ethanporcaro/eric-fulltext-meta huggingface dataset:
Faculty Engagement in Internationalization: The Role of Personal Agency Beliefs
Author: Nyangau, Josiah Zachary
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,International Education,College Faculty,Teacher Motivation,Professional Autonomy,Self Efficacy,Positive Attitudes,Organizational Culture,Teacher Attitudes,Knowledge Level,Teacher Participation

As higher education in the United States has experienced a proliferation of internationalization activities, there has been a steady stream of studies directed at understanding institutional rationales for internationalization. Further, an emerging body of research seeks to understand faculty motivations of international involvement. However, scant attention has been devoted to understanding the role of personal agency beliefs in facilitating faculty international engagement. This study, part of a larger project, draws on in-depth interviews with fifteen faculty to address this topic. The findings show that strong efficacy beliefs and positive perceptions about organizational context are strong influences on faculty behavior relative to international engagement.
Mathematics Student Teachers&apos; Views and Choices about Teaching and Textbooks in Middle and High School Classrooms
Author: Gay, A. Susan
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Student Teachers,Middle Schools,High Schools,Textbooks,Educational Strategies,Mathematics Teachers,Electronic Publishing,Secondary School Mathematics,Student Teacher Attitudes,Technology Uses in Education,Institutional Characteristics

A survey of 80 United States middle and high school mathematics student teachers gathered data on availability and use of textbooks and traditional and technology-supported instructional strategies. Findings about textbooks include (1) most classrooms had one or more textbook formats (print, digital or e-textbook) available but did not necessarily expect students to use the textbook; (2) some differences were noted when comparisons were made based on school location, size, and grade level; and (3) student teachers preferred the digital textbook format but there was also support for the print format. Analysis of student teachers' self-reported use of instructional strategies, including a principal component analysis, revealed use of traditional teaching strategies and student-centered teaching. Student teachers' views about how best to teach mathematics centered on themes of active learning and ways to meet students' needs.
Promoting Proactive Behavior through Motivation: Required Math Lab Hours Case
Author: Lahcen, Rachid Ait Maalem
Date: 2020-00-00
Type: Journal Articles
Subjects: College Students,Student Motivation,College Mathematics,Algebra,Computer Assisted Instruction,Laboratories,Time Factors (Learning),Time on Task,Incentives,Outcomes of Education

Requiring that students enrolled in college algebra to spend hours in a computer lab has been a practice in colleges and universities to improve success and retention. In part, because students come with different backgrounds, skills, and the computer lab environment allows for personalized supplemental instruction and tutoring. However, the way this practice may cause problems among students. Prior to this study, we realized that college algebra students are not pleased with having to wait outside the lab to get in and have to spend three hours per week to a receive a small credit. The wait time is due to the limited lab capacity that cannot house a large number of students when they visit at the last minute or right after a large class meeting. Hence, we attempted to stimulate a proactive behavior of visiting the lab early in the week through offering an incentive. It entails reducing the number of lab hours for the same credit after achieving a certain mastery. The results show that the students responded well to the modification. The final exam mean test shows that the modification was an improvement.
A Multistep Inquiry Approach to Improve Pre-Service Elementary Teachers&apos; Conceptual Understanding
Author: Mataka, Lloyd
Date: 2020-00-00
Type: Journal Articles
Subjects: Inquiry,Preservice Teachers,Elementary School Teachers,Student Improvement,Concept Formation,Comprehension,Physical Sciences,Scientific Concepts,Misconceptions,Active Learning,Instructional Effectiveness,Discussion (Teaching Technique),Science Experiments,Essays,Science Education

A quasi-experimental control group pre- and post-test study was used to determine the effect of a Multi-Step Inquiry (MSI) approach on pre-service elementary school teacher's conceptual understanding. The MSI study involved the development of a conceptual workbook, and a Physical Science Concept Inventory. The conceptual workbook has activities that explicitly target students' misconceptions in physical science. The inventory has three categories: forces and motion, heat and temperature, and electricity. Descriptive and inferential statistics were used to interpret the data. Independent t-tests were used to compare the experimental and comparison groups. Further, Cohen's d and Hake's g effect sizes were used to determine the effectiveness of MSI. Results indicated that the MSI approach as an effective teaching strategy for conceptual understanding. As such, the authors have made recommendations for both research and teaching.
Relationship between Personality Type and Preferred Teaching Methods for Undergraduate College Students
Author: Murphy, Laurie
Date: 2020-00-00
Type: Journal Articles
Subjects: Personality Traits,Teaching Methods,Preferences,Undergraduate Students,Personality Measures,Teacher Student Relationship,Interaction,Visual Aids,Demonstrations (Educational),Tests,Lecture Method,Library Research,Information Seeking,Student Research,Discussion (Teaching Technique),Experiential Learning

This empirical study examined the relationship between Myers-Briggs Type Indicator (MBTI) personality types and preferred teaching methods for 507 Saint Joseph's College of Maine undergraduate students. The students completed two instruments: the Myers-Briggs Type Indicator®, Form M (Myers, McCaulley, Quenk, &amp; Hammer, 1998), and a 27-item scale that measured preferred teaching methods in the classroom. Descriptive and inferential statistics indicated that the five most prominent personality types were ISFJ, ESFJ, ESFP, ENFP, and ISTJ. Sensing-Feeling (S-F) preference was the most common followed by Sensing-Judging (S-J) preference in the top five personality types. Across all MBTI dichotomies, the students indicated a preference for teaching methods that involved lecturer-student interaction, using some visual tools such as PowerPoint, and demonstrations and practice. The least preferred teaching methods involved unscheduled quizzes, lecture where the professor talks with no visuals, and library research using experiential activities. Significant differences were obtained between the MBTI dichotomies and preferred teaching methods. The results demonstrate the importance of faculty tailoring and adjusting their instruction to accommodate the needs of their students to increase student achievement, motivation, and engagement in their classroom.
#FeesMustFall Protests in South Africa: A Critical Realist Analysis of Selected Newspaper Articles
Author: Mavunga, George
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Newspapers,Activism,Conflict Resolution,College Students,Stakeholders,Fees,Costs,Social Problems,Cultural Influences,Violence,Minority Groups

Using Critical Realism, this article looks at articles from selected South African newspapers which reported on the #FeesMustFall protests. The study established that, arising from the protests, was a culture characteried by tensions and distrust amongst stakeholders such as students, university management and the government. This, the article argues, was a result of how each of these stakeholders perceived, and went on to exercise, their agency in an attempt to resolve the conflict arising from the protests. To avert a recurrence of negative consequences of student protests such as the destruction of property and development of toxic and adversarial relationships amongst different stakeholders, the article recommends collaborative approaches to conflict resolution in South African higher education. These approaches need to be framed differently from those in which some stakeholders seek to use their agency to achieve outright victory over other stakeholders -- a recurring mode of engagement during the #FeesMustFall protests.
Connecting Arts Integration to Social-Emotional Learning among Special Education Students
Author: Casciano, Rebecca
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Art Education,Social Development,Emotional Development,Students with Disabilities,Special Education,Interpersonal Competence,Student Leadership,Learning Activities,Art Activities,Self Control,Learner Engagement,Faculty Development,Elementary Education,Urban Schools,Program Effectiveness

Little is known about the connection between arts-integrated education and social-emotional learning, particularly for students with disabilities. This paper draws on data from a case study of a federally-funded arts integration program called Everyday Arts for Special Education (EASE) to identify the mechanisms by which arts-integrated teaching promotes engagement, self-control, interpersonal skills, and leadership among special education students. We draw on observational and interview data to present a conceptual model for understanding the impact of arts-integrated education on student social-emotional outcomes. The data suggest that arts integration impacts students' social-emotional outcomes in two ways: by providing teachers with simple, easy-to-implement activities that explicitly encourage growth on one or more social-emotional competencies; and by providing teachers with a methodology that encourages student engagement, which in turn encourages social-emotional growth. We conclude with a discussion of some of the factors required in order for arts integration to be adopted and implemented effectively within classrooms.
Csikszentmihaliyi&apos;s Concept of Flow and Theories of Motivation Connection to the Arts in an Urban Public High School
Author: Beese, Jane A.
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Students,Art Education,Student Experience,Learner Engagement,Student Motivation,Academic Achievement,Student Attitudes,Learning Activities,Urban Schools,Holistic Approach,Attention,Psychological Patterns,Theater Arts,Creativity,Emotional Response

The concept of flow, or being so immersed in an activity that awareness of self becomes inextricable from the action, and motivational theory can work collectively to help us better understand how fine arts curricula can impact student learning. In this article, we use Csikszentmihaliyi's concept of flow as a way to explore high school students' experiences when completing challenging learning activities within a fine arts education program. In this study, focus groups were conducted to explore 19 high school age performing arts students' experiences of flow and how those experiences affected their engagement, motivation, and academic outcomes. From the researchers' perspectives, participants, who did not know the concept of flow, described rich descriptions of flow experiences revealing aspects of growth mindset, emotional intelligence, and selfactualization. There were also connections to academic subjects that included the desire to stay in the program and the requirement of maintaining good grades, using art as a platform for assignments in other classes and applying the skills developed through arts education to do well.
Stakeholder Perceptions of the Effects of a Public School-Based Theatre Program for Children with ASD
Author: Goldstein, Thalia R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Theater Arts,Autism,Pervasive Developmental Disorders,Program Effectiveness,Stakeholders,Adults,Beliefs,Drama,Social Development,Music,Elementary Secondary Education,Special Schools,Teacher Attitudes,Administrator Attitudes,Artists,Attitudes,Special Education Teachers

Arts programs are often credited with helping children with autism spectrum disorders (ASD) gain cognitive and social skills. As with all claims of transfer from experience in the arts to abilities in non-arts domains, empirical evidence is mixed, and often criticized for both imprecise methodologies and a lack of connection back to the art form itself. As a first step to investigate what is actually occurring within a program that may lead to change, we focused on stakeholders' perspectives of how a theater program may be affecting children's competencies. We completed a systematic study of adult stakeholders of a large school-based, successful musical theater program, measuring: 1) their beliefs about the useful strategies within a theater experience that may be causing change in students; 2) their perceptions of what kinds of student outcomes may change as a result of the program; and 3) whether experience and role of stakeholders affected these beliefs. We found stakeholders emphasized modeling, routines, and relaxation as useful strategies, and perceived that the program built imitation, motor abilities and turn-taking skills. These observations raise questions for standard theories of the effects of arts focused on only higher order social and emotional or academic skills and emphasize the importance of including stakeholders in theorizing and measuring the effects of arts programs for all populations.
Challenges and Supports to Elementary Teacher Education: Case Study of Preservice Teachers&apos; Perspectives on Arts Integration
Author: Hipp, Jamie
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teaching Methods,Art Activities,Art Education,Student Teaching,Student Attitudes,Interdisciplinary Approach,Elementary Education,Barriers

This case study investigates the factors that challenge and support preservice teachers' (PST) arts integration beliefs and practices. The participants include a total of 74 PSTs enrolled in a mandatory university arts course at a large Southern university across three consecutive semesters. Concurrent with arts class enrollment, PSTs are also enrolled in their capstone, semester-long, student teaching experience. The authors used PSTs' end-of-semester reflections and the primary data source. Findings illustrate that PSTs can be creative through arts integration within teaching and learning, while still acknowledging challenges at the school level. The authors detail how they revamped existing elementary preservice arts classes to focus on arts-integrated instructional practices. In addition, findings illustrate the need for strategic inservice training for mentor teachers on the efficacy of arts integration in elementary settings and for administrative support for the arts at the school level.
The Institutional Isomorphism in the Context of Organizational Changes in Higher Education Institutions
Author: Cardona Mejía, Liliana Maria
Date: 2020-00-00
Type: Journal Articles
Subjects: Organizational Change,Higher Education,Foreign Countries,Physical Education,Organizational Theories,Institutional Characteristics,Colleges,Case Studies

This article deals with the institutional theory and isomorphism, from the processes of organizational change in higher education institutions. In a first phase, we analyze, through a questionnaire, the situations and causes of change in higher education institutions (HEI), more precisely in the field knowledge of Physical Education in Colombia. Afterwards, through a multiple case study, we analyze both the pressures of the environment that force HEI to change and the types of isomorphism. The results show the existence of the three types of isomorphism in a process of change where the National and Institutional governments exert coercive pressures. Other HEIs in similar situations exert mimic isomorphism while Specialized groups within HEIs, exert normative isomorphism.
Competence of Future Teachers in the Digital Security Area
Author: Gallego-Arrufat, María-Jesús
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Educational Technology,Technology Uses in Education,Computer Security,Undergraduate Students,Preservice Teachers,Knowledge Level,Student Attitudes,Computer Use,Risk,Information Security,Internet,Foreign Countries,Student Characteristics,Social Media

The use of technologies and the Internet poses problems and risks related to digital security. This article presents the results of a study on the evaluation of the digital competence of future teachers in the DigCompEdu European framework. 317 undergraduate students from Spain and Portugal answered a questionnaire with 59 items, validated by experts, in order to assess the level and predominant competence profile in initial training (including knowledge, uses and interactions and attitudinal patterns). The results show that 47% of the participants belong to the profile of teachers at medium digital risk, evidencing habitual practices that involve risks such as sharing information and digital content inappropriately, not using strong passwords, and ignoring concepts such as identity, digital &quot;footprint&quot; and digital reputation. The average valuations of each item in the seven categories show that future teachers have an average competence in the area of digital security. They have good attitudes toward security but less knowledge and fewer skills and practices related to the safe and responsible use of the Internet. Future lines of work are proposed, aimed at responding to the demand for a better prepared and more digitally competent citizenry. The demand for education in security, privacy and digital identity is becoming increasingly important, and these elements form an essential part of initial training.
Application of the Ubiquitous Game with Augmented Reality in Primary Education
Author: Sáez-López, José-Manuel
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Simulation,Simulated Environment,Educational Technology,Elementary School Students,Foreign Countries,Grade 6,Teaching Methods,Art Education,Program Effectiveness,Educational Games

Augmented reality (AR) immersion enables virtual objects and real environments to coexist and encourage experimentation with phenomena that are not possible in the real world. Augmented reality is generating new opportunities for the development of ubiquity within educational environments. The objective of this study was to analyze the impact that the integration of ubiquitous game approaches with augmented reality has on learning. A quasi-experimental study was carried out with 91 sixth-grade primary school students; the learning scenario was designed and the augmented reality application &quot;WallaMe&quot; was selected for use in five sessions of a didactic unit in Art Education. Through pretest and postest procedures, academic performance and information search skills were evaluated, and, a Likert scale analyzed the motivation and collaboration variables among the students. The results showed that the experimental group obtained statistically significant improvements in the academic performance of the subject, motivation, in the search for, and analysis of, information, level of fun and collaboration. The conclusion is that the dynamic activities managed in the intervention, which made use of augmented reality and localization, benefit teaching-learning processes, and encourage innovation and improvement through educational technology.
Digital Resources and Didactic Methodology in the Initial Training of History Teachers
Author: Miralles-Martínez, Pedro
Date: 2019-00-00
Type: Journal Articles
Subjects: History Instruction,Pedagogical Content Knowledge,Technological Literacy,Teacher Education,Didacticism,Preservice Teachers,Student Attitudes,Secondary Education,Technology Uses in Education,Cartoons,Video Games,Teacher Competencies,Foreign Countries,Formative Evaluation,Graduate Students

This paper analyzes the links that exist between the perceptions of teachers-in-training regarding the use of digital resources in the Secondary Education classroom and their own methodological and epistemological conceptions. Shulman's theories continue to largely guide current research on teacher knowledge. However, the impact caused by the new technologies has inspired new approaches like T-PACK, which put the focus on the teachers' digital competence. In order to address this goal, information has been collected by means of a questionnaire implemented in 22 universities, 13 Spanish (344 participants) and 9 British (162 participants). The analysis of data was conducted along three phases: a) examination of the structure of assessments regarding the usefulness of digital resources by analyzing latent classes; b) estimation of confirmatory factor models for variable evaluation processes, History as a formative subject and historical competencies; c) estimation of interclass differences by using confirmatory factor models. The results showed four types of response regarding the use of digital resources in the classroom that were polarized about two items: comics and video games. Important interclass differences have likewise been found regarding methodological issues (traditional and innovative practices), as well as less important differences concerning epistemological conceptions and views on the development of historical competencies in the classroom.
Effectiveness of MOOCs for Teachers in Safe ICT Use Training
Author: Gordillo, Aldo
Date: 2019-00-00
Type: Journal Articles
Subjects: Large Group Instruction,Online Courses,Educational Technology,Technology Uses in Education,Technological Literacy,Teacher Competencies,Preservice Teacher Education,Faculty Development,Foreign Countries,Student Attitudes,Program Effectiveness

Despite the efforts made, there is still an alarming difference between the digital competence that teachers have and the one they should have in order to develop their students' digital competence. The lack of teacher training in safe and responsible use of ICT is a special cause for concern. Online courses in MOOC format meet all the required conditions to offer a possible solution to the unavoidable and urgent need for initial and in-service teacher training in this area of digital competence. However, there is currently no evidence in the literature on the effectiveness of these courses for this purpose. This study examines the instructional effectiveness of courses in MOOC format for teacher training in the safe and responsible use of ICT by analysing three different official courses. The courses were analysed using three different methods: a questionnaire to measure participants' perceptions, pre-tests and post-tests to measure the knowledge acquired, and LORI (Learning Object Review Instrument) to measure the quality of digital educational resources created by the participants. The results suggest that online courses in MOOC format are an effective way to train teachers in the safe and responsible use of ICT, and that these courses can enable the development of digital competence in the area of content creation.