ethanporcaro/eric-fulltext-meta huggingface dataset:
In Search of Our Beginnings: Locating &apos;Firstness&apos; in Arts Education in the Service of Advocacy
Author: Campbell, Cary
Date: 2018-05-16
Type: Journal Articles
Subjects: Art Education,Advocacy,Cognitive Processes,Semiotics,Creativity,Inferences,Schemata (Cognition),Learning Theories,Music Education,Learning Modalities,Sensory Experience

Attention to sub-conscious and pre-conceptual cognition is often neglected in educational research and theory, which, through failing to adequately conceptualize the emergence of perceptual learning, often inadvertently privileges a narrow and disembodied approach that emphasizes 'abstract symbolic processing' at the expense of more sensory forms of knowing. I argue that Umberto Eco's (2000) notion of &quot;primary iconism&quot;--understood as the &quot;terminus a quo&quot; of the perceptual/semiotic process--can offer educational discourses some needed conceptual clarity in regards to better understanding the relationship between creativity and 'arts-based' learning, with 'everyday' acts of perception. By considering this 'starting point of the emergence of learning', I aim to bring renewed attention to two neglected aspects of educational scholarship, specifically: 1) the role of creative inference (or what Peirce called Abduction) in defamiliarizing our conventional processes and modes of schematization, and; 2) an expanded (educational) account of consciousness, beyond what is actual and material, that can also recognize &quot;the reality of potentialities not yet actualized, as Firstness&quot; (Stables and Semetsky, 2015, p. 24). I hope such considerations can help sensitize researchers and arts practitioners to the importance of &quot;imagistic and non-verbal semiosis as primary constituents of learning&quot; (Titone, 1994, p. 129). I will argue that, through this (edusemiotic) conceptual framework, educational researchers and practitioners might gain insight into aspects of learning often associated with imaginative or creative/artistic perception, that are not easily expressed through many theories of learning, and therefore this research is valuable for arts education research and advocacy.
Attitudes towards Using Mobile Applications in Teaching Mathematics in Open Learning Systems
Author: Al-Takhyneh, Bahjat
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Handheld Devices,Electronic Learning,Open Universities,Student Attitudes,Technology Uses in Education,Student Teacher Attitudes,Preservice Teacher Education,Prior Learning,Foreign Countries,Statistical Analysis

This study investigated attitudes towards teaching mathematics via mobile learning in open learning systems. The sample of the study consisted of 57 male and female students enrolled in the mathematics course in the department of educational studies at the Arab Open University/Jordan for the academic year 2016/2017. Results of the study showed that positive student attitudes toward using mobile applications reached 80%. Each of the following scores is ranked as ascending: mathematical thinking (75%), achievement motivation (76%), developing social and emotional skills (77%), and application technology (96%). There was no statistical significance difference (a =0.01) between the variable type of general secondary certificate (scientific/arts stream) as well as the nature of employment in terms of whether the learner was either an employee or non-employee. In light of results of the study, the researcher recommends using mobile applications in teaching courses of mathematics in open learning systems.
Exploring the Behavioural Patterns of Knowledge Dimensions and Cognitive Processes in Peer-Moderated Asynchronous Online Discussions
Author: Ghadirian, Hajar
Date: 2018-00-00
Type: Journal Articles
Subjects: Asynchronous Communication,Cognitive Processes,Behavior Patterns,Computer Mediated Communication,Undergraduate Students,Blended Learning,Transcripts (Written Records),Content Analysis,Knowledge Level,Discussion Groups,Peer Groups,Student Behavior,Discourse Modes,Foreign Countries,Statistical Analysis

Peer moderation has been used as a beneficial strategy in asynchronous online discussions to assist student learning performance. However, most studies in peer-moderated asynchronous online discussions (PMAOD) have focused only on learning effectiveness and perceptions of students rather than on students' knowledge dimensions and cognitive processing patterns. This study combined quantitative content analysis (QCA) and lag sequential analysis (LSA) to explore student knowledge dimensions and cognitive processing patterns in PMAOD. The participants were 84 students in an undergraduate blended course from University Putra Malaysia (UPM), Malaysia. The Revised Bloom Taxonomy (RBT) was used as the codification scheme to code the discussion transcripts of participants assigned the role of peer moderators in a reciprocal manner over seven weeks. Behavioural distributions and patterns of high- and low-quality discussion groups were compared. Results showed that students were primarily sharing knowledge dimensions and cognitive processes of metacognition and understanding, respectively. Additionally, it was found that there was a modest proportion of off-topic discussions. Nonetheless, by means of LSA, it was found that PMAOD exhibited a certain degree of self-sustainability in knowledge and cognitive process behaviours, with the exceptions of &quot;procedural knowledge&quot; and the cognitive process of &quot;applying&quot; and, in terms of diversity in knowledge dimension and cognitive processing, high-quality discussion groups outperformed low-quality groups.
Identifying Good Teachers: Expert versus Ordinary Knowledge
Author: Casalaspi, David
Date: 2018-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Teacher Characteristics,Teacher Effectiveness,Expertise,Teacher Evaluation,Scores,Accountability,Value Added Models,Knowledge Level,Parent Surveys,Statistical Analysis,Information Sources,Urban Schools

While much has been written about the effects of standardized testing on student achievement, less work has addressed how parents take up this information. Drawing on a survey of 286 parents in a diverse urban school district, this research illuminates three aspects of parental response to test score information: 1) how parents relate various teacher traits to quality teaching; 2) how parents know if their child has a good teacher; and 3) how parents think teachers should be evaluated. Results show that test score data are perceived as both imperfect and incomplete with regard to measuring teacher quality, and that parents often rely more on &quot;ordinary&quot; forms of knowledge. This raises questions about the value of test data as an informational spur to reform.
Implementation of the Teacher Professional Growth and Effectiveness System in Rural Kentucky High Schools
Author: Pharis, Thomas James
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Teacher Effectiveness,Rural Schools,Secondary School Teachers,High Schools,Teacher Improvement,Teacher Attitudes,Program Implementation,Academic Achievement,Educational Change,Barriers,Administrator Attitudes,Attitude Change,Principals,Surveys,Mixed Methods Research

A focus on improving teacher quality and student achievement led many states to implement teacher effectiveness systems. The Charlotte Danielson Framework for Teaching was adapted by Kentucky as the Teacher Professional Growth and Effectiveness System (TPGES). This study examined educator viewpoints concerning the impact of TPGES on improving teacher quality and student achievement, educator attitude for implementation, time requirement, and the potential to impact teacher growth and student learning. Teacher and principal triangulated data indicated mixed viewpoints concerning the impact of TPGES implementation on improving teacher quality and improving student learning. The data did not indicate positive educator attitudes for the implementation and time requirement for TPGES. Study implications focused on five identified dispositions relevant for all educators striving to implement innovative change initiatives.
Designing a Peer-Mentoring Program for Education Doctorate (EdD) Students: A Literature Review
Author: Lowery, Kendra
Date: 2018-06-00
Type: Journal Articles
Subjects: Instructional Design,Peer Teaching,Mentors,Graduate Students,Education Majors,Program Design,Program Implementation,Best Practices,Graduate Study,Educational Benefits,Literature Reviews

Objectives: In preparation for creating a peer-mentoring program for education doctorate (EdD) students, we conducted a literature review to learn about the characteristics of peer-mentoring programs for graduate students and EdD students specifically. Method: Our search criteria included articles about peer mentoring for graduate students only; published in peer-reviewed journals since the year 2000; and about programs that involved more experienced students, students farther along in the program, or recent graduates. These criteria resulted in 15 articles. Results: We applied what we learned about program design and characteristics in the creation of a voluntary peer-mentoring program for first-year students, including purposeful selection and assignment of mentors and mentees along with stated expectations for the type and frequency of mentor/mentee conversations. Conclusions: More research is needed that addresses a consistent definition of peer mentoring, methodological concerns about research, challenges of these programs, and how certain aspects of peer-mentoring programs relate to program completion rates. Implications for Theory and/or Practice: Continued investigation into the benefits and challenges of mentoring programs will inform our service to students. Investigation into multiple programs and peer mentoring in the later stages of the doctoral journey will strengthen the extant literature about peer mentoring for doctoral students.
Student Perceptions of Academic Dishonesty in a Private Middle Eastern University
Author: Ahmed, Khawlah
Date: 2018-06-00
Type: Journal Articles
Subjects: Ethics,Integrity,Student Attitudes,College Students,Student Surveys,Private Colleges,Academic Discourse,Cheating,Plagiarism,Trend Analysis,Prevention,Change Strategies,Likert Scales,Foreign Countries

Objective: In varying degrees of severity and seriousness, evidence of academic dishonesty exists in tertiary institutions around the world. This paper examines academic misconduct in a tertiary-level institution in one of the Gulf countries to see if academic dishonesty prevails, and if so, how and why it happens. Method: To gauge students' perceptions about academic dishonesty in this context, a survey was distributed to 111 junior, sophomore, and senior level students taking an advanced academic writing course in a private university. Results: Results show statistically significant evidence that cheating exists. Conclusions: While research on academic misconduct is extensive in Western contexts, less is documented in the Middle East and North Africa region besides conceptual papers that aim to create a general understanding of this issue and newspaper articles that discuss its prevalence. Implications for Theory and/or Practice: This paper underscores the existence of academic misconduct in the Middle East and North Africa region, identifying the need for further research and implementation of improved teaching strategies and increased attention regarding academic misconduct.
Defining Quality in Undergraduate Education: Directions for Future Research Informed by a Literature Review
Author: Bowers, Alison W.
Date: 2018-06-00
Type: Journal Articles
Subjects: Undergraduate Study,Educational Quality,Educational Research,Definitions,Stakeholders,Educational Assessment,Literature Reviews

Objectives: This research brief explores the literature addressing quality in undergraduate education to identify what previous research has said about quality and to offer future directions for research on quality in undergraduate education. Method: We conducted a scoping review to provide a broad overview of existing research. Using targeted search terms in academic databases, we identified and reviewed relevant academic literature to develop emergent themes and implications for future research. Results: The exploratory review of the literature revealed a range of thoughtful discussions and empirical studies attempting to define quality in undergraduate education. Many publications highlighted the importance of including different stakeholder perspectives and presented some of the varying perceptions of quality among different stakeholders. Conclusions: While a number of researchers have explored and written about how to define quality in undergraduate education, there is not a general consensus regarding a definition of quality in undergraduate education. Past research offers a range of insights, models, and data to inform future research. Implication for Theory and/or Practice: We provide four recommendations for future research to contribute to a high quality undergraduate educational experience. We suggest more comprehensive systematic reviews of the literature as a next step.
Conducting a Large Public Health Data Collection Project in Uganda: Methods, Tools, and Lessons Learned
Author: Stover, Bert
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Public Health,Data Collection,Program Implementation,Evaluation Methods,Program Administration,Emergency Programs,Acquired Immunodeficiency Syndrome (AIDS),Interviews,Capacity Building,Information Management,Questionnaires,Training,Handheld Devices,Field Studies,Barriers,Electronic Equipment,Internet,Transportation,Computer Software,Accuracy,Data Analysis,Program Evaluation,Money Management,Accountability,Collegiality

We report on the implementation experience of carrying out data collection and other activities for a public health evaluation study on whether U.S. President's Emergency Plan for AIDS Relief (PEPFAR) investment improved utilization of health services and health system strengthening in Uganda. The retrospective study period focused on the PEPFAR scale-up, from mid-2005 through mid-2011, a period of expansion of PEPFAR programing and health services. We visited 315 health care facilities in Uganda in 2011 and 2012 to collect routine health management information system data forms, as well as to conduct interviews with health system leaders. An earlier phase of this research project collected data from all 112 health district headquarters, reported elsewhere. This article describes the lessons learned from collecting data from health care facilities, project management, useful technologies, and mistakes. We used several new technologies to facilitate data collection, including portable document scanners, smartphones, and web-based data collection, along with older but reliable technologies such as car batteries for power, folding tables to create space, and letters of introduction from appropriate authorities to create entrée. Research in limited-resource settings requires an approach that values the skills and talents of local people, institutions and government agencies, and a tolerance for the unexpected. The development of personal relationships was key to the success of the project. We observed that capacity building activities were repaid many fold, especially in data management and technology.
Understanding and Utilizing Form-Focused Instruction in the Language Classroom
Author: Kellem, Kunie
Date: 2018-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Form Classes (Languages),Classroom Techniques,Relevance (Education),Grammar,Teaching Methods,Definitions,Instructional Effectiveness,English (Second Language)

ESL/EFL teachers can face several challenges when it comes to a focus on language forms in the classroom. How should teachers integrate the instruction of structural language forms with meaning-based activities? How necessary is a focus on form for student language learning? In what contexts is an explicit focus on form in the classroom most appropriate? This article explores the answers to these questions and others. The article begins by looking at some relevant background on the use of Form-Focused Instruction (FFI) in the language classroom, and it considers FFI's relevance for today's learners. The paper also provides pragmatic examples for how to make use of FFI in practical and meaningful ways. In the end, the article argues that a theoretical and pedagogical awareness of FFI should be part of a teacher's repertoire of tools to enhance student learning in certain classroom contexts.
Incidental Instruction of English Oral Request Pragmatics: Why and How
Author: Myers, Liatris
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Pragmatics,Incidental Learning,Teaching Methods,Intensive Language Courses,Oral Language,Feedback (Response),Classroom Techniques,Educational Practices

Second language pragmatics are not easily acquired by second language learners for a variety of reasons including negative first language transfer, insufficient grammatical competence, and inadequate instruction. For adult learners living in the second language environment, adequate pragmatic knowledge is essential even for beginning level learners in order for them to be able to have positive interactions with speakers of the second language. Unfortunately, ESL curricula may not prioritize pragmatic skills or allow much time for extracurricular instruction. However, incidental instruction is one way to address this problem. This article suggests a number of ways that teachers can integrate English oral request pragmatics instruction into their interactions with learners: using various methods for responding to learners, integrating requests into classroom procedures, highlighting naturally occurring requests, inserting brief materials-light lessons, and connecting with course curriculum. Multiple approaches are suitable for every language level.
Gender Equity in College Majors: Looking beyond the STEM/Non-STEM Dichotomy for Answers Regarding Female Participation
Author: Ganley, Colleen M.
Date: 2018-06-00
Type: Journal Articles
Subjects: Majors (Students),Gender Differences,Sex Fairness,Females,Student Attitudes,Gender Bias,Predictor Variables,Undergraduate Students,Individual Differences,Longitudinal Studies,Student Characteristics,Correlation,Regression (Statistics),STEM Education,Humanities,Statistical Analysis

Women are underrepresented in many science, technology, engineering, and mathematics (STEM) majors and in some non-STEM majors (e.g., philosophy). Combining newly gathered data on students' perceptions of college major traits with data from the Education Longitudinal Study of 2002 (ELS:2002), we find that perceived gender bias against women emerges as the dominant predictor of the gender balance in college majors. The perception of the major being math or science oriented is less important. We replicate these findings using a separate sample to measure college major traits. Results suggest the need to incorporate major-level traits in research on gender gaps in college major choices and the need to recognize the impact of perceptions of potential gender discrimination on college major choices.
Early Evaluation Findings from the Instructional Conversation Study: Culturally Responsive Teaching Outcomes for Diverse Learners in Elementary School
Author: Portes, Pedro R.
Date: 2018-06-00
Type: Journal Articles
Subjects: Elementary School Students,Culturally Relevant Education,Outcomes of Education,Intervention,Instructional Innovation,English Language Learners,Randomized Controlled Trials,Least Squares Statistics,Language Arts,Teaching Methods,Instructional Effectiveness,Grade 3,Grade 5,Standardized Tests,Equivalency Tests,Control Groups,Experimental Groups,Robustness (Statistics),Language Proficiency,Science Materials,Mathematics Achievement,Social Studies,Statistical Analysis,Regression (Statistics)

This study explores preliminary results from a pedagogical intervention designed to improve instruction for all students, particularly emergent bilinguals in the United States (or English language learners). The study is part of a larger efficacy randomized controlled trial (RCT) of the Instructional Conversation (IC) pedagogy for improving the school achievement of upper elementary grade students. Standardized achievement student data were gathered from (N = 74) randomized teachers' classrooms. Preliminary ordinary least squares analyses of the intervention appear promising for English language arts in general. Limitations in baseline equivalency for students after teacher randomization are discussed along with strategies to overcome them and implications concerned with the education of all students, notably those whose parents speak languages other than English at home.
Word Knowledge and Comprehension Effects of an Academic Vocabulary Intervention for Middle School Students
Author: McKeown, Margaret G.
Date: 2018-06-00
Type: Journal Articles
Subjects: Vocabulary Development,Reading Comprehension,Intervention,Middle School Students,Grade 6,Grade 7,Outcomes of Education,Reading Instruction,Reading Teachers,Experimental Groups,Control Groups,Public Schools,Lexicology,Morphology (Languages),Instructional Design,Word Lists,Reading Tests,Pretests Posttests,Scores,Reaction Time,Program Implementation,Fidelity,Learning Processes,Statistical Analysis,Observation

This article presents findings from an intervention across sixth and seventh grades to teach academic words to middle school students. The goals included investigating a progression of outcomes from word knowledge to comprehension and investigating the processes students use in establishing word meaning. Participants in Year 1 were two sixth-grade reading teachers and 105 students (treatment n = 62; control n = 43) and in Year 2, one seventh-grade reading teacher and 87 students (treatment n = 44; control n = 43) from the same public school. In both years, results favored instructed students in word knowledge, lexical access, and morphological awareness on researcher-designed measures. In Year 2, small advances were also found for comprehension. Transcripts of lessons shed light on processes of developing representations of unfamiliar words.
Making Friends with the Present Perfect
Author: Gavell, Mina
Date: 2018-00-00
Type: Journal Articles
Subjects: English Language Learners,Linguistics,Grammar,Morphemes,Pragmatics,North American English,Standard Spoken Usage,Friendship,Discourse Analysis

While the present perfect is difficult for English Language Learners (ELLs) to master, this study seeks to provide evidence of its integral pragmatic function in the social task of initiating and developing relationships. Through analysis of the Santa Barbara Corpus of Spoken American English, the frequency of the present perfect, the pragmatic functions of the present perfect, and its ease of replacement with the simple past are examined. Results show that while the present perfect does occur somewhat more often when developing a friendship, there were no significant patterns in how the present perfect is used. It was also found that though it is rarely necessary to use the present perfect rather than the simple past, a speaker's choice to do so has important pragmatic implications.