ethanporcaro/eric-fulltext-meta huggingface dataset:
Predictors of Improvement in Critical Thinking Skills among Nursing Students in an Online Graduate Nursing Research Course
Author: Riccio, Patricia A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Predictor Variables,Critical Thinking,Thinking Skills,Nursing Students,Graduate Students,Online Courses,Pilot Projects,Student Research,Skill Development,Achievement Gains,Student Improvement,Time,Time to Degree,Participant Satisfaction,Student Personnel Services,Teacher Student Relationship,Peer Relationship,Student Surveys

The purpose of this pilot study was to examine predictors of improvement in critical thinking skills among online graduate nursing students in a graduate nursing research course. Thirty-five students who had taken an online Nursing research course within the prior 12 months and who were currently enrolled in the online graduate Nursing program at Drexel University were sent a link to complete a survey via &quot;survey monkey&quot; ( which is an online data depository) by an honest broker at the University. Time spent in graduate school, course satisfaction, and whether or not a student felt supported were all predictive of improved critical thinking skills in the students. &quot;Connectedness&quot; (within the course, classroom, with the instructor and within the group) remained to be the highest predictor of whether or not students felt their critical thinking skills improved.
Increasing Meaningful Assistive Technology Use in the Classrooms
Author: Connor, Cynthia
Date: 2015-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Assistive Technology,Higher Education,Handheld Devices,Teacher Education,Faculty Development,Program Implementation

Although personal technology is consistently used by students and teachers, meaningful use of technology for instruction may not be feasible without providing teachers specific training and support. One university is providing workshops, feedback through coursework, and hands-on training to teacher candidates and local area teachers. In addition, the program trains teachers in appropriate uses of the mini-iPad and lends technology, including mini-iPads and switches with wireless interfaces, for the teacher candidates and interns to use in practicum and internship settings.
Evidences of Transformative Learning in Service-Learning Reflections
Author: Hullender, Ren
Date: 2015-08-00
Type: Journal Articles
Subjects: Service Learning,Transformative Learning,Phenomenology,Honors Curriculum,Writing (Composition),College Students,Scaffolding (Teaching Technique),Course Content,Teacher Student Relationship,Reflective Teaching,College Faculty,Context Effect,Program Descriptions

Service-learning environments are complex learning contexts that generate a level of disequilibrium or anxiety that may or may not result in transformative learning. This phenomenological study examined student reflective writings from an Honors service-learning course at a medium-sized mid-western university for evidences of transformative learning, the precipitating disequilibria, and the significant pedagogical structures underlying growth. Although all students learned and encountered disquieting experiences, only half the participants exhibited levels of transformative learning. Results indicate that transformative learning requires time, space, and appropriate scaffolding to develop or augment personal internal systems of adjusting what one thinks and how one thinks about new information and experiences. The results further suggest that a framework of iterative service experiences, grounded in course content, readings, faculty-student-community dialogue, and continuous, thoughtfully designed, reflective practice can maximize transformative learning potentials. Future research should continue to explore how service-learning is experienced by individual participants and what contextual factors are essential for increasing the likelihood that transformative learning will occur.
Investigating Difficulties of Learning Computer Programming in Saudi Arabia
Author: Alakeel, Ali M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Programming,Computer Science,College Freshmen,Web Sites,State Universities,Questionnaires,Socioeconomic Status,Statistical Analysis

Learning computer programming is one of the main requirements of many educational study plans in higher education. Research has shown that many students face difficulties acquiring reasonable programming skills during their first year of college. In Saudi Arabia, there are twenty-three state-owned universities scattered around the country that provide free college education for Saudi students. Through a quick glance at the website of these universities, we found out that almost all of them offer the same course description and requirements for the computer-programming course. The poor performance of students in these programming courses, however, is always a hot topic during educational gathering held on the country; it is always mentioned that students' performances differ from a university to another and between different regions of the country. The main objective of this research is to investigate the reasons behind the major discrepancies in the performance of students in computer programming course in three main regions of Saudi Arabia: East, West and North. For the purpose of this research, we designed a questionnaire to be filled by a random sample of students from each region considered in this study. The questions on this questioner are related to a set of indices such as socio-economic indices, learning environments indices, and the quality of teaching offered indexes. This paper presents our findings on the difficulties students face while learning computer programming in some regions of Saudi Arabia.
The Obstacles for the Teaching of 8th Grade TR History of Revolution and Kemalism Course According to the Constructivist Approach (An Example of Exploratory Sequential Mixed Method Design)
Author: Karademir, Yavuz
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 8,Middle School Students,History Instruction,Asian History,Conflict,Mixed Methods Research,Constructivism (Learning),Ideology,Educational Change,Semi Structured Interviews,Construct Validity,Factor Analysis,Teacher Attitudes,Course Evaluation,Statistical Inference,Behavioral Objectives,Course Descriptions,Time on Task,Barriers,Teaching Methods,Focus Groups,Content Analysis

The aim of this study is to ascertain the problems social studies teachers face in the teaching of topics covered in 8th grade TRHRK Course. The study was conducted in line with explanatory sequential mixed method design, which is one of the mixed research method, was used. The study involves three phases. In the first step, exploratory process was followed, in the second step measurement tool was developed and in the third step the measurement tool was applied to the sample chosen from the universe. In this study, data collection process was realized in two steps. In the first step, qualitative data were collected and later on quantitative data were collected using quantitative measurement tool, which was developed based on qualitative data and then validated. The qualitative study group of the research was determined using criterion sampling, which is one of the purposeful sampling methods. The quantitative study group was determined via double (two-phase) cluster sampling method. In line with the responds provided by the participants, qualitative findings were categorized and presented as 3 themes: (i) inadequacy of course time and the problems caused by intensive content, (ii) adoption of Behaviorist Approach as opposed to constructivism, (iii) Problems caused by perception, attitude towards the course and other factors. Following from this, 23-item quantitative measurement tool was developed and administrated on the qualitative sample of the study composed of 1090 social studies teachers working in 28 cities. Quantitative data indicated that qualitative data can be generalized. As a result, even if the education program of TRHRK is designed according to constructivist approach, traditional, teacher-centered history education based on memorization is continued because of the obstacles defined in the current study.
Planting Aesthetics Seeds within the Journey of Children's Reading
Author: Cheng, Jui-Ching
Date: 2015-00-00
Type: Journal Articles
Subjects: Aesthetics,Picture Books,Preschool Children,Preschool Education,Family Environment,Parent Role,Teacher Role,Reading Habits,Qualitative Research,Observation,Interviews,Feedback (Response),Journal Writing,Reading Motivation,Interaction,Video Technology,Audio Equipment,Parent Attitudes,Teacher Attitudes,Questionnaires,Classroom Environment,Foreign Countries

For the impact of parent-child reading picture books have on the child's learning process has been recommended at the elementary level as the appropriate strategies to bridge preschool and family education. The purpose of the study is firstly, to investigate the key virtues of the implementation in children's reading in preschool and at home; secondly, in terms of the challenges encountered to propose appropriately efficient solutions; thirdly, to enforce teachers' self-fulfillment and confidence in promoting young children's reading. Qualitative data were collected through observations, interviews, recording of anecdotes, adults' feedback sharing, and reflective journals from four projects, including advocating parent-child reading, inspiring young children's motivations to read, enhancing young children's interactions with picture books, and reading is funny. Data analysis included the sound and video records from teaching process, book list for learners, parents' sharing, teachers' sharing, researchers introspection daily, interviewing kids. According to these qualitative data, researchers adopted triangulation strategy to encode the data collected on the scene one by one. The results revealed four elements contributing in successful reading-extension activity, including environmental settings, appropriately developed activities during parent-child reading, the educators' scaffolding, and the educators' fulfillment in growth and self-professionalism. A last, the practical suggestions and possible directions for young children reading were proposed for the institute, preschool, educators and parents of early childhood education.
The Role of Urban Green Areas in the Education for Sustainable Development: Focus on Krakow, Poland
Author: Wagner, Aleksandra
Date: 2015-00-00
Type: Journal Articles
Subjects: Urban Areas,Foreign Countries,Conservation (Environment),Sustainable Development,Biodiversity,Pollution,Well Being,Citizen Participation,Environmental Education,Questionnaires,Case Studies,Geographic Location

Four selected green areas in Krakow (Poland) were compared, including: (1) the historical centre of Krakow with the green belt of Planty; (2) Blonia--grassland situated near the city centre; (3) the Park of Aviators, situated between the old part of Krakow and the industrial district of Nowa Huta and (4) the Nowa Huta Meadows. All these areas have great potential educational values. All the aspects of sustainable development are important in their management. The environmental aspect means preserving biodiversity and filtering pollutants. The economic aspect is connected with the projects that bring economic profits, as well as in higher value of real estate situated near green areas. The areas are attended by the residents of Krakow, which contributes to social and well-being aspects. The educational value of green areas is related with the ability to observe nature as well as formal and informal meetings and sports and recreational activities allowing social integration in many fields. The questionnaire showed great importance of green areas for local residents.
Teachers' Perceptions about the School Principals' Ethical Leadership Behaviours: A Study from Turkish Vocational High Schools
Author: Katranci, Ihsan
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Principals,Ethics,Foreign Countries,Leadership Styles,Administrator Behavior,Vocational High Schools,Secondary School Teachers,Surveys,Technical Education,Emotional Intelligence,Interpersonal Competence,Decision Making,Accountability,Values,Likert Scales,Factor Analysis

The importance of ethical dimension of leadership is a fact accepted by everyone. In spite of this, very few empirical studies have been carried out on this issue in the field of educational administration considering the significance of ethical values in leadership. This study was carried out to investigate vocational high school teachers' perceptions about their principals' ethical leadership behaviors. The study was conducted using the survey method and perceptions' of the teachers working at vocational and technical schools located in the center of Yozgat regarding their principals' ethical leadership behaviors were tried to be determined. According to the findings of the study the teachers agreed that the school principals often performed ethical leadership behaviours.
Multilingual and Native English-Speaking Student Writers in Medical Laboratory Sciences (MLS): A Comparative Pilot Study
Author: Conway-Klaassen, Janice M.
Date: 2015-08-00
Type: Journal Articles
Subjects: Multilingualism,English (Second Language),Second Language Learning,Comparative Analysis,Native Language,Pilot Projects,Science Laboratories,Writing Evaluation,Error Patterns,Error Analysis (Language),Undergraduate Students,Medical Education,College Faculty,Writing Across the Curriculum,Surveys,Teacher Attitudes,Student Attitudes,Writing Assignments

Medical laboratory scientists are health care practitioners who perform testing on blood and other body fluids providing vital information to physicians for the diagnosis, treatment, and management of patients in health and disease. Miscommunications between laboratory personnel and other health care practitioners can result in unwarranted delays in patient care or errors in treatment selection, which ultimately could cause patient harm, including the possible loss of life. In spite of prerequisite writing course requirements, students in our laboratory science baccalaureate degree program struggled to reach the program's writing competencies. The situation in our program was complicated by the high percentage of multilingual students with varying abilities in English. This pilot study was initiated to describe the nature of writing in our field of practice and to analyze the current status of student writing abilities. A survey of writing activities among current laboratory science practitioners confirmed the essential nature of writing in our field and the types of writing activities performed on a regular basis. Analysis of current student writing samples showed that both native-English speaking and multilingual student writers made essentially the same types of errors although the multilingual students made significantly more errors in some categories.
The Primary School Students of 1950s' Yozgat: Our Memories about Our Primary School Education
Author: Saglam, Mehmet
Date: 2015-00-00
Type: Journal Articles
Subjects: Elementary School Students,Educational History,Foreign Countries,Educational Practices,Oral History,Personal Narratives,Memory,Elementary School Teachers,Elementary Education,Photography,Diaries,Documentation,Punishment,Teacher Student Relationship,Poverty,Games,Student Experience,Semi Structured Interviews

The objective of the study is to lay bare the educational memories of primary school students in 1950s' Yozgat city which is in the center of Turkey. Memories that belong to education are also reflections of the individuals' past educational practices. Why they take part in lives of individuals as memories may let us see the importance of educational practices at schools. The method of the study is oral history which helps us see the hidden educational experiences of primary school students in the form of memories. The people chosen for the research group were reached by the snowball method. 22 interviews were actualized. Two of them were for testing. Unlike the real names of the interviewed people, the narratives of the graduates of the period were presented in their original form. Different narratives which are exclusive due to their originalities take place in the memories of the students of period. There are also memories which cover their experiences out of school as well. Being beaten, enjoyed by their teachers, their educational practices, playing games, looking after their animals or cattle and poverty are some of the practices which appear in their memories. The memories are considerably significant not only for the educational practices at school but also for the history of children and educational institutions.
Professor Age and Gender Affect Student Perceptions and Grades
Author: Joye, Shauna W.
Date: 2015-08-00
Type: Journal Articles
Subjects: Gender Differences,Student Attitudes,Age Differences,Teacher Effectiveness,Aesthetics,Comparative Analysis,Grades (Scholastic),Gender Bias,Social Bias,College Faculty,College Students,Racial Differences,Ethnic Groups,Likert Scales,Pictorial Stimuli,Statistical Analysis,Surveys,Multivariate Analysis

Student evaluations provide rich information about teaching performance, but a number of factors beyond teacher effectiveness influence student evaluations. In this study we examined the effects of professor gender and perceived age on ratings of effectiveness and rapport as well as academic performance. We also asked students to rate professor attractiveness as a potential explanation for group differences. Participants (N = 308) saw a picture of either a young or old male or female professor while listening to an audio lecture. Students reported greater perceived rapport and attractiveness with the female relative to the male professors and for younger versus older professors. However, students reported the male professors as more effective than the female professors. An interaction revealed that among female professors only, younger women were rated as more attractive than comparison conditions. Thus, age and gender bias likely impact student evaluations of teaching. Our study also revealed higher quiz grades in the older-female condition.
Examination of Secondary School Seventh Graders' Proof Skills and Proof Schemes
Author: Sen, Ceylan
Date: 2015-00-00
Type: Journal Articles
Subjects: Grade 7,Secondary School Students,Mathematical Logic,Validity,Mathematics Instruction,Semi Structured Interviews,Foreign Countries,Elementary School Mathematics,Mathematics Tests,Interviews

The aim of this study is to examine current proof making skills of secondary school seventh graders using proof schemes. Data of the study were collected in two phases. Initially, Proof Schemes Test, which was developed by the researchers, was administrated to 250 seventh grade students from eight secondary schools, which were chosen randomly. The answers of the students were classified according to proof schemes defined by Harel and Sowder (1998). In the second phase, semi-structured interviews were made with 9 students whose answers were in different proof schemes. As a result of the study, it was seen that the proofs produced by the students were generally in external and empirical proof schemes. In parallel with this finding, it was concluded that students' proof skills were not at an adequate level.
The Role of Prior Warning on Test Performance: How Effective Is It to Improve Students' Grades?
Author: Ahmed, Rafiuddin
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Questionnaires,Student Surveys,Statistical Significance,Achievement Gains,Test Wiseness,Familiarity,Grades (Scholastic),Academic Achievement,Predictor Variables,Achievement Need,Gender Differences,Age Differences,Pretests Posttests

Students' use of test information to prepare for a test in a controlled or supervised test environment has been examined in studies outside Australia. This paper reports the findings of the use of test information and its value, in terms of an improvement/decline in marks, in an actual test of an undergraduate subject taught at an Australian university. Using a questionnaire survey of students, the study finds that students overall don't perceive test information useful, there is no statistically significant difference in performance between known and unknown questions, students' scores improve from the use of information and in some instances the improvements are statistically significant between students with different characteristics. The paper contributes to our understanding of students' willingness to use information and the benefits of such information to study and perform for improved test scores. The study has implications for educators making test information available as a preferred practice or universities using it as part of a policy to improve student retention rates or supplement evaluation of students' learning.
The Effect of Instructing Critical Thinking through Debate on Male and Female EFL Learners' Reading Comprehension
Author: Tous, Maryam Danaye
Date: 2015-08-00
Type: Journal Articles
Subjects: Critical Thinking,English (Second Language),Second Language Learning,Debate,Teaching Methods,Second Language Instruction,Pretests Posttests,Control Groups,Student Placement,Reading Comprehension,Sampling,Reading Tests,Critical Reading,Statistical Analysis,Experimental Groups,Gender Differences,Student Attitudes,Scores,High School Students,Foreign Countries

The purpose of the present study was to examine the effect of instruction through debate on male and female EFL learners' reading comprehension. Also, their perception of critical thinking (CT) instruction was investigated. A quantitative research method with experimental pre-and post-tests design was conducted to collect the data. Eighty-eight EFL learners--who were selected via convenience sampling method--were randomly assigned to two experimental groups (22 males and 22 females) and two control groups (22 males and 22 females). Data were analyzed using descriptive and inferential statistics. The Oxford Placement Test (OPT) was administered to choose the intermediate sample. To ensure the homogeneity of the participants in terms of reading skills, the Reading Comprehension Placement Test (RCPT) was conducted. Also, the California Critical Thinking Skills Test (CCTST) and Read Theory Critical Reading Comprehension Test (RTCRCT) were used as pre-and post-tests to measure the students' CT skills. Although the findings showed that debate had a statistically significant effect on EFL learners' reading comprehension ability, the role of gender was not found to be significant. In addition, the results revealed that there was no significant difference between male and female EFL learners' perception of CT instruction. It was concluded that instructing CT skills through debate resulted in a better understanding of the reading texts.