ethanporcaro/eric-fulltext-meta huggingface dataset:
Fostering Nursing Students&apos; Informatics Competencies via a Web-Based Information Literacy Course
Author: Yu, Weichieh Wayne
Date: 2013-00-00
Type: Journal Articles
Subjects: Nursing Education,Nursing Students,Web Based Instruction,Information Literacy,Information Science,Information Skills,Foreign Countries,Student Surveys,Student Attitudes,Outcomes of Education,College Seniors

This paper reports the development and implementation of a web-based nursing information literacy course aiming to promote informatics competencies of intended nurses. This particular 18-month course in school years 2011-2012 underwent three distinct phases: initial design, pilot-test and modification, and final implementation. Participants were senior students in a professional nursing college in Southern Taiwan. The researchers conducted the class in a predominately online setting, where all class work took place except for prearranged meetings for class issues and/or problems that occurred unexpectedly. The results showed that the majority of students perceived positively about the teaching method, felt that they gained more knowledge and skills about information literacy and had the abilities to apply these skills in their future nursing practices. This teaching model can serve as a reference for educators and administrators when considering to implement informatics curriculum for nursing students to create opportunities for competency before graduation.
Use of Simulation in Nursing Education: Initial Experiences on a European Union Lifelong Learning Programme--Leonardo Da Vinci Project
Author: Terzioglu, Fusun
Date: 2013-00-00
Type: Journal Articles
Subjects: Nursing Education,Simulation,Nursing Students,Program Evaluation,Program Effectiveness,Student Satisfaction,Questionnaires,Patients,Trauma,Foreign Countries,Training,Teaching Methods,Postsecondary Education

Aim: The aim of this paper is to share the initial experiences on a European Union (EU) Lifelong Learning Programme Leonardo Da Vinci Transfer of Innovation Project related to the use of simulation-based learning with nursing students from Turkey. The project started at the end of the 2010 involving 7 partners from 3 different countries including Turkey, England, and Italy. Methods: This project is divided into 7 work packages (WP). In this paper, experiences from the first three WPs (WP1: Preparation and dissemination of the project. WP2: Regulation of the project management. WP3: Development of the evaluation tools used to evaluate the impact of the innovative practice within the coordinating partner's institution) are shared. Results: In the WP1 and WP2: the kick-off meeting was organized in Turkey, the coordinating partner's country. During the meeting project-related events were planned and the steering committee of the project was formed. A strong team spirit within the partnership was established. For the dissemination of the project, a poster and flier of the project were prepared and placed on corporate boards visible to students and teaching staff and put on the partners' institutional websites. Regular bulletins of the project were also prepared and posted on the project website. In the WP3, student data sheet, items for students' satisfaction questionnaire and confidence scale were created based on the literature. Trauma patient scenarios (abdominal trauma, thoracic trauma, pelvic fracture and traumatic amputation) were created to test the target group's knowledge. Ethical approval was obtained from the coordinating partner institution. A pilot study to test the cases was conducted. Following the pilot study, the final version of the student data sheet and scenario cases was created. The second meeting was organized in Italy. In this meeting, the results of the pilot study, the scenario cases, and the Patient Intervention Self Confidence/Competence Scale were evaluated. Conclusion: The work on this EU project is still in progress. Considering that learning from experience is an important part of nursing education, sharing experiences on such a project related to using simulation as an innovative teaching strategy in nursing education in Turkey should provide an example to others who want to develop other EU projects in nursing education.
Developing Mathematical Thinking: Changing Teachers&apos; Knowledge and Instruction
Author: Brendefur, Jonathan L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematical Logic,Thinking Skills,Faculty Development,Teacher Competencies,Knowledge Level,Pedagogical Content Knowledge,Elementary School Teachers,Elementary School Mathematics,Pretests Posttests,Teaching Methods,Probability,Statistics,Geometry,Numbers,Number Concepts,Classroom Observation Techniques

In the present research, we evaluated the effectiveness of a multi-year professional development program in mathematics for elementary teachers. Each year the program focused on a different domain of mathematics. We found the program increased teachers' knowledge of (a) number and operations, (b) measurement and geometry, and (c) probability and statistics. We also examined the relation between mathematical knowledge and teaching practices. Across the three domains neither pretest nor posttest mathematical knowledge were related to classroom teaching practices. However, change in knowledge was positively related to six different dimensions of teaching practice for number and operations, and for measurement and geometry; and was positively related to four or six dimensions for probability and statistics. That is, those teachers with greater changes in knowledge demonstrated more effective instruction.
Integrating History of Mathematics into the Classroom: Was Aristotle Wrong?
Author: Panasuk, Regina M.
Date: 2013-00-00
Type: Journal Articles
Subjects: High Schools,Secondary School Mathematics,Mathematics Teachers,Teacher Attitudes,History,Interdisciplinary Approach,Online Surveys,Teacher Surveys,Likert Scales,Course Content,Knowledge Level,Educational Resources,High Stakes Tests

This article describes a part of a large scale study which helped to gain understanding of the high school mathematics teachers' perceptions related to the integration of history of mathematics into instruction. There is obvious lack of correspondence between general perception about possible benefits of students learning the history of mathematics and teachers' perceptions of the integration of the history of mathematics in curriculum. A total of 367 mathematics teachers from one of the New England states, USA, participated in an on-line comprehensive survey, which was designed by the researchers. We report on several factors that affect teachers' decision whether include history of mathematics into curriculum, offer some recommendations for teacher professional development and suggestions for further research.
The Development and Evaluation of an Online Formative Assessment upon Single-Player Game in E-Learning Environment
Author: Tsai, Fu-Hsing
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Formative Evaluation,Computer Assisted Testing,Educational Games,Energy,Feedback (Response),Knowledge Level,Student Attitudes,Program Effectiveness,Statistical Analysis,Quasiexperimental Design,Grade 9,Junior High School Students,Foreign Countries,Pretests Posttests,Questionnaires,Tests,Likert Scales

This study developed a game-based formative assessment, called tic-tac-toe quiz for single-player version (TRIS-Q-SP), in an energy education e-learning system. This assessment game combined tic-tac-toe with online assessment, and revised the rule of tic-tac-toe for stimulating students to use online formative assessment actively. Additionally, to investigate which types of formative feedback were appropriate for use in this game-based formative assessment, immediate elaborated feedback (IEF) and no immediate elaborated feedback (NIEF) mechanisms were designed and incorporated in TRIS-Q-SP. The findings revealed that all participants improved their energy knowledge through the e-learning system, and expressed enjoyment and positive opinions toward the TRIS-Q-SP. However, the various statistical results suggested that providing IEF for each question answered in TRIS-Q-SP was the optimal design. This design facilitated the enhancement of energy knowledge acquisition when comparing it with NIEF condition, and did not affect all participants' enjoyment perceptions.
Proofs in Mathematics Education: Expectations and Reality
Author: Frasier, Brian
Date: 2013-00-00
Type: Journal Articles
Subjects: Mathematical Logic,Validity,Mathematics Education,Secondary School Mathematics,Secondary School Teachers,High Schools,Mathematics Teachers,Teacher Attitudes,Beliefs,Knowledge Level,Teacher Surveys,Mathematics Skills,Skill Development,Thinking Skills,Time on Task,Faculty Development,Abstract Reasoning

This article describes a part of a large scale study which helped to gain understanding of the high school mathematics teachers' belief about proof. There is obvious disconnect between general beliefs and high school teachers' conceptions about proof as central element of mathematics and mathematics education. A total of 374 mathematics teachers from one of the New England states, USA, participated in an on-line comprehensive original survey designed specifically for this study. We report on several units of analysis including teachers' beliefs about proof as a vehicle for developing reasoning skills, proof as a central to learning mathematics, and classroom time spent on proof with different categories of students, and offer some recommendations for teacher professional development and suggestions for further research.
Pre-Service Teachers&apos; Understandings of Literacy Practices
Author: Masuda, Avis M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Literacy,Preservice Teachers,Preservice Teacher Education,Educational Practices,Lesson Plans,Transcripts (Written Records),Field Experience Programs,Student Teacher Attitudes,Reflection,Attitude Change,Positive Attitudes

This paper presents a 2-year study of pre-service teachers' understandings of and views toward literacy. Data were collected via pre-service teachers' 48-hour literacy log, reflections and lesson plans. Findings indicate that pre-service teachers' perceptions of literacy were initially bound by traditional views toward literacy, focusing solely on print based literacy. Throughout the semester via coursework and field experience, pre-service teachers gained new insights about the literacies of their students. By the end of the semester they had broadened their understandings of and views toward literacy, acknowledging the need to support their students' academic literacy and they affirmed the need to learn how to engage in instructional practices that support twenty-first century skills in order to bridge the gap between their students' life-world and academic literacy. However, upon transition into field experiences they encountered several barriers such as limited accessibility and school policies precluded use of their newfound conceptions in their teaching. The significance of the study puts forth an implication for teacher educators to support pre-service teachers with opportunities to explore and ground their professional beliefs about literacy and opportunities to engage as reflective practitioners.
Trafficking as a Human Rights Violation: Is South Africa&apos;s Curriculum Stuck in a Traffick Jam?
Author: du Preez, Petro
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Civil Rights,Crime,Slavery,Qualitative Research,Documentation,Content Analysis,Elementary Secondary Education,Required Courses,National Curriculum,Consciousness Raising,Knowledge Level,Research,Legislation

Human trafficking is a form of modern day slavery and is often collectively referred to as a human rights violation. However, human trafficking is more complex than this suggests as this article attempts to demonstrate. It begins by describing the landscape of international trends in human trafficking, with particular attention to child trafficking. Next, national trends in South African legislation and education are outlined. It then describes a qualitative document research study that was conducted to explore the landscape of this phenomenon. The aim was to ascertain the extent to which human trafficking, child trafficking in particular, is addressed in the national curriculum. The document analysis included all of the compulsory subjects in Grades R to 12. By employing content analysis, the areas in the explicit curriculum where human trafficking is included could be identified. Based on the findings of this research, South Africa's curriculum seems to be stuck in a traffick jam in the sense that it does not adequately explore the topic of human trafficking. As a result, children are not gaining an awareness and knowledge of the realities of this kind of trafficking. This article concludes with an appeal to curriculum scholars to embrace curriculum as a complicated conversation that expresses lived experiences and a desire for a profoundly transformative curriculum in the future, which can help to prevent the trafficking of our children. Such discourse would be a way of breaking the shackles that are binding our children and preventing them from embracing their vulnerability.
Blending a Three-Way Technology into a Language Acquisition and Development Course for Pre-Service Teachers
Author: Chien, Chih-Feng
Date: 2013-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Language Acquisition,Technology Integration,Blended Learning,Action Research,Second Language Learning,Virtual Classrooms,Conventional Instruction,Electronic Learning,Student Experience,Student Attitudes,Reflection,Multimedia Materials,Multimedia Instruction,Interviews,Classroom Observation Techniques,Preferences,Student Teacher Attitudes,Computer Simulation,Intermode Differences,Teaching Methods,Foreign Countries

This article is to report an action research conducted in two sections of a course called Second Language Acquisition and Development during the fall semester of 2011 and the spring semester of 2012. By focusing on a three-way blended learning (BL) environment--face-to-face (F2F), eLearning, and Second Life (SL, a virtual-world environment), this study attempts to explore students' experiences, perceptions, and reflections on multimedia technology and apply the findings to help improve a second language acquisition course. By conducting 36 interviews totally from two semesters (15 from the first semester and 21 from the second semester) as well as 30 course observations (20 F2F and 10 SL observations), the result of the study suggests students preferred the combination of F2F and eLearning. The study concludes that SL application needs to be reevaluated for a better BL instructional structure in terms of student's skills, training, high-standard hardware equipment, and design of virtual installation in order to effectively integrate it into the course of Second Language Acquisition and Development.
Emotional Labour in University Lecturers: Considerations for Higher Education Institutions
Author: Berry, Karen
Date: 2013-00-00
Type: Journal Articles
Subjects: Higher Education,College Faculty,Emotional Adjustment,Affective Behavior,Emotional Response,Mixed Methods Research,Teacher Surveys,Teacher Attitudes,Questionnaires,Stress Variables,Job Satisfaction,Professional Autonomy,Gender Differences,Teaching Load,Tenure,Age Differences,Foreign Countries

Emotional labour is a state that exists when there is a discrepancy between the emotional demeanour that an individual displays and the genuinely felt emotions that would be inappropriate to display (Mann 1999b).The study examined levels of emotional labour in university lecturers and compared these data to other occupations. Employing a mixed methods design, a sample of 61 university lecturers participated in the study. Emotional labour was measured using Mann's Emotional Requirements Inventory (MERI). Results showed that university lecturers reported significantly higher levels of emotional labour than other occupations including mental health nurses and a mix of frontline and back office employees. Age and length of service were found to be significant factors for emotional labour in university lecturers. Qualitative findings identified the main themes as increased workloads, eroding job autonomy, uncertainty about the future and job satisfaction. Based on findings from the study, a conceptual model of emotional labour in higher education was proposed, the Higher Education Emotional Labour Model (HEEL). Implications for university senior management in recognising the high levels of emotional labour levels were considered. Further suggested research directions considered include work to determine the frequency of emotional labour in university lecturers, testing the validity of the proposed Higher Education Emotional Labour Model and investigating the job role characteristics of a university lecturer.
Effect of Open Note Quizzes on Community College Science Students Grades and Attrition Rates
Author: Gannon, Maureen N.
Date: 2013-00-00
Type: Journal Articles
Subjects: Tests,Community Colleges,College Science,Two Year College Students,Two Year Colleges,Grades (Scholastic),Student Attrition,Science Instruction,At Risk Students,Experimental Groups,Control Groups,Study Skills,Study Habits,Anatomy,Physiology,Outcomes of Education,Statistical Analysis

This article describes the effectiveness of open note quizzes in improving student outcomes in an introductory Human Anatomy and Physiology course. Results are discussed within the context of a teaching strategy called LETME (Link, Extract, Transform, Monitor and Extend), which was specifically developed for at risk community college students. The use of open note quizzes not only helped students &quot;monitor&quot; their progress, but also with note taking as they &quot;extracted&quot; and &quot;transformed&quot; information from the textbook and other sources. It also enabled them to &quot;link&quot; this information to previous knowledge and &quot;extend&quot; it to new concepts. In addition to achieving significantly higher test scores in the five lecture tests and overall grades, students exposed to LETME reported slightly better study habits in monitoring their own performance and their independent study skills. For instance, surveys indicated that they were more likely to use their textbook, take notes and be involved with study groups. The experimental group also reported that the open note quizzes helped them in preparing for exams and mastering the course. Students in the experimental group were also more likely to complete the course than the general student population.
Math Snacks: Using Animations and Games to Fill the Gaps in Mathematics
Author: Valdiz, Alfred
Date: 2013-00-00
Type: Journal Articles
Subjects: Animation,Educational Games,Mathematics Instruction,Pretests Posttests,Experimental Groups,Control Groups,Pilot Projects,Grade 6,Grade 7,Urban Schools,Rural Schools,Computer Uses in Education,Educational Technology,Mathematics Achievement,National Competency Tests,Achievement Tests,Standardized Tests,State Standards,Test Items,Middle School Students,Mathematical Concepts,Qualitative Research,Observation,Statistical Analysis

Math Snacks animations and support materials were developed for use on the web and mobile technologies to teach ratio, proportion, scale factor, and number line concepts using a multi-modal approach. Included in Math Snacks are: Animations which promote the visualization of a concept image; written lessons which provide cognitive complexity for understanding; and active, situated learning activities to facilitate memorable experiences to deepen comprehension. This pilot study compared pre-post test gains for 460 sixth and seventh grade students enrolled in nine different classrooms. In five of the nine classrooms, teachers utilized the &quot;Teacher Guide: that corresponded with the five Math Snacks animations and one game and in four classrooms teachers used the same Math Snacks animations and one game, but were free to develop their own lessons using available online resources. Results showed moderate and significant pre-post test gains for all six grade students. However, significant gains for seventh grade students were shown only for classrooms where the &quot;Teacher Guide&quot; was used. While it appears that the use of &quot;Teacher Guide&quot; is useful only for seventh grade, such a conclusion is premature given the small number of classrooms and the exploratory nature of this investigation. Further analyses of moderator variables (e.g., instructional fidelity, learner characteristics) are certainly necessary.
Using Teacher Questions to Enhance EFL Students&apos; Critical Thinking Ability
Author: Feng, Zhiwen
Date: 2013-00-00
Type: Journal Articles
Subjects: College Students,Critical Thinking,Skill Development,Questioning Techniques,Taxonomy,Second Language Instruction,English (Second Language),Instructional Effectiveness

In this era of information and economic globalization, developing critical thinking skills in college students has been set as a primary goal and learning outcome in higher education. Teaching critical thinking, however, is a great challenge to most EFL teachers. This article, therefore, attempts to examine the nature and teachability of critical thinking, analyze and discuss the functions and types of teacher questions as well as Bloom's Taxonomy of Questions. Its primary purpose is to help EFL classroom instructors gain a deep understanding of teacher questions and get to know how to use higher order questioning to enhance EFL students' critical thinking ability.
Curriculum Development in New Zealand: New Directions, Opportunities and Challenges for School Geography
Author: Fastier, Murray
Date: 2013-00-00
Type: Journal Articles
Subjects: Curriculum Development,Foreign Countries,Geography Instruction,Curriculum Implementation,High School Students,Grade 10,Grade 11,Grade 12,Content Analysis,Geography,Teacher Surveys,Semi Structured Interviews,Teacher Attitudes,Secondary School Teachers

Geography as a senior subject in New Zealand secondary schools has been long overdue for curriculum change. The 2007 New Zealand Curriculum (NZC) currently being implemented at the senior school level provides geography with the mechanisms for positive curriculum change, giving teachers the opportunity to refocus on existing teaching, learning and assessment practices. Important paradigm shifts include devolving curriculum making to schools, embracing student ownership of learning, emphasizing a conceptual understanding approach and re-aligning the national geography assessment standards to the new curriculum. Although the implementation of the NZC is widely perceived as providing the needed stimulus to transform high school geography into a key subject for 21st Century learners, the process to date has not been without challenges. The aim of this paper is twofold. First, to identify the new directions and opportunities offered by the NZC using document analysis and review of associated literature. Second, using results from a teacher survey plus semi-structured interviews with heads of geography departments is to document teacher perceptions about uptake of the intended curriculum, challenges faced and the extent to which the state rhetoric is reflected in the new programs being planned by teachers of geography.