ethanporcaro/eric-fulltext-meta huggingface dataset:
Effectiveness of Course Portfolio in Improving Course Quality at Higher Education
Author: Akleh, Aamal
Date: 2020-00-00
Type: Journal Articles
Subjects: Quality Assurance,Educational Quality,Foreign Countries,College Faculty,Teacher Attitudes,Portfolio Assessment,Printed Materials,Electronic Publishing,Portfolios (Background Materials),Audits (Verification),Program Effectiveness

To fulfill the demand of teaching and learning quality in Higher Education, different means of evaluating, assessing, and accrediting academic programs have evolved. The need arises on finding scientific tools to measure and assess quality at different stages of educational processes. In Higher Education, course portfolio is considered one of essential quality assurance tools used. It is used to monitor and develop activities, to help students construct knowledge, and to improve the academic activities. This paper tackles the effectiveness of such tool for improving learning and teaching processes College of Health and Sport Sciences, University of Bahrain. The results of this study showed that the college faculty have a positive perceptions towards the use of course portfolio. They also, positively perceive the usefulness of audit results of the course portfolio and show good intention towards using electronic course portfolio; however, they need more training and support to use it effectively. In this study, the benefits of course portfolio as an independent variable was found to be a significant predictor of e-portfolio acceptance. College of Health and Sport Sciences need to improve the implementation of e-portfolio system through continuous faculty feedback and improvement plans.
Integration and Metacognition: Engaging Metacognitive Capacity Building Strategies to Enhance Interdisciplinary Student Learning
Author: Brooks, Ben
Date: 2019-00-00
Type: Journal Articles
Subjects: Metacognition,Capacity Building,Learning Strategies,Interdisciplinary Approach,Thinking Skills,Bias,Association Measures,Reflection,Learning Processes,Learning Activities,Story Telling,Undergraduate Students

One of the great challenges interdisciplinary programs face is fguring out how to get students to engage subject matter in a truly integrative way. To accomplish integration, students do not need to become experts in multiple felds, but they do need to understand how multiple modes of thinking, theoretical lenses, and content knowledge can be integrated so as to be applicable to real world issues. To complicate matters further, to become truly critical, analytical thinkers, students also need to integrate interrogation of their own processing strategies, attitudes, and biases into the interdisciplinary process. This combination of theoretical knowledge, content knowledge, and critical self-refection is diffcult for interdisciplinary students to do and equally diffcult for instructors to teach them to do. One invaluable tool to aid in this challenge is a curriculum based on a critical pedagogical approach that explicitly focuses on metacognitive development. The objective of this article is to aid interdisciplinary educators in developing the integrative thinking and reasoning processes of their interdisciplinary students by reviewing the metacognition literature and by demonstrating the value of specifc pedagogical practices that explicitly and critically engage students in metacognitive capacity building.
Permeating Boundaries in News Media and Academia: A Comparative Analysis of Overlapping News Frames and Disciplinary Perspectives
Author: Cheas, Kirsi
Date: 2019-00-00
Type: Journal Articles
Subjects: News Media,Higher Education,Comparative Analysis,Interdisciplinary Approach,Foreign Countries,Global Approach,Cultural Pluralism,Communication (Thought Transfer),Political Divisions (Geographic),Cultural Differences,Models

This article extends Julie Thompson Klein's ideas on boundary work and typologies of interdisciplinarity from the context of academia to the context of international news media. It draws a metaphorical connection between news frames and the perspectives of academic disciplines, perceiving both as providing selective, limited views on the world. Building on Klein's observation that boundaries of disciplines both enclose and are permeable, I explore how and to what extent boundaries between frames and boundaries between academic and societal fields sponsoring these frames are permeated in the news, forming wider frameworks of interpretation. Empirically, I draw upon a comparative study of international news articles produced and published in the U.S. and Finland, concerning complex developments in South Africa and Brazil. Challenging hegemony of the Global North, these nations of the Global South have aimed to increase their voice in the international public sphere, an effect apparent in the articles in the study. In an effort to demonstrate how Klein's work can contribute to the field of political communication, I associate Klein's ideas about interdisciplinarities, geopolitics, and location of knowledge with Daniel Hallin and Paolo Mancini's (2004) typology of media systems and different forms of pluralisms shaping journalistic coverage in the U.S. and Finland. The ultimate goal of this article is to show how Klein's work can pave the way for a more comprehensive analysis of democratic knowledge production, encompassing both news media and academia, in different parts of the world.
A Study of High School Students&apos; Positive and Negative Affect in Terms of Gender Differences
Author: Çerkez, Yagmur
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Students,Gender Differences,Affective Behavior,Institutional Characteristics,Grade 11,Grade 12,Foreign Countries,Instructional Program Divisions

The objective of this research was to analyse high school students' positive and negative affect schedules and to compare them according to gender, level of class and type of schools such as General High Schools, Anatolian High Schools and Science High Schools. 171 voluntary students in the 11th and 12th grades took part in this study. Data were collected through the Positive And Negative Affect Schedule (PANAS). The research indicated that the positive affect schedule was considerably high in both female and male participants, while the negative affect schedule of both genders was slightly low. However, the positive affect scores of male students were higher than of females but the negative affect scores of male students were lower than of females. Also, the means of negative affect in females were higher than of males among the 11th grades in all school types, and in both the 11th and the 12th grades in General High Schools.
The Effect of Inquiry-Based Science Activities on Prospective Science Teachers&apos; Scientific Process Skills
Author: Çetinkaya, Murat
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Process Skills,Science Activities,Science Teachers,Preservice Teachers,Active Learning,Inquiry,Instructional Effectiveness,Foreign Countries,Scientific Principles,Cooperative Learning,Thinking Skills,Metacognition,Skill Development,Individual Development

Inquiry skill is the most important factor in the development of the scientific processes of prospective science teachers. The objective of this study is to research the effect of using inquiry-based activities on the development of scientific process skills of prospective science teachers. The research group of the study consists of students studying in their third year of science teaching department at Ordu University (n=32). Inquiry-based activities were conducted on prospective teachers for three months within the nature of the science course. Mixed research design, which uses quantitative and qualitative research methods together, was used in this study. As the quantitative data collection tool, a 36-item of scientific process skills scale, which had Cronbach Alpha internal consistency coefficient of 0.70, was used as pre-test-post-test. SPSS 17 program was used for data analysis and &quot;t-test for dependent samples&quot; was conducted. In the qualitative part of our research, &quot;content analysis&quot; approach was used. Descriptive analysis was conducted on the content of interviews with prospective teachers and observation reports. It was concluded through quantitative and qualitative research analyses that inquiry-based science activities significantly increased scientific process skills of prospective science teachers positively. It is recommended that researchers who conduct studies to increase scientific process skills should use inquiry-based activities.
An Investigation of Uses and Gratifications for Using Web 2.0 Technologies in Teaching and Learning Processes
Author: Can, Iclal
Date: 2019-00-00
Type: Journal Articles
Subjects: Higher Education,Web 2.0 Technologies,Technology Uses in Education,College Faculty,Users (Information),Satisfaction,Social Media,Need Gratification

Although the use of Web 2.0 in higher education has been a hot topic for the last decade, a lack of guidelines on how to use Web 2.0 tools has constrained their wider adoption. Therefore, understanding why and how educators use Web 2.0 is a necessary step towards promoting their effective use in teaching and learning. This study draws upon the uses and gratifications perspective to explore faculty members' uses of Web 2.0 tools in instructional processes in an international higher education context. We gathered data from 15 faculty members via semistructured interviews as part of a phenomenological study design applying maximum variation sampling. We analyzed the data using content analysis. The results indicated that the faculty members were selective in their use of Web 2.0 tools and utilized a variety of Web 2.0 tools to gratify their cognitive, affective, social integrative and personal integrative needs in relation to instructional processes.
Understanding Political Institutions in a Messy World: Establishing Interdisciplinary Common Ground
Author: Pecorella, Robert F.
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Research,Interdisciplinary Approach,Political Science,Constructivism (Learning),Institutional Research,Systems Approach,Institutional Characteristics,Organizational Objectives

This article, which presents an interdisciplinary research agenda grounded in a constructivist institutional approach, begins by unpacking relevant terms. It explains the new institutional approach in political science that simultaneously narrows the focus and broadens the scope of political research by encouraging a return to the &quot;political&quot; in political science while also opening political research to a variety of other disciplinary approaches. It then explores the ontological and epistemological assumptions underlying a constructivist approach. Such assumptions are an integral if often unacknowledged part of any research effort, interdisciplinary or not. The main part of the article then offers an interdisciplinary research agenda describing how political science, sociology, and history can provide an integrated constructivist guide to the study of political institutions. The article suggests employing a feld of consciousness approach to integrate the work of these three disciplines in order to situate interdisciplinary research on political institutions on the common ground of institutional standard operating procedures.
The Impact of a Student&apos;s Self-Efficacy and Self-Apprehensiveness in an Introductory College Composition Course
Author: Ryan, Paris
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Efficacy,Writing Apprehension,Student Attitudes,College Freshmen,Freshman Composition,Writing Instruction,Two Year College Students,Community Colleges,Teacher Effectiveness,College Preparation

This study focused on how self-efficacy and self-apprehensiveness affected student perception and success in a first-year composition course at a community college. The purpose of this study was to uncover the factors that led to successful writers with a focus on self-efficacy and collegiate writing, namely introductory college composition.
Teaching Cross-Culturally in China: An Initial Look at Western Faculty Members&apos; Lived Experiences
Author: Bu, Xin
Date: 2019-00-00
Type: Journal Articles
Subjects: Phenomenology,Cultural Differences,Teaching Experience,Teacher Attitudes,International Education,International Cooperation,Multicampus Colleges,Foreign Countries,College Faculty,Foreign Nationals,Teacher Persistence,Western Civilization,Asian Culture,Cognitive Style,Plagiarism,College Students,Teaching Methods

This qualitative, phenomenological study presented Western faculty members' lived experiences educating students at International Branch Campuses (IBCs) in China. Chinese IBCs struggled to retain Western faculty. Little is known about their lived experiences. Based on data collected and analyzed, this study suggested the participants' lived experiences are valuable but frustrating.
The Pathway to Achieving Classroom Equity: Computational and Critical Thinking through Storytelling and 3D Models
Author: do Amaral, Barbara
Date: 2019-00-00
Type: Journal Articles
Subjects: American Indian Education,Equal Education,Computer Science Education,Computation,Critical Thinking,Story Telling,Computer Peripherals,Educational Legislation,State Legislation,Middle School Students

Alignment with the Montana Indian Education for All (IEFA) Act, tenets of Tribal Critical Race Theory (TribalCrit) (Brayboy, 2006) and the 7 Essential Understandings, results in the effective integration of Computer Science and Storytelling into the classroom. Teacher disposition and pedagogies that reflect current education transformation trends are also discussed.
A New Approach in Higher Education: The Perceptions of Pre-Service Teachers Related to Flipped Learning
Author: Özüdogru, Melike
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Student Attitudes,Blended Learning,Foreign Countries,Positive Attitudes,Instructional Effectiveness,Video Technology

The purpose of this study was to develop and implement flipped learning materials in the Principles and Methods of Instruction course and investigate the perceptions of pre-service teachers about flipped learning. This study was conducted in the fall semester of 2017-2018 for 11 weeks at a public university located in the Aegean Region in Turkey. This study employed a mixed method research design. There were 30 pre-service teachers in the flipped learning group. In the current study, student questionnaire and interview schedule were implemented. The data were analyzed by using descriptive statistical analysis techniques. For the analysis of the data, SPSS 22.0 was used and alpha level was determined as 0.05. The data obtained from the interviews were analyzed by using both the content and descriptive analysis techniques. The findings of the study showed that pre-service teachers mostly had positive perceptions about flipped learning processes and materials. They agreed that flipped learning supported and facilitated learning was effective in order to practice theoretical knowledge and contributed to personal development and self-enhancement. Their perceptions were examined and discussed in detail.
Overcoming Disproportionality, One Teacher at a Time
Author: Bleak, Ken
Date: 2019-00-00
Type: Journal Articles
Subjects: Special Education,Disproportionate Representation,Racial Bias,Ethnicity,Socioeconomic Status,Gender Differences,Equal Education,Educational Legislation,Federal Legislation,Students with Disabilities

This presentation seeks to explore the various complexities of racial and ethnic disproportionality in special education. We discuss the many competing and often contradictory findings in the current literature (Dever et al.,2016; Morgan et al., 2015; Sullivan, 2011; Voulgarides &amp; Thorius, 2017). We briefly discuss the implementation of the Individuals with Disabilities Education Act (IDEA) and follow the impact of IDEA and other legislation on racial and ethnic disproportionality in special education. We present literature which indicates that legislation has caused or encouraged manipulation by state education agencies (SEAs) in their development of risk ratios which determine &quot;significant disproportionality&quot; (Bollmer, Bethel, Garrison-Mogren, &amp; Brauen, 2007) Finally, we discuss how equity in terms of socioeconomic status and gender are all but ignored when addressing disproportionality in special education (Voulgarides &amp; Thorius, 2017).
The Hidden Costs of Teacher Turnover
Author: Sorensen, Lucy C.
Date: 2020-00-00
Type: Journal Articles
Subjects: Faculty Mobility,Teacher Effectiveness,Mathematics Teachers,English Teachers,Middle School Teachers,School Policy,Personnel Policy,Educational Quality,Grade 6,Grade 7,Grade 8,Academic Achievement

High teacher turnover imposes numerous burdens on the schools and districts from which teachers depart. Some of these burdens are explicit and take the form of recruiting, hiring, and training costs. Others are more hidden and take the form of changes to the composition and quality of the teaching staff. This study focuses on the latter. We ask how schools respond to spells of high teacher turnover and assess organizational and human capital effects. Our analysis uses two decades of administrative data on math and English language arts middle school teachers in North Carolina to determine school responses to turnover across different policy environments and macroeconomic climates. Based on models controlling for school contexts and trends, we find that turnover has marked, and lasting, negative consequences for the quality of the instructional staff and student achievement. Our results highlight the need for heightened policy attention to school-specific issues of teacher retention.
Strategies for Teaching Graduate Statistics Courses: A Qualitative Study
Author: McKim, Courtney
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Graduate Students,Statistics,Academic Achievement,College Faculty,Student Improvement,Teacher Attitudes,Learner Engagement,Student Projects,Active Learning,Computer Mediated Communication,Barriers

The purpose of this qualitative study was to better understand how faculty approach teaching statistics. This study sought to further understand the instructional strategies professors' use and how faculty try to improve academic success in a statistics course.
Understanding the Mental Health Issues of International Students on Campus
Author: Williams, Gwendolyn M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Mental Disorders,Student Needs,Foreign Students,College Students,Teacher Responsibility,Stress Variables,Language Proficiency,Academic Achievement,Cultural Differences,Student Adjustment,Barriers,Access to Health Care,Federal Legislation,Civil Rights Legislation,Acculturation,Social Bias,Counselor Training,English Language Learners

This paper will describe the research surrounding the challenges that international students face when they study abroad at American universities. After an overview of faculty obligations regarding the mental health issues of students, the article will explore the stressors of language, academics, and cultural adjustment. Then the article will address the barriers that may prevent international students from receiving the mental health services that they need. The article will conclude with strategies to address the obstacles of obtaining mental health services.
What Educators Should Know about iPads and Students with Autism
Author: Taylor, Shanon
Date: 2018-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Handheld Devices,Telecommunications,Educational Technology,Teaching Methods,Students with Disabilities,Technology Uses in Education,Visual Learning,Computer Oriented Programs,Interpersonal Communication,Speech Skills,Language Skills,Interpersonal Competence,Content Area Reading,Content Area Writing,Mathematics Instruction,Science Instruction,Social Studies

Anecdotal evidence shared by teachers appears to support the iPad as a useful tool for working with children with autism. However, there are thousands of possible applications, known as &quot;apps&quot;, available in the Apple iTunes store for download and trying to decide what would be most useful for students can be daunting. This article will review the limited research currently available on usage of iPads with students with autism and share information about apps currently used, as well as information on peripherals and basic iPad accessibility features teachers may find useful in the classroom.
Planning for Increased Differentiation via Focused Teacher Reflections about Desired Constructivist Practices and Current Realities
Author: Eller, Amanda
Date: 2019-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Teaching Methods,Individualized Instruction,Student Centered Learning,Planning,Teacher Role,Student Role,Cooperative Learning,Interpersonal Communication,Student Evaluation

This article is designed to facilitate guided teacher reflections about teaching-learning practices so that more educators recognize and appreciate that they already employ many constructivist strategies, techniques, and activities on a frequent basis. And, that the most appropriate consultants to help them become even more constructivist teachers may be their colleagues who work at their school site.
Barriers to Authentic Science Inquiry in the Elementary Classroom
Author: Nollmeyer, Gustave E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Barriers,Inquiry,Science Instruction,Teaching Methods,Teacher Attitudes,Time,Administrator Role,Teacher Responsibility,Pedagogical Content Knowledge,Beginning Teachers

This phenomenological study uncovered barriers early-career elementary teachers face when teaching inquiry-based science. During interviews, teachers shared a variety of challenges to the implementation of inquiry-based teaching. Inductive analysis revealed the shared barriers of time, curriculum, lack of administration support, pressure to focus on other disciplines, and lack of content knowledge.
Seeking to Achieve Inclusiveness and Equity in an Afterschool Activity Program
Author: Ryan, Kyle
Date: 2019-00-00
Type: Journal Articles
Subjects: Service Learning,Equal Education,Ethnography,Undergraduate Students,Learning Experience,Student Attitudes,Cultural Awareness,Portraiture,Social Environment,Cultural Context,Inclusion,After School Programs,Obesity,Prevention

Students who serve in long-term service-learning experiences have a robust amount of information to share. It is these individuals' personal stories where we might find answers to achieve equity in the educational arena. Through a combination of the qualitative methodologies--autoethnography and portraiture--the authors of this study sought to examine the shared experiences of undergraduate students who served for several months in an afterschool program. The use of autoethnography is an attempt to obtain a rich description of the participant's lives by asking them to &quot;reflexively explore their personal experiences and their interactions with others as a way of achieving wider cultural, political or social understanding&quot; (Pace, 2012, pg. 2). Additionally, the use of portraiture seeks to &quot;capture the richness, complexity, and dimensionality of human experience in social and cultural context&quot; (Lawrence-Lightfoot &amp; Davis, 1997, pg. 3).