges

In this study, the difference in the number of initial credits between incoming transfer and first-year students entering a land grant university in a professional education program was examined (N = 488). A multivariate analysis of variance revealed that transfer students transferred significantly more total credits and more credits that counted toward degree programs than did first-year students. Undergraduates who had graduated from small high schools transferred more credits and more credits that counted than did those from large high schools. However, first-year students transferred a significantly higher percentage of total credits that counted toward the degree programs than did transfer students. Implications for advisors, institutions, and policy makers are discussed.
Graduate Student Perceptions of Online Advising
Author: Cross, Lydia Karakolidis
Date: 2018-00-00
Type: Journal Articles
Subjects: Graduate Students,Academic Advising,Electronic Learning,Faculty Advisers,Knowledge Level,Behavior,Interpersonal Communication,Student Attitudes,Expectation

As online education continues to expand across the nation and world, studies on online learners need to continually address student needs for and satisfaction with advising. However, to date, academic advising for online education has been explored rarely. Therefore, this quantitative study was conducted on graduate students' perceptions of academic advising experiences in online education programs in terms of communication, academic advisor knowledge of support services, and academic advisor behaviors. The data indicated that students agreed to statements about academic advisors as effective and that they expected proactive, timely, and knowledgeable advising. Implications for advisors of online students and suggested strategies emerged from the data and may enhance current advising practices.
The Texas Special Education Cap: Exploration into the Statewide Delay and Denial of Support to Students with Disabilities
Author: DeMatthews, David E.
Date: 2019-01-07
Type: Journal Articles
Subjects: Disabilities,Accountability,Eligibility,Program Implementation,Special Education,Disability Identification,Federal Legislation,Equal Education,Educational Legislation,Disproportionate Representation,Educational Policy,Administrator Attitudes,Teacher Attitudes,Performance Based Assessment,State Standards,Compliance (Legal),Racial Bias,Ethnicity,Enrollment,Response to Intervention

State accountability systems have been a primary school reform initiative in the US for the past 20 years, but often produce unintended negative consequences. In 2004, the Texas Education Agency (TEA) implemented the Performance Based Monitoring and Analysis System (PBMAS), which included an accountability indicator focused on the percentage of students found eligible for special education under the Individuals with Disabilities Education Act (IDEA), the nation's special education law. From 2004 through 2016, the percentage of students found eligible for special education in Texas declined significantly, while the national rate held constant. Eventually, the U.S. Department of Education (ED) investigated TEA and the statewide implementation of IDEA. The purpose of this study is two-fold: (a) to evaluate the potential impact of the the PBMAS indicator on manipulation of special education identification practices; and (b) to describe how the indicator may have influenced school and district personnel. We highlight several concerning trends in state and district data and, through an analysis of publicly available reports from the ED, show how district and school personnel knowingly and unknowingly acted in ways that delayed and denied special education to potentially eligible students. We conclude with recommendations for TEA and implications for future research and policy.
Student Engagement with Course Content and Peers in Synchronous Online Discussions
Author: Truhlar, Allison M.
Date: 2018-12-00
Type: Journal Articles
Subjects: Learner Engagement,Course Content,Peer Relationship,Case Studies,Computer Mediated Communication,Synchronous Communication,Introductory Courses,Sustainability,Online Courses,Reflection,Student Attitudes,Environmental Education,Group Dynamics,Critical Thinking,Questioning Techniques,Student Role,Group Discussion,Undergraduate Students

As higher education institutions in United States offer online courses to growing audiences, there is increasing desire to understand how best to engage students with both course content and their peers. This case study examines the effects of assigning chat roles and facilitating self- and group reflection on student--content and student--student interaction outcomes in four synchronous chats conducted in an online introductory-level sustainability course. We also considered what occurred within group reflections to inform how they are structured in the future. We found that assigning roles increased the proportion of critical student--student interactions. Self-reflections had no effect on either interaction type. Groups completing group reflections had a greater proportion of critical student--content interactions in the third chat and critical student--student interactions in the fourth chat than the groups that did not complete the group reflections. Based on our results, we plan to keep roles and group reflections going forward, and eliminate self-reflections. Furthermore, to increase the effectiveness of the group reflections, we propose some ideas to increase student ability to convert their ideas into change during subsequent chats.
Characterizing Super-Posters in a MOOC for Teachers&apos; Professional Development
Author: Bonafini, Fernanda Cesar
Date: 2018-12-00
Type: Journal Articles
Subjects: Large Group Instruction,Online Courses,Educational Technology,Technology Uses in Education,Student Participation,Interaction,Faculty Development,Social Networks,Individual Characteristics,Mathematics Teachers,Statistics,Computer Mediated Communication,Discussion (Teaching Technique)

Massive Open Online Courses (MOOCs) attract thousands of participants who each exercise autonomy by engaging with resources and with other participants to whatever degree they wish. When analyzing participants' patterns of engagement in MOOCs, it is possible to notice that certain participants exhibit high levels of participation, actively engaging with others in forums. This study focuses on characterizing these highly active participants and understanding their contributions back to the network in a MOOC designed for teachers' professional development. Connectivism is used as theoretical lens to describe super-posters' engagement in forums. Data from participants' demographics, click data, and forum posts are used to identify these highly active users. Qualitative content analysis is used to categorize the content of their posts, and social network analysis is used to represent their patterns of engagement. Results show that super-posters are generators of engagement, repurposing the content learned from the MOOC and feeding forward new resources to the network. Results present super-posters as representatives of participation inequality in forums, in which less than 1% of participants enrolled in the MOOC contributed the most to forums. Analysis of their behavior in forums reveals super-posters as the most prestigious and most influential nodes in the networks created by participants as they engage in forums. In some networks super-posters served as bridges, connecting people from different discussion threads and helping information to flow through the network. This study provides to MOOC designers and MOOC instructors a straightforward method to identify and classify superposters in any MOOC. Findings of this study could be used by MOOC designers and MOOC instructors to develop pedagogical interventions to give these participants a special role in the next MOOC cohort, which may foster engagement in MOOC forums and nurture the cyclical process of learning described in connectivism. Regarding implications for research, this study attends to the need for qualitative methods when analyzing participants' engagement in MOOC forums and contributes to our knowledge of participation inequality. It also extends the literature of superposters by showing their characterization in a MOOC focused on teachers' professional development. Keywords:
Visions of Quality Assurance in Online MBA Programs
Author: Glori Hinck
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Quality,Quality Assurance,Masters Programs,Online Courses,Business Administration Education,Administrator Attitudes,College Faculty,Teacher Attitudes,Instructional Design,Delphi Technique,Distance Education,Program Evaluation,Accreditation (Institutions),Academic Standards,Difficulty Level,Course Content,Teacher Qualifications

Online MBA programs have undergone significant growth in recent years. However, quality assurance measures have not kept pace with this growth. The purpose of this study was to identify and prioritize aspects of quality assurance specific to Association to Advance College Schools of Business (AACSB)-accredited online MBA programs. The Delphi methodology was used to facilitate a group conversation among administrators, faculty members, and instructional designers around the topic of quality assurance for online Master of Business Administration (MBA) programs over the next 3-5 years. This paper reports the results of this study and how the results will help to direct the efforts of those involved in the delivery of a quality online MBA program.
Instructor Experiences Designing MOOCs in Higher Education: Pedagogical, Resource, and Logistical Considerations and Challenges
Author: Zhu, Meina
Date: 2018-12-00
Type: Journal Articles
Subjects: Large Group Instruction,Online Courses,Teacher Attitudes,Educational Technology,Technology Uses in Education,Technology Integration,Barriers,Learner Engagement,Interaction,Evaluation Methods,Costs,Time,Higher Education,College Faculty,Foreign Countries

As massive open online courses (MOOCs) increase, the large scale and heterogeneity of MOOC participants bring myriad significant design challenges. This exploratory mixed methods study explores 143 MOOC instructors' considerations and challenges in designing MOOCs, 12 of whom were interviewed and had their courses analyzed. The survey, interview, and course review data revealed a variety of considerations and challenges in MOOC design in terms of pedagogy, resources, and logistics. Pedagogical considerations included learning objectives, assessment methods, course length, course content, flexibility, and collaborative learning support. Resource considerations included the affordance of MOOC platforms, support from the host institution and the platform, and the available intellectual and hardware resources. Logistical considerations included the amount of time instructors spent designing the MOOC. The obstacles included pedagogical challenges (e.g., engaging learners, increasing learner interaction, and limited assessment methods), resource challenges (e.g., limitations associated with the affordances of the platform), and logistical challenges (e.g., time limitations for designing and developing MOOCs). To address these challenges, the instructors often relied on reviewing other MOOCs. They also sought help from colleagues, their universities, and support personnel of the adopted platforms.
A Qualitative Exploration of Pre-Health Students&apos; Perceptions of Academic Success and Persistence
Author: Dumke, Erika K.
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Attitudes,Academic Achievement,Academic Persistence,Undergraduate Students,Resilience (Psychology),High Achievement,Influences

Motivation and psychological characteristics play important roles in college student success. Upon matriculation, pre-health students must strive for academic success to present competitive profiles for health professions schools. In this qualitative study, 17 high-achieving, upper level pre-health students at a large, mid-Atlantic university participated in focus groups and wrote letters of advice to incoming freshmen, which provided insight into their definitions of academic success and the psychological and contextual factors they perceive as promoters of success. They struggled to reconcile their mastery goals for academic success with perceived expectations to perform and compete for admissions to health professions schools. Students with grit maintained passion for long-term goals and actively sought resources to support individual needs.
The Constitution of the Academic Field of Education Policy in Brazil: Historical Aspects
Author: Stremel, Silvana
Date: 2018-12-17
Type: Journal Articles
Subjects: Educational Policy,Educational History,Foreign Countries,Intellectual Disciplines,Policy Analysis

This paper analyzes the constitution of the academic field of education policy in Brazil. The theoretical foundation is based on the contributions of Pierre Bourdieu's theory on the notion of field. From the results of the analysis of the sources of the research, we present the historical aspects of the constitution of the academic field of education policy in Brazil divided into three moments, namely: 1) background of the academic field of education policy in Brazil (from 1820 to 1950); 2) institutionalization of the academic field of education policy (from the 1960s; and 3) expansion of the academic field of education policy (from the 1990s). We concluded that it is a comprehensive field and in permanent expansion and construction. Due to its nature, education policy does not constitute a monopoly of a scientific community, journals, research networks, etc., because it is something of public interest, and it can be discussed in different social and political spaces.
Honors College Students&apos; Adjustment Factors and Academic Success: Advising Implications
Author: Clark, Christina
Date: 2018-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Student Adjustment,Academic Achievement,Academic Advising,Self Esteem,College Choice,College Freshmen,School Holding Power,Grades (Scholastic),Influences

We examined first-semester adjustment among students in and out of an honors college because honors college participants receive relatively little attention in the advising literature. As expected, honors college students earned relatively high grades and were associated with high retention rates. Two noncognitive factors predicted these differences: self-confidence and external influences on college choice. In an interesting finding, honors students expressed less self-confidence and placed greater importance on external college-choice factors than their high-achieving peers outside the honors college. Implications for the support of honors students and their peers are discussed.
What Is Academic Advising? An Application of Analytic Induction
Author: Larson, Joshua
Date: 2018-00-00
Type: Journal Articles
Subjects: Academic Advising,Higher Education,College Students,Faculty Advisers,Definitions,Participation

Nearly 40 years after the creation of NACADA: The Global Community for Academic Advising and at least as many years after academic advising was recognized as a unique role in higher education, the term academic advising as applied to individuals who work in higher education has been only colloquially defined. Using the analytic induction research method, we arrived at a definition of academic advising created from the words of academic advisors. In this paper, we address the way each word or phrase has been used to create the definition and present implications for policy, research, and practice.
Developing Evidence-Informed Early Childhood Intervention E-Learning Lessons, Performance Checklists and Practice Guides
Author: Dunst, Carl J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Learning Activities,Faculty Development,Check Lists,Early Childhood Education,Intervention,Electronic Learning,Teaching Methods

The foundations for the content, design, and preparation of early childhood intervention e-learning lessons, performance checklists, and practice guides are described. Methods and procedures described in the microlearning, professional development, early childhood intervention, expert performance, and product design literatures were used to develop an integrated framework for guiding product development. The framework includes six components based on research findings about the relationships between the integrated framework methods and procedures and how the confluence of research evidence informed the development of evidence-informed early childhood intervention products. The use of the framework is described and illustrated for two sets of e-learning lessons, performance checklists, and practice guides.
An Investigation on the Relationship between Reading Fluency and Level of Reading Comprehension According to the Type of Texts
Author: Uysal, Pinar Kanik
Date: 2018-12-00
Type: Journal Articles
Subjects: Reading Fluency,Reading Comprehension,Reading Materials,Secondary School Students,Reading Tests,Reading Rate,Word Recognition,Intonation,Accuracy,Correlation,Suprasegmentals,Foreign Countries

The purpose of this study is to investigate the relationship between the reading fluency and the reading comprehension in accordance with the type of the text. Participants of the study are 99 students who were chosen among fifth graders in a Turkish secondary school. The study utilized descriptive analysis and adopted predictive correlational research design. &quot;Reading Comprehension Test&quot; and &quot;Multidimensional Reading Scale&quot; were used as data-collection tools. According to findings; while the speed of reading, percentage of word recognition, and prosodies differed in favour of narrative texts, there was no significant difference in regard to the level of the reading comprehension. When checked for the magnitude of impacts, the significant difference in the percentage of the word recognition was found small (r=0.18), the significant difference in the reading speed was large (d=1.02), and significant difference in prosody was in the middle (d= 0.75). It has been found that the reading fluency elements (prosody, accuracy, and reading speed) have a significant positive relationship and a similar relationship can also be seen along the lines of the reading comprehension in different types of texts in each type of the text. Furthermore, the study has stated that speed of the reading and prosodic values can be predictors of the reading comprehension percentage on a significant level in the informative and narrative text types. The findings of this study were consistent with the literature provided by the study.
A Comparison of the Middle School Science Programmes in Turkey, Singapore and Kazakhstan
Author: Yazicioglu, Özlem
Date: 2018-12-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Middle Schools,Science Instruction,Science Curriculum,Secondary School Science,Cultural Differences,Course Content,Teaching Methods,Science Process Skills,Scientific Concepts

Comparative education is important for recognising the education systems of different countries for bringing new practices into the education system and for ensuring educational equality among different societies. This study discusses the education systems of Turkey, Singapore and Kazakhstan. The science programmes of the three countries are compared in terms of their general objectives, processes and skills, content, measurement and evaluation approaches and learning outcomes. This is a comparative education research with a horizontal approach. The middle school science curriculum of the three countries was used as a data collection tool. As a method of analysis, document analysis was carried out. According to the results of the research, the programmes of all three countries are similar in terms of their general aims, processes and skills, but in contrast they have differences in measurement and evaluation approaches and learning approaches.
Moving towards Sustainable Policy and Practice -- A Five Level Framework for Online Learning Sustainability
Author: Casanova, Diogo
Date: 2018-00-00
Type: Journal Articles
Subjects: Sustainability,Electronic Learning,Models,Higher Education,Educational Policy,Educational Practices,Needs,Motivation,Ownership,Financial Support,Technical Support

This paper addresses the issue of sustainability in online learning in higher education. It introduces and discusses a five-level framework for helping higher education institutions to make the transition from enterprise to sustainable policy and practice in online learning. In particular, it responds to evidence in the literature regarding the lack of sustainability in online learning in higher education. Influenced by Maslow's hierarchy of needs, this framework is characterized by three different clusters: basic needs, institutional motivation, and stakeholders' motivations. It is presented hierarchically within five different levels. Examples are provided for each of the levels and suggestions are given to how institutions should respond to each level.
Deviating from the Traditional Instructional Tools: Integrating Twitter in a Sociology of Deviance Course
Author: Peters, Adrienne M. F.
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Media,Teaching Methods,Sociology,Handheld Devices,Telecommunications,Communities of Practice,Learner Engagement,Technology Uses in Education,College Students,Student Attitudes

As the use of social media in post-secondary education expands, so does the research literature examining its effectiveness in engaging students. Studies have examined the use of Twitter as an assessment and engagement tool, and since this is a broad and growing research area, better understanding whether Twitter can promote these outcomes in an upper-level university course is valuable. This paper explores these themes based on a student survey (N=37) conducted in a Sociology Deviance course. It also reviews how students responded to the use of Twitter as a &quot;community-classroom&quot; engagement and assessment tool. Findings reveal that Twitter did contribute to some students' sense of community. We offer suggestions for how instructors can successfully integrate Twitter activities into their course assessment to make them more engaging and to improve connectedness.