ethanporcaro/eric-fulltext-meta huggingface dataset:
Research Evidence of the Impact of Engineering Design on Technology and Engineering Education Students
Author: Daugherty, Jenny
Date: 2018-00-00
Type: Journal Articles
Subjects: Engineering Education,Access to Information,Design,Outcomes of Education,Learning Processes,Student Attitudes,Student Interests,Technology Education,Time Management,STEM Education,Elementary Secondary Education

Within the technology education classroom, engineering design has been targeted as key to improving learning, enhancing interest in STEM careers, and positively impacting students. The purpose of this research review was to determine whether the research evidence bears these claims. Four scholarly journals that focus on technology and engineering education research were reviewed resulting in the identification of 25 empirical research studies from the past decade. Across all of the studies, data had been collected from a total of 6,397 technology and engineering education students to analyze: (a) how students design, (b) student learning outcomes, and (c) student interests and perceptions. Just over half of the studies used qualitative methods to explore how small samples of students engage in engineering design. Although the overall research evidence of the impact of engineering design on technology and engineering students is sparse, there are some important descriptive findings relating to how engineering design can impact student learning and how students allocate their time and access information while designing.
Can Explicit Written Corrective Feedback Develop Grammatical and Lexical Accuracy of Saudi EFL Learners?
Author: Al-Hazzani, Nahla
Date: 2018-10-00
Type: Journal Articles
Subjects: Error Correction,Feedback (Response),Writing Evaluation,Pretests Posttests,Grammar,Accuracy,Foreign Countries,Writing Skills,Females,Essays,Vocabulary,Teaching Methods,Teacher Student Relationship,Error Patterns,Control Groups,Experimental Groups,Writing Tests,College Students,Form Classes (Languages)

Saudi students encounter many problems in writing skill as several studies revealed (e.g.Alhazmi, 2006; Alsamdani, 2010). Providing effective and useful feedback may help to overcome these challenges. Therefore, this study examines the effect of teachers' written corrective feedback on female Saudi EFL students' written essays and to what extent it affects students' written grammatical and lexical accuracy. The sample comprises 50 foundation level students, across two groups: an experimental group (n=29) and a control group (n=21). Data were gathered over a 10-week period using a pre-/post-test/delayed post-test design for comparable groups. The findings show that although many errors were made in the writing performances, the students in the experimental group had significantly better achievements than the students in the control group on the measure. The results lend support to the efficiency of teachers' written corrective feedback, showing it has a significant positive effect on the participants' grammatical and lexical accuracy.
Assessing Excellence Management in the Light of the European Excellence Model at Taif University
Author: Faraj, Shda Ibrahim
Date: 2018-10-00
Type: Journal Articles
Subjects: College Administration,Excellence in Education,Universities,Instructional Leadership,Educational Policy,Educational Strategies,Gender Differences,Academic Rank (Professional),Teaching Experience,College Faculty,Educational Quality,Teacher Attitudes,Foreign Countries

This study assessed the excellence management at Taif University by considering the European Model of Excellence (EFQM) in terms of the following dimensions: (1) leadership, policies and strategies, (2) human resources, (3) processes, (4) partnerships and resources, (5) products and services, (6) human resource results, (7) society results and (8) key performance results. The study followed a descriptive (survey and comparative) approach. Data were collected using a questionnaire administered to a random sample of faculty members (n=284) of Taif University. The results indicated statistically significant differences in the score of management of excellence for Taif University in the light of the EFQM from the point of view of the sample members in reference to the following variables: gender, academic rank, and years of experience. No statistically significant differences were observed in the total score for the practice of excellence management at Taif University considering the EFQM from the point of view of the study sample members in reference to the following variables: type of college and number of training programs. The main recommendation of the study was to urge the university to increase efforts to attain a higher level of excellence management practice considering the EFQM.
Applying the Principles of Universal Design for Learning (UDL) in the College Classroom
Author: Boothe, Kathleen A.
Date: 2018-12-00
Type: Journal Articles
Subjects: Access to Education,Teaching Methods,Higher Education,College Faculty,College Students,Educational Strategies,Student Diversity,Educational Needs,Scaffolding (Teaching Technique),Cooperative Learning,Course Content,Educational Technology,Disabilities,Feedback (Response),Teacher Student Relationship,Summative Evaluation,Computer Mediated Communication

Universities are charged with educating students from diverse backgrounds, including ELL students, nontraditional students, military students, first generation college students, and students with disabilities. In order to meet the wide variety of learning needs and abilities in the college classroom, teachers must find innovative methods for reaching this diverse population of students. One potential solution is Universal Design for Learning (UDL). Through instructional and assessment strategies that address the &quot;why&quot;, how&quot;, and &quot;what&quot; of learning, the UDL approach ensures that all students can learn. The research regarding the concept of using UDL in the college classroom is minimal, but shows promise in meeting the needs of all students and the federal laws focusing on UDL. This article provides faculty with background information on UDL as well as ways to incorporate these strategies into their current courses.
Assertiveness and Academic Achievement Motivation of Adolescent Students in Selected Secondary Schools of Harari Peoples Regional State, Ethiopia
Author: Sitota, Galata
Date: 2018-10-00
Type: Journal Articles
Subjects: Secondary School Students,Academic Achievement,Assertiveness,Student Motivation,Correlation,Student Attitudes,Ethnic Groups,Gender Differences,Parent Background,Educational Attainment,Sociocultural Patterns,Foreign Countries

The present study aimed to examine the relationship between assertiveness and academic achievement motivation of adolescent students in selected secondary schools of Harari Peoples Regional State among a sample of 332 (145 males and 187 females). Data were collected through the twenty-four-item of academic achievement motivation (AAM) inventory with four-point rating scale that was adapted from previous versions and scales for assessing Assertive Behaviour a thirty-item instrument with six-point rating scale ranging from (+3, very characteristic of me to -3, very uncharacteristic of me) that was adapted from previous research. Data were analyzed employing a blend of both descriptive and inferential statistical methods that were successively conducted to examine the level of assertive behavior employing one-sample mean test and combined effects of independent variables on dependent variable (academic achievement motivation) were made employing regression analysis. Findings indicated that: Harari peoples regional state adolescent students participated in present study were scored low on the assertiveness; male adolescents were found to be better in their levels of assertiveness than their female adolescent counterparts. With pertaining to the relationship between assertiveness and academic achievement motivation was concerned, there was a statistically significant positive relationship between them. Additionally, it was found that there was a statistically significant positive relationship between parental educational status and assertiveness. Unlike assertiveness and parental educational status, sex appeared to be a less important factor in explaining adolescents' academic achievement motivation. Attempts were made to explain findings within the existing ecological and socio-cultural practices of the study area. Recommendations were also suggested as to how to properly address the gaps noted in this research.
Application of Character Development with Students on the Autism Spectrum
Author: Nelson, Mark D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Values Education,Teaching Methods,School Counselors,Program Implementation,Program Descriptions,Ethics,Prosocial Behavior

School counselors implement school counseling programs that serve to promote student success for all students. Character development can be an important element within school counseling programs. This article will provide a comprehensive overview of the establishment of character development in schools and within comprehensive school counseling programs. Further, a basic primer regarding students with autism spectrum disorder is presented for school counselors. In addition, a discussion provides examples of how a character development program can be applied in working with students on the autism spectrum through the use of social stories.
Positioning the T and E in STEM: A STL Analytical Content Review of Engineering and Technology Education Research
Author: Asunda, Paul A.
Date: 2014-00-00
Type: Journal Articles
Subjects: STEM Education,Technology Education,Engineering Education,Professional Personnel,Researchers,Design,Educational Research,Educational Researchers,Scientific Literacy,Scientific Principles,Science Instruction,Educational Practices,Elementary Secondary Education,Science Teachers

Despite the presence of the &quot;Standards for Technological Literacy&quot; (STL) in engineering and technology curricula and in scholarly research (e.g., Strimel &amp; Grubbs, 2016; Kennedy, Quinn, &amp; Lyons, 2018; Bers, Seddighin, &amp; Sullivan, 2013; Harrison, 2011), it is now the &quot;Framework for K-12 Science Education&quot; (National Research Council, 2012) and the &quot;Next Generation Science Standards&quot; (NGSS Lead States, 2013) that are recognized and critiqued by organizations such as the American Society for Engineering Education. This study utilized an analytical content review of scholarly literature published during a recent 6-year period (2011-2016) to identify how engineering and technology researchers, including STEM professionals, position the T and E in the context of the STL in engineering and technology and STEM instruction. Findings revealed that the domains of Design, The Nature of Technology, and The Designed World of the STL provide a rich platform from which researchers and educators can employ evidence-based strategies to promote successful STEM learning.
Universal Design for Transition: A Conceptual Framework for Blending Academics and Transition Instruction
Author: LaRon A. Scott
Date: 2018-12-00
Type: Journal Articles
Subjects: Access to Education,Guidelines,Special Education,Disabilities,Student Needs,Intellectual Disability,Developmental Disabilities,Educational Principles,Alternative Assessment,Self Determination,Transitional Programs,Academic Education,Educational Objectives,Elementary Secondary Education,Educational Legislation,Federal Legislation

This theoretical paper comprised the development of a conceptual framework for blending academic and transition content to help members of the special education field meet both the academic and transition needs of students with disabilities, including students with intellectual and developmental disabilities (IDD). The current conceptual framework was used to explain how the components from Universal Design for Learning (UDL) and transition are blended to create the Universal Design for Transition (UDT) framework, which is a guide for implementing and promoting barrier-free transitions. In the current study, the final conceptual framework included multiple components that use the following UDL academic principles: (a) multiple means of representation, (b) multiple means of expression, and (c) multiple means of engagement. The UDL concept of barrier-free learning was combined with the transition-based principles of: (a) multiple life domains, (b) multiple means of assessment, (c) self determination, and (d) multiple resources and perspectives, to form the UDT conceptual framework. Implications and planning for future research regarding the UDT framework are discussed.
Perceptions Matter: The Correlation between Teacher Motivation and Principal Leadership Styles
Author: Shepherd-Jones, Anna R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,Leadership Styles,Professional Autonomy,Self Determination,Principals,Teacher Administrator Relationship,Teacher Motivation,Administrator Attitudes,Instructional Leadership,Social Isolation,Educational Psychology,Teacher Competencies

The need for school principals to implement teacher-supportive leadership practices is paramount to students' learning. The present study synthesized the disparate fields of educational leadership and educational psychology in an effort to investigate the effects of principal leadership styles on teacher motivation. Specifically, the effects of the principal leadership styles of authoritarian, democratic, or laissez-faire practices on teachers' motivation were investigated from the theoretical framework of Self-Determination Theory (SDT). Results from a survey indicated that principals' leadership styles were significantly related to the combined dependent variables of teacher autonomy, relatedness, competence, and social isolation. Specifically, the results of post hoc tests indicated that teachers reported higher levels of autonomy, relatedness, and competence under a principal who was perceived to demonstrate a democratic leadership style. Moreover, administrators who were interviewed shared ways in which they supported teachers' autonomy, relatedness, and competence in addition to other motivational strategies.
Curriculum Development Competencies of Form Teacher Candidates
Author: Eris, Hasan
Date: 2019-01-00
Type: Journal Articles
Subjects: Foreign Countries,Curriculum Development,Competence,Preservice Teachers,Preservice Teacher Education,Gender Differences,Knowledge Level,Educational Strategies

It can be stated that education plays a critical role at shaping the future of the nation. Designed curriculum and teachers as a developers and practitioners of the curriculum are accepted as a major drivers to increase the quality of the education. From this perspective, classroom teachers should have necessary competencies to develop curriculum. The current study aims to examine 222 participants in context of curriculum development competencies in the third and fourth forms who are studying in form teacher program at Cyprus International University (CIU), Near East University (NEU), European University of Lefke (EUL) and lastly Eastern Mediterranean University (EMU). The current study employed the scale which proposed by Duman (2006) to investigate curriculum development skills of the participants. The data which collected from participants was analyzed through SPSS. Moreover, it could be expressed that curriculum development competencies of the participants was tested by appointing arithmetic mean analysis and Independent Samples T test and One Way Anova Analysis were employed to investigate statistical differences among participants in context of curriculum development competencies with the light of (p&lt;0,05). Study revealed that gender, class and university in which participants are studying were found statistically significant in context of curriculum development competencies. Moreover study recommended to revise the related courses which would increase the competencies of participants thus would be helpful to overcome their incompetencies particularly on preparing the course plans with the light of multi-course theory, capability to use different methods and techniques to increase the capacities of the students at the highest level, diversifying the teaching-learning process by considering individual differences of the students, capability of organizing learning sphere by considering different preliminary experiences. Study also advised to increase sample size and conduct TUKEY analysis for obtaining more accurate results.
Using Learning Express-Ways in Special Education Teacher Preparation: Developing Student-Faculty Relationships as a Path to Partnership
Author: Smith, Heather H.
Date: 2018-12-00
Type: Journal Articles
Subjects: Special Education Teachers,Special Education,Preservice Teachers,Teacher Student Relationship,Partnerships in Education,Apprenticeships,Classroom Communication,Feedback (Response),Reflection,Learner Engagement,Adolescents,Teaching Methods,Program Implementation,Instructional Effectiveness

This paper explores the effects of implementing Learning Express-Ways as an instructional communication tool between students and faculty in courses that are part of a special education teacher preparation program and apprenticeship. Findings suggest that using Learning Express-Ways contributed to the development of learning relationships with faculty and this instructional communication tool may be helpful in creating a partnership-focused approach in special education teacher preparation program.
Teaching Methods in International Law
Author: Cattafi, Carmelo
Date: 2018-12-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,International Law,Educational Innovation,Teacher Effectiveness,College Faculty,Creativity,Teacher Workshops,Interdisciplinary Approach

This research presents the effect of innovation in the educational methodology applied to the teaching of topics in different areas, especially in public international law, trying to demonstrate how learning can be stimulated through artistic awareness. When comparing the different generations of students, we wonder if it is possible for teachers to follow the step of digital natives. In order to fill this generation gap, Tecnológico de Monterrey proposed to support projects of experimentation in educational innovation in various topics related to improving the teaching-learning process. Based on this premise, a group of teachers generate a model of educational innovation training, to facilitate learning for students through the development of creativity in how, when and where to generate learning, integrating challenging and interactive experiences through activities within the teaching practice. The use of traditional methods has led to the overwhelm of teachers, fatigue and pressure, therefore, the contribution of this project is aimed at the teacher to internalize his innovative and creative work, and see himself as a leader transformative in its teaching practice, establishing new teaching-learning spaces. Implementing learning activities through the imagination and measuring the impact on the student of the use of creative activities allows us to improve what we currently do. For this, an interdisciplinary workshop was created (thought and word, mind and body, music, visual arts) where the teacher, through practical and experiential activities, stimulates his imagination, recognizes his talents in creative and innovative thinking and develops resources which then leads to their teaching practice, by designing challenging learning experiences that inspire the student to creatively solve tasks and projects. In order to carry out the objective, we gathered eight professors from different areas (law, international relations, political science, languages, architecture, art, cultural diffusion) convinced that creativity improves the teacher's performance who rethinks its activities to allow learn more dynamically. It was sought to improve the performance of students who appreciated the approach to the subjects through didactic methods that the teacher had modified according to the passions observed outside the classroom.
An Evaluation of the Relationship between Instructor Appearance and College Student Evaluations of Teaching
Author: Gonyea, Nathan E.
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Evaluation of Teacher Performance,College Faculty,Physical Characteristics,Teacher Characteristics,Student Attitudes,Undergraduate Students,Graduate Students

Despite the media attention given to research purporting to show a relationship between faculty member appearance and college student evaluations of teaching (SETs), there are significant methodological issues with much of the research on this topic. Specifically, most of this research has used data from the RateMyProfessors.com website, which is of questionable quality. This research also measures college students' perceptions of faculty members' appearance and SETs at the same point in time, which makes it difficult to make conclusions concerning the direction of the relationship between the two variables. The present study sought to address these methodological issues by measuring college student perceptions of faculty members' appearance and SETs at various points over the course of one semester, using a sample of 408 college students enrolled in 12 courses at a comprehensive regional institution in the Northeastern United States. Specifically, the study investigated whether students' pre-course perceptions of a faculty member's appearance and end-of-course perceptions of a faculty member's appearance were correlated with end-of-course SETs. Results indicated that college students' pre-course perceptions of appearance were not related to SETs; however, end-of-course perceptions were positively correlated with SET ratings. A subsequent regression analysis found that end-ofcourse student perceptions of a faculty member's appearance were significantly predicted by students' overall perception of the course at midterm and the perception of the course's workload when controlling for students' initial perception of the faculty member's appearance and other factors, suggesting that end-of-course perceptions of appearance are impacted by students' experience in the course.
Digital Teaching: In Search of an Effective Paperless Platform for Classroom Activities
Date: 2018-12-00
Type: Journal Articles
Subjects: Computer Uses in Education,Class Activities,Undergraduate Students,College Instruction,Sustainable Development,Foreign Countries,Business Administration Education,Student Attitudes,Computer Software

Sydney J. Harris advises us, &quot;The whole purpose of education is to turn mirrors into windows.&quot; Never like today, are we in the need to help teachers and professors to guide their students to open windows and get involved with the geopolitical and economic needs of the world. This paper tests the hypothesis that Microsoft OneNote Class Notebook (MONCN), used in undergraduate Finance courses as a tool for digital teaching, can both promote sustainable development and make the students become leaders, using this innovative tool of learning as part of their own activities and lives in the future. The test of the hypothesis also demonstrates that students manage to make the classroom time more effective and efficient for learning when using MONCN as a paperless technological platform. Thus, without impacting the effectiveness and quality of education, MONCN surges as a tool for inspiring the students to become committed citizens that can change the world and collaborate in the fight of climate change.