ethanporcaro/eric-fulltext-meta huggingface dataset:
A Matrix of Feedback for Learning
Author: Brooks, Cam
Date: 2019-04-00
Type: Journal Articles
Subjects: Feedback (Response),Models,Guidelines,Elementary School Students,Educational Improvement,Standards,Formative Evaluation,Metacognition,Cultural Pluralism,Institutional Characteristics,Foreign Countries,Writing Instruction,Audio Equipment,English Instruction,Teaching Methods

The present study used an established model of feedback (Hattie &amp; Timperley, 2007) as a framework to explore which types and levels of feedback are most common in the upper primary classroom. Results demonstrate that feedback was predominantly directed toward the task level and that feed forward, information about the next steps for learning, was the least occurring feedback type in the classroom. Based upon research and findings, the authors propose a conceptual matrix of feedback that bridges research to practice with the aim of feedback being a driver to promote improvement.
&quot;Learning the Ropes&quot;: Pre-Service Arts Teachers Navigating the Extracurricular Terrain
Author: Gray, Christina C.
Date: 2019-04-00
Type: Journal Articles
Subjects: Preservice Teachers,Extracurricular Activities,Professional Development,Preservice Teacher Education,Art Teachers,Secondary School Teachers,Student Attitudes,Educational Benefits,Music Activities,Teaching Methods,Drama,Practicums,Art Education,Stress Variables,Foreign Countries,Sense of Community,Skill Development,Self Efficacy

Arts teachers undertake a multitude of extracurricular activities. Yet, while these activities consume considerable time and require specific expertise, little attention is afforded to developing these skills and expertise during pre-service training. This article presents findings from a study into the value of a pre-service teacher production as a form of professional development, from both the technical and personal development perspectives. Thirty pre-service secondary Arts teachers participated in the production. Through focus-group interviews, participants indicated the benefits of building technical understanding as well as personal benefits of engaging in an ensemble experience. All spoke of the potential transferability of what they learned to their future teaching practice. Given that Arts teachers are expected to facilitate extracurricular activities as part of their professional work, this article advocates the importance of examining ways in which rich experiences such as the production examined here should be formally embedded into pre-service teacher training courses.
How English-Language Arts Teachers Perceive and Use New Media in Schools Today
Author: Ajayi, Lasisi
Date: 2013-00-00
Type: Journal Articles
Subjects: English Teachers,Language Arts,School Districts,Junior High School Teachers,High School Teachers,Teacher Attitudes,Technology Integration,Teaching Methods,Information Technology,Multiple Literacies,English Instruction,Media Specialists,Technical Support

The research objective of this study is to examine junior/high school ELA teachers' perceptions of and integration of new media into instruction. Sixty-two junior/high school ELA teachers in a southern California county responded to a five-point Likert-type attitudinal scale and provided written responses to open-ended questions about their perceptions regarding integration of new media into instruction. Findings from the study indicate that the participants perceive that they have access to limited basic technologies and that their schools do not provide much support to integrate new media into instruction. Furthermore, while the ELA teachers perceive new media as crucially important to students' learning and social lives outside the school, they minimally integrate new media into instruction for several reasons. The findings suggest that building infrastructure in new media to enhance ELA teachers' instructional practices requires coordinated and concerted efforts from school districts, and state/federal government.
Open Practices in Public Higher Education in Portugal: Faculty Perspectives
Author: Cardoso, Paula
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Open Educational Resources,Access to Information,Higher Education,Public Education,College Faculty,Teacher Attitudes,Barriers

In recent years, the Open Educational Resources (OER) and Open Access (OA) movements have been essential in creating opportunities in all scholarly activities, within the context of higher education. The main purpose of this research was to understand how perceptions and practices of faculty towards OER are related to their perceptions and practices towards OA. It is an exploratory and descriptive study, with a mixed methods approach, undertaken in Portugal. Results indicate that, although faculty already show some degree of knowledge and use of OER and OA in their teaching and research practices, there is still a general lack of knowledge in both fields. However, the convergence of perceptions regarding both fields provide evidence on the possibility of a common approach to both fields in faculty's educational practices, with the purpose of opening up their educational and scientific resources, thus reinforcing the principles of transparency, collaboration and openness to knowledge.
&quot;I Find the Whole Enterprise Daunting&quot;: Staff Understanding of Open Education Initiatives within a UK University
Author: Harold, Sinead
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Open Education,Access to Information,Barriers,Publishing Industry,College Faculty,Researchers,Administrators,Doctoral Students,Paraprofessional Personnel,Open Educational Resources,Participation,Employee Attitudes

&quot;Open&quot; initiatives, which focus on increasing access to education, resources, and research, are often practised by individuals rather than universities. However, universities must now produce openly accessible research to comply with research funding and assessment requirements. To encourage staff participation, universities need to understand what participation barriers their staff face. 67 University of the West of England staff were surveyed about how they understood and participated in open initiatives. Four staff gave qualitative interviews about their experiences. This data was analysed to find correlates for participation and to identify participation barriers. Participants valued open initiatives and supported their underlying goal of increased public access. Staff faced many entry barriers, especially around resource maintenance, copyright, and permissions. Universities could reduce these issues by emphasising how open initiatives allow staff to save time and to avoid reduplicating resources, and by creating unified &quot;open policies&quot; that make staff permissions and restrictions clearer.
Are Design Elements in Blended Learning Courses Factors of Student Completion Rate?
Author: Newbury, Robert
Date: 2013-00-00
Type: Journal Articles
Subjects: Blended Learning,Educational Technology,Technology Uses in Education,Independent Study,Interpersonal Communication,Cooperation,Student Evaluation,College Students,Instructional Design,Teaching Methods,Academic Persistence,Learning Activities,Reference Materials

Over the past decade, 80 to 90 percent of courses at universities and colleges in the United States were delivered as &quot;blended learning&quot; courses. However, systematical research has rarely been done to identify the measureable impact and effectiveness of the design of blended learning on learning related outcomes. In this article, the authors first identified five design elements: (a) Online Activity as an Extension of In-class Activity, (b) Self-directed Learning Activity, (c) Collaboration and Communication, (d) Assessment, and (e) Reference Materials; and then explored whether any of these design elements are factors of student successful completion rates. A total of 2,624 blended learning courses offered in fall 2012 at a western state university were reviewed, out of which 1,143 courses met the criteria of the study and were used for data analysis. One of the five design elements was found significant on student successful course completion rates.
Distance Education in Teacher Preparation Programs: A National Study
Author: Frazier, Laura Corbin
Date: 2013-00-00
Type: Journal Articles
Subjects: Distance Education,Teacher Education Programs,Educational Technology,Technology Uses in Education,Online Courses,Blended Learning,College Faculty,Teacher Role,Participative Decision Making,College School Cooperation,Teacher Student Relationship,College Students

The growing demand for distance education at both the K-12 school and university level, has prompted a number of teacher education programs to integrate distance-based technology into their preparation programs. This study examines data from 102 teacher education programs to analyze the current status of distance education in teacher preparation across the United States. Findings show limited use of distance education, with Web 1.0 technologies more commonly used than Web 2.0. Use of distance education was primarily within the contexts of course settings and more frequently in hybrid formats than in online formats. The role of the individual faculty member in the decision-making process was also found to be prominent. Further noted was that many institutions did not have a plan for the integration or the assessment of distance education in their programs.
The Next Chapter in the STEM Education Narrative: Using Robotics to Support Programming and Coding
Author: Blackley, Susan
Date: 2019-04-00
Type: Journal Articles
Subjects: STEM Education,Robotics,Teaching Methods,Programming,Coding,Learning Activities,Foreign Countries,National Curriculum,Elementary Secondary Education,Educational Technology,Technology Uses in Education

In this paper, we use our qualitative research notes and observations to portray a model for integrated STEM education and summarise primary school students' typical and recurring ways in which they engaged with each new robot. The purpose of this paper is two-fold: first, to unpack key elements of the Australian Curriculum: Technologies in order to support teachers and pre- service teachers to implement these components, and second, to describe ways in which teachers can teach authentic integrated STEM education that also provides opportunities for students to develop and demonstrate 21st century competencies. Based on data collected from projects undertaken in a number of school sites over 18 months, we have developed and share a model for the gradual structured release of teacher control over student activity in STEM activities, and describe how this concept can be a basis for in-situ teacher professional learning. The affordances of robotics and visual programming as a context for integrated STEM education are discussed, and identified as promoting &quot;head-heart-hands&quot; learning.
Understanding Teacher Evaluation in Finland: A Professional Development Framework
Author: Tarhan, Hakan
Date: 2019-04-00
Type: Journal Articles
Subjects: Teacher Evaluation,Teacher Effectiveness,Foreign Countries,Faculty Development,Value Added Models,Accountability,Teacher Empowerment,Standardized Tests,Academic Achievement

This study explores the characteristics of the teacher evaluation model in Finland. Highlighting the unique qualities of the Finnish case, we also compare these teacher evaluation practices with the increasingly applied value-added model (VAM) for teacher evaluation across the globe. Our analysis revealed that the Finnish Model prioritises teacher empowerment and professional development by carrying out bottom-up evaluation practices. With a clear focus on teacher empowerment and professional development, this framework substantially differs from accountability measures such as VAM, which emphasize rigid data collection procedures and the use of standardized test scores to hold teachers accountable based on their students' academic performance. This study also revealed that professional development endeavours of teachers are highlighted as the key elements in Finnish teacher evaluation. Ongoing needs analyses for professional development also form the basis for assessing teachers in Finland.
Analysis of Professors&apos; Evaluation at La Salle University México from 2010 to 2016: What the Results Indicate?
Author: Flégl, Martin
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Teacher Evaluation,Evaluation Methods,Student Evaluation of Teacher Performance,Teacher Effectiveness,Rating Scales

La Salle University México (La Salle) uses an internal system of professors' evaluation, which main purpose is to evaluate professors' performance and secure high quality of teaching at all of its faculties. Since its inception in 2010, La Salle has obtained 517,635 individual evaluations of 45,346 courses. However, no additional analysis of the obtained results has ever been done. This article provides introductory analysis of the accumulated results at faculty level. The main objective is to analyze whether there are differences between faculties regarding the evaluation. Although the results are highly skewed towards the maximal evaluation at all faculties, there are statistically significant differences. The next important task is to investigate what factors influence the evaluation. Moreover, as this is the introductory analysis, the article concludes with possible future steps that should be consider regarding eventual structural changes in the evaluation system.
Decisive Factors of Talent Management Implementation in Czech Organisations
Author: Fajcíková, Adéla
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Talent Development,Program Implementation,Corporations,Human Resources,Personnel Management,Recruitment,Job Training,Professional Development,Personnel Evaluation,Compensation (Remuneration)

The effort of every organisation is to have talented staff, and in the case that these employees are available in the organisation is to ensure they are motivated to stay in the organisation. The aim of the paper is to evaluate the influence of decisive factors on the implementation of activities relating to talent management and the approach of Czech organisations to this new trend as well. Data was obtained through questionnaire surveys in selected Czech organisations in 2014/2015 (n = 389), 2015/2016 (n = 402) and in 2016/2017 (n = 207). The results showed that the chances to implement talent management were significantly higher for organisations operating in national or international markets, organisations with more than 50 employees and organisations with a separate HR department, where this chance was even 4.1 times higher. Surveyed organisations use talent management the most often in the areas of employees' recruitment, employees' training and development, and their evaluation and remuneration.
Language Needs Analysis of Students of Economics
Author: Capková, Halka
Date: 2017-00-00
Type: Journal Articles
Subjects: Economics Education,Needs Assessment,Instructional Materials,Undergraduate Students,Student Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Labor Market,Graduate Students,Employer Attitudes,Textbooks,Business English,Employment Potential,Intercultural Communication,English for Special Purposes

One of the main concerns of educational specialists is the relevance of their programmes to the graduates' success on today's highly competitive labour market. As a result of these concerns academics at the English Department of the University of Economics in Prague, Czech Republic decided to conduct a survey of undergraduates, graduates and their major employers as well as the academic staff at the university in order to determine the suitability of English language courses offered to students. The result of this research has been implemented in the adaptation of new teaching materials which aim to satisfy real world requirements. A needs analysis used in this study proved to be very valuable as it emphasises the practices of using multiple sources and multiple methods in the data gathering stage. Triangulation was employed to validate the findings. This type of analysis encouraged the creation of more suitable and appropriate teaching material. Such an analysis also facilitates the collection of information regarding the needs of students and the requirements of other stakeholders.
On the Way to Observe How Future Primary School Teachers Reason about Fractions
Author: Samková, Libuše
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Student Attitudes,Fractions,Mathematics Instruction,Foreign Countries,Elementary School Mathematics,Teaching Methods,Mathematical Concepts,Cartoons,Problem Solving,Thinking Skills

In our contribution we focus on the possibility to use an educational tool called Concept Cartoons in future primary school teachers' education, as an instrument for observing how future primary school teachers reason about fractions. In the introduction section we present Concept Cartoons, and also the primary school level of the fractions topic. In the first part of the research we analyse data obtained when future primary school teachers were solving a problem in the Concept Cartoon form. The task which we adapted to this form belongs to primary school mathematics, it focuses on the concept of a fraction per se (on the parts-and-whole decision and on comparison of two pre-partitioned models with diverse wholes). Using Concept Cartoons, we can observe which statements about the issue our respondents consider as correct, and which kinds of reasoning they use in their justifications. In the second part of the research we analyse problems that the respondents themselves posed in the Concept Cartoon form, with particular focus on tasks devoted to fractions.
Mentoring in the Professional Development of Primary and Secondary School Teachers
Author: Suchánková, Eliška
Date: 2017-00-00
Type: Journal Articles
Subjects: Mentors,Faculty Development,Elementary School Teachers,Secondary School Teachers,Foreign Countries,Coaching (Performance),Teacher Attitudes,Teacher Evaluation

The contribution presents the results of research focused on analysing methodical support for teacher education via mentoring, and familiarizes itself with the ascertained efficiency of the established mentoring programme in pilot schools in the Zlín region from the perspective of primary and secondary school teachers. The research shows that teachers' evaluation of their own professional coaching competencies plays an important role in the perception of the mentoring's efficiency. The higher the level of mastery of these competencies that the teachers attain in their own opinion, the better mentors they feel they are, the more they perceive mentoring as beneficial, and the more they use it in practice. At the same time, it is shown that the evaluation of own professional coaching competencies depends on the level of inner motivation to become involved in the mentoring course.
Conditions for Development of Rural Community Education in the Czech Republic
Author: Husák, Jakub
Date: 2017-00-00
Type: Journal Articles
Subjects: Rural Education,Community Education,Web Sites,Foreign Countries,Educational Development,Administrator Attitudes,Futures (of Society),Graphs,Rural Development

The paper is based on the concepts of the learning society and community-led local development, specifically focused on community education in rural areas of the Czech Republic. The research questions are connected with the identification of objective and subjective conditions for the development of community education and with the development of activities of Rural Community Schools, both from the supply and demand perspectives. The aim is fulfilled through a secondary analysis of Rural Community Schools' websites and mainly through primary research carried out by interviewing techniques with a high level of standardisation, conducted with the main actors (Community Coordinators) of Rural Community Schools. The results of the study show the higher importance of subjective conditions for the successful development of community education in the Czech Republic. The paper also identifies the demand for educational activities provided by Rural Community Schools as a positive factor in their development. On the other hand, weaknesses could mainly be seen in cooperation with local partners. This is also the main possibility or necessity for their successful future development.
Teaching Methods in MBA and Lifelong Learning Programmes for Managers
Author: Jarošová, Eva
Date: 2017-00-00
Type: Journal Articles
Subjects: Lifelong Learning,Business Administration Education,Masters Programs,Teaching Methods,Learning Processes,Economics Education,Universities,Foreign Countries,Leadership Training,Program Content,Student Participation,Student Attitudes,College Students,Adult Students,Individual Development,Feedback (Response),Management Development,Educational Practices

Teaching methods in MBA and Lifelong Learning Programmes (LLP) for managers should be topically relevant in terms of content as well as the teaching methods used. In terms of the content, the integral part of MBA and Lifelong Learning Programmes for managers should be the development of participants' leadership competencies and their understanding of current leadership concepts. The teaching methods in educational programmes for managers as adult learners should correspond to the strategy of learnercentred teaching that focuses on the participants' learning process and their active involvement in class. The focus on the participants' learning process also raises questions about whether the programme's participants perceive the teaching methods used as useful and relevant for their development as leaders. The paper presents the results of the analysis of the responses to these questions in a sample of 54 Czech participants in the MBA programme and of lifelong learning programmes at the University of Economics, Prague. The data was acquired based on written or electronically submitted questionnaires. The data was analysed in relation to the usefulness of the teaching methods for understanding the concepts of leadership, leadership skills development as well as respondents' personal growth. The results show that the respondents most valued the methods that enabled them to get feedback, activated them throughout the programme and got them involved in discussions with others in class. Implications for managerial education practices are discussed.
Measuring the Efficiency of the Czech Public Higher Education Institutions: An Application of DEA
Author: Mikušová, Pavla
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Efficiency,Higher Education,Universities,College Administration,Input Output Analysis,Instructional Effectiveness,Educational Quality,Public Colleges,Costs

The Ministry of Education, Youth and Sports (MEYS) financially supports the Czech higher education institutions (HEIs). The largest amount of the MEYS's budget intended for HEIs subsidizes the public HEIs. Therefore, the aim of this paper is to measure the efficiency of the public higher education institutions. This will help us to determine which public HEIs can handle the sources (inputs) efficiently and how much the inefficient public HEIs should change their outputs to become efficient. We measure their teaching efficiency using data from 2015 and the DEA methodology. We run two analyses. The first analysis compares all the HEIs with each other. It shows that we have to consider the specialization of the HEIs. The second analysis divides the HEIs into three groups using coefficients of economic difficulties. This analysis shows that dividing the HEIs into groups helps us to eliminate the large differences in inputs and outputs. Therefore, we obtain better information about the efficiency of the HEIs.