ethanporcaro/eric-fulltext-meta huggingface dataset:
Quality or Quantity: Completion Rewards and Formative Assessments in Flipped Instruction Classes
Author: Schmitz, Kurt
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Formative Evaluation,Rewards,Video Technology,Homework,Student Motivation,Program Effectiveness,Learner Engagement,Tests,Scores,Student Participation,College Students,Teaching Methods

Flipped instruction shifts the burden for engaging course content to the students. Moving these activities outside the classroom creates motivational challenges. This study investigates the role of formative assessments and completion rewards. Definitions are provided for flipped instruction and formative assessments. A classification of reward scores is offered to guide data collection in two field experiments. The study seeks to provide an empirical basis to guide use of completion rewards for flipped instruction classes. This study finds that completion rewards can increase quantity of formative assessment engagement. However, this change in quantity does not improve exam scores. The data suggests completion rewards may undermine the quality of engagement.
Shedding Light on Student Learning through the Use of Lightboard Videos
Author: Rogers, Peter D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Undergraduate Students,Civil Engineering,Video Technology,Homework,Educational Technology,Technology Uses in Education,Achievement Gains,Grades (Scholastic),Student Satisfaction,Learner Engagement

This mixed-method study examined the effect of Lightboard videos on student learning and perceptions in a Flipped Classroom Model (FCM). The study targeted 68 civil engineering undergraduate students at a 4-year public university in Southeastern USA. Lightboard videos were intentionally alternated between two consecutive semesters. Within the same section of the course, classes without Lightboard videos served as a control group and classes with Lightboard videos served as a study group. Both sections were taught by the same instructor utilizing the same materials and assessments for the class. Student academic performance was measured using in-class assignments. Additional quantitative and qualitative data were collected through an end-of-semester survey. Data show a modest academic performance increase on the overall score on in-class assignments and an improvement of average student scores on 69.2% of the in-class assignments in the study group. The overall means on the Likert-scale survey showed a strong endorsement of Lightboard videos for understanding, engagement and satisfaction. Students commented positively on the collaborative aspect of in-class problem solving in FCM.
Students&apos; Perceptions of Course Syllabi: The Role of Syllabi in Motivating Students
Author: Wheeler, Lindsay B.
Date: 2019-00-00
Type: Journal Articles
Subjects: Course Descriptions,History Instruction,Student Attitudes,Course Content,Educational Objectives,Student Motivation,Performance Based Assessment,College Faculty,Teacher Characteristics,Student Participation,Teacher Role,Undergraduate Students

In this mixed methods study, researchers explored students' perceptions of different types of syllabi, the course, and the instructor articulated through the syllabi. Students were randomly assigned to read one of two US History syllabi: a content-focused syllabus (CFS), characterized as a traditional, content-focused, policy-laden syllabus; or a learning-focused syllabus (LFS), characterized by strong learning objectives, authentic assessments, and a positive, motivating tone. Results show that LFS participants (n=61) had significantly more positive perceptions of the document, the course, and the instructor described by the document than CFS participants (n=66). LFS participants found, for example, more of the syllabus components to be useful, anticipated more student involvement in class, expected to learn more useful concepts and skills, and anticipated that the instructor would help them be successful. Although additional research is needed to determine generalizability of these results, we conclude that instructors have little to lose and much to gain by creating a learning-focused syllabus.
Students, Universities and Employers: Why We All Win When We Promote Social Justice through SoTL
Author: Wade, Jeannette M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Justice,Scholarship,Instruction,Learning,Social Bias,Racial Bias,Gender Bias,Homosexuality,College Environment,Teaching Methods,College Students,Labor Market,Supply and Demand,LGBTQ People

This essay discusses the benefits of promoting social justice through the scholarship of teaching and learning. We start by highlighting the prevalence of injustices and discrimination (racism, sexism, homophobia, heteronormativity) experienced on college campuses in the US. We go on to highlight the (1) outcomes associated with social justice centered teaching and learning activities and (2) ways this approach makes students more valuable to potential employers upon graduation. We conclude with a call for campus wide promotion of social justice as both micro (classroom) and macro (university) level interventions are needed to truly create equitable learning spaces.
Unpacking High-Impact Instructional Practices and Student Engagement in a Preservice Teacher Preparation Program
Author: Rodriguez, Raymond J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Learner Engagement,Preservice Teacher Education,Preservice Teachers,Correlation,Cooperative Learning,Feedback (Response),Diversity,Discussion (Teaching Technique),Teacher Effectiveness,Thinking Skills

The literature on SoTL contains numerous studies examining the relationship between High-Impact Practices (HIPs) as adopted by the American Association of Colleges and Universities (AAC&amp;U), student engagement, and student learning outcomes as measured on the National Survey of Student Engagement (NSSE). To further understand how these practices might affect student engagement and learning within college courses, this study examined the relationship between HIPs, reported student engagement and reported learning outcomes in a preservice teacher preparation program. Focus group interviews and a modified version of the NSSE survey were used to &quot;unpack&quot; how these practices related to student engagement and learning in five courses with 94 enrolled students. Major themes from the analyses included the importance of applied learning, collaborative assignments, understanding diverse points of view and constructive feedback on assignments as essential components of engagement and learning. Implications for teaching and future research were discussed.
The Capabilities That Count for Early Professional Success in Pharmacy: A Case Study of Graduates, Employer and Course Team Perspectives
Author: Tee, Lisa
Date: 2018-00-00
Type: Journal Articles
Subjects: Employment Qualifications,Pharmacy,Health Personnel,Success,College Graduates,Bachelors Degrees,Foreign Countries,Program Effectiveness,Job Skills,Individual Characteristics,Employers,College Faculty,Job Placement

This study gathered and analysed the perceptions of graduates, employers, and the course team regarding graduate capabilities required for early professional success in pharmacy and the extent to which these capabilities are demonstrated in new graduates. The Graduate Employability Indicator (GEI) surveys were administered online to gather stakeholders' perceptions about the Bachelor of Pharmacy offered at a large Australian university. The GEI asks graduates the extent to which their course experience contributed to achievement of the capabilities, and asks employers and course teams about the extent to which new graduates demonstrated the capabilities. This study also assessed the incentives and disincentives of the course team for assisting to develop work-related skills, attributes and personal qualities. In total, 95 graduates, 109 employers and 42 members of the course team participated in the survey. The findings indicated that graduates preferred earlier professional placement in the course. Employers identified communication and professional skills as the most useful capabilities for new graduates. Members of the course team identified benefits to the students, industry and university as the main incentives for developing graduate employability. Both employers and course team members perceived the use of technology demonstrated by the graduates as important, however the graduates perceived this as much less important compared to other capabilities This study provided an evidence-based approach to engage the course team in curriculum renewal for the Bachelor of Pharmacy program. Data collected using the GEI tool provided valuable information for reshaping the curriculum structure.
Embedding Graduate Employability Attributes in Management Sciences Curricula: A Case of Two Namibian Universities
Author: Shivoro, Romanus
Date: 2017-00-00
Type: Journal Articles
Subjects: Management Development,Employment Potential,Curriculum Development,Foreign Countries,Work Experience Programs,Content Analysis,Bachelors Degrees,Teaching Methods,Education Work Relationship,Job Skills,Program Descriptions,Accounting,Economics,Universities,Problem Solving,Business Administration Education

Recognising implicit employability attributes within discipline-specific program modules is a critical part of the process of developing new employability modules in the management sciences curricula. The notion of graduate employability has gained acceptance in the higher education sector across the world and furthermore higher education and industry appear to have reached consensus on the importance of enhancing graduate attributes through the curricula at university. This paper offers a qualitative analysis of curricula documents to determine strategies that are effective in enhancing graduate employability. Using content analysis to assess six bachelor degree programs in management sciences from selected universities in Namibia, the study established that, in addition to work-integrated learning modules, there is evidence of graduate employability attributes being implicitly embedded in core curricula and discipline-specific modules. The researchers argue that universities should develop a stand-alone core module specifically to cultivate employability attributes. This should be supported by multiple work-integrated learning experiences for students to practise technical or discipline specific skills and generic employability attributes.
Value-Adding to Health Professional Student Placement Experiences: Enhancing Work Readiness and Employability through a Rural Community Engagement Program
Author: Fisher, Karin
Date: 2018-00-00
Type: Journal Articles
Subjects: Allied Health Personnel,Allied Health Occupations Education,Foreign Countries,College Graduates,Community Involvement,Experiential Learning,School Community Relationship,Rural Areas,Student Attitudes,Teacher Attitudes,College Faculty,Program Effectiveness,Self Esteem,Student Motivation,Value Judgment

Enriching health professional students' placement experiences through targeted community engagement has the potential to help develop their preparedness to provide healthcare to the broader community. In 2011 the University of Newcastle Department of Rural Health (UONDRH) embarked on a program of multidisciplinary community engagement which consisted of short, extracurricular community-engaged learning experiences integrated with the students' professional placements. The aim of this study was to investigate whether the program was adding to the students' rural health placement experiences based on perceptions of both the students themselves and UONDRH staff. A mixed methods approach used a student survey (n = 96), which included both closed and open-ended questions, and semi-structured interviews with staff members involved in delivery of the community engagement program (n = 15). Data were explored together for intersections and commonalities. The overarching key concept was 'Enhancing Work Readiness and Employability'. Both student and staff perceived that students' participation in community engagement improved their employment prospects. Three themes emerged from the data, which underpinned and supported the key concept. These were: 'Expanding professional practice capabilities'; 'Building confidence and showing motivation', and 'Better understanding the nature of rural practice'. The results of this study provide support to the notion that there was value for students in this form of short-term, community engagement activities, many of which could be readily integrated into existing health professional education programs with considerable benefits. It would also lend itself to other non-health professional programs, such as law, journalism or business studies, as a means of broadening the students' perspectives beyond the limits of their own professional horizons.
The Evolved Landscape of ePortfolios: Current Values and Purposes of Academic Teachers and Curriculum Designers
Author: Rowley, Jennifer
Date: 2018-00-00
Type: Journal Articles
Subjects: Faculty Development,College Faculty,Curriculum Design,Teacher Attitudes,Portfolio Assessment,Portfolios (Background Materials),Electronic Publishing,Professional Identity,Foreign Countries,Reflection,Teaching Methods,Technological Literacy,Critical Thinking,21st Century Skills

As ePortfolios are increasingly being used in universities to help develop self-reflective practitioners, academic teachers and students need to develop the skills and processes required to implement them. During 2015, a series of webinars was presented by a cross-university team to provide professional development for academic teachers, curriculum designers and other staff interested in initiating or extending ePortfolio learning in their institutions. A survey was conducted with participants to gauge the depth of understanding and use of ePortfolios in degree programs. The survey aimed to clarify participants' perception of the value of ePortfolio tools in Australian universities, and to identify future directions for developing knowledge and learning related to ePortfolios. Through the survey questions participants were able to provide information anonymously about their knowledge and use of ePortfolios. Respondents were also invited to be interviewed. Nine interviews, conducted in 2016, explored ePortfolio-users' opinions of the learning tool. The results indicate that teachers' use of the ePortfolio as a learning tool has evolved beyond that reported in the current literature. Furthermore, when used for reflection, assessment and documenting professional standards, the ePortfolio tool contributes to the students' development of skills required to transition to future careers.
Construction, Identification, and Evaluation of Dengue Promotional Campaign Posters in a Language Classroom
Author: Ahmed, Shabbir
Date: 2019-00-00
Type: Journal Articles
Subjects: Health Promotion,Health Behavior,Persuasive Discourse,Diseases,Communications,Graduate Students,Undergraduate Students,Action Research,Visual Aids,Freehand Drawing,Computer Graphics,Writing Evaluation,Color,Figurative Language,Verbal Communication,Printed Materials,Student Projects,Foreign Countries

Health promotional campaign as the practice of encouraging people to improve health has increased over the last decades in response to various health problems. This paper highlights strategies used by students to develop persuasive promotional campaign posters regarding the dengue health problem. Communication and media studies students were involved to show the combined results between the knowledge of health communication and the effective use of media in constructing an effective and persuasive health messages. A total of 56 students from two cohorts, i.e. twenty-five master's students and thirty-one undergraduates were selected. Kurt Lewin's model of action research was used to set the tasks: campaign objectives, information on dengue, themes/slogans to write the posters either by drawing or designing using a computer. The students were divided into groups where each group was monitored to record, check and evaluate their message writing performances. This study uses the Health Message Review Tool for data analysis which is grounded in the theories of Extended Parallel Process Model and Persuasion Hierarchy Effect. The findings revealed that the participants were able to construct, identify and evaluate major multi modal features in the dengue posters and persuasive elements which included: verbal texts, images, colours, graphic designs, metaphors, 1-sided and 2-sided message, firm conclusion and frames with more effective appeals. It was concluded that similar strategies may well be used in producing other campaign materials such as brochures, pamphlets, and billboards. The linguistic and pedagogic implications are also discussed at the end.
Educational Pathway and Social Mobility in Children of Immigrants
Author: Dunn, Michael
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Attainment,Social Mobility,Immigrants,Predictor Variables,Wages,Community Colleges,Acculturation,Vocational Education,Higher Education,Postsecondary Education,Grade Point Average,Socioeconomic Status,Bachelors Degrees,Racial Differences,Ethnicity

This paper looks at degree completion and wages of immigrants to understand the extent to which a student's chosen educational pathway limits his or her social mobility. Statistical modeling established the predictive strengths of key variables on educational pathway and statistical analysis is used to understand the relationship between educational pathway, degree completion, and wages. Findings show that educational pathway mediates many of the background determinants that previous research identified as key mechanisms for immigrant social mobility. Furthermore, findings also identify a significant &quot;pathway wage penalty&quot; despite degree completion. New immigration plus births to immigrants added more than 22 million people to the U.S. population in the last decade, equal to 80 percent of total population growth. Immigrants and their children now account for more than one in five public school students. The impact of immigrants and their children on the US population, and the education system, underscores the importance of research examining the immigrant experience.
English Language Anxiety and Its Effect on Students&apos; Mathematics Achievement
Author: Alghazo, Yazan
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,English Language Learners,Anxiety,Mathematics Achievement,Correlation,Language Proficiency,Foreign Countries,Language Skills,Student Attitudes,Undergraduate Students

Difficulties faced in learning a specific mathematical vocabulary are amplified through incomplete English knowledge among students who English Language Learners (ELLs). Therefore, the present study aims to investigate the relationship between English language anxiety and the mathematical achievement of EFL/ESL students who are using EMI. Mixed research method was employed to identify and understand this relationship between language anxiety and mathematics achievement in the math classroom. To collect quantitative data, a questionnaire was distributed to the students to measure their level of English language anxiety and mathematics achievement using their grades in their mathematics classes. The association between English language anxiety levels and ESL/EFL achievement in Mathematics was investigated through Pearson's correlation test. The results showed medium levels English language anxiety among the EFL/ESL students with a mean of (2.15) and a standard deviation of (0.73). The results indicated no statistical difference in means of English language anxiety that can be attributed to the program type or graduation year (a= 0.05). The study concluded that English language anxiety was neutral as majority of students become nervous, when the teacher asks them unexpected questions.
Indicators of Authentic Leadership for Teachers in the General Education Session of Buddhist Scripture Schools
Author: Moonsarn, Chatchai
Date: 2019-00-00
Type: Journal Articles
Subjects: Buddhism,Religious Education,Instructional Leadership,Goodness of Fit,Foreign Countries,Teacher Attitudes,Factor Analysis,Evaluation Criteria,Metacognition,Leadership Styles,Values,Interpersonal Relationship,Caring,Trust (Psychology),General Education

This research aims to test the fitness of theoretical model of authentic leadership with the empirical data, and investigate the factor loading. The descriptive research methodology was conducted. The data were collected from the 660 samples who are the teachers in the General Education Session of the Buddhist Scripture Schools in Thailand. The data was analyzed using a computer program. The results of the research confirmed the hypotheses of the research which are: the theoretical model is relevant to the empirical data, and the value of Relative Chi-Square (CMIN/DF), Root Mean Square Error of Approximation (RMSEA), Goodness-of-Fit Index (GFI), Adjusted Goodness-of-Fit Index (AGFI), Comparative Fit Index (CFI), and (6) Normed Fit Index (NFI) is in accordance with the criteria and 2) the lowest value of factor loading of the major factors is 0.94 which is 0.70 higher than the criteria, the Lowest value of factor loading of the minor factors is 0.58, and the lowest value of the factor loading of the indicators is 0.31 which is 0.30 higher than the criteria. It shows that the theoretical models of Authentic Leadership represents the relationship of the four major factors, 12 minor factors and 71 indicators which can be used for guiding the development of teachers in the General Education Session of the Buddhist Scripture Schools, in construct validity way which has supported by the results of this study.
Investigating the Validity of Different Peer Groupings in the Assessment of English Writings
Author: Bi, Zhou
Date: 2019-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Grouping (Instructional Purposes),Feedback (Response),Validity,Accuracy,Foreign Countries,English (Second Language),Second Language Instruction,College Students,Essays,Student Attitudes

Peer assessment is an indispensable part in classroom assessment and it serves as a very useful way of promoting learning. However, different ways of peer grouping may influence the validity of peer assessment. This study analyzes the quality and quantity of feedback, adoption rate of feedback as well as scores of students' original drafts and the revised versions. It finds that all ways of grouping can promote learning but the degree of validity varies among groups. Besides, accuracy and adoption rate are high in students' feedback, which means peer feedback is effective to a great extent. Among all the ways of grouping, homogeneous grouping i.e. pairing students with the same or similar language proficiency level can archive more significant promotion in learning. In general, students hold a positive view towards the validity of peer assessment.