ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessment of the Quality Management Models in Higher Education
Author: Basar, Gulsun
Date: 2016-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Quality,Quality Assurance,Models,Qualitative Research,Semi Structured Interviews,Administrative Organization,Educational Administration,Educational Responsibility,Quality Control,Teacher Attitudes,Accreditation (Institutions),Foreign Countries,Content Analysis

This study involves the assessment of the quality management models in Higher Education by explaining the importance of quality in higher education and by examining the higher education quality assurance system practices in other countries. The qualitative study was carried out with the members of the Higher Education Planning, Evaluation, Accreditation and Coordination Council and Director of Higher Education and External Affairs Unit of the Ministry of National Education. Purposive sampling and snowball/chain sampling was done due to low number. The semi-structured interview form was designed in light of the theoretical framework as the data collection tool. The data was analysed through content analysis. The results of the study showed that higher education authorities are not able to perform their responsibilities with the current bureaucratic structure and major duties fall onto the higher education institutions in terms of quality management.
Implementation of Cooperative Learning Model in Preschool
Author: Akçay, Nilüfer Okur
Date: 2016-00-00
Type: Journal Articles
Subjects: Preschool Education,Curriculum Implementation,Cooperative Learning,Experimental Groups,Control Groups,Pretests Posttests,Knowledge Level,Perception Tests,Instructional Effectiveness,Teaching Models,Science Instruction,Achievement Tests,Achievement Gains,Foreign Countries

In this study, the effectivity of jigsaw method, one of the cooperative learning models, on teaching the concepts related to sense organs and their functions to four-five year-old children in nursery class was analyzed. The study is in the semi-experimental design consisting of experimental and control groups and pretest and posttest. The sample of this study consists of 38 children from the nursery class of Ministry of National Education in Agri city center, in 2015-2016 academic years. Two groups determined randomly have been formed. These are: Jigsaw Group (JG, N = 20) and Control Group (CG, N = 18). In the direction of the goals of this study, a data collection tool has been developed by the researcher to collect data. The test prepared by the researcher to determine the knowledge levels of the students about organs like ear, tongue, eye and skin and senses like hearing, smelling, tasting, seeing and sensing has been used. As a result of the obtained data, it has been determined that cooperative learning model is more effective in teaching the sense organs subject to the children compared to the traditional teaching method.
Multiple Intelligences Patterns of Students at King Saud University and Its Relationship with Mathematics' Achievement
Author: Kandeel, Refat A. A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Multiple Intelligences,College Students,Mathematics Achievement,Correlation,Surveys

The purpose of this study was to determine the multiple intelligences patterns of students at King Saud University and its relationship with academic achievement for the courses of Mathematics. The study sample consisted of 917 students were selected a stratified random manner, the descriptive analysis method and Pearson correlation were used, the researcher prepared multiple intelligence scale for this study. The results showed an overall appearance of all multiple intelligences patterns of the sample students in the following order: self, social, bodily, logical, verbal, visual, musical and natural intelligence. It was also observed that progress medical track students in most of the multiple intelligences patterns compared with other tracks (Engineering, Humanities), as well as students of math 140 compared with students of other courses (Math130, Math150, Stat140). There is impact of visual intelligence, bodily, logical, and sometimes social, musical and natural on the Mathematics' achievement.
Enhancing Academic Investment through Home-School Connections and Building on ELL Students' Scholastic Funds of Knowledge
Author: Johnson, Eric J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Cultural Background,Family School Relationship,English (Second Language),Second Language Learning,Teaching Methods,Metacognition,Intervention,Learner Engagement,Learning Motivation,Literacy Education,Oral Language,Student Interests,Home Visits,Elementary School Students,Elementary School Teachers,Grade 4,Peer Teaching,Teacher Attitudes,Foreign Countries,Semi Structured Interviews

This discussion examines an academic intervention designed to enhance the motivation and classroom engagement of English Language Learners (ELLs) during literacy-based activities. Stemming from a sociocultural perspective of literacy (Au, 1993; Perez, 2004) within a funds of knowledge framework (González, Moll, &amp; Amanti , 2005), our approach emphasizes personalized learning (Redding, 2013) by having the students design, develop, and implement classroom lessons based on their own interests. As part of the process, the participating students made clear connections between home and classroom practices, resulting in higher productivity during literacy and oral activities. By tapping into what we call scholastic funds of knowledge, the students also showed higher levels of meta-cognitive awareness in designing activities for their peers and revealed a broader perspective of what it takes to develop academic lessons. Not only do the results demonstrate an increase in the participants' investment in classroom activities (Norton, 1995), their student-directed lessons had a positive effect on the engagement of other students within the class as well.
Vocabulary Teaching Based on Semantic-Field
Author: Wangru, Cao
Date: 2016-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Semantics,English,Chinese,Second Language Learning,Second Language Instruction,Grammar Translation Method,Audiolingual Methods,Communicative Competence (Languages),Teaching Methods,Componential Analysis,Lexicology,Language Acquisition,Learning Strategies,Foreign Countries,College Students,Linguistic Theory

Vocabulary is an indispensable part of language and it is of vital importance for second language learners. Wilkins (1972) points out: &quot;without grammar very little can be conveyed, without vocabulary nothing can be conveyed.&quot; Vocabulary teaching has experienced several stages characterized by grammatical-translation method, audio-lingual method and communicative teaching method before obtaining great attention from second language teachers and researchers finally. This study states four proposals for the improvement of vocabulary teaching, which refer that: (1) apply componential analysis to vocabulary teaching; (2) foster learners' awareness of the difference between English and Chinese; (3) introduce lexical phrases; (4) develop effective word meaning acquisition strategies.
Collaborating in the Community: Fostering Identity and Creative Expression in an Afterschool Program
Author: Cavendish, Leslie M.
Date: 2016-00-00
Type: Journal Articles
Subjects: After School Programs,Creativity,Budgets,Retrenchment,Elementary School Students,Mentors,Process Approach (Writing),Teaching Methods,Photography,Writing Instruction,Self Concept,Statistical Analysis,Qualitative Research,Coding,Creative Writing,Likert Scales,Student Attitudes,Measures (Individuals),Content Analysis

Nationwide budget cuts have forced many public school systems to significantly reduce opportunities for engaging in creative arts in the classroom despite the fact that such programs are associated with positive child outcomes. To address this deficit, we developed and executed the &quot;Afterschool Creative Expression Program&quot; (ASCEP) and opened it to 66 elementary school children attending a Title I school in the Southeast. Employing a process approach, which included using mentor texts, writing, editing, and revising, each child published one written piece. The program combined both writing and photography experiences to teach children how to write for authentic purposes, and through this process, encouraged these children to explore their identities. We used both quantitative and qualitative analyses to examine the program's effect on students' writing identities, as well as their overall experience of the program. Researchers used an open coding method to examine participant surveys. Findings of the study included the identification of three themes: (1) identity building; (2) importance of incorporating photography; and (3) the significant social aspect of the program. The implications of these themes and how they may inform future efforts to engage children in creative arts programs are discussed.
Reading and Writing with a Public Purpose: Fostering Middle School Students' Academic and Critical Community Literacies through Debate
Author: Mirra, Nicole
Date: 2016-00-00
Type: Journal Articles
Subjects: Middle School Students,Adolescent Development,Debate,Reading Comprehension,Critical Literacy,Skill Development,Critical Reading,Perspective Taking,Controversial Issues (Course Content),Advocacy,Social Justice,Extracurricular Activities,Civics,Mixed Methods Research,Scores,Speech Skills,Listening Skills,Bias,Outcomes of Education,Educational Benefits

Middle school is a crucial transition period for adolescents; in addition to beginning to grapple with the academic literacy demands of college and career readiness, they are working to find their place in public life and developing opinions about civic issues. This article presents debate as a literacy practice that is uniquely suited to helping middle school students increase their academic reading comprehension skills while also honing their critical literacy skills and capitalizing on their developing civic identities. Our study extends the established body of literature about the benefits of classroom debate by focusing on the impact of extracurricular, community-based debate among students in a large northeastern public school district. We use a critical literacy framework and mixed methods approach including analysis of standardized test scores of 179 debaters, as well as 34 interviews with students, teachers, and administrators, in order to explore the impacts of voluntary, community debate participation. Our findings demonstrate how debate encourages students to analyze complex texts, take multiple perspectives on controversial issues, and use their voices to advocate for social justice. Our findings speak to the power of community literacy initiatives to support academic development and foster critical literacies.
Conflicted Worlds of Multilingual Communities in Africa: Literacy Tangled in Words
Author: Maganda, Dainess
Date: 2016-00-00
Type: Journal Articles
Subjects: Multilingualism,Action Research,Participatory Research,African Languages,Writing Workshops,Collaborative Writing,Indigenous Knowledge,Language of Instruction,Educational Policy,Language Maintenance,Sociocultural Patterns,Grade 6,Parent Participation,Teacher Participation,Student Participation,Focus Groups,Interviews,Language Usage,Intercultural Communication,Preferences,Identification (Psychology),Conflict,Literacy,Foreign Countries

Drawing from a sociocultural perspective of literacy, with the goal to promote the use of African Native Languages (ANL) in schools, I conducted a Participatory Action Research in one multilingual primary school community in North West Tanzania. For three weeks, 19 teachers, 19 parents and 119 6th grade students collaborated with each other in a writing workshop to write supplemental books for their school library. Through the findings I show that students wavered to use their native languages. Students preferred their national identity over others while local, national, and international literacy issues conflicted students' language choice for their texts. The study demonstrates how in multilingual nations, language issues in schools cannot be detached from other social concerns. While seeking ways to acknowledge students' diverse linguistic and cultural identities, educators are encouraged to consider students' literacy as well as language ideology based on historical, economic and social contexts.
A Preliminary Evaluation of Using WebPA for Online Peer Assessment of Collaborative Performance by Groups of Online Distance Learners
Author: Murray, Jo-Anne
Date: 2015-00-00
Type: Journal Articles
Subjects: Electronic Learning,Distance Education,Teaching Methods,Higher Education,Cooperative Learning,Peer Groups,Peer Relationship,Peer Evaluation,Foreign Countries,Online Courses,Graduate Students,Masters Degrees,Foreign Students,Mixed Methods Research,Likert Scales,Surveys,Feedback (Response),Student Surveys,Questionnaires,Focus Groups,Group Activities,Evaluation Methods

Collaborative assessment has well-recognised benefits in higher education and, in online distance learning, this type of assessment may be integral to collaborative e-learning and may have a strong influence on the student's relationship with learning. While there are known benefits associated with collaborative assessment, the main drawback is that students perceive that their individual contribution to the assessment is not recognised. Several methods can be used to overcome this; for example, something as simple as the teacher evaluating an individual's contribution. However, teacher assessment can be deemed as unreliable by students, since the majority of group work is not usually done in the presence of the teacher (Loddington, Pond, Wilkinson, &amp; Wilmot, 2009). Therefore, students' assessment of performance/contribution of themselves and their peer group in relation to the assessment task, also known as peer moderation, can be a more suitable alternative. There are a number of tools that can be used to facilitate peer moderation online, such as WebPA, which is a free, open source, online peer assessment tool developed by Loughborough University. This paper is a preliminary evaluation of online peer assessment of collaborative work undertaken by groups of students studying online at a distance at a large UK university, where WebPA was used to facilitate this process. Students' feedback on the use of WebPA was mixed, although most of the students found the software easy to use, with few technical issues and the majority reported that they would be happy to use this again. The authors reported WebPA as a beneficial peer assessment tool.
Impacts of a Redesigned Virtual Internship Program on Preservice Teachers' Skills and Attitudes
Author: Faucette, Nell
Date: 2015-00-00
Type: Journal Articles
Subjects: Internship Programs,Program Effectiveness,Instructional Design,Online Courses,Preservice Teachers,Preservice Teacher Education,Teaching Skills,Student Teacher Attitudes,Physical Education,Majors (Students),Specialists,Constructivism (Learning),Summer Programs,Orientation,Attitude Change,Expectation,Curriculum Evaluation,Curriculum Development,Teleconferencing,Web Based Instruction,Self Esteem,Semi Structured Interviews,Surveys,Data Analysis,Physical Education Teachers,Qualitative Research,Phenomenology

An important issue in teacher education is how to design and implement effective virtual internships for future educators. Today, these experiences should reflect best practices (as found in more traditional programs) by infusing constructivist values and strategies into the process. Interns can develop needed content knowledge and delivery skills through active learning in authentic, real-world environments. In this study, teacher specialists redesigned a virtual internship for senior physical education majors after evaluating a prior program considered inadequate (due to poor student outcomes and satisfaction levels). Using the literature, the specialists redesigned the experience to reflect constructivist assumptions during a summer orientation seminar and fall internship. Eight of 16 interns volunteered to participate in the research project to identify changes in their attitudes and expectations for the internship. During the summer seminar, interns served as curricular evaluation teams to review, analyze, and reconstruct the course they would be delivering to high school students. During the fall internship, pairs of interns met twice weekly with cooperating teachers. Using a web-conferencing program, they experienced authentic learning featured in these sessions. Results indicated that, after these experiences, interns felt more knowledgeable, capable, and enthusiastic about online teaching.
Isolation and Connection: The Experience of Distance Education
Author: Rush, Penny
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Educational Benefits,Barriers,Student Experience,College Students,Social Isolation,Student Attitudes,Student Surveys,Academic Persistence,Dropouts,Teacher Student Relationship,Likert Scales,Computer Uses in Education,Educational Technology,Electronic Learning,Coding,Peer Relationship,Access to Information,Student Responsibility,Personal Autonomy,Student Needs,Independent Study,Correlation

In 2013, the Student Centre at The University of Tasmania began researching the development of distance learning support. A survey was designed as part of this endeavour, which attracted 1002 responses. The survey's broad context focused on the primary drawbacks and benefits of distance education in general and sought to identify emergent themes characterising students' experience with distance education. The narrow context targeted utilization of the university's online services. This paper presents key broad context results, providing a ground for further research informed directly by student experience. Certain aspects of the analysis are explicated through the lens of existing theoretical frameworks, particularly those of Moore, Tinto, and Holmberg. But the results also contribute directly to theory by revealing complexity and internal differentiation in the dominant themes of &quot;connection&quot;, &quot;contact&quot;, &quot;isolation&quot; and &quot;consideration&quot;; and reinforcing the student perspective as a key dimension of theoretical conceptualisations of distance education itself.
Faculty Members' Perceptions of the Integration, Affordances, and Challenges of Mobile Learning
Author: Ishtaiwa, Fawzi Fayez
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Electronic Learning,Technology Integration,Affordances,Semi Structured Interviews,Knowledge Level,Internet,Computer Literacy,Barriers,Definitions,Foreign Countries,College Faculty,Qualitative Research,Case Studies,Data Collection,Data Analysis,Learning Activities

In this qualitative study, faculty members' perceptions of the integration, affordances, and challenges of mobile learning (m-learning) were investigated through semi-structured interviews. The results showed that participants' integration of m-learning varies and tends to focus on select activities. At the same time, participants recognized m-learning as a valuable learning approach with potential to enrich the teaching and learning process and enhance flexibility. A lack of knowledge and skills, deficiencies in training and supports, problems with Internet connection, a digital divide among students, learning disruption, and a lack of awareness about the utility of m-learning were identified challenges that hinder current integration of m-learning.
An Exploratory Study of Levels of Interaction Occurring with Graduate Students in an Online Literacy Course
Author: Selvaggi, Tina
Date: 2016-00-00
Type: Journal Articles
Subjects: Graduate Students,Student Surveys,Literacy Education,Online Courses,Educational Technology,Electronic Learning,Student Attitudes,Teacher Student Relationship,Peer Relationship,Interaction,Expectation,Course Content,Likert Scales,Qualitative Research

This study surveyed graduate students prior to, and immediately following, a literacy course offered online to determine their interactions with the content, interactions with the instructor, and interactions with peers throughout the semester. The study also examined graduate students' opinions about the convenience and perceived benefits of taking this course in an online format. Findings indicated that, prior to the course, less than one quarter of the graduate students (22%) expected the online experience to enhance their understanding of course content at a high level. Prior to the course more than half of the students (52%) also expected a high level of frequent and meaningful interactions with the instructor. When asked about their expectations of meaningful interactions with peers, more than half (52%) of the students indicated high-level expectations on this item. Following the course, students were again asked to rate their interactions with course content, with the instructor, and with peers. In all instances interactions were described as high level and increased following the course. This exploratory study provides interesting insight into the importance of aligning course content and instruction with student expectations when taking online courses. More research is needed to evaluate the impact interactions with content, instructors, and peers has on the learning experience for graduate students enrolled in online courses.
Speaking of Belonging: Learning to Be &quot;Good Citizens&quot; in the Context of Voluntary Language Coaching Projects in Amsterdam, the Netherlands
Author: Mosher, Rhiannon
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Coaching (Performance),Citizenship Education,Indo European Languages,Adults,Second Language Learning,Immigrants,Cultural Differences,Neoliberalism,Social Integration,Ethnography,Informal Education,Volunteers,Semi Structured Interviews,Barriers,Citizenship,Participant Observation,Discourse Analysis

This article explores citizenship education for adult immigrants through informal language education in Amsterdam, the Netherlands. Based on data collected over thirteen months of ethnographic research among volunteer Dutch language coaches in Amsterdam, the primary methods used in this study were in-depth semi-structured interviews and participant observation. While the primary focus of this article is on the ways in which informal educational settings contribute to processes of adult citizenship education, this paper also underscores some of the perceived barriers to integration faced by adult immigrants in the Netherlands. Adopting a Foucauldian theoretical approach to governmentality, this paper considers how volunteer Dutch language coaches both reproduce and challenge contemporary discourses around citizenship and belonging in Dutch society. Experiences and expressions of citizenship among volunteer Dutch language coaches reveal how entangled discourses of cultural difference and neoliberal &quot;active&quot; citizenship shape state and everyday notions of good citizenship practice and integration.