ethanporcaro/eric-fulltext-meta huggingface dataset:
FBL: Feedback Based Learning in Higher Education
Author: Ghilay, Yaron
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Feedback (Response),Higher Education,Teaching Methods,Progress Monitoring,Questionnaires,Technology Uses in Education,Student Attitudes,Models,Student Improvement,Student Evaluation,Feasibility Studies,Reliability,Learning Problems,Statistical Analysis,Learning Processes,Student Motivation

The study introduces a new model for higher education called FBL: Feedback Based Learning. It is intended to inform the lecturers regarding the progress of students through online questionnaires covering the whole course curriculum. Using technology, lecturers can make a diagnosis at the end of each main topic to find out if there are difficulties and who needs help. The results are received and displayed in real time, allowing for immediate intervention to perform. Students' attitudes toward FBL have been examined in three courses based on the new model by asking learners to respond to a questionnaire at the end of each course (n=62). The study reveals that the use of the model significantly improved student learning because it allowed to accurately focus on their difficulties. It was found out that FBL is suitable for a variety of types of content subject courses but it may be particularly appropriate for courses based on a hierarchical structure. In such courses, each subject depends on previous issues and when students accumulate gaps, it may prevent them from understanding the following themes. FBL provides a practical and feasible solution for such cases.
Path Analysis on the Factors Influencing Learning Outcome for Hospitality Interns--From the Flow Theory Perspective
Author: Wang, Shu-Tai
Date: 2015-00-00
Type: Journal Articles
Subjects: Path Analysis,Questionnaires,Foreign Countries,Hospitality Occupations,Internship Programs,Outcomes of Education,Psychological Patterns,Skill Development,Cooperation,Supervisors,Teacher Student Relationship,Administrator Attitudes,Qualitative Research,Interviews,Profiles,Factor Analysis,Structural Equation Models,Student Attitudes,College Students

Learning outcome is an important indicator for educators in evaluating curriculum design. The focus of this study has been to examine the factors within internship programs, recognizing the complex nature of knowledge application in a practical industry environment. Flow theory was adopted to explain the psychological state of hospitality students during internship and relate it to their learning outcome. A total of 152 responses were collected via self-administrated questionnaires from hospitality students at their initial and final stages of internship in Taiwan. Results from SEM analysis indicate that both skill and the challenge from work have significant influence on the interns' flow experience, wherein skill has a positive influence, while challenge does not. The flow theory was well confirmed at the final stage of the internship, which becomes the complete mediator for the skill and challenge to influence the learning outcome. Learning for the interns is not exclusively concerned with skill improvement, but includes a process to overcome the unfamiliarity of the challenge, which consequently leads to a direct positive effect on learning. Thus, proper challenge and improvement of skill are important counterparts, which influence the learning outcome simultaneously, where each of them cannot result in the proper learning outcome alone. The practical implication, which can be derived, is that proper cooperation between the educator and the intern supervisor should create an environment for optimum skill development, in which the challenge is balanced with the acquired new skills. Achieving such a balance via flow will facilitate a better learning outcome.
Problem Solving at the Middle School Level: A Comparison of Different Strategies
Author: Baraké, Farah
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Problem Solving,Middle School Students,Grade 7,Grade 8,Secondary School Mathematics,Word Problems (Mathematics),Critical Thinking,Mathematics Skills,Private Schools,Socioeconomic Status,Knowledge Level,Comprehension,Difficulty Level,Learning Strategies,Logical Thinking,Data Analysis,Error Patterns,Error Correction

This article sheds light and reflects on how students in grades seven and eight read and understand implicit data when solving a story problem. Problem solving experiences help in adding up to the child's mathematical knowledge and promote a higher level of critical thinking abilities. Seventh and eighth grade students were selected from two private schools. Both schools are of the same socio-economic status. All the students in seventh and eighth grades from these two schools participated in the study, regardless of their school grades or their English proficiency. The results show that very few students understand the implicit data given in the text and use it in the resolution of their problem, even when this data is crucial in solving the problem. The majority of the students try to solve the problem without searching for the implicit data or understanding it. They also have difficulties choosing a strategy and following it until they get an answer, and never seem to check if the answers they found are correct or even logical. Problem solving has been and still is the basis for learning mathematics. This research is a reflection of what our students think and do once they encounter a story problem. Thus, it sheds some light on the importance of developing teaching strategies that enhance students' understanding of implicit data and that encourage them to follow their chosen strategy and verify their answers at the end.
Identifying Core Mobile Learning Faculty Competencies Based Integrated Approach: A Delphi Study
Author: Elbarbary, Rafik Said
Date: 2015-00-00
Type: Journal Articles
Subjects: Delphi Technique,Teacher Competencies,Teacher Competency Testing,Electronic Learning,Ability Identification,College Faculty,Investigations,Lesson Plans,Curriculum Design,Evaluation,Technical Support,Teaching Skills,Teaching Methods,Learning Strategies,Knowledge Base for Teaching,Teacher Attitudes,Teacher Surveys,Foreign Countries

This study is based on the integrated approach as a concept framework to identify, categorize, and rank a key component of mobile learning core competencies for Egyptian faculty members in higher education. The field investigation framework used four rounds Delphi technique to determine the importance rate of each component of core competencies according to a consensus among the panelist experts. Out of 26 panelist participants, four core competencies findings emerged: (a) planning and designing, (b) assessment and evaluation, (c) technical support, and (d) teaching and learning. These competencies contained 90 specific key components distributed as 27 knowledge, 47 skills, and 16 attitudes.
Video-Stimulated Recall as a Facilitator of a Pre-Service Teacher's Reflection on Teaching and Post-Teaching Supervision Discussion--&quot;A Case Study from Finland&quot;
Author: Lutovac, Sonja
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Video Technology,Recall (Psychology),Reflective Teaching,Preservice Teacher Education,Case Studies,Mathematics Instruction,Teacher Supervision,Interviews

The use of video in learning to teach is not new. The vast body of research shows that both pre-service and in-service teachers benefit from analyzing video lessons conducted by experienced teachers, their peers, or themselves. In this narrative case study, we analyze one post-teaching supervision discussion about a mathematics lesson. The study provides an insight into a unique setting where teaching practice took place, i.e. one teacher training school in Finland. We aim to demonstrate one pre-service teacher's learning process in the post-teaching discussion supported by the recursive use of video-stimulated recall (VSR). VSR was used first, as a tool for encouraging reflection on the lesson during the supervision discussion, after which the pre-service teacher was interviewed while watching a video of the supervision discussion. We argue that the recursive reflection on different kinds of videos may help pre-service teachers better learn from their own teaching experiences and from the advice of the experienced supervising teacher. In addition, arguably, the recursive use of VSR may be a fruitful method for educational researchers studying teacher education.
A Study of the Effects of Business Training on the Attitude towards Major Selection of Secondary Level Male Students in Iran
Author: Samiee, Fateme
Date: 2015-00-00
Type: Journal Articles
Subjects: Secondary School Students,Majors (Students),Foreign Countries,Business Education,Males,Control Groups,Student Attitudes,Questionnaires,Experimental Groups,Scores,Employment Potential

The present study aimed to study the effect of business education on the attitudes of the secondary school male student towards major selection. The population of the study were all male secondary students in Isfahan in the year 2013/2015. The sample was a group of 44 students were placed in the experimental and 44 in the control group. In this study, the researcher-made questionnaire was used which involved 5 dimensions, i.e., personal interest, usefulness, job market, available facilities and encouragement by society. In this study, business skills were taught during eight 75-min sessions, depending on the students' tiredness, curriculum and general conditions of the schools. The results of the independent samples T-test showed that there is a significant difference between the student's attitudes towards major selection in each of the experimental and control groups (p&lt;0.05). Therefore, the experimental group got higher scores in each of the following dimensions: personal interest, usefulness, job market, available resources and encouragement by society. Thus, they can have a more realistic view of major selection and take into consideration more factors.
Relationship between Instructional Leadership of Headmaster and Work Discipline and Work Motivation and Academic Achievement in Primary School at Special Areas of Central Jakarta
Author: Supriadi, Eddi
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Leadership,Principals,Teacher Motivation,Work Ethic,Academic Achievement,Primary Education,Elementary School Students,Data Collection,Surveys,Likert Scales,Data Analysis,Correlation,Regression (Statistics),Structural Equation Models,Elementary School Teachers,Questionnaires,Statistical Analysis,Multivariate Analysis

The study aimed to investigate the relationship between the instructional leadership of the headmaster and the work discipline of teachers and the work motivation and the academic achievement of primary school students from Special Province of Central Jakarta. The research method will be done with quantitative research methods. The study uses data collection instruments of survey with the Likert scale, data research were analyzed using descriptive and inferential statistics. The results showed that there was a significant association between the instructional leadership of headmasters, the work discipline of teachers with the work motivation and the academic achievement. The study shows that to improve academic achievement and work motivation with the improved instructional leadership of the headmaster and the work discipline at Primary School Special Province of central Jakarta, it can be concluded that the key factors that contribute to the academic achievement and the work motivation are leadership of the instructional headmaster and the work discipline of teachers.
ESL Pedagogy and Certification: Teacher Perceptions and Efficacy
Author: Tran, Yune
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Preservice Teachers,Teacher Certification,Second Language Instruction,Educational Quality,Classroom Techniques,Teacher Education Programs,Mixed Methods Research,Teaching Methods,Language Proficiency,Standards,Course Content,Teacher Attitudes,Questionnaires,Interviews,Observation

Increasing numbers of English Language Learners (ELLs) in U.S. classrooms have prioritized to building quality teacher education programs so that all teachers have the tools necessary to support their students. National, state, and local mandates have also enacted certain requirements to ensure that ELLs are receiving quality instruction with new language proficiency and content standards. Pressure has pervaded into teacher education programs working to immerse teacher candidates with good pedagogical practices for working with ELLs. This mixed method study on 144 PK-12 teachers with five or less years of experience highlighted the importance of teachers' perceptions and efficacy beliefs in working with ELLs. Findings revealed a statistical significance in efficacy beliefs for teachers with an ESL certification as opposed to teachers without the credentials. Five in-depth cases augmented the finding to support how individual classroom practices exemplified specific ESL pedagogy learned from pre-service contexts to promote more efficacious behaviors.
Exploring College Students' Cultural View from a Knowledge Creation Perspective
Author: Hung, Guo-Tsai
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Reflection,Essays,Content Analysis,Cultural Maintenance,Social Change,Cultural Awareness,Innovation,Middle Class,Group Discussion

The purpose of this study is to investigate college students' cultural views. To this end, an exploratory study was implemented, and data mainly came from students' essay writing (via individual reflective activities) and focused group discussion (via collective reflective activities). The participants were 176 college students taking a culture-related course. Content analysis was employed to analyze data, and a coding scheme highlighting three general cultural views (i.e. transmission, exchange, and innovation) was developed. Findings indicate that college students typically hold a more conservative, transmission-oriented view that sees culture mainly as a legacy left by previous generations. They did not also see culture as something that should be further improved or innovated (an innovation-oriented view). In addition, students' discussion also showed that they had a superficial understanding of why culture is important for the overall progress of a society. Some implications for curricular and instructional designs for promoting cultural awareness and multiculturism were discussed.
Curriculum Issues: Teaching and Learning for Sustainable Development in Developing Countries--Zimbabwe Case Study
Author: Dambudzo, Ignatius Isaac
Date: 2015-00-00
Type: Journal Articles
Subjects: Case Studies,Questionnaires,Interviews,Observation,Integrated Curriculum,Sustainable Development,Secondary School Students,Foreign Countries,Problem Solving,Student Projects,Developing Nations,Unemployment,Entrepreneurship,Teaching Methods,Learning Processes

The study sought to investigate curriculum issues, teaching and learning for sustainable development in secondary schools in Zimbabwe. Education for sustainable development (ESD) aims at changing the approach to education by integrating principles, values, practices and needs in all forms of learning. Literature has documented the importance of problem solving, ecologically relevant education, project based and interactive education as the basis for sustainable development. Emphasis has also been placed upon the pedagogical and curriculum issues in support of sustainable teaching and learning in developing countries. The methodology employed included literature search, documentary analysis, questionnaires, interviews and observation. The study was based on two urban and two rural secondary schools. The results revealed that some schools followed a seriously integrated curriculum where academic work was integrated with industry based education or learning, while others followed a purely academic curriculum. Results showed that pursuing an academic curriculum led to relevant careers though unemployment was high due to the lack of skills. The high rate of employment of those pursuing integrated curriculum appeared to be a motivator. The study concluded that an integrated curriculum and education was more beneficial for sustainable development and entrepreneurship. Further research is required on the curriculum and strategies for education/industry integration for sustainable development and challenges schools face in trying to implement ESD.
Developing Tools for Community-Based Environmental Education for Migrant Children and Youth in Ghana
Author: Lawson, Elaine T.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,Community Programs,Environmental Education,Community Education,Conservation (Environment),Teaching Methods,Children,Adolescents,Migrant Education,Social Problems,Problem Solving,Natural Resources,Wildlife,Pollution,Intervention,Information Dissemination,Statistical Analysis

This case study presents a detailed description of how community-based environmental education can be used to increase environment awareness and knowledge among migrant children and youth. Data was collected primarily from interviews and learning activities with 454 participants aged 11 to 19 years. The results show that children and youth are aware of environmental problems in their local communities. Environmental problems identified include open defecation, pollution, poor waste management and the use of unsustainable fishing methods. They are also capable of recommending solutions to some of these problems. Solutions recommended include planting more trees, providing waste bins in schools and public places, arresting and prosecuting people who practise open defecation, and public education on the need to stop practices that degrade the environment. The most popular tools recommended for educating children and youth on proper environmental practices and behaviour were dramas and plays. Children and youth thus prefer methods of teaching and communication that are audio-visual, encourage interaction and that keep participants actively involved in the process.
Self-Efficacy Levels and Gender Differentials among Teacher Trainees in Colleges of Education in Botswana
Author: Moalosi, Waitshega Tefo Smitta
Date: 2015-00-00
Type: Journal Articles
Subjects: Gender Differences,Self Efficacy,Measures (Individuals),Scores,Statistical Analysis,Foreign Countries,Classroom Techniques,Age Differences,College Seniors,Preservice Teachers,Learner Engagement,Teaching Methods,Secondary School Students,Teacher Education,Teacher Attitudes,Questionnaires,Educational Strategies

Teachers with a high sense of efficacy have been found to be more passionate about teaching, ready to accept new ideas and make attempts to use new teaching methods to help students learn. Such teachers have positive teaching behaviors such as patience, commitment, enthusiasm, which in turn lead to positive student outcomes. However, research on teacher efficacy and classroom management is lacking in Botswana. The main aim of this study is to determine the extent of self-efficacy beliefs among final year students in all the teacher training colleges in Botswana, and to determine as to whether there are differences associated with gender, age and college. A total of 598 pre-service teacher trainees completed the quantitative survey. Self-efficacy was measured using the Long Form version of the Teachers' Sense of Efficacy Scale which comprises of 24 items divided 3-subscales of 8 items each. The self-efficacy score for each student on each subscale was measured using the average score on the 8-items that make up the scale. Analysis of variance was used to investigate if self-efficacy depended on gender, age and college. The findings revealed that the level of self-efficacy was moderated among the trainees, averaging around 3.8 on a scale of 1 to 5. Self-efficacy increased with age for each subscale. Females outperformed males with respect to student engagement, but there were no significant gender differences with respect to instructional strategies and classroom management. There were significant differences between the five colleges with respect to each sub-scale, with one particular college having the lowest mean on all subscales, and another having the highest mean on all subscales. Interestingly the colleges that train primary had higher mean scores than those that train and secondary school teachers. However, further investigations revealed some partial confounding between age and school. The findings suggest that more efforts should be put into empowering pre-service teachers to develop self-confidence in classroom management, instructional strategies and student engagement.
Metaphors of Literacy: Dialogues in Inclusive Settings
Author: Causarano, Antonio
Date: 2015-00-00
Type: Journal Articles
Subjects: Figurative Language,Language Usage,Inclusion,Dialogs (Language),Language Arts,Social Studies,Middle School Teachers,Literacy Education,Journal Writing,Content Analysis,Discourse Analysis,Academic Achievement,Qualitative Research,Educational Planning,Elementary Secondary Education,Communities of Practice

This article discusses the importance of metaphors in education and in inclusive settings in particular. Metaphors are seen as the fabric of collaboration through dialogue across the curriculum. The article analyzes the dialogues among the Language Arts, Social Studies, and inclusion teacher in a large middle school in the Southwest of the United States in an effort to coordinate literacy planning and instruction in these content areas. From the analysis of the dialogues in the author's journal, metaphors emerge as a central component to make meaning in literacy instruction. Three main metaphors of literacy were recursive in the dialogues: (a) literacy as a multiple path for learning (b) literacy as a bridge for academic success and (c) literacy as a window to read the social and personal world of students in inclusive settings. The author of the article advocates for a qualitative research approach where metaphors are the core of methodology in the analysis of language data in teachers' discourses to refine our understanding on how language plays a crucial role in the planning and implementation of literacy instruction in K-12 schools.