ethanporcaro/eric-fulltext-meta huggingface dataset:
Pre-Service Science Teachers&apos; Discrimination Level of Science and Pseudoscience
Author: Uçar, Murat Berat
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Foreign Countries,Student Attitudes,Science Process Skills,Inquiry,Measures (Individuals),Scientific Methodology,Discriminant Analysis,Gender Differences,Beliefs

This quantitative study aimed to examine Turkish pre-service science teachers' beliefs regarding the demarcating between science and pseudoscience. Participants completed the Science and Pseudoscience Distinction Scale. Data collected from the 123 pre-service science teachers were examined based on the dimensions of the instrument, namely science as a process of inquiry (SCI), demarcating between science and pseudoscience, and pseudoscientific beliefs (PS). This study found that these pre-service science teachers generally did not hold strong beliefs on distinguishing science and pseudoscience. Their beliefs regarding SCI were not highly favorable. Moreover, this study revealed that they had some PS. Considering the role of gender and year in the program, the results of two-way MANOVA indicated that there was no statistically significant difference on the related belief constructs for these pre-service science teachers. Thus, the present study intended to shed light on pre-service science teachers' mindsets about identifying accurate scientific information rather than pseudoscientific confusions that could aid preparing scientifically literate students. It was shown that their teacher education program did not facilitate favorable beliefs. This study highlights some potential areas for further exploration of addressing pre-service science teachers' discrimination skills of science and pseudoscience.
Efficient Learning with Intelligent Tutoring across Cultures
Author: Aravind, Vasudeva Rao
Date: 2019-00-00
Type: Journal Articles
Subjects: Intelligent Tutoring Systems,Educational Technology,Science Education,Engineering Education,Physics,Student Attrition,Instructional Effectiveness,Scientific Concepts,Outcomes of Education,Foreign Countries,Instructional Design,College Freshmen,Algebra

Science and engineering departments face high student attrition due to perceived difficulty of courses in these disciplines. To subdue student attrition, students need to be guided by individual tutors to help them learn, practice and test their understanding of concepts. However, due to the exorbitant cost and time involved, this is not practical. In this article, we argue that computer-based tutors authored by teachers can serve as a useful tool to assist student learning in challenging scientific concepts. About 8,000 fine-grained interactions with our tutor by 72 students in two countries--USA and Philippines--were analysed in the framework of learning curve theory to estimate prior knowledge, learning rate and residual error rate to gauge tutor efficiency. Computer-based tutors accelerate learning and such tutors are viable, effective, and facile options to improve student learning.
How Does the Washback of Two Different Formats of Assessment Impact Chemistry Postgraduate Students
Author: Qureshi, Saadia Y.
Date: 2018-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Chemistry,Graduate Students,Foreign Countries,Student Attitudes,College Science,Science Instruction,Multiple Choice Tests,Pretests Posttests,Questionnaires,Scientific Concepts,Responses,Comparative Analysis,Context Effect,Learning

Washback has been defined as an effect of assessment on teaching and learning which may be negative or positive. This study investigated the washback effect of multiple choice question (MCQ) format of assessment on learning of concepts in physical sciences (chemistry) as compared to constructed response tests (CRTs). This study collected perceptions of students through open-ended questionnaires about these two different formats of assessment in the subject of chemistry at the postgraduate level. Perceptions were validated through diagnostic analysis of midterm assessment consisting of CRT and MCQ format revealing their comparative washback. Post-test data were used to compare the performance of students for two sets of comparable chapters. This study revealed that students chose MCQ format to avoid narration and organization of responses, ultimately avoiding creativity, which lead to the proposal of a washback model. This study refutes the perception that MCQ format results in higher marking, is quicker, and is a more objective way of assessment. MCQs produced an equal level of comprehension of concepts as that produced by CRTs as washback applying paired sample t-test. MCQs did elicit higher order thinking but should be used along with other formats to design a comprehensive assessment.
Backgrounds and Perceptions of Women Arts Administrators
Author: Rohwer, Debbie
Date: 2018-00-00
Type: Journal Articles
Subjects: Women Administrators,Gender Bias,College Presidents,Superintendents,Elementary Secondary Education,Higher Education,Parent Background,Educational Attainment,Stress Management,Persistence,Self Determination,Family Work Relationship,Fine Arts,Mentors

Education organizations have noted a gender disparity in administrative leadership. In colleges, the American Council on Education urged leaders to move the needle from having 30% to 50% of U.S. college presidents be women by 2030 (ACE, 2017). A gender inequity has also been documented in school district populations (PBS, 2016), with a majority of teachers being women, but less than a quarter serving as superintendents. Because of this historical inequity being in contrast with a call for gender equity, it is important to understand and nurture the characteristics, skills, perceptions, and practices of successful women administrators in both K-12 and collegiate settings. And yet, relatively few research studies have been completed that have described women leader characteristics and skills. Ramirez (2012) found that parent's education (i.e., both earning a 4-year degree) was associated with women becoming administrators. In terms of characteristics, Kersh (2014) found that women administrators tended to have effective short-term strategies to avoid stress, but ineffective long-term strategies, and Adusah-Karikari (2008) and Byington (2010) noted that perseverance, planning, prioritization, and determination were characteristics/skills that helped women leaders advance. Byington (2010) recommended that women administrators work at improving their life role balance by addressing such things as self-care, flexibility, and stress-guilt reflection. There is a need for additional research on women arts administrators in K-12 and college settings. Studies investigating women collegiate administrators have shown that parental background, perseverance, planning, having a supportive spouse that helps with career balance, and a supportive mentor are all aspects that may help women be successful administrators. While descriptive studies have investigated collegiate administrators, Earnhart (2015) is the only example that addresses K-12 arts administrators. While this study described Texas music administrators' perceptions of the competencies needed for successful music teacher attributes, it did not address the administrators' own backgrounds or leadership perceptions. The field of music education may benefit from the results of this study through an understanding of the variables that women arts leaders perceive as having a positive impact on leadership success. The purpose of the study was to describe the backgrounds and perceptions of women arts administrators in K-12 and higher education settings who were married and had children.
How Does the &quot;Flipped Classroom Model&quot; Impact on Student Motivation and Academic Achievement in a Chemistry Classroom?
Author: Sookoo-Singh, Nicole
Date: 2018-00-00
Type: Journal Articles
Subjects: Secondary School Students,Chemistry,Science Instruction,Student Motivation,Homework,Video Technology,Teaching Methods,Student Centered Learning,Academic Achievement,Student Attitudes,Educational Technology,Technology Uses in Education,Foreign Countries,Intervention,Program Effectiveness

This action research was completed as a module on an in-service teacher education program and addressed form four (year 10, students aged 14-15 years old) students' demotivation to study chemistry on the Caribbean island of Trinidad. My students often find chemistry challenging, and I suspect that teacher-centered methods probably contribute to their experience. The flipped classroom model was selected based on a review of the literature which identified it as a student-centered method with potential to impact both motivation and academic achievement. The research considered the flipped classroom's impact on students' motivation, academic performance, and perceptions of the intervention itself. The study was conducted over 4 weeks, and lessons were delivered asynchronously through the use of various Information Communication Technology resources such as email, websites, powerpoint presentations, and videos. Both qualitative and quantitative data were collected. Within the limitations of this study, academic achievement was not significantly impacted; student motivation was positively and significantly affected; and most students' perception of the intervention was favorable though some indicated a preference for in-class lectures. Findings suggest further research into the utility of a blended method of synchronous and asynchronous lectures.
A Pilot Study: A Descriptive Study of the Musical Backgrounds of Orchestral Concert Attendees with an Emphasis on Past Participation in School Music Ensembles
Author: Pearce, Kevin
Date: 2018-00-00
Type: Journal Articles
Subjects: Music Education,Music Activities,Audiences,Participation,Classical Music,Musicians,Music Appreciation,Age Groups,Adults

Improving concert attendance is a concern for most classical music organizations, both for continued financial stability and for artistic fulfillment. According to a statistical report from the League of American Orchestras (2015), slightly more than a third of orchestras' total revenue comes from concert sales. Good concert attendance can also benefit orchestras in garnering other sources of funding, such as government funding and corporate sponsorship. Yet in recent years, concert attendance has decreased. The National Endowment for the Arts (NEA) (2013) reported in its Survey of Public Participation in the Arts (SPPA) that the percentage of US adults who attended at least one classical music performance in a year decreased from 9.3 percent in 2008 to 8.8 percent in 2012. These percentages are both lower than the 13.0 percent reported in 1982, the first year of reporting by the SPPA. Concerns over this decreasing rate of classical concert attendance have prompted many studies on the various factors that affect concert attendance, one such being age. While the SPPA reports suggest that adults in the oldest age groups have the highest rates of classical concert attendance, Toma and Meads (2007) state that, in mid-sized cities, adults from ages 18 to 24 and from ages 35 to 49 have increased rates of concert attendance, with decreased rates of attendance for adults from ages 25 to 34. The NEA's (2015) General Social Survey (GSS) likewise found that overall rates of attendance at all arts events are the highest among individuals aged 18 to 24 and 35 to 44. These numbers from the GSS should be placed in context, however, as the GSS asked participants about all performing and visual arts, unlike the SPPA, which limited its survey to specific genres of theater, dance, and music. In addition to these numbers from the NEA, a study involving ticket buyers to a major symphony in Australia found that among both subscribers and single-ticket buyers, approximately half began attending orchestral concerts regularly before age 35 (Boyle, 2007). Despite these many studies related to classical music audiences and their backgrounds, few studies have described how much of classical concert attendees' early exposure to classical music as provided in school programs as compared to avenues outside of school. The purpose of this study was to gather information about the musical background of current orchestral concert attendees, and to determine if these attendees perceive influences or relationships between their experiences in school music programs and choices to attend classical concerts. The current designed served as a pilot test to determine reliability for a larger study to be completed in the future.
The Effect of Parameters on Composition Anxiety
Author: Mayo, Whitney
Date: 2018-00-00
Type: Journal Articles
Subjects: Musical Composition,Anxiety,Elementary School Students,Grade 3,Music Education,Blended Learning,Teaching Methods,Guidelines,Student Attitudes,Self Esteem

While there has been extensive research concerning music composition execution and benefits in general, there has been limited research found specifically regarding how the initiation of a composition project effects student anxiety levels. There have been a dearth of studies examining specific prompts or directions given to students before they begin their compositions. Therefore, the purpose of this study was to investigate the effect of parameters on the self described composition anxiety level of students. Additionally, it was the purpose of this study to identify compositional tools deemed meaningful by students over the course of the composition task. For this mixed-method research study, third grade students (N = 17) from a central Texas elementary school participated in a composition activity after school. Participants were enrolled in general music classes taught by the researcher. The general music classes were taught in a blended methodology, with elements of Orff, Music Learning Theory, and Kodaly practices. Prior to the study, the participants were divided into two groups. Both groups were given exactly ten minutes to create their composition. Participants in neither group were provided with visual aids or physical tools. Work was done individually and there was no assistance provided during the composition period. Groups were located on opposite ends of a large cafeteria and monitored by two research assistants. One group was given parameters for their composition, the other was not. Analysis of the results of this study revealed that students felt higher levels of composition anxiety when asked to compose without parameters. Those who did have parameters at the start of the project felt more confident and excited about the task, and were able to, by their own words, &quot;be more creative.&quot; Overall, the participants completed their task to the best of their abilities and showed great pride in their created work. Based on the results of this study, it can be concluded that while it is critical to foster creativity, it is just as critical to avoid overwhelming students. The parameters provided served as a starting point, and a point of direction, for the compositions. In this study, it was found that being provided with parameters was greatly preferred by students, lessening their feelings of composition anxiety. The results of this study contradict previous research which concluded it was preferable &quot;not to impose strict parameters which may inhibit&quot; composition (Burnard, 2000).
To Write or Not to Write? The Contested Nature and Role of Writing in Arts Practice Research
Author: Phelan, Helen
Date: 2018-00-00
Type: Journal Articles
Subjects: Role,Writing (Composition),Artists,Ethnography,Phenomenology,Creativity,Music Education,Dance Education,Foreign Countries,Creative Writing,Journal Writing,Doctoral Programs

One of the most contested areas of arts practice research concerns the nature and role of writing. For many artist-scholars, research predicated on artistic practice does not require written contextualization. For those who engage in writing, questions as to the nature, mode, register, and purpose of writing abound. The growing body of publications addressing this question illustrates two broad responses. On the one hand, the ethnographic tradition attempts to capture phenomenological aspects of the artistic and reflexive experience. On the other, writing itself is approached as an integral part (a generative strand) of an artist's creative process. In this article, the development of arts practice research at the Irish World Academy of Music and Dance, University of Limerick, Ireland is reviewed and it serves as a point of departure to discuss an engagement with writing that invites a dialogue between ethnographic and generative approaches, the balance of which is ultimately decided by the research question, and the approach taken to answer the question.
The Role of School Administrators in Providing Early Career Teachers&apos; Support: A Pan-Canadian Perspective
Author: Walker, Keith
Date: 2019-00-00
Type: Journal Articles
Subjects: Administrators,Administrator Role,Beginning Teachers,Beginning Teacher Induction,Faculty Mobility,Social Support Groups,Foreign Countries,Mentors,Teacher Attitudes,Teacher Administrator Relationship

This article is based on an extensive mixed-methods pan-Canadian study that examined the differential impact of teacher induction and mentorship programs on the retention of early career teachers (ECTs). It discusses the findings from the analysis of publicly available pan-Canadian documents detailing the mandated roles, duties, and responsibilities of school administrators in teacher induction and mentorship. It then describes the results of the Teacher Induction Survey (N = 1,343) and the telephone interviews (N = 36) that elicited the perceptions of Canadian early career teachers regarding the school administrator's role and engagement in effective teacher induction and mentoring programs.
Measures of Socio-Economic Status in Educational Research: The Canadian Context
Author: Patten, Sarah L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Socioeconomic Status,Educational Research,Research Methodology,Academic Achievement,Literacy,Mathematics Achievement,Foreign Countries,Family Influence,Socioeconomic Influences,Neighborhoods,Elementary Schools,Family Income,Family Structure,Educational Attainment,Postsecondary Education

This study aims to recommend and test a conceptual model for socio-economic status (SES) and variables to measure it that are available to researchers in Canada and applicable in other countries. Recommendations for quantitative researchers are presented to address issues that arise with including SES in analyses. The study analyzed data linking student achievement in mathematics and literacy to both economic and social factors. Results from hierarchical linear modelling showed that the use of intersecting variables was better served to answer research questions than any individual SES measure or a composite measure. Using SES measures at the school and neighbourhood level is also recommended.
Creative and Body-Based Learning: Redesigning Pedagogies in Mathematics
Author: Garrett, Robyne
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Art Education,Integrated Activities,Elementary School Students,Learner Engagement,Instructional Effectiveness,Student Attitudes,Elementary School Teachers,Teaching Methods,Teacher Attitudes,Active Learning,Elementary School Mathematics

Contemporary schooling produces unequal educational outcomes in Australia and across the globe. While mandated high-stakes tests supposedly place all students on a common scale, they can limit pedagogic practices and often fail to recognize the &quot;abilities&quot; or embodied knowledge of many children. In addressing these challenges, particularly as they relate to the teaching of mathematics this article reports on a qualitative study that investigated an arts integrated professional learning model, Creative Body-based Learning (CBL), at two Australian primary schools. CBL uses active and creative strategies from a range of art forms to increase student engagement and expand pedagogic possibilities across the curriculum. In this pilot study, five teachers formed action research teams with four artists to integrate CBL into mathematics. Findings drawn from interviews with teachers include higher engagement and improvement of student dispositions in mathematics and, more significantly, a broadening of teachers' pedagogical practices to engage students and provide them with multiple opportunities to present their learning.
Artistic Classroom Activities: What Skills Can Students Learn?
Author: Davidson, Skylar
Date: 2018-00-00
Type: Journal Articles
Subjects: Art Activities,Class Activities,Active Learning,Visual Arts,Theater Arts,Conventional Instruction,Role Playing,College Students,College Instruction,Instructional Effectiveness,Learner Engagement

Research suggests that incorporating diverse active learning approaches, including creative and entertaining activities, into a class helps sustain students' attention and improve their ability to engage with the complex problems of the modern world. This study investigates how two different artistic classroom activities, one based in performing art and one based in visual art, compare to conventional classroom activities with the same broad educational goals. This study finds that artistic classroom activities and conventional activities generally encourage similar understanding of course content, attention, and interest in students. A performing art activity (in the form of a roleplay) encourages more improvement in communication skills than a similar conventional activity. Some students view a disconnect between learning content and learning communication skills, however, so instructors must ensure that students recognize the value of artistic teaching techniques. Suggestions for helping students adapt to new artistic activities are presented.
My Fears Were Irrational: Transforming Conceptions of Disability in Teacher Education through Service Learning
Author: Ashton, Jennifer Randhare
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Attitudes toward Disabilities,Attitude Change,Service Learning,Misconceptions,Social Bias,Inclusion,Critical Thinking,Social Environment,Reflective Teaching,Developmental Disabilities,Preservice Teacher Education,Outcomes of Education,Introductory Courses,Special Education,Required Courses,Fear,Transformative Learning

When integrated into pre-service education programs, service learning has the potential to influence teacher candidates' pedagogy, professional dispositions, commitment to teaching, and sensitivity to student differences. Teacher candidates may make biased assumptions about an individual with a particular disability label based upon what they think they know about all students with that particular label, rather than what they actually know about that particular student as an individual. When used in the context of inclusive education, service learning has been shown to promote critical thinking, the understanding of the social context of disability, and more reflective teaching. In this project, service learning is used as a primary vehicle for influencing pre-service teacher candidates' beliefs about teaching students with developmental disabilities.