ethanporcaro/eric-fulltext-meta huggingface dataset:
Medical Student Perceptions of Integration of a Customized Cloud Based Learning Operating System into Problem Based Learning Tutorials
Author: Razzak, Rima Abdul
Date: 2020-00-00
Type: Journal Articles
Subjects: Medical Students,Problem Based Learning,Information Storage,Instructional Effectiveness,Student Satisfaction,Vignettes,Foreign Countries,Interaction,Learner Engagement,Electronic Learning,Tutoring,Multimedia Instruction

Since its inception, the College of Medicine and Medical Sciences (CMMS) at the Arabian Gulf University (AGU) has adopted the problem based (PBL) pedagogy in Medicine relying on paper-based trigger material. However, delivery of such paper-based triggers during tutorial sessions was not optimal to promote medical student interactivity and engagement within tutorial sessions. As involvement of multimedia resources and tools in PBL are more valuable than simple print textual modes of learning and can have a positive impact on learning and knowledge integration, we aimed to digitize all our trigger material. Over the past three years CMMS has integrated after customization to PBL standards, the cloud-based operating system, UNIO into its problem-based learning (PBL) curriculum. The aim of UNIO integration was to digitize text triggers and enhance the quality of visual triggers in order to improve medical student interactivity and engagement within tutorial sessions. UNIO electronic platform was customized from a teacher-centered design to fit a PBL pedagogy. It was utilized to link student and tutor hardware within a group together for promoting interaction and collaborative learning. The effect of this teaching approach was evaluated from student responses to an in-house validated survey at the end of the fifth PBL module. Customization and integration of UNIO within the PBL curriculum resulted in an entirely paperless learning process. It created an integrated PBL system combining conventional text trigger in a digital form with digital media such as images, videos and other multimedia, while maintaining face-to-face setup. It also provided online and off-campus access to content embedded at campus and open access to open source content online to both tutors and students. Results of the student satisfaction survey pointed to a predominantly neutral attitude towards integration of UNIO within our PBL tutorial sessions, but the item related to effectiveness of media triggers within UNIO received favorable responses from students. Further evaluation for a longer term is necessary for additional student feedback. Other forms of evaluation may be required in the aim of improvement and for justification of subsequent implementation of UNIO within our PBL curriculum.
Learning about UV Radiation and Sustainability with Arduino and Sensors
Author: Sousa, Ana
Date: 2020-00-00
Type: Journal Articles
Subjects: Radiation,Grade 9,Foreign Countries,Skill Development,Programming,Technology Uses in Education,Interdisciplinary Approach,Adolescents,Secondary School Students,Instructional Effectiveness,Light,Prevention,Measurement Equipment,Sustainable Development,Scientific Concepts

The excessive exposure to ultraviolet radiation, natural or artificial, is a public health concern. For this reason, it is important that, from an early age, children and teenagers gain awareness of this problem. By not being visible to the human eye, ultraviolet radiation is an abstract concept and difficult to understand, although its short-term effects may be visible. In this project, we proposed the use of the Arduino platform to measure and verify the effect of various sunblocks, making it possible to materialize the concept of UV radiation. Thus, it was the aim of this project to study the influence of the Arduino platform use, associated with an ultraviolet radiation sensor, in the understanding of this type of radiation and in the awareness to the artificial sources of UV radiation used in the daily life of many people. This project was carried out with a group of students from the ninth grade, from a school in Porto, Portugal. The methodology used allowed the students to develop interdisciplinary skills, namely in the areas of natural sciences, programming, and mathematics, providing them with useful lifelong tools.
Organizational Trust and Organizational Support as a Predictor of Job Satisfaction
Author: Sarikaya, Seref
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Job Satisfaction,Organizational Culture,Trust (Psychology),Teacher Administrator Relationship,Collegiality,Predictor Variables,Correlation

This research, by determining teachers' organizational trust level and perception of organizational support, aims to determine how much these variables predict job satisfaction. The research has been designed within correlational screening model. The population of the research is the teachers work in public primary, secondary and high schools in Yenimahalle District of Ankara City. Sampling of the research has been done with 497 teachers determined with simple random sampling technique. &quot;Job satisfaction scale&quot;, &quot;organizational trust scale&quot; and &quot;perceived organizational support scale&quot; has been used to collect data. Descriptive statistics, Pearson correlation coefficient, simple and multiple regression analysis has been used in the analysis of the collected data. As a result of the research, it has been established that teachers' job satisfaction is medium level. As for perceived organizational support, organizational trust and organizational sub-dimensions; these variables have been determined to be at mostly level. The relation between job satisfaction and perceived organizational support has been determined to be at positive direction and at medium level. There is a positive and medium level relation among organizational trust, trust in managers, trust in colleagues and trust in stakeholders. According to the findings of the research, perceived organizational support is a significant predictive of job satisfaction. While organizational trust, trust in managers and trust in colleagues is a significant predictive of job satisfaction; it has been established that trust in stakeholders is not a significant predictive of job satisfaction.
Teacher Leadership inside the Classroom: Implications for Effective Language Teaching
Author: Erdel, Didem
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Leadership,Instructional Effectiveness,Second Language Instruction,English (Second Language),Leadership Styles,Questionnaires,Teacher Motivation,College Faculty

On definitional and conceptual basis, strong correspondences exist between leadership and the teaching profession yet leadership is nonetheless occasionally studied in the classroom context. This study investigated in-class teacher leadership based on the Full Range Leadership (FRL) model in tertiary-level English language teaching context in Turkey, with the aim of eventually identifying the effective/ineffective classroom leader characteristics. This paper reports the results of a study designed with a mixed methods approach, using a questionnaire survey, which included Classroom Leadership Instrument, a modified version of Multifactor Leadership Questionnaire administered to the students and face-to-face interviews with both instructors and students. One particular subject course was determined in two English language-related departments in a Turkish state university and the instructors teaching and the students taking this course were selected as the subject group of the study. 305 students took part in the survey while among these students, 18 were further interviewed besides the four instructors teaching the course. Quantitative data were analyzed through descriptive tests while interviews and observations were content-analyzed. Both quantitative and qualitative results, in broad terms, showed that language instructors displayed all three leadership styles of FRL, namely, transformational, transactional and laissez-faire leadership, with changing extents for each style. The results indicated that instructors with higher tendencies for transformational and active components of transactional styles were rather more organized, enthusiastic and committed and they were attributed with more positive and effective characteristics by their students while those with higher passive transactional and laissez-faire leadership scores were accordingly less effective in both teaching activities and their relationships with the students. Lastly, it is concluded that transformational and active transactional leadership characteristics contribute to effective leadership inside the classroom and an integration of these characteristics into teaching practices and teacher-student interaction promises potential positive outcomes.
The Sisyphic Destiny of Philosphy (of Education)
Author: Reis, Carlos Sousa
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Educational Development,Educational Theories,Meta Analysis,Role of Education,Epistemology,Educational Principles

Authors begin by a synthetic historical review of the emergence of the philosophy of education up to the present day. It follows a presentation of the results of recent meta-analyses on the topics, problems, guidelines and relevance given to the philosophy of education (PE). For this purpose, several paths were chosen: one, more empirical, focused on the works developed within the field; the other, more foundational, sought a disciplinary sense within the field's tradition and the current challenges that are being raised. Authors then outline some of the paths that can be opened up for the philosophy of education, understood as a critical and creative quest. Namely, they try to show how it may be understood as a creation of concepts, in a stance to rip Chaos, by introducing an innovative intensity, which can correspond to the creation of meaning that opens and articulates a possible world (of meaning). Complementary to this, PE could take charge of the analysis of educational discourses, the suggestion of a general direction for the educational process, the elucidation of the human's educating structure, the explanation of the different pedagogies through the unveiling of their underlying teleology, the recollection of interesting philosophical questions for educators, or a metaphysical analysis of related issues, as well as an analytic approach, aimed at clarifying concepts, or a radical approach, by reflecting upon the deep assumptions of education, and even a deductive approach derived from the great philosophical matrices. Philosophy of education remains, nowadays, a field of hermeneutic openness that should assume the stance of resistance to any attempts to stifle or silence the axiological dimension, and very particularly, PE could be developed as a way of probing the concrete educational practice activity, by engaging in discussions, in order to make suggestions about &quot;what was valuable in the past&quot; and &quot;what is worthwhile in the present&quot;. Today, perhaps more than ever, PE requires the critical work and commitment that philosophy always had the virtue of incisively developing, particularly when it comes to the field of education that is proven to be a multi-layered arena of conflicting crossovers.
Teaching and Learning in Multi-Graded Classrooms: Is it Sustainable?
Author: Erden, Hale
Date: 2020-00-00
Type: Journal Articles
Subjects: Mixed Age Grouping,Program Effectiveness,Barriers,Teacher Attitudes,Administrator Attitudes,Student Attitudes,Parent Attitudes,Foreign Countries,Elementary Education,Sustainability,Classroom Techniques,Classroom Environment,Teaching Methods

The objective of the current study was to determine whether it was sustainable to teach and learn in multi-graded classrooms. This paper reports on an investigation into experiences of key stakeholders regarding difficulties and the factors contributing to the difficulties faced throughout the process of teaching and learning in multi-graded classrooms in North Cyprus schools. The aim of the study was to identify the difficulties contributing to the learning and teaching in multi-graded classrooms and determine on the factors contributing to the difficulties faced according to the experiences, beliefs and perspectives by the core participants. The study employed the qualitative approach while collecting data, using interviews and observation checklists. Semi-structured interviews with teachers (N=20) and administrators (N=10) as well as focus group interviews with students and their parents (N=100) were conducted to identify the difficulties as well as factors contributing to the identified difficulties faced throughout the multi-graded teaching and learning process. Student observations were also employed in the classroom atmosphere. Qualitative phenomenology design was used for data collection of the study. Qualitative data were collected through semi-structured interviews, focus group interviews and observation checklists, which were analyzed using content analysis. Results maintained that there are certain difficulties and certain factors contributing to such difficulties. Difficulties include management, effective teaching and learning strategies and assessment in the multi-graded classrooms. Factors contributing to such difficulties cover organization of the curriculum, management in the classroom and lack of support.
Alleviating Anxiety through the Abecedarian: On Supporting New Doctoral Students
Author: Moore, Amber
Date: 2019-00-00
Type: Journal Articles
Subjects: Anxiety,Doctoral Students,College Administration,Stress Variables,College Faculty,Student Needs,Doctoral Programs,Novices,Supervision,Educational Experience,Teacher Student Relationship,Goal Orientation,Communities of Practice,Educational Strategies

This paper seeks to offer insights and gentle suggestions for higher education leaders, particularly those teaching and supervising new doctoral students. Graduate students experience stress and anxiety, making entering the academic sphere an often emotionally taxing move. In response, a great deal of research examines how university faculty might ease this transition into a particularly intimidating, rigorous space. As such, this poetic offering invites education leaders who interact with new doctoral students to consider an abecedarian written in the spirit of capturing the potential needs and wants of early scholars navigating their PhD programs at the beginning of the journey.
Communities of Knowing: Curriculum Making in/of Community
Author: Schultz, Christie
Date: 2019-00-00
Type: Journal Articles
Subjects: Curriculum Development,Cooperative Planning,Communities of Practice,Experience

This paper explores experiences of becoming a &quot;curriculum maker of community&quot; as part of the University of Alberta's Building Peaceful Communities Summer Institute, held annually over a two-week period each July. Prompted by the experience in 2018, the author explores the ways in which curriculum can be co-composed as a community of learners, moving beyond prescripted curriculum. Throughout the account, the author narrates autobiographical life experiences that serve to illustrate ways of knowing and ways of coming to communities of knowing.
Connecting Classroom to Community through Photovoice: Pedagogical Implications
Author: Trout, Inci Yilmazli
Date: 2019-00-00
Type: Journal Articles
Subjects: Masters Programs,Social Work,Counselor Training,Well Being,Art,Communities of Practice,Graduate Students,Photography,Reflection,Student Attitudes,Course Content,Social Responsibility,Disadvantaged,Innovation,Research Skills,Participatory Research,Consciousness Raising,Grounded Theory,Constructivism (Learning),Teaching Methods,Course Descriptions,Hispanic American Students,Institutional Characteristics,State Universities

This paper explores the pedagogical implications of using arts-based research in an advanced community practice course in a Master of Social Work program. Per the course design, graduate students implemented a photovoice project with undergraduate students focusing on transforming campus rape culture. At the end of the project, graduate students wrote reflection papers that constitute the data for this paper. The data analysis resulted in three categories: enhancing the learning of content, understanding the role of a social worker in macro-level practice, and engaging with the community.
An Analysis of Job Satisfaction Levels of Physical Education Teachers in Ankara, Turkey
Author: Baykara, Zülküf Erkan
Date: 2020-02-00
Type: Journal Articles
Subjects: Foreign Countries,Job Satisfaction,Physical Education Teachers,Public Schools,Secondary Schools,High Schools,Questionnaires,Athletics,Equipment,Instructional Materials,Age Differences,Recreational Facilities

This study was conducted to determine job satisfaction levels of physical education teachers. The population of the study consists of 1953 physical education teachers working in public secondary schools and high schools of the Ministry of National Education (MEB) in Ankara in the 2017-2018 academic year. The sample of the study consists of 265 physical education teachers working in Ankara. Minnesota Job Satisfaction Questionnaire (MSQ) with 20 questions was used as the data collection tool. In addition, a personal information form consisting of 7 items related to the professional and personal information of the respondents was developed. The obtained data were analyzed in SPSS 21 package program. Mann-Whitney U, Kruskal-Wallis H and ANOVA tests were used for data analysis. The findings of the research revealed that the physical education teachers who participated in the study were generally satisfied with their profession. It was also found that gender and marital status had no significant impact on the job satisfaction levels of the physical education teachers (p&gt;0.05), while a significant difference was detected between teachers who work in schools where sufficient amount of sports equipment is available and those working in schools that lack enough equipment (p&lt;0.001).
Metaphoric Perceptions of the Administrators on ARTAS Held within the Scope of PISCTES Project
Author: Gürgan, Ugur
Date: 2020-02-00
Type: Journal Articles
Subjects: Foreign Countries,Refugees,Administrator Attitudes,Social Integration,Access to Education,Figurative Language,Inclusion,Consciousness Raising,Acceleration (Education),Acculturation

Millions of Syrians live under temporary protection in Turkey. However, there are some problems in their integration into the education system. For the integration of Syrian students into Turkish education system, the Ministry of National Education in Turkey (MoET) initiated a Project called &quot;Promoting Integration of Syrian Children into Turkish Education System&quot; (PICSTES) and &quot;Awareness Raising Training for Administrative Staff&quot; (ARTAS), which are supported by the European Union. The aim of this study is to determine the perceptions of the administrators who have participated in ARTAS that was held within the scope of PISCTES through metaphors. Content analysis method was used in the research. The participant group of this study consists of 297 administrators (281 males and 16 females). They work in 21 different provinces. The average working year of the participants is 10.23 and the average age is 43.99. As a result of the research, 62 metaphors were obtained after the analysis of the valid metaphors developed by the administrators regarding the &quot;PISCTES Project: ARTAS Training&quot;. These metaphors were classified under 7 different conceptual categories. The results indicate that refugee students should not study in separate classes or schools but instead the supportive teaching courses for the students and their families should be fostered and the in-service training for administrators and teachers should be given more importance.
Global Robotics Competition Meets Inclusive Education: The Exceptional Journey of Five Resilient Students
Author: Parent, Simon
Date: 2019-00-00
Type: Journal Articles
Subjects: Robotics,Inclusion,Programming,Technology Uses in Education,Educational Technology,Skill Development,Foreign Countries,Competition

The 2018 edition of RoboCup allowed young people from &quot;Centre de formation en entreprise et récupération (CFER) de Bellechasse&quot; to demonstrate their skills in programming and robotics. In this school, as in many schools, the use of technology is a particularly effective learning tool, especially for students facing challenges. The construction of a robotic device has allowed them to develop several skills, some of which can be reinvested in various contexts, whether at school or in their professional life. This commentary briefly presents the exceptional journey of Bellechasse students who were able to overcome many obstacles and compete with gifted students from around the world.
Honoring Children&apos;s Ways of Knowing: A Story of Trust and Transformation in a Kindergarten Classroom
Author: Cline, Keely D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Kindergarten,Classroom Environment,Inclusion,Equal Education,Young Children,Trust (Psychology),Caring,Animals

This article spotlights the transformation of a kindergarten classroom culture as told through the story of selecting and naming a class pet, emphasizing the teacher's understanding of children's ways of knowing and the role of trust in building an inclusive and equitable classroom environment. Bronfenbrenner's bioecological systems theory serves as a lens in understanding the teacher's efforts to build a culture respectful of each individual child, the group as it formed, and class's identity in the broader learning community. The seemingly simple story is considered through the concept of rich normality, which recognizes the potential of everyday moments and experiences.
Knowing Teaching Poetically
Author: Zimmerman, Aaron
Date: 2019-00-00
Type: Journal Articles
Subjects: Poetry,Teaching (Occupation),Teacher Attitudes,Evaluation Methods,Class Activities,Teacher Student Relationship,Instruction

In this article, we present a set of poems that have helped us to come to know teaching in particular ways. We argue that the artistic medium of poetry can provide unique and important insights into what it is like to live through classroom moments. Using connoisseurship as our mode of inquiry, we share these poems, our interpretations of these poems, and our justification for why poetry is a valid way of knowing teaching. We invite our readers to join us in exploring the aesthetic dimension of teaching.
Learners&apos; Identity through Soundscape Composition: Extending the Pedagogies of Loris Malaguzzi with Music Pedagogy
Author: Yanko, Matthew
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Concept,Music Education,Reggio Emilia Approach,Grade 1,Grade 2,Listening,Auditory Stimuli,Geographic Location,Music Teachers,Music Activities,Reflection,Elementary School Students,Creativity,Singing,Musical Instruments,Identification (Psychology)

It is astonishing to observe, listen, and co-learn with children as they engage with music to expand beyond the possible with their meaning-making abilities--immersing themselves in a hundred languages of music inspired by Loris Malaguzzi. In the current study, I examine how children in a split Grade 1/2 class explore and represent the sounds associated with city landmarks through soundscape composition. In particular, I focus on how students partake in the negation of identity. As a result of that, I have come to discover that by listening to children's soundscapes we may be able to feel something new about particular landmarks, contemplate its value to citizens, and learn more about the meaning making of children.