ethanporcaro/eric-fulltext-meta huggingface dataset:
Teachers' Computer Self-Efficacy and Their Use of Educational Technology
Author: Turel, Vehbi
Date: 2014-10-00
Type: Journal Articles
Subjects: Self Efficacy,Computer Literacy,Educational Technology,Technology Uses in Education,Use Studies,Secondary School Teachers,Teacher Characteristics,Courseware,Incidence,Teaching Methods,Preferences,Questionnaires,Teacher Surveys,Knowledge Level,Familiarity,Teaching Skills,Teacher Attitudes,Likert Scales,Individual Differences,Predictor Variables,Foreign Countries,Statistical Analysis,Qualitative Research

This study examined the use of educational technology by primary and subject teachers (i.e. secondary and high school teachers) in a small town in the eastern part of Turkey in the spring of 2012. The study examined the primary, secondary and high school teachers': (1) personal and computer related (demographic) characteristics; (2) their computer self-efficacy perceptions; (3) their computer-using level in certain software; (4) their frequency of computer use for teaching, administrative and communication objectives; and (5) their use of educational technology preferences for preparation and teaching purposes. In this study, all primary, secondary and high school teachers in the small town were given the questionnaires to complete. 158 teachers (n = 158) completed and returned them. The study was mostly quantitative and partly qualitative. The quantitative results were analysed with SPSS (i.e. mean, Std. Deviation, frequency, percentage, ANOVA). The qualitative data were analysed with examining the participants' responses gathered from the open-ended questions and focussing on the shared themes among the responses. The results reveal that the teachers think that they have good computer self-efficacy perceptions, their level in certain programs is good, and they often use computers for a wide range of purposes. There are also statistical differences between: (1) their computer self-efficacy perceptions; (2) frequency of computer use for certain purposes; and (3) computer level in certain programs in terms of different independent variables.
Surmounting the Challenges of Improving Academic Performance: Closing the Achievement Gap through Social-Emotional and Character Development
Author: Elias, Maurice J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Academic Achievement,Achievement Gap,Social Development,Emotional Development,Moral Development,Socioeconomic Status,Racial Differences,Standardized Tests,Scores,School Culture,Educational Environment,Middle School Students,Regression (Statistics),Prediction,Language Proficiency,Lunch Programs

While educators and policy makers have an intuitive understanding of the influence of socioeconomic factors and race on student achievement, these factors make the current emphasis on standardized test scores as a primary criterion for evaluating schools and teachers indefensible and ineffective. The research presented illustrates the limits of obtaining test score change and the impact of socioeconomic status and race on standardized achievement measures. Intentional efforts at generating a &quot;success&quot; mindset in students by improving school culture and climate and students' social-emotional and character development are viable steps to be taken alongside reductions of socioeconomic inequities. Indeed, these directions become even more important, given the long timeframe that such reductions are likely to require.
The Students' Experiences of Ethics in Online Systems: A Phenomenological Study
Author: Mosalanejad, Leili
Date: 2014-10-00
Type: Journal Articles
Subjects: Student Experience,Ethics,Online Systems,Phenomenology,Semi Structured Interviews,Student Surveys,Student Attitudes,Focus Groups,Medical Students,Information Policy,Information Security,Qualitative Research,Computer Networks,Student Behavior,Foreign Countries,Use Studies

Cyber ethics is the philosophical study of ethics pertaining to computer networks encompassing users' behavior, what networked computers are programmed to do, and how this affects the individuals and the society. This study aimed to investigate the students' experiences of ethics in cyber systems.In the present study, the researchers conducted in-depth, semi-structured interviews in a sample of students in Jahrom University of Medical Sciences between November 2012 and February 2013. The interviews focused on the students' experiences of online ethics. Content analysis techniques were used to code and analyze the study data. The data were gathered from 25 interviews and 5 focused groups. The extracted codes were classified into two categories of positive and negative implications. The main themes of the study included ethical implications, cyber curiosity, limitation, virtual liberty, and development of ethics in the cyber system. Considering the importance of ethics in the virtual systems, it is necessary to train the students regarding the optimal utilization of the cyber space. Also, the students should be trained regarding the use of technology in various scientific fields.
Distributed Mentoring: Preparing Preservice Resident Teachers for High Needs Urban High Schools
Author: Leon, Marjorie Roth
Date: 2014-00-00
Type: Journal Articles
Subjects: Mentors,Preservice Teachers,Urban Schools,High Schools,Teacher Education,School Turnaround,Measures (Individuals),Theory Practice Relationship

A distributed mentoring model was implemented to scaffold preservice teachers completing a residency in high needs urban turnaround high schools. In this situated learning context, expert faculty and peer mentors contributed confirmatory insights for promoting engaged evidence-based pedagogy, instructional differentiation, homework completion, classroom community building, student motivation, meaningful assessment, and student support, additive insights related to student attendance, meaning of school, and school personnel issues, and complementary insights regarding classroom management and student/teacher relationship building. The expert mentor demonstrated how theory and research inform classroom practice, recommended scholarly resources, and modeled evidence-based problem solving. Peer mentors validated one another's experiences, shared problem-solving strategies employed by local school personnel, and contributed instructional suggestions based on their situated learning encounters. The distributed mentoring model effectively addressed a broad range of knowledge and skills required for successful teaching in high needs urban high schools.
Teachers' Experiences in Educational Multi-Media Content Development: The Case of Tanzania's Institute of Adult Education
Author: Mariki, Belingtone Eliringia
Date: 2014-10-00
Type: Journal Articles
Subjects: Foreign Countries,Multimedia Materials,Adult Education,Adult Educators,Distance Education,Open Education,Faculty Development,Interviews,English Instruction,Mathematics Instruction,Biology,Science Instruction,History Instruction,Geography Instruction,Video Technology,Textbooks,Computer Mediated Communication,Cooperation,Memorization,Scripts,Time Management,Radio,Skill Development,Access to Education,Educational Resources,Teamwork

This paper is an academic observation of an Educational Multimedia Content development-training programme funded by the Commonwealth of Learning (COL) in Tanzania. This project focused on skills development in script writing and in radio and video programme development, aimed at transforming selected subjects from text to multimedia content. The ultimate objective was to enable better and easy understanding of the lessons, for Open and Distance Learning learners. A group of 25 teachers from the Tanzania's Institute of Adult Education participated in the training and development of the programmes. In this paper the author shares the new and exciting experiences of teachers on adding such skills to their professional career, as the development of these programmes. Author's own participation and interviews with peers in the project were employed as methods of data collection. A total number of 13 videos and 12 radio programmes were developed over the span of six months. Five school subjects were covered, namely: English, Mathematics, Biology, History and Geography. Some of the challenges encountered in developing the programmes included: difficulties in developing a video idea from the textbooks; working as a group online in collaboration with the training consultant in another country especially in script development; memorizing words (as actors playing in the productions) and saying it on camera; and time constraints (working under pressure). The author recommends to African nations and educators in other parts of the world to access these multimedia-learning programmes online since they are OER, and to use them in their context. The video and radio programmes reflect the Tanzanian context to some extent, but most of the lessons are general for use by any country. The paper concludes that skills development on technological innovations among ODL teachers in both formal and non-formal education system is essential towards attaining EFA goals.
Project Evaluation: Validation of a Scale and Analysis of Its Predictive Capacity
Author: Fernandes Malaquias, Rodrigo
Date: 2014-10-00
Type: Journal Articles
Subjects: Predictive Measurement,Predictive Validity,Predictor Variables,Test Construction,Program Validation,Program Evaluation,Rating Scales,Scores,Comparative Analysis,Factor Analysis,Regression (Statistics),Models,College Programs,Item Analysis,Questionnaires,Grading,Supervisory Methods,Accounting,Foreign Countries

The objective of this study was to validate a scale for assessment of academic projects. As a complement, we examined its predictive ability by comparing the scores of advised/corrected projects based on the model and the final scores awarded to the work by an examining panel (approximately 10 months after the project design). Results of Confirmatory Factor Analysis (with 161 projects) indicated convergent validity and discriminant validity. Regression analysis revealed a positive and significant relationship between the scores of projects and final scores of the work, strengthening the claim of the usefulness of the model to minimize potential wear in advising processes.
Students' Perception and Behavior of Academic Integrity: A Case Study of a Writing Forum Activity
Author: Ekahitanond, Visara
Date: 2014-10-00
Type: Journal Articles
Subjects: Foreign Countries,Mixed Methods Research,Computer Mediated Communication,Student Attitudes,Group Discussion,English (Second Language),Second Language Learning,Surveys,Integrity,Student Behavior,Undergraduate Students,Ethics,Questionnaires,Interviews,Educational Technology,Deception,Cheating

The use of online tools such as forum has helped instructors develop courses that are engaging and challenging. However, instructors want to ensure that all students maintain academic integrity when they were assigned to work in an online community. This paper investigated students' perception and behavior of academic integrity in an online discussion forum. Data were collected from 160 students enrolled in a fundamental English course who were assigned to post and respond to the topics in a forum. A survey was administered to measure how students perceived &quot;academic integrity&quot; as well as to investigate students' experience of violating academic integrity. A semi-structured interview was further conducted with the involved participants to find out the reasons behind their performance. The findings revealed that students perceived some misconduct actions as not cheating, leading to behaviors of academic dishonesty. As such, students should be informed more about what they can or cannot do in order not to commit academic dishonesty.
Increasing the Writing Performance of Urban Seniors Placed At-Risk through Goal-Setting in a Culturally Responsive and Creativity-Centered Classroom
Author: Estrada, Brittany
Date: 2014-00-00
Type: Journal Articles
Subjects: Writing Improvement,Disadvantaged,Culturally Relevant Education,Urban Schools,At Risk Students,Academic Failure,Surveys,Grades (Scholastic),Goal Orientation,Focus Groups,Observation,Creativity,Writing Processes,High School Seniors,Action Research,Teaching Methods,Writing Instruction,Expository Writing,Mixed Methods Research

Efforts to support marginalized students require not only identifying systemic inequities, but providing a classroom infrastructure that supports the academic achievement of all students. This action research study examined the effects of implementing goal-setting strategies and emphasizing creativity in a culturally responsive classroom (CRC) on urban students placed at-risk of failure in a 12th grade writing classroom. Qualitative and quantitative data include pre-and post-surveys, student writing assignments, grades, pre-and post-focus groups, and teacher-researcher observations. Data indicate writing goals, creativity, and a CRC positively improved the independent writing performance of students and developed their confidence in and value for the writing process. This study will assist educators as they design learning environments and utilize strategies to teach writing to marginalized students.
Reflective Practice through Journal Writing and Peer Observation: A Case Study
Author: Lakshmi, B. Samrajya
Date: 2014-10-00
Type: Journal Articles
Subjects: Journal Writing,Teaching Methods,Observation,Diaries,Peer Teaching,Reflection,Reflective Teaching,Self Evaluation (Individuals),Faculty Development,Teacher Improvement,College Faculty,English (Second Language),Foreign Countries,Questionnaires,Teacher Attitudes,Bilingual Education,Interviews

Journal writing and Peer Observation in an educational context have become popular techniques, with several different types of applications. They have now been used quite widely in both language teaching and in teacher training. However, despite its reported advantages in both teaching and research, there are not many Peer Observation and Diary studies available based on the writing of experienced language teachers. The Teacher participants maintain Journal writing and Peer Observation as a means of reflective practice. They consider these practices as a mirror, which reflects the teacher's own image as a practitioner. The post-reflection discussion reveals that the teacher participants believe in reflective practice as an effective means of self-evaluation and of developing sensitivity to students' learning. This paper examines Peer Observation and journal writing of two teachers working on the same language programme in terms of a variety of topic headings, and suggests that reflective practice can be a useful tool for both classroom research and teachers' professional development.
College Access Factors of Urban Latina Girls: The Role of Math Ability Perceptions
Author: Zaragoza-Petty, Alma L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Access to Education,Females,Hispanic American Students,Role,Mathematical Aptitude,Self Concept,Urban Schools,Student Attitudes,College Attendance,Educational Experience,Longitudinal Studies,Scores,Student Placement,Mathematics Instruction,Qualitative Research

This study investigates the role of math perceptions on the college enrollment of Latinas in urban settings. Using primarily qualitative methods, this study examines the K-12 schooling experiences of 35 Latina students who were part of a larger fifteen-year study. Students had different college enrollment outcomes despite having similarly low mathematics trajectories. Math ability perceptions prevailed as a theme that played a role in their college enrollment.
Demanding Need of Growing Technologies in Distance Learning System
Author: Hafeez, Amtul
Date: 2014-10-00
Type: Journal Articles
Subjects: Distance Education,Internet,Educational Technology,Technology Uses in Education,Computer Mediated Communication,Telecommunications,Technological Literacy,Questionnaires,Likert Scales,Graduate Students,Foreign Countries

In distance education system use of different media enable the learners to start the course of study independently. The appearance of the internet and the expansion of web have now changed distance learning from a broadcasting way to an interactive way, and allowed connecting the learners and instructors who are geographically divided. Technological advances have created a paradigm shift in education and the definition of distance learning, as described by James Morrison (1996), who states that telecommunications, software, and the Internet eliminate walls and boundaries. In addition, he states that an increasing number of students want and need non-traditional, flexible schedules. Main findings of the study revealed that majority of the distance learners need growing technologies to interact with the tutors and peers for academic guidance and use of latest technologies make distance learners more up to date and helpful for better academic achievements. Majority of the students agreed that without any training distance learner cannot use growing technologies. It was recommended that AIOU may take steps to organize a specific website for the MS/M.phil and Ph.D scholars so that they can easily interact with peers and tutors.
A Case Study on Student Satisfaction for Graduates of the German Language Teachers' Blended MA Program of the Hellenic Open University, Classes of 2012 and 2013
Author: Zeppos, Dimitris
Date: 2014-10-00
Type: Journal Articles
Subjects: Case Studies,German,Second Language Learning,Graduate Students,Student Attitudes,Blended Learning,Second Language Instruction,Open Universities,Masters Programs,Correlation,Course Evaluation,Online Surveys,Foreign Countries

This paper addresses the lack of research into satisfaction assessment of post-graduate students of the Blended Distance Learning Master's Course for Teachers of German as a Foreign Language offered by the Hellenic Open University. Through the compilation of previous questionnaires implemented for other DL programs and newly defined research problems in one online survey tool, this paper seeks to pin-point the correlation of initial expectance and final assessment of the blended course. Survey results on a case study population show that, even though the overall program seems to be appreciated, there are vast sections of the blended program that do not completely fulfill the expectations of the students. Furthermore, a need for further investigation and cross-referencing with respective studies is pointed out.
Education of Women and Women's Expectations from Distance Education on the Issues Concerning Them
Author: Demiray, Emine
Date: 2014-10-00
Type: Journal Articles
Subjects: Females,Womens Education,Expectation,Distance Education,Technology Uses in Education,Role of Education,Social Influences,Equal Education,Government Role,Nongovernmental Organizations,Legislation,Delivery Systems,Educational Media,Educational Methods,Questionnaires,Interviews,Attitude Measures,Knowledge Level,Access to Information,Foreign Countries,Civil Rights,Gender Bias,Publications,Television Viewing,Individual Characteristics,Access to Computers,Internet

The most important factor that enables women to become individuals in society is education. It is also a very crucial part of rectifying the circumstances they are in. Besides formal, mass and distance education institutions, there are some other mechanisms to support women's individuality, their personal development and improve gender equality. Basically, these social mechanisms can be governmental, academic and union based or they can be non-governmental organizations. All these organizations offer women significant contributions in many aspects including awareness, use and protection of women rights. They also have important roles in informing women of decisions that are made against or in favor of them, letting them have a say in these decisions, fighting against violence, becoming strong individuals that have equal rights with men and having no difficulty in using these rights and lastly in education of women on these subjects. However, women need to know these mechanisms well and be aware of the laws and regulations in order to benefit from these mechanisms and use the opportunities that are legally granted for them. The aim of this study is first to detect whether women are aware of women's governmental and non-governmental organizations and laws, and if not, to determine the mode of delivery and educational media that they prefer and the amount of time they would allocate. To fulfill this aim, 600 women who are 18 or above and living in Eskisehir were randomly picked as the sample. They were given a 34-item questionnaire in face-to-face interviews. It was found that majority of the sample were not aware of the mechanisms and laws about women and they wish to receive education on these subjects. And they think that distance education is the best form to receive this education. At the end of the study, it was concluded that women should be informed about the future studies that will be carried out by related institutions and organizations, and furthermore, projects should be prepared and distance education programs should be designed.
Educational Information Quantization for Improving Content Quality in Learning Management Systems
Author: Rybanov, Alexander Aleksandrovich
Date: 2014-10-00
Type: Journal Articles
Subjects: Integrated Learning Systems,Management Systems,Electronic Learning,Educational Research,Equations (Mathematics),Statistical Analysis,Statistical Studies,Content Analysis,Readability Formulas,Morphology (Languages)

The article offers the educational information quantization method for improving content quality in Learning Management Systems. The paper considers questions concerning analysis of quality of quantized presentation of educational information, based on quantitative text parameters: average frequencies of parts of speech, used in the text; formal text readability indexes; lexical and syntactic text variety factors. The process of obtaining quantitative parameter values is focused on use of the phpMorphy morphological analysis library.
Education for the Future: New Strategies of Distance Education for the Universities of Eastern Siberia
Author: Kirko, Vladimir I.
Date: 2014-10-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Trends,Food,Distance Education,Resource Centers,Global Education,Competition,Labor Market,Agriculture,Science Fiction,Competence,Networks,Universities

This article discusses the main trends of global education and educational problems in the Arctic and Siberian regions. The modern labor markets are changing in the Arctic. The modern labor market requires the creation of new jobs associated with the provision of the Arctic zone with food. Small food productions will be created. We will need a mobile change of professional competence of those workers who work in the Arctic zone. Global world creates global competition in education. The quality of education and research in the region is the main source of development of this region. Economic and social development of the Arctic zone is impossible without the development of modern universities in the Siberian Arctic. In the near future the number of universities in the area of the Arctic and Siberian Russia will be reduced by 2 times. In this situation a complete transition to distance learning technologies is necessary. Krasnoyarsk State Pedagogical University named after V.P. Astafijev (KSPU) has established a network of Resource Centers in Krasnoyarsk Region (Eastern Siberia, Russia). Distance Education Resource Centers are connected into a single network, with the main center in KSPU (Krasnoyarsk, Russia). The Unified Network of Resource Centers, through distance education, will provide the required professional competence for people of the Arctic and the Northern zones of Eastern Siberia.