ethanporcaro/eric-fulltext-meta huggingface dataset:
Virtual Learning Environments as Mediating Factors in Student Satisfaction with Teaching and Learning in Higher Education
Author: Cassidy, Simon
Date: 2016-00-00
Type: Journal Articles
Subjects: Electronic Learning,Virtual Classrooms,Student Satisfaction,Undergraduate Students,Course Evaluation,Units of Study,Questionnaires,Likert Scales,Foreign Countries,Pretests Posttests,Required Courses,Elective Courses,Blended Learning,Qualitative Research,Statistical Analysis

Virtual learning environments (VLE) have become a standard feature of most courses in higher education, offering the potential to facilitate and improve teaching and learning. Whilst there is an implicit assumption that VLEs benefit student learning, much of the evidence originates from direct questioning of students about their satisfaction with the VLE itself. In order to establish the impact of VLEs on student satisfaction with teaching and learning in higher education, the present study gathered data from a sample of 128 undergraduate students using self-report module evaluation questionnaires (MEQs) completed before and after VLEs were introduced. MEQs were completed in relation one core (Research Methods) and one elected (Health Psychology) module. Results for the core module showed a marked increase in the percentage of students responding as &quot;extremely&quot; or &quot;very satisfied&quot; following the introduction of the VLE compared to the pre VLE period. There was also a fall in the percentage of students responding as &quot;neither satisfied nor dissatisfied.&quot; No clear or consistent change in student satisfaction was evident for the elected module. Improved communication and greater variety of teaching methods were reported by students post VLE for both the core and the elected module. Findings provide some support for the notion that VLEs mediate increased student satisfaction with teaching and learning in higher education, but that their impact may vary according to the course and the perceived utility of the VLE, pre-existing student satisfaction and the effectiveness with which VLEs are blended with traditional approaches to meet student expectations.
The Use of Lecture Capture and Student Performance in Physiology
Author: Hadgu, Rim Mekonnen
Date: 2016-00-00
Type: Journal Articles
Subjects: Lecture Method,Video Technology,Technology Uses in Education,Undergraduate Students,Introductory Courses,Physiology,Science Achievement,Comparative Analysis,Science Tests,Scores,Taxonomy,Memorization,Knowledge Level,Outcomes of Education,Correlation,Statistical Analysis

Lecture capture technology is fairly new and has gained interest among higher institutions, faculty and students alike. Live-lecture (LL) is captured in real-time and this recording, LC, is made available for students to access for later use, whether it be for review purpose or to replace a missed class. Student performance was compared between those attending LL only and the other group utilizing LC in addition to LL in two randomly chosen lectures. We found that the overall exam performance was indistinguishable between the LL and the LC groups. Additionally, there was no significant difference in student performance between the two groups on questions that originated from these two lectures. Subsequently, the exam questions that came from these two lectures were separated into three Bloom's levels: memorization questions (MQ), comprehension questions (CQ), and application questions (AQ). Once again, there was no significant difference between these three tiers of questions. Additionally, we explored whether it is students with higher grades or lower grades in this course that were viewing LC and found that there was no correlation. This study thus suggests that LC is utilized by students of all grade levels but its exploitation is not associated with a grade enhancement at distinctive Bloom's levels.
Dimensions of Job Satisfaction of Teacher Educators: A Qualitative Study of the Universities of Sindh Province of Pakistan
Author: Sahito, Zafarullah
Date: 2016-00-00
Type: Journal Articles
Subjects: Job Satisfaction,Teacher Educators,Qualitative Research,Foreign Countries,Observation,Semi Structured Interviews,Research Methodology,Universities

This research study examines the job satisfaction level and its dimensions of teacher educators-who are working at the departments, faculties and institutes of education. In-depth semi-structured interviews were conducted and field-work observations were recorded on TEs (n = 40), working as lecturers, assistant professors, associate professors and professors at their respective universities. Qualitative data were analysed using thematic analysis. Six themes were inductively identified: (a) work, assignments and workload; (b) opportunities for advancement, growth and development; (c) financial and fringe benefits; (d) supervisory support, permissions and free hand; (e) working and sympathetic relationships; and (f) available facilities and working environments. All themes revealed the significance and utility of the study and also explained the proper usage of findings for the benefits of organizations, faculties, departments and TEs. This article increases and advances the knowledge by revealing the values of qualitative research methods generally, and thematic analysis specifically, as a means of disseminating the evidence-based information to its readers and all stakeholders in the concerned paradigm of the job satisfaction of TEs among the universities of the Sindh province of Pakistan. This article is a suitable, reliable and strong resource for the heads of educational organizations, such as universities, institutes, faculties, departments and TEs themselves to help them to understand the real position and the dimensions of job satisfaction, which they can apply in their daily practice to make their professional and personal life easier and more meaningful.
Curiosité: Inquiry-Based Instruction and Bilingual Learning
Author: McElvain, Cheryl M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Inquiry,Active Learning,Bilingual Education,Cognitive Development,Case Studies,Academic Achievement,Verbal Ability,Elementary School Students,Grade 5,French,English,Dual Enrollment,Immersion Programs,Experimental Groups,Control Groups,Problem Solving,Mathematics Skills,Abstract Reasoning,Learning Motivation,Self Efficacy,Outcomes of Education,Private Schools,Mixed Methods Research,Language Tests,Cognitive Tests,Cognitive Ability,Questionnaires

The issues that prompt this study are based on current research indicating the positive effects of inquiry learning on the cognitive development of children. The purpose of this case study was to understand the effects of inquiry learning on the academic achievement and bilingual verbal ability of 5th grade bilingual students in a French/English dual immersion program. The treatment group of students completed research projects through a guided inquiry learning approach, while the control group experienced the traditional problem solving research approach. Initial findings report a significant mean increase in mathematical reasoning, bilingual verbal ability, higher motivation to learn, and increased self-efficacy in the treatment versus the control group of students.
The Use of Pre-Recorded Lectures on Student Performance in Physiology
Author: Hadgu, Rim Mekonnen
Date: 2016-00-00
Type: Journal Articles
Subjects: Physiology,Multimedia Instruction,Multimedia Materials,Lecture Method,Video Technology,Audiovisual Communications,Teaching Methods,Intermode Differences,Achievement Gains,Control Groups,Experimental Groups,Instructional Effectiveness,Introductory Courses,Pharmacy,College Students

There has been an increase in reliance on pre-recorded lectures (PRL) as a source of learning in place of live-lectures (LL) in higher education today but whether PRL can effectively replace LL remains unknown. We tested how students performed in the exam questions when PRL replaced LL. While PRL+ group included those students who watched the video lectures, PRL-group was composed of students who either did not utilize these videos or accessed only briefly. Additional analysis involved the separation of exam questions, from both LL and PRL, into memory questions (MQ; basic factual details) and comprehension questions (CQ; requiring processing of the given information) and their comparisons. We did not find any significant difference in student performance between the LL and PRL groups as well as between LLMQ and PRL+MQ groups. However, students in the LL group performed significantly better on CQ compared to the PRL+ group (P&lt;0.05). Furthermore, analysis of student performance between MQ and CQ among the PRL+ and PRL groups revealed that both groups performed significantly higher on MQ compared to CQ (p&lt;0.01 between PRL+MQ and PRL+CQ and p&lt;0.05 between PRL-MQ and PRL-CQ). These results suggest that LL helps students perform better on CQ, where it requires processing of given information compared to that of PRL. The effectiveness of PRL, at least from this study, is limited to mastering basic factual details but not suitable for complex conceptual processing and therefore may not fully be able to replace LL.
Increasing Academic Engagement through Focused Antecedent Modification
Author: Short, Maureen
Date: 2016-00-00
Type: Journal Articles
Subjects: Functional Behavioral Assessment,Learner Engagement,Intervention,Observation,Student Behavior,Behavior Problems,Semi Structured Interviews

This article reviews the functional behavior assessment steps followed to develop interventions designed to decrease challenging behavior in the classroom. The implementation of antecedent based interventions generated from data gathered through interviews and observations addressed off-task, call outs and other challenging classroom behaviors. The interventions helped the student learn appropriate replacement behavior that resulted in a decrease in challenging behavior. A discussion and description of the step by step process of developing and implementing an effective antecedent based intervention to address disruptive behavior triggered by the demand of academic tasks is presented.
Needs Analysis of Saudi EFL Female Students: A Case Study of Qassim University
Author: Alqunayeer, Huda Sulieman
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Females,Case Studies,Needs Assessment,Womens Education,English (Second Language),Second Language Instruction,Language Teachers,Questionnaires,Statistical Analysis,Oral Language,Language Skills,Reading Skills,Writing Skills,Listening Skills,Student Needs,Teaching Methods,Student Attitudes,Goal Orientation,Comprehension,Pronunciation,Vocabulary,College Students

This research study analyzes the target needs of EFL female Saudi students to choose EFL as their specialization. The population of the research is the female students enrolled in Bachelors in English program, at the Department of English Language and Translation, Qassim University Saudi Arabia. Adapting the Hutchinson and Waters model of Needs Analysis, the study covers the Target needs (i.e., Necessities, Lacks and Wants) and the Learning needs. It aims to suggest certain amendments in the curriculum on the basis of needs analysis. The sample for study consisted of 150 students, the data was collected through questionnaire and analyzed by using SPSS. Overall assessment of the data shows that the learners show their weakness in oral skills (i.e., Listening and Speaking) as compared to literary skills (i.e., Reading and Writing). Students have shown their preference for the incorporation of practical activities and media based teaching material in their syllabus.
Curriculum Weaving: Developing Creative Curricular Opportunities for Pre-Service Teachers and Elementary Students through Project-Based Learning
Author: DuBois, Alison Lynn
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Active Learning,Student Projects,Creative Activities,Curriculum Design,Teacher Education Programs,Behavioral Objectives,Lesson Plans,Integrated Activities,Teaching Methods,Elementary School Curriculum

Curriculum Weaving uses multi-layered goal planning designed to activate the students' prior knowledge, connect the student to student competencies and encourage them to engage in professionally-based, project management activities that will cultivate effective professional in the field classroom teacher. The focus of weaving these elements together through a project based event fosters a shift to a more holistic and contextualized perspective of the learner. In our model of Curriculum Weaving, we see this process as one that describes the uniting of daily theoretical requirements, student lived experiences, and intangible skill sets into a larger perspective of learning as represented by holistic thinking. The following article describes the Curriculum Weaving Model as it was applied to a children's book author visit.
Assessing the Degree of Possessing Study Skills by the Students of Tafila Technical University from Their Perspectives
Author: Al-Roud, Atallah A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Study Skills,College Students,Gender Differences,Student Characteristics,Intellectual Disciplines,Foreign Countries,Questionnaires,Statistical Analysis

The study aimed to identify the degree of possessing study skills (SS) by the students of Tafila Technical (TTU) University from their perspectives. The population of the study consisted of 5015 students in TTU for the second semester of the academic year 2015/2016. The sample of the study was chosen randomly from the population of the study with a number of 415 male and female students. The results indicated that the degree of possessing SS by students was mid and there are statistically significant differences attributed to the variables of gender and faculty. The researchers recommend that the Ministry of Education should take into account this important subject to be adopted in the curricula at schools. The universities should also adopt this course for students from the beginning of joining a university.
Mediation as a Leadership Strategy to Deal with Conflict in Schools
Author: Ntho-Ntho, Maitumeleng Albertina
Date: 2016-00-00
Type: Journal Articles
Subjects: Conflict Resolution,Qualitative Research,Principals,Leadership Responsibility,Religious Factors,Religion,Interviews,Foreign Countries,Graduate Students,Resistance to Change,Educational Policy

The concept of mediation is a process that is frequently used in the labour field and is under-developed in a field such as education. Mediation as a strategy to resolve conflict in an amicable way has gained support in various other fields but seems not to be seen as a mainstream solution to resolving conflict in education. This article reports on a qualitative study whose aim was to explore how the South African school principals deal with religious interest conflicts in their schools. The study employed narrative interviews as a means of data collection. Stories of twelve school principals pursuing postgraduate studies at the University of Pretoria, all of whom had been in education for at least fifteen years at the time of the study, were collected, transcribed, analyzed and interpreted. The study revealed that none of the principals in the study saw mediation as a conducive strategy for conflict resolution, instead; they resisted and ignored the new religion policy. We therefore suggest that for effective implementation of new policies, certain strategies must be popularised within schools. We further recommend possible application of the concept of &quot;mediation&quot; as a leadership strategy in dealing with conflict in schools.
Preservice Teacher Leaders Learn to Advocate Legislatively through Professional Organizations
Author: Bond, Nathan
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Advocacy,Student Organizations,Workshops,Capacity Building,Educational Change,Educational Legislation,Policy Formation,Educational Policy,Student Leadership,Teacher Leadership,Interviews,Instructional Materials,Content Analysis,Teacher Attitudes,Student Attitudes,Politics of Education,Activism,Qualitative Research,Case Studies

Teachers often do not interact with legislators when educational policy is being developed. As a way to facilitate more interaction between the two groups, scholars are calling for teacher leaders to step forward and participate in legislative advocacy. The invitation is not limited to in-service teacher leaders. Preservice teacher leaders can participate in policymaking if they are taught about legislative advocacy during their preparation programs. This qualitative case study describes what happened when three preservice teacher leaders learned how to advocate for the education profession by attending three workshops hosted by a student professional organization. The data show that the preservice teachers began the experience with a desire to have a voice in developing policy. Through the workshops they learned about the legislative process, ways to advocate through writing and in person, and the role of legislative aides. The findings indicate that student professional organizations are a viable way for teacher preparation programs to help aspiring teacher leaders learn about legislative advocacy and make their voices known to policymakers.
Why Is the Chinese Curriculum Difficult for Immigrants&apos; Children from Southeast Asia
Author: Chen, Chiu-Jung
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Immigrants,Chinese,Phonetics,Second Language Learning,Elementary School Students,Grade 1,Phonemes,Vowels,Error Patterns,Listening,Pronunciation

The purpose of this study is to explore the difficulties of immigrants' children from Southeastern Asia on learning Chinese phonetic symbols and provide further instructors a reference while educating them in early childhood. The participants are native Taiwanese children (N = 40) and immigrant children from Southeastern Asia (N = 34) at the first grade in ten elementary schools in Taiwan. The result demonstrates that the first grade immigrants' children easily made errors on recognizing consonants and vowels in the part of &quot;Chinese phonetic symbol test&quot;. For pronunciation, the immigrant children got a high percentage of making mistakes on falling-rising sounds.
Learning Styles of African American Children: Instructional Implications
Author: Hale, Janice Ellen
Date: 2016-00-00
Type: Journal Articles
Subjects: Cognitive Style,African American Children,Cultural Influences,African American Culture,African American Students,Educational Policy,Public Policy,Teaching Methods,Mathematics Instruction,Inferences,Thinking Skills,Science Instruction,Culturally Relevant Education,State Legislation

This article offers examples of valiant efforts to develop meaningful instructional implications from learning styles scholarship. Additionally, an example is given of an advance in the public policy arena that merges the efforts of psychological scholars with that of lawmakers to apply their research to effect change for children. The &quot;Brown&quot; decision was a stellar example in which Lead Attorney Thurgood Marshall and his team were buffeted by the scholarship of Drs. Kenneth and Mamie Clark (1963, 1965). They provided empirical data that documented that the &quot;separate but equal&quot; doctrine of education was psychologically devastating to Negro children. It is recommended that contemporary public policy architects follow in their footsteps.
Mathematics Awareness through Technology, Teamwork, Engagement, and Rigor
Author: James, Laurie
Date: 2016-00-00
Type: Journal Articles
Subjects: Grade 4,Mathematics Achievement,Scores,Standardized Tests,Elementary School Students,Technology Uses in Education,Educational Technology,Teamwork,Learner Engagement,Difficulty Level,Learning Activities,Mathematical Concepts,Concept Formation,Common Core State Standards,Bulletin Boards,Visual Aids,Mathematics Skills,Mathematics Instruction,Teaching Methods,Classroom Environment,Comparative Analysis

The purpose of this two-year observational study was to determine if the use of technology and intervention groups affected fourth-grade math scores. Specifically, the desire was to identify the percentage of students who met or exceeded grade-level standards on the state standardized test. This study indicated possible reasons that enhanced conceptual understanding within the study group at a Title I elementary school. Throughout the two-year time period, the classroom teachers created mathematics awareness through technology, teamwork, engagement and rigor. The findings revealed a significant percent of fourth-grade students who used technology and participated in specific learning activities met or exceeded grade-level standards in math as measured by the Washington State standardized test.
Beyond the Classroom Wall: Community Engagement Instruction
Author: Wang, Jenny
Date: 2016-00-00
Type: Journal Articles
Subjects: School Community Relationship,Early Childhood Education,Interviews,Preschool Teachers,Constructivism (Learning),Qualitative Research,Teacher Attitudes,Community Attitudes,Grounded Theory,Foreign Countries,Positive Attitudes,Negative Attitudes

This study (n = 11) examined active community-school collaborative classes using sociocultural constructivist approaches over an academic year in an early childhood institute. A semi-formal interview was conducted to describing how the early childhood teachers and community members worked collaboratively to develop community engagement activities in a constructivist manner for an early childhood instruction. The guiding research questions sought to explore both teachers and community members' perspectives regarding integrating community activities within the early childhood curriculum. Results from the qualitative data of perspectives of past experiences, collaboration between the school and its community, interaction with the school teachers/community officials, and attitudes toward into collaborative community/school activities, were examined and analyzed based on grounded theory. Both school and community emphasized school-community collaborative engagement to enhance and extend existing classroom practice. Findings suggest teachers' positive teaching impacts resulted from involvement, instant feedback, and productive teaching resources with the community engagement. Findings also suggest community's positive impacts resulted from active engagement, community-school relationship, and contribution in community activities. By providing collaborative community engagement activities and embedding community contribution in instruction, young children may be better to maximize their learning development and optimize their levels of competency. Activities for community integration in the early childhood learning are discussed.
Validation Study of the Abbreviated Math Anxiety Scale: Spanish Adaptation
Author: Brown, Jennifer L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Test Validity,Affective Measures,Spanish,Translation,College Freshmen,Test Reliability,Foreign Countries,Factor Analysis

With growing numbers of Hispanic students enrolling in post-secondary school, there is a need to increase retention and graduation rates. The purpose of this study was to validate the Spanish adaptation of the Abbreviated Math Anxiety Scale (AMAS). The AMAS was translated and administered to 804 freshman students at a post-secondary institution in Mexico. After data analysis, the measure was found to be valid and reliable. The validated measure could serve as a predictor for math course grades and retention among Hispanic students at the post-secondary level, and it could allow researchers to study the structure of math anxiety across cultures.