ethanporcaro/eric-fulltext-meta huggingface dataset:
Mapping Trends and Framing Issues in Higher Music Education: Changing Minds/Changing Practices
Author: Minors, Helen Julia
Date: 2017-11-00
Type: Journal Articles
Subjects: Music,Music Education,Case Studies,Higher Education,Musicians,Employment Potential,Job Skills,Foreign Countries,Creativity,Undergraduate Students,Student Experience,Social Media,Inclusion

This article presents five case studies from within music in higher education programmes that collectively explore key questions concerning how we look at the challenges and trends, and the need for change to react to the recent higher education (HE) climate, through reference to teaching musicians the skills, knowledge and diverse career creativities that are valued in preparing musicians to enter sustained careers. In this article, the National Association for Music in Higher Education (NAMHE) elected committee members explore the emerging issues and agendas within the context of higher education, and the national and international policy shifts that are occurring. The case studies explore: (1) an inclusive curriculum and undergraduate student partner project; (2) employability skills and postgraduate courses; (3) digital creativities; (4) music career creativities and gender; and (5) an integrated student experience.
How to Merge Courses via Skype™? Lessons from an International Blended Learning Project
Author: Akbaba, Yasemin
Date: 2017-00-00
Type: Journal Articles
Subjects: Blended Learning,Politics,Middle Eastern Studies,International Educational Exchange,Student Exchange Programs,Teaching Methods,Technology Uses in Education,Intercollegiate Cooperation,Student Projects,Discussion (Teaching Technique),Computer Mediated Communication,Assignments,Cooperative Learning,Teamwork,Student Surveys,Performance Factors,Educational Benefits,Student Satisfaction,Foreign Countries

This study reports on an international project in which students taking the course &quot;Contemporary Issues in Turkish Politics&quot; in spring 2011 and fall 2011 at two institutions of higher education, &quot;Gettysburg College&quot; in the United States and &quot;Izmir University of Economics&quot; in Turkey, worked together in virtual learning environments to complete various tasks as part of their course work. The project employed a blend of traditional and technology-based teaching methods in order to introduce a technology like Skype in a bi-national learning environment in Turkey. Students collaborated and interacted with their international counterparts in two different virtual contexts. First, classrooms in the two countries were merged via Skype three times to conduct classroom-to-classroom discussion sessions on Turkish politics. Second, students were paired across locations to work on several assignments. In this paper, our goal is to present how Skype is used in a bi-national context as a blended teaching tool in an upper-level college course for instructors pursuing a similar exercise. In addition to outlining the process with a focus on Skype discussions and one-on-one student projects, we provide actual assignments and discussion questions. Students' views elicited through surveys administered throughout the semester are presented alongside anecdotal evidence to reflect how the project was received.
WhatsApp Messenger as a Learning Tool: An Investigation of Pre-Service Teachers&apos; Learning without Instructor Presence
Author: Alenazi, Ali A.
Date: 2018-01-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Oriented Programs,Computer Mediated Communication,Social Media,Handheld Devices,Technology Uses in Education,Preservice Teachers,Use Studies,Focus Groups,Participation,Independent Study,Males,Peer Influence,Interviews,Elementary School Teachers,Mixed Methods Research

This study investigated the extent to which pre-service teachers can utilize WhatsApp Messenger to create an effective learning platform without instructor interference. Twenty-six male pre-service teachers created a WhatsApp group and interacted through it independently for nine weeks. Each pre-service teacher was required to share a minimum of two posts on a weekly basis, for eighteen posts in total. The pre-service teachers were given clear rules for participation that included a wide range of topics and the definition of an accepted post. The frequency of posts was recorded to determine the magnitude of participation. Focus group interviews were conducted to investigate reasons behind each pre-service teacher's magnitude of participation. The results of the study revealed that the participation rate of the entire group was unsatisfactory (57%), with only six pre-service teachers meeting the minimum required number of posts. Interestingly, these six pre-service teachers created a small but unique norm of learning environment by regulating their own and other peers' performance as well. The reasons for the magnitude of participation, additional results, and implications of the study findings for educational settings are discussed.
An Examination of the Qatari Licensure System: Giving Voice to Educators at Government-Funded Schools
Author: Abu-Tineh, Abdullah
Date: 2017-12-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Certification,Public Schools,Teacher Surveys,Program Effectiveness,Standards,Portfolios (Background Materials),Teacher Competencies,Accountability,Questionnaires,Teacher Attitudes,Administrator Role,Teacher Role,Administrator Attitudes,Principals,Assistant Principals,Statistical Analysis

The issue of developing a comprehensive licensure system aligned with professional standards for teachers and school leaders has received considerable attention in recent years. As part of the Qatari educational reform in recent years, teachers and school leaders are held accountable to offer quality education for all students. The current study thus examined the experiences of educators in Qatar with the licensure process currently implemented at government-funded school. Using a survey study design, a total of 1,669 participants expressed their perceptions on the strengths and weaknesses of the licensure system, the professional standards, and the professional portfolio. Findings included participants' beliefs on the importance of the licensure system in improving their performance, the necessity of using the professional standards as tools for professional growth and development, and the importance of refining the professional portfolio for authenticity and reliability. Documenting teachers' and school leaders' voices was fundamental in finding ways to successfully drive future developments of the licensure system. The findings may also provide implications for other countries interested in developing or refining their own appraisal systems.
Secondary School Mathematics Teachers&apos; Knowledge Levels and Use of History of Mathematics
Author: Bütüner, Suphi Önder
Date: 2018-01-00
Type: Journal Articles
Subjects: Secondary School Mathematics,Secondary School Teachers,Knowledge Level,Teacher Competency Testing,Teaching Experience,Educational Practices,Classroom Techniques,Foreign Countries,Mathematics,History,Mathematics Teachers,Teacher Surveys

This study describes secondary school mathematics teachers' use of history of mathematics in their classes and their knowledge levels in this field. The study population included a total of 58 secondary school mathematics teachers working at the secondary schools located in Yozgat city center, and the sample included 32 mathematics teachers from 10 secondary schools who volunteered to take place in the study. The data collection tools used in the study were an 11-item short-answer history of mathematics knowledge level test and a 5-item written opinion form in order to identify teachers' history of mathematics use. The findings showed that most teachers did not use history of mathematics in their classes. The findings also showed that teachers who used history of mathematics did so by mentioning the life stories of mathematicians and the contributions of ancient civilizations to mathematics in order to motivate students at the beginning of their classes. The mean history of mathematics knowledge test score of the teachers who participated in the study was 3.5. This finding shows that the teachers in general had low history of mathematics knowledge levels. Also it was found that those who did not use history of mathematics in their classes scored lower in the history of mathematics knowledge test than those who used it in their classes.
Some Aspects of Grading Java Code Submissions in MOOCs
Author: Király, Sándor
Date: 2017-00-00
Type: Journal Articles
Subjects: Large Group Instruction,Online Courses,Distance Education,Educational Technology,Technology Uses in Education,Programming,Feedback (Response),Grading,Coding,Higher Education,Foreign Countries,Programming Languages

Recently, massive open online courses (MOOCs) have been offering a new online approach in the field of distance learning and online education. A typical MOOC course consists of video lectures, reading material and easily accessible tests for students. For a computer programming course, it is important to provide interactive, dynamic, online coding exercises and more complex programming assignments for learners. It is expedient for the students to receive prompt feedback on their coding submissions. Although MOOC automated programme evaluation subsystem is capable of assessing source programme files that are in learning management systems, in MOOC systems there is a grader that is responsible for evaluating students' assignments with the result that course staff would be required to assess thousands of programmes submitted by the participants of the course without the benefit of an automatic grader. This paper presents a new concept for grading programming submissions of students and improved techniques based on the Java unit testing framework that enables automatic grading of code chunks. Some examples are also given such as the creation of unique exercises by dynamically generating the parameters of the assignment in a MOOC programming course combined with the kind of coding style recognition to teach coding standards.
Supporting Law Students&apos; Skills Development Online--A Strategy to Improve Skills and Reduce Student Stress?
Author: Hewitt, Anne
Date: 2017-00-00
Type: Journal Articles
Subjects: Law Students,Stress Variables,Stress Management,Coping,Anxiety,Online Courses,Program Effectiveness,Educational Technology,Technology Uses in Education,Foreign Countries,Well Being,Skill Development,Self Efficacy,Student Attitudes,Focus Groups,Learning Modules,Student Surveys,Likert Scales

Law students internationally suffer from a high level of psychological distress compared with the general and student populations, and anecdotal evidence suggests that students developing skills without adequate support experience significant stress and anxiety. This article considers an initiative at one Australian law school to develop a degree-wide structured online skills development programme as a means to both improve student skills acquisition and reduce student stress. The project implements, through the use of learning technology, the principles proposed by McKinney for making small changes to law school teaching, informed by self-efficacy theory, which can have powerful results.
TELFest: An Approach to Encouraging the Adoption of Educational Technologies
Author: Latif, Farzana
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Integration,Workshops,Teaching Methods,Communities of Practice,Barriers,Learning Experience,Foreign Countries,Faculty Development,Higher Education,Questionnaires,Teacher Attitudes,College Faculty,Feedback (Response)

Barriers to technology adoption in teaching and learning are well documented, with a corresponding body of research focused on how these can be addressed. As a way to combine a variety of these adoption strategies, the University of Sheffield developed a Technology Enhanced Learning Festival, TELFest. This annual, week-long event, emphasises the role technology can play through an engaging learning experience which combines expert-led practical workshops, sharing of practice, discussions and presentations by practitioners. As the popularity of the event has grown and the range of topics expanded, a community of practice has organically coalesced among attendees, supporting the mainstream adoption of several technologies and helping to broaden educational innovation beyond isolated pockets. This paper situates TELFest within the technology adoption literature by providing details about TELFest, outlining the results of an investigation into the impact that it has had on attendees' teaching practice and summarising some of the limitations of the method along with reflections on how to address these limitations in the future.
The Role of Networked Learning in Academics&apos; Writing
Author: McCulloch, Sharon
Date: 2017-00-00
Type: Journal Articles
Subjects: Role,College Faculty,Writing (Composition),Academic Discourse,Faculty Development,Collaborative Writing,Online Courses,Computer Mediated Communication,Interviews,Teacher Attitudes,Risk,Networks,Foreign Countries

This article explores academics' writing practices, focusing on the ways in which they use digital platforms in their processes of collaborative learning. It draws on interview data from a research project that has involved working closely with academics across different disciplines and institutions to explore their writing practices, understanding academic literacies as situated social practices. The article outlines the characteristics of academics' ongoing professional learning, demonstrating the importance of collaborations on specific projects in generating learning in relation to using digital platforms and for sharing and collaborating on scholarly writing. A very wide range of digital platforms have been identified by these academics, enabling new kinds of collaboration across time and space on writing and research; but challenges around online learning are also identified, particularly the dangers of engaging in learning in public, the pressures of &quot;always-on&quot;-ness and the different values systems around publishing in different forums.
The Management of Schools&apos; Websites in Cantabria, Spain
Author: Alvarez-Alvarez, Carmen
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Web Sites,Qualitative Research,Preschool Education,Elementary Schools,Interviews,Specialists,Information Technology,Information Management,Attitude Measures,Information Dissemination

School websites are not only sources of information and documentation, but also means of communication that are increasingly being accessed by members of society, especially by the different educational communities, thanks to the democratisation of Internet access. This paper deals with a qualitative research project in which information and communication technology coordinators of infant and primary publicly funded private schools (concertados) and state schools in urban, rural and semi-urban/rural areas within the Region of Cantabria (Spain) were interviewed in order to understand how school websites are managed. The findings show a range of views and practices in the schools' management of their websites, some positive developments in their uses and functions, and numerous opportunities for improvement. School websites are essential communication tools, which need to be continuously improved/updated by their managers, with the support of the education authorities.
Learning by Teaching: Can It Be Utilized to Develop Inquiry Skills?
Author: Aslan, Safiye
Date: 2017-12-00
Type: Journal Articles
Subjects: Inquiry,Foreign Countries,Preservice Teachers,Science Teachers,Mixed Methods Research,Science Instruction,Chemistry,Pretests Posttests,Teaching Methods,Student Attitudes,Instructional Effectiveness,Measures (Individuals),Structured Interviews

This study aims to investigate the effect of learning by teaching on inquiry skills. With its explanatory sequential design, this particular study focuses on interrogating whether learning by teaching has an effect on prospective science teachers' inquiry skills and to unveil how it does so, only if it had an effect. The current research is conducted upon 47 prospective science teachers who study in a public university in Turkey and take a course termed as Special Topics in Chemistry during the Fall term of 2016-2017 academic year. The quantitative data is gathered with an inquiry skills scale whereas the qualitative data is collected via a structured interview form. While the t-Test is used in the analysis of the quantitative data, the method of content analysis is applied in the analysis of the qualitative data. The quantitative data displays that learning by teaching has a positive effect on the prospective science teachers' inquiry skills. The qualitative data indicates that a great majority of the prospective science teachers are of the opinion that learning by teaching has an impact on inquiry skills. They think that this effect occurs under three thematic dimensions; information, thinking and affective. The findings of this particular research suggest that learning by teaching can also be a method to develop inquiry skills of prospective science teachers.
A Study on Choosing Tales for Utilising as Teaching Materials in Turkish Language Education
Author: Ayranci, Bilge Bagci
Date: 2017-12-00
Type: Journal Articles
Subjects: Fairy Tales,Turkish,Language Teachers,Teaching Methods,Semantics,Moral Values,Language Usage,Semi Structured Interviews,Teacher Attitudes,Language Skills,Student Attitudes,Foreign Countries,Elementary School Students,Elementary School Teachers,Qualitative Research

Fairy tales are used intensively by Turkish teachers in Turkish lessons. Elements in tales need to be examined in many respects such as their suitability for cultural transmission, psychological benefits, and harms, correct and effective use of language and so on. The opinions of the Turkish teachers in the field are very important for this subject which needs to be examined in depth. This research's model is descriptive, semi-structured interview is a data collection tool for this research. Participants except one seem to have found tales interesting for all students. It is seen that teachers use talents primarily for semantic knowledge and moral values, and then for language skills achievements. Teachers have answers that they use tales more for values such as goodness, honesty, respect, and love. There may be an interpretation that teachers often do not encounter situations where students generally look askance at tales. It is seen that teachers are leading the opinion that there is not a fairy tale that should not be read. This answer is followed by the response that tales with negative contents should not be read. Ranking of tales of most positive reactions given by students can be done respectively as: all tales which have a happy ending, Keloglan tales, Snow white tales, Aesop's Fables… According to teachers, tales which should be absolutely read by students are listed as follows: Keloglan, Grimm Brothers, One Thousand and One Nights.
Investigation of Mathematics Teacher Candidates&apos; Conceptual Structures about &quot;Measurement&quot; through Word Association Test: The Example of Turkey
Author: Erdogan, Ahmet
Date: 2017-12-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Teachers,Qualitative Research,Content Analysis,Mathematical Concepts,Measurement Techniques,Associative Learning,Preservice Teachers,Preservice Teacher Education,Validity,Reliability

The purpose of this research is to determine mathematics teacher candidates' conceptual structures about the concept of &quot;measurement&quot; that is the one of the important learning fields of mathematics. Qualitative research method was used in this study. Participants of this study were 58 mathematics teacher candidates studying in one of the public universities in Turkey. The free word-association test was used as data collection tool. The &quot;Measurement&quot; stimulus concept was presented to mathematics teacher candidates through the free word-association test. A total of 118 response words obtained from the test have been arranged in frequency tables. The response words divided into 9 categories with the help of content analysis. A network of concepts has been created that the conceptual structures of mathematics teacher candidates about &quot;measurement&quot; using the frequencies and categories of response words. The findings of this study indicates that the response words with the highest frequency of the mathematics teacher candidates related to the &quot;measurement&quot; stimulus word are evaluation, exam, length, meter, test, etc. and the categories of response words are meaning of measurement, measurement and evaluation lesson, measurement learning domain, measurement in daily life, measurement units, etc.
Mid-Career Construction Counselling to Instill Spiritual Awareness and Allay Fear
Author: Maree, J. G.
Date: 2017-11-00
Type: Journal Articles
Subjects: Spiritual Development,Fear,Career Change,Midlife Transitions,Blacks,Career Counseling,Interviews,Intervention,Well Being,Participant Satisfaction,Counseling Effectiveness,Counseling Services,Case Studies,Foreign Countries,Masters Programs,College Students

This article reports on the value of career construction counselling for a black man facing a career crossroads. The participant was purposefully selected from a number of people participating in a career construction counselling course who had sought career counselling. An intrinsic, single-case study design was implemented and a qualitative, interpretive paradigm was adopted as the framework for the research. Data were collected using the Career Construction Interview (CCI). The findings suggest that the intervention enabled the participant to regain his sense of purpose and direction and also inspired others to deal with the apprehension and fear in their own lives. Future research should investigate the use of the CCI with people in diverse settings to establish its trustworthiness in non-traditional contexts.