ethanporcaro/eric-fulltext-meta huggingface dataset:
Promoting Social Justice and Equity through University Education in Pakistan
Author: Abdullah, Nauman Ahmed
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Justice,Equal Education,Higher Education,Foreign Countries,Teacher Attitudes,Administrator Attitudes,Educational Policy,Social Class,Social Differences,Educational Attainment,Instructional Leadership,English (Second Language),Second Language Learning,Language Role

Education is a social entity and takes input from the society and returns output to it as well. University education is considered as the hub that produces human capital into the market. Universities shall play their role to promote social justice and equity for people from all spheres of the society. This study was focused to explore the perceptions of teachers about the social injustice and inequity in universities of Pakistan. The aim was to promote social justice and equity in education by highlighting the factors that cause injustice and inequity, to find out the imbalance in the market value of our educational system, and to find the administrative measures that could promote social justice and equity. For that purpose the experienced teachers and administrators were purposely selected to participate in this research. Interviews were conducted with prior permission to record it. The data generated from 12 participants (10 males and 2 females) were analyzed by Thematic Description Approach under qualitative data analysis techniques. The themes for each question from the transcribed interviews were identified and coded. Major factors were identified and significant differences were revealed on behalf of the interviewees' perceptions. Suggestions were given to take effective administrative measures. Results revealed practical implications for educationists and policy makers to promote social justice and equity.
Leadership-Focused Coaching: A Research-Based Approach for Supporting Aspiring Leaders
Author: Gray, Julie
Date: 2018-00-00
Type: Journal Articles
Subjects: Leadership Training,College Faculty,Theory Practice Relationship,Coaching (Performance),Instructional Leadership,Principals,Administrator Education,Models,Mentors,College School Cooperation,Adult Learning,Learning Theories,Communities of Practice,Organizational Change,Educational Facilities Improvement,School Administration,Experiential Learning

Educational leadership professors prepare aspiring leaders by providing uplifting opportunities to connect theory and practice. This paper proposes a research-based model called leadership-focused coaching, an approach to support graduate students in developing and honing instructional leadership skills and responsibilities (Gray, 2016). This paper addresses the shift in principal preparation programs from theory-to-practice to a knowledge-to-practice approach over the last 20 years (Browne-Ferrigno, 2007; Browne-Ferrigno &amp; Muth, 2004; Cunningham, 2007; Cunningham &amp; Sherman, 2008; Daresh, 2004). While there are numerous models for coaching teachers, we offer this model for aspiring and new instructional leaders of schools.
Practice. Practice. Practice. Do Homework Management Systems Work?
Author: Archer, Kathy K.
Date: 2018-00-00
Type: Journal Articles
Subjects: Homework,Integrated Learning Systems,Educational Technology,Instructional Effectiveness,Outcomes of Education,Computer Assisted Testing,Scores,Online Courses,Spreadsheets,Undergraduate Students,Economics Education,Introductory Courses,Web Based Instruction,Correlation

Practice is an essential component in learning any new skill. For learning the quantitative disciplines at the university level, web-based homework management systems provide the means for extensive practice with immediate feedback, which research suggests should lead to increased student learning (Palocsay &amp; Stevens, 2008; Titard, DeFranceschi, &amp; Knight, 2014). Do web-based homework management systems improve student learning, as measured by exam scores, for adult learners in an online course? Does the use of simple Microsoft Excel-based homework templates relate to improved student exam scores? This natural experiment divided a sample of 2431 online students in an entry level university economics course into three treatment groups to look at the relationship between homework support and exam scores. Results suggest that practice provided by a web-based homework management system is correlated with increased student learning as evidenced by increased exam scores.
Student Resistance to Collaborative Learning
Author: Stover, Sheri
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Attitudes,Cooperative Learning,Resistance (Psychology),Mixed Methods Research,Student Satisfaction,Beliefs,Environmental Influences,Metacognition,Student Experience,Grades (Scholastic),College Students

The advancing complexity of today's corporate environment requires that employees are able to collaborate in the workplace. This mixed methods research study follows a nursing faculty's efforts to incorporate collaborative learning (CL) into an introductory nursing class. The mixed-methods research study found that while students' final grades improved in the initial CL flipped classroom design (p &lt; 0.0005), their levels of student resistance deepened which resulted in significantly lower levels of community of inquiry (p = 0.004), lower levels of satisfaction, and many negative open-ended comments (83%). Using Tolman and Kreming's (2017) integrated model of student resistance (IMSR) as a guideline, the instructor was successful in redesigning the CL class to overcome students' resistance as measured by significantly higher levels of community of inquiry (p &lt; 0.0005), higher levels of satisfaction (p &lt; 0.0005), and many less negative open-ended comments (54% vs 83%).
Teaching the Monty Hall Dilemma to Explore Decision-Making, Probability, and Regret in Behavioral Science Classrooms
Author: Bennett, Kevin L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Decision Making,Probability,Educational Games,Learning Strategies,Creative Thinking,Behavioral Science Research

The Monty Hall Dilemma (MHD), made famous by the television game show Let's Make a Deal, can be an effective teaching tool with wide ranging behavioral science applications. The format and history of the problem are presented as well as experimental data and variations on the original design. Strategic game playing choices are discussed from several perspectives including statistics, decision making, social and personality psychology, and cognitive functioning. Because the classroom exercise is engaging and counterintuitive, it challenges students to generate explanatory ideas that draw from multiple perspectives. It exemplifies the type of detective work and creative thinking that is central to doing research in the behavioral sciences, and it can be applied to fields as diverse as sociology, religious studies, biology, and behavioral economics.
Three Approaches to Focusing Peer Feedback
Author: Reinholz, Daniel L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Feedback (Response),Undergraduate Students,Calculus,College Mathematics,Reflection,Peer Relationship,Problem Solving,Homework,Teaching Methods,Error Correction,Instructional Effectiveness,Records (Forms),Instructional Design,Formative Evaluation

Peer assessment has great potential to improve student learning. However, assessment is not an everyday activity for students, and thus providing appropriate guidance to students is a key component of creating a successful peer assessment experience. This paper explores how to structure peer feedback in the guided process Peer-Assisted Reflection (PAR), by comparing the artifacts and practices associated with three different iterations of PAR in undergraduate calculus. The iterations are referred to as the Questions, Critique, and Balanced approaches. Through a detailed analysis of this design-based research project, new insights are generated about how particular artifacts shape the feedback provided by students. In particular, students in the Balanced approach provided more succinct feedback across a greater variety of categories. In contrast, the Questions and Critique approaches had longer, narrative feedback, and it was focused on few categories.
The Teaching-Research Nexus: Perceptions of Exchange Students in the United States and United Kingdom
Author: Griffiths, Barry J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Attitudes,Foreign Students,Cross Cultural Studies,Phenomenology,Research,Undergraduate Students,College Faculty,Foreign Countries,Faculty Workload,Student Characteristics,Teacher Student Relationship,Exchange Programs

An extensive amount of study in recent years has focused on the relationship between teaching and research among academic staff, with many concluding that an environment of increased scrutiny and assessment has tilted the priority towards research. Few studies have looked at how students perceive the teaching-research nexus, and this paper offers a new perspective on the issue by considering the perceptions of exchange students from the United States and the United Kingdom. Data was collected by conducting in-depth interviews with twelve multidisciplinary students representing eight universities in the two countries, and an analysis conducted according to established phenomenological principles. The results suggest that exchange students have a high opinion of research, and generally do not believe that academic staff prioritise their own research to the detriment of undergraduate students. Exceptions are more prevalent in the United Kingdom, where research is more prominently discussed in the classroom.
How Teachers Can Guide Library Book Selection to Maximize the Value of Independent Reading Time
Author: Weber, Sherri
Date: 2018-06-00
Type: Journal Articles
Subjects: Teacher Role,Reading Material Selection,School Libraries,Librarian Teacher Cooperation,Program Effectiveness,Elementary Schools,Recreational Reading,Grade 4,Student Attitudes,Comparative Analysis,Student Surveys

This article shares a classroom application to support literacy development through a teacher-guided library selection program. Twenty students participated in the program which demonstrated the importance of the relationship between the school librarian and classroom teacher. These professionals worked together to guide students to choose library books at their recreational level for independent reading time. The effectiveness of this program was demonstrated by comparing the results for students who participated in the program with similar students who did not participate. Students who were in the teacher-guided library selection program showed higher running record scores and greater confidence in their reading than students who were not guided during their library time to choose appropriate books. Suggestions for teachers are discussed.
Using Technology Acceptance Model to Measure the Use of Social Media for Collaborative Learning in Ghana
Author: Amadu, Latif
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Media,Higher Education,Academic Achievement,College Students,Cooperative Learning,Student Surveys,Statistical Analysis,Usability,Difficulty Level,Interaction,Questionnaires,Technology Uses in Education,Educational Technology

In this Digital era, thousands of teens in the universities use social network sites; it has become a way of life. Social Media Usage has recently received numerous debates in its impact on academics, with its advent, communities have become link to each other, but the lecture room still remains quite isolated, from other teachers, students, and a host of others who could potentially enhance learning. This study aimed at investigating the impact of social media usage on students' academic performance through collaborative learning among university students in Ghana. Based Davis, Bagozzi &amp; Warshaw (1989), Technology Acceptance Model (TAM), a conceptual framework was adopted for the study. To achieve the objectives, a quantitative data analysis method was employed. A total of 200 students were randomly surveyed for the study. Regression analysis revealed that, Interaction with peers, perceived ease of use and perceived usefulness had a significant positive relationship with collaborative learning. Furthermore, results suggested that there exist a significant mediation effects on the relationship between social media usage dimensions and academic performance. TAM does not take into account environment or economic factors that may influence a person's intention to perform a behavior. The study recommends a clear mobile learning methodologies, rules and policies for integrating student activities on social media into their final grades.
Elementary Children&apos;s Multiplicative Reasoning: Initial Validation of a Written Assessment
Author: Kosko, Karl W.
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematical Concepts,Concept Formation,Multiplication,Mathematical Logic,Elementary School Students,Student Evaluation,Test Validity,Test Reliability,Grade 2,Grade 3

Multiplicative reasoning is essential for students' engagement with various mathematical concepts. Although the field's understanding of children's multiplicative concepts has grown over the past 30 years, relatively few studies have examined the development of multiplicative concepts with whole numbers, and even fewer have studied this phenomenon at scale. The present study reports on the development of an assessment of elementary students' multiplicative concepts with whole numbers that can be used at a large scale. Findings suggest the initial version of the assessment has sufficient reliability and validity. Further, less than 20% of second grade students and approximately 50% of third grade students participating in the study engage in tasks with at least the first multiplicative concept.
Transferable Digital Literacy Knowledge
Author: Greene, Kiersten
Date: 2018-06-00
Type: Journal Articles
Subjects: Technological Literacy,Teaching Methods,Criticism,Educational Technology,Computer Simulation,State Legislation,Knowledge Base for Teaching,Technology Integration,Elementary Secondary Education

This article merely scrapes the surface of the possibilities and problems of digital literacy knowledge (or lack thereof) in a teaching and learning context. Further, it suggests that more work can and should be done to support the development of a language, framework, or set of ideas that more consistently supports teachers' movement between various devices, platforms, programs, and ecosystems their schools currently utilize as a result of the SSBA and other federal, state, and local initiatives related to digital literacy. A discussion has been initiated here, and the author invites your thoughts, ideas, critiques, and suggestions for expanding on and building a language or framework for more seamlessly integrating digital literacy knowledge and skills in everyday instructional movements around the classroom--both virtually and IRL.
Quantifying Assessment of Undergraduate Critical Thinking
Author: Grant, Michael
Date: 2018-06-00
Type: Journal Articles
Subjects: Undergraduate Students,Critical Thinking,Cognitive Tests,Scores,Skill Development,Citizen Participation,Student Improvement

Enhancing students' critical thinking capabilities stands as the top goal of undergraduate education, according to faculty from many universities. We assessed the change in critical thinking skills with a sample of 176 students enrolled at either the University of Colorado Boulder (UCB) or Colorado College (CC) by employing the Critical-thinking Assessment Test (CAT) developed with collaboration and support from the National Science Foundation. Students' critical thinking progress was compared by assaying skills during the first and last weeks of the term in classes that expressly emphasized: (1) critical thinking, or (2) civic engagement, or (3) where, according to the class instructors, neither was a point of major emphasis. CAT scores improved significantly for students at both institutions, in different categories of class types, and over the dramatically different lengths of terms (3.5 weeks at CC vs 15 weeks at UCB). Our research contributes to an understanding of changes in critical thinking as part of the undergraduate experience. We demonstrate that the CAT instrument can be an effective tool for assessing critical thinking skills across very different institutions of higher education.
Tackling Literacy: A Collaborative Approach to Developing Materials, for Assessing Science Literacy Skills in Content Classrooms through A STEM Perspective
Author: McMillen, Cynthia M.
Date: 2018-06-00
Type: Journal Articles
Subjects: Scientific Literacy,STEM Education,Content Area Reading,Student Attitudes,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12,Science Education,Student Evaluation,Master Teachers,Teacher Collaboration

For content area teachers trying to embrace the incorporation of the Common Core Learning Standards for Reading and Literacy (Common Core State Standards Initiative, 2018) into their classrooms, understanding the best practices for accomplishing this task while enhancing presentation of content specific material can be challenging. According to the Nation's Report Card, only 37% of our 12th graders are reading at or above proficiency level (Nation's Report Card, 2015). Shanahan &amp; Shanahan (2008) argue that &quot;disciplinary literacy&quot; -- advanced literacy instruction embedded within content-area classes such as math, science, and social studies -- should be a focus of middle and secondary school settings.&quot; With this in mind, the authors describe how their Literacy Professional Learning Team (PLT) in the NYS Master Teachers Western Region was generated to study literacy skills in our STEM content-area classrooms.
Improving Students&apos; Attitude, Conceptual Understanding and Procedural Skills in Differential Calculus through Microsoft Mathematics
Author: Mendezabal, Marie Jean N.
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Attitudes,Mathematics Instruction,Calculus,Quasiexperimental Design,Pretests Posttests,Control Groups,Experimental Groups,Engineering,College Students,Foreign Countries

This study examined the effects of using Microsoft Mathematics on students' attitude, conceptual understanding, and procedural skills in Differential Calculus. A quasi-experimental research design was used in which two different learning environments were compared. The participants of the study were two classes of Electrical Engineering students enrolled in Differential Calculus course, assigned randomly as control and experimental groups with 30 students in each group. The control group was taught using the traditional approach of teaching Differential Calculus while the experimental group was taught the same lessons using the Microsoft Mathematics embedded activity sheets. The experimental group learned through exploration and discovery of various concepts. The findings indicated that the participants had little understanding of the concepts and processes of Calculus prior to the conduct of the study. A significant improvement in their performances was noted after the experimentation. This suggests that the use of Microsoft Mathematics in teaching and learning Differential Calculus improves students' conceptual understanding and procedural skills. It is also found that the use of Microsoft Mathematics in teaching and learning calculus is equally effective as the traditional approach. In terms of attitude, the experimental group demonstrated a &quot;favorable&quot; to &quot;very highly favorable&quot; attitude along the five (5) domains of the MTAS. A significant difference exists between the pretest and posttest attitude of the participants on the domain &quot;learning Mathematics with technology&quot;.
Emotional Responses to Innovative Science Teaching Methods: Acquiring Emotional Data in a General Science Teacher Education Class
Author: Sanchez-Martin, Jesus
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Preservice Teachers,Science Instruction,Emotional Response,Teaching Methods,Foreign Countries,Student Attitudes,Educational Innovation,Public Speaking,Audiovisual Aids,Student Research,Experiential Learning,Educational Games,Elementary Education,Higher Education

The current work tries to inquiry how different teaching methods affect on the student's emotional performance. The traditional questionnaire for data collection has been replaced by in-situ, on-line-assisted, survey. This instrument was continuously applied over the course of 17 General Science lessons. The experiment involved 120 prospective primary education teachers. Emotions to choose: rejection, boredom, satisfaction, surprise and the teaching methods involved were pure oral presentation, oral presentation with gamification, oral presentation with audiovisual support, oriented research, and hands-on activities. When the teaching method was changed to gamification or hands-on activities, the prospective teachers felt dynamic emotions, whereas they generally felt satisfaction or boredom (static emotions) with a traditional pure oral presentation. The students mainly identified the teaching method as being the most influential reason for having chosen their prevalent emotion, reflected in a dramatic increase in emotional performance when they were taught with innovative methods.
Factors That Influence Zambian Higher Education Lecturer&apos;s Attitude towards Integrating ICTs in Teaching and Research
Author: Kunda, Douglas
Date: 2018-00-00
Type: Journal Articles
Subjects: Higher Education,College Faculty,Foreign Countries,Teacher Attitudes,Information Technology,Technology Integration,Teacher Motivation,Computer Software,Teaching Methods,Research

This paper investigates factors that influence Zambian higher education lecturer's attitude towards integrating ICTs in research and teaching. To determine these factors, we used online administered survey with a total of 163 respondents from public and private higher education institutions in Zambia. Quantitative data analysis based on descriptive and inferential statistics was used in this study. Inferential analysis was employed to investigate the relationships among variables using Pearson correlation analysis and completely randomized design. The results revealed that lack of adequate Internet bandwidth is among the major barrier or obstacle for assimilating ICTs in research and teaching for Zambian higher education lecturers. Additionally, training lecturers on the use of ICTs e.g. email, PowerPoint presentations, electronic boards and its advantages is the most important incentive to motivate lecturers to incorporate ICTs in research and teaching. Therefore, this study contributes to literature on factors that influence higher education lecturers' attitude towards integrating ICTs in research and teaching. This study also demonstrates a positive correlation between the important factors that influence lecturers in integrating ICTs in research and teaching.