ethanporcaro/eric-fulltext-meta huggingface dataset:
An In-Depth Look at a Comprehensive Diversity Training Program for Faculty
Author: Hudson, Nancie J.
Date: 2020-00-00
Type: Journal Articles
Subjects: College Faculty,Faculty Development,Training,Cultural Pluralism,Cultural Awareness,Diversity,Program Effectiveness,Multicultural Education,Racial Bias,Participant Observation,Teaching Methods,Inclusion,Transformative Learning,Instructional Improvement

This ethnographic research project examines a five-month diversity training program that 16 faculty participated in voluntarily at a university in the western United States. In addition to reviewing diversity issues and challenges in higher education, this article provides information about the program, describes my participant-observer experience, and provides evidence that assesses the program's effects on teaching practices. This annual program includes learning, reflection and application and helps the participants develop new inclusive teaching strategies for the courses they teach. A post-program survey of the participants indicates that the majority felt that the program had a lasting beneficial effect on their teaching practices, and the results include specific inclusive teaching strategies that faculty can use in the classroom.
Benefits of Using Lesson Study for SoTL, Cross-Disciplinary Research, and Assessment
Author: Wahman, M. Lauren
Date: 2020-00-00
Type: Journal Articles
Subjects: Communities of Practice,Scholarship,Instruction,Learning,Teacher Collaboration,Cooperative Planning,Instructional Effectiveness,College Faculty,Interdisciplinary Approach,Educational Quality,Library Instruction

Lesson study is a technique that helps faculty examine student learning that encourages scholarly teaching. In lesson study, faculty identify a concept and develop a lesson plan to support student learning of the concept. The opportunity to collaborate on lesson development and to examine student learning opens up a space for faculty to exchange ideas about effective teaching. Most faculty do not have opportunities to collaborate on their teaching at this deeper level, but a lesson study project provides guidance for instructors to explore student learning in-depth. This article examines how lesson study provides opportunities for college faculty to engage in cross-disciplinary Scholarship of Teaching and Learning (SoTL) projects. In addition to structuring SoTL projects, lesson study can aid faculty in the development of assessment plans to improve student learning.
Exploring Student and Faculty Reactions to Smartphone Policies in the Classroom
Author: Stachowski, Alicia A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Attitudes,Handheld Devices,Educational Policy,Classroom Environment,College Students,College Faculty,Student Behavior

The current studies examined attitudes about classroom cell phone usage and reactions to cell phone policies among students and faculty. Study 1 documented students' and faculty's perceptions of appropriateness of cell phones in the classroom and about what classroom policies should be. Students reported greater leniency regarding cell phone use in the classroom and suggested stricter penalties for inappropriate use. Study 2 surveyed faculty and students about four cell phone policies ranging in level of leniency. The results indicated as policy leniency increased, cell phone use increased and enforcement decreased. Study 3 evaluated students' reactions to actual classroom cell phone policies. Students reported using their phones more than they anticipated and rated policy enforcement lower than expected, except under a prohibitive policy. These results indicate that differences remain between faculty and students and that there is a mismatch between what students prefer and perceive as effective cell phone policies.
&quot;A Video of Myself Helps Me Learn&quot;: A Scoping Review of the Evidence of Video-Making for Situated Learning
Author: Epstein, Iris
Date: 2020-00-00
Type: Journal Articles
Subjects: Situated Learning,Telecommunications,Handheld Devices,Drills (Practice),Self Evaluation (Individuals),Student Attitudes,Teacher Attitudes,Skill Development,Assistive Technology,Educational Research,Formative Evaluation,Feedback (Response),Usability,Video Technology,Models,College Students,Access to Education,Athletics,Therapy,Engineering,Nursing,Dance,Foreign Countries

Nursing, dance and studio-based arts, engineering, and athletic therapy are viewed as practice-oriented professions in which the teaching and situated learning of practical skills are central. In order to succeed, students must perform a series of performance-based assessments, which seemingly require an &quot;able&quot; body to enact complex tasks in situated and/or simulation-based contexts (for example, &quot;safe nursing practice&quot;). Our interdisciplinary research seeks to intervene within the culture of professional learning by investigating what we know about the use of smartphone video recording for situated, practice-based learning, and for supporting interactive video-based assessment as a means of accommodation and extending access for students, including students with performance anxiety,mature students, ESL learners, students with disabilities, and students in remote communities. In this paper we employ a scoping review methodology to present our findings related to students' and instructors' perspectives on the use of smartphone video to demonstrate and document practical knowledge and practice-oriented competencies across fields in the arts and sciences. We also examine broader research, as well as the ethical and design implications for the development of our technology-based toolbox project -- an online resource created to advance pedagogies deploying smartphones as tools for practical skills acquisition -- and for accommodation -- within multidisciplinary practical learning environments.
Dimensionality Assessment of Binary Response Test Items: A Non-Parametric Approach of Bayesian Item Response Theory Measurement
Author: Ayanwale, Musa Adekunle
Date: 2020-06-00
Type: Journal Articles
Subjects: Test Items,Item Response Theory,Bayesian Statistics,Nonparametric Statistics,Secondary School Students,Foreign Countries,Multiple Choice Tests,Mathematics Tests,Achievement Tests

This study investigated dimensionality of Binary Response Items through a non-parametric technique of Item Response Theory measurement framework. The study used causal comparative research type of nonexperimental design. The sample consisted of 5,076 public senior secondary school examinees (SSS3) between the age of 14-16 years from 45 schools, which were drawn randomly from three senatorial districts of Osun State, Nigeria. Instrument used for this study was 2018 Osun State unified multiple-choice mathematics achievement test items with empirical reliability coefficient of 0.82. Data obtained were analysed using Non-linear factor analysis, Stout's Test of Essential Unidimensionality (STEU), Factor Analysis (FA), Full Information Factor Analysis (FIFA) and Bootstrap Modified Parallel Analysis Test (BMPAT). Results showed that both the BMPAT and STEU ascertained violation of unidimensionality assumption of the test items (the observed difference in the second eigenvalue of the observed data and that of second eigenvalue of the simulated data was statistically significant, p = 0.0099; Stout's test rejected the assumption of essential unidimensionality, T = 10.6260, p&lt;0.05). Non-linear factor analysis and full information factor analysis revealed that four dimensions embedded in the test items and loadings of the items showed within-item multidimensionality respectively. The authors' concluded that modeling examinees' performance with unidimensional model when it was actually multidimensional in nature would affect performance of examinees adversely and could lead to blur judgment. Consequently, it is recommended that unidimensional scoring method of Osun State unified mathematics achievement test implicit in Classical Test Theory should be jettisoned and an appropriate scoring model (multidimensional) should be embraced.
Analysis of Prospective Teachers&apos; Environmental Identities in Terms of Some Variables
Author: Pektas, Murat
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Identification (Psychology),Predictor Variables,Foreign Countries,Individual Differences,Rural Urban Differences,Environmental Education,Gender Differences

This study examines how environmental identity of prospective teachers studying in different departments of faculty of education has changed in some variables (such as their departments, gender, hometown, families' place of residence, enrollment to courses about the environment, activities about the environment, and their membership to non-governmental organizations about the environment). The survey method was used in the current study. The sample comprised 644 prospective teachers. In this study, Environmental Identity Scale was used to collect the data. The data were analyzed using independent samples t-test and one-way ANOVA. The results showed that the prospective teachers studying social studies teaching programs had a significantly lower environmental identity than those studying in other departments (i.e., science teaching, Turkish teaching, early childhood teaching, and elementary school teaching). Additionally, prospective teachers' environmental identity levels did not differ according to their gender and whether they are members of an environmental non-governmental organization. Furthermore, it was observed that prospective teachers who grew up in rural areas and whose families lived in rural areas had a higher environmental identity than those who grew up in urban areas and whose families lived in urban areas. Moreover, the results showed that the prospective teachers who took environmental courses and who participated in environmental activities had a high environmental identity.
Global Perspectives in the Core: Student Attitudes and Instructor Performance
Author: Butler, Scott M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Global Approach,Student Attitudes,Citizenship Education,Student Evaluation of Teacher Performance,Institutional Mission,Undergraduate Students,College Faculty,Required Courses

Global learning and global citizenship education (GCE) continue to be integrated as co-curricular and curricular components in US higher education. Many institutions have linked their mission and values statements to global learning. However, their efforts fail to reflect a single shared understanding or philosophy of global learning or GCE. While scholars continue to discuss and debate the substance of these frameworks, few studies have analyzed perspectives of curricular global learning and GCE requirements. Three hundred fifty-four undergraduate students attending a university in the Southern US completed questionnaires assessing their attitudes towards global learning, international issues, and global citizenship, as well as their attitudes toward the college's required global perspectives curriculum. Results indicate that students feel generally positive towards global learning and issues, believe global learning should be required at this and other institutions, and have high perceptions of faculty performance.
&quot;It&apos;s Not Like He Was Being a Robot:&quot; Student Perceptions of Video-Based Writing Feedback in Online Graduate Coursework
Author: Marshall, David T.
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Video Technology,Feedback (Response),Online Courses,Graduate Students,Revision (Written Composition),Writing Skills,Research Skills,Teacher Student Relationship,Public Colleges,Writing Evaluation,Preservice Teachers,Special Education

Although much research has explored the impact writing feedback has on student learning, it has primarily focused on undergraduate coursework offered in traditional face-to-face settings. This work explores student perceptions of writing feedback they received in an online graduate-level research methods course. Using a seven-point framework based on undergraduate writing feedback literature, students received feedback on a semester-long research proposal writing project. We explored student perceptions of the feedback they received in both written and video formats. Interviews were conducted with participants in both studies to understand their perceptions of the feedback they received. Students perceived the feedback and revision process as being constructive, positively impacting their content knowledge about the research process, and as facilitating their growth as writers for research. Most participants preferred the video-based feedback they received. This was found to impact the relationship students formed with the instructor in the course and support student growth as writers for research.
Determining the Standards of Teaching and Learning Process as a Component of Curriculum
Author: Bahadir, Ferdi
Date: 2020-00-00
Type: Journal Articles
Subjects: Standards,Teaching Methods,Learning Processes,Instructional Materials,Delphi Technique,College Faculty,School Administration,Specialists,Student Evaluation,Curriculum Evaluation,Foreign Countries,Program Development,Preschool Education,Elementary Secondary Education

In this research, it is aimed to determine the standards of learning teaching process as a component of curriculum. On the basis of the Delphi technique, standards were determined through the opinion of two hundred and ninety-five educational sciences experts from ten universities from all regions of Turkey in this study which was performed in three rounds. As a result, ten standards and two hundred six indicators were determined in terms of educational process. These standards have been categorized as 101 items for teachers oriented, 18 items for school administration, 11 items for Education and Training Policies, 19 items for Learning Environment, 22 items for Teaching Material, 9 items for Content, 2 items for Evaluation, 5 items for Teaching Process, 8 items for Learning and 11 items for Curriculum Standards. These standards, which the expert group agreed on independently, were significantly related to both national and international standards in the literature. It will be useful to conduct researches on the extent to which these standards are met in the education process. This research is considered to be very important to be the first research on this subject in Turkey and to provide opportunity to evaluate the curriculum based on standards.
An Exploration of Parents&apos; Perceptions Concerning the Forest Preschool
Author: Kahriman-Pamuk, Deniz
Date: 2020-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Preschools,Environmental Education,Outdoor Education,Preschool Children,Preferences,Foreign Countries,School Choice,Social Development,Emotional Development,Self Esteem,Psychomotor Skills

The aim of this study was to investigate parents' perceptions of forest school. Qualitative research was adopted as a research design. The study was carried out with parents who have children enrolled in the forest school. Thirty-nine parents participated in this study. Their perceptions about forest school were investigated through interviews. In the interview schedule, five open-ended questions were asked parents to obtain their perceptions of forest school. A content analysis technique was used to interpret data. According to parents, a forest school is a place where children have positive feelings, discover nature and life and interact with nature. Their reasons for preferring the forest school were listed as nature as a learning environment, the role of nature in wellbeing, education philosophy, and staff characteristics. Findings also revealed that parents consider children's increasing interest in environmental issues in terms of environmental awareness and knowledge; social-emotional development in terms of enhancement in self-confidence, and taking responsibility; motor development in terms of physical strength and speed; cognitive development in terms of inquiry skills.
Comparison of Prospective Science and Social Studies Teachers&apos; Knowledge Levels of and Misconceptions about Atmospheric Environmental Problems
Author: Ürey, Mustafa
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Social Studies,Science Teachers,Knowledge Level,Misconceptions,World Problems,Climate,Ecological Factors,Diagnostic Tests,Foreign Countries,Environment,Pollution

The aim of this study is to investigate and compare the prospective science and social studies teachers' knowledge of and misconceptions about atmospheric environmental problems. In this study, the causal-comparative design was used. The sample of the study consisted of 441 prospective science and social studies teachers studying at faculties of education in the 2017-2018 academic year. Convenience sampling was used in the study. In the study, the Atmosphere-Related Environmental Problems Diagnostic Test (AREPDiT) was used as the data collection tool. The AREPDiT is a three-tier diagnostic test consisting of 13 questions. The first tier includes multiple choice questions, the second tier asks for the rationale of the answers given in the first tier, and the third tier questions whether or not the participants are sure about their answers. The data obtained from the prospective teachers were evaluated with the rubric developed by the researchers and SPSS.20 software package was used in data analysis. At the end of the study, it was found that the prospective science and social studies teachers had similar misconceptions while misconceptions were more prevalent among the prospective social studies teachers. It has been determined that these misconceptions are related to the causes, consequences and prevention of global warming, acid rains, ozone layer, the function of ozone layer and the benefits and harm of greenhouse effect. When the knowledge levels of the prospective science and social studies teachers about atmospheric environmental problems were compared, it was seen that prospective science teachers were more successful.
Ethical Dilemmas: A Problematic Situation for Teachers
Author: Börü, Nese
Date: 2020-00-00
Type: Journal Articles
Subjects: Ethics,Decision Making,High School Teachers,Teacher Attitudes,Individualized Instruction,School Administration,Class Size,Educational Environment,Social Values,Democratic Values,Curriculum,Testing,Compliance (Psychology),Parent Teacher Cooperation,Foreign Countries,Student Centered Learning,Politics of Education,Discipline Policy

During the decision-making process, finding two or more ethically correct alternative solutions is known as facing an ethical dilemma. The current study aimed to determine ethical dilemmas faced by teachers in high schools in Turkey. The study uses a qualitative research method. The data was collected through a semi-structured interview technique. A descriptive analysis method was used in analyzing the data. In the data, 6 main themes were found; individualized education, school regulations, administrators, parents, colleagues, and democratic &amp; social values. Situations causing ethical dilemmas are the centralized curriculum, the testing system, the disciplinary system, class-size and class culture, because of a lack of suitability for individualized education. Other situations causing ethical dilemmas are related to complying with the administrators or school regulations; showing or not showing compassion to parents, students and colleagues; and the disagreement between democratic values and society's values.
Creating Awareness of Pre-Service Science Teachers for Sustainable Development about Waste Recycling
Author: Aksan, Zeynep
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Sustainable Development,Recycling,Consciousness Raising,Knowledge Level,Foreign Countries,Conservation (Environment),Public Colleges,Environmental Education,Program Length,Program Effectiveness

The research has been carried out with the purpose of raising pre-service science teacher' awareness of waste recycling in terms of sustainable development and determining the effect of the education given on the level of pre-service teacher' awareness of waste and recycling. The research sample consists of 30 volunteer pre-service science teachers studying at the Faculty of Education in a university located in the North of Turkey. Recycling Awareness Scale developed by the researcher has been used as a data collection tool in the research. The awareness scale developed before and after the training has been applied as pre-test and post-test to pre-service science teachers. The data acquired from the Recycling Awareness Scale in the study has been analyzed as percent (%) and frequency (f). T test analysis has been performed for the related samples to determine whether there is a significant difference between pre-test and post-test scores of pre-service science teachers' awareness scale. As a result of the research, it has been seen that 10-week training has increased awareness of pre-service science teachers.
The Element of Water in the Tales and Strories of Ferda Izbudak Akinci
Author: Kadizade, Esma Dumanli
Date: 2020-00-00
Type: Journal Articles
Subjects: Childrens Literature,Water,Authors,Folk Culture,Foreign Countries,Figurative Language,Books

This is a study conducted on the works in the field of children's literature by Ferda Izbudak Akinci who has achieved important goals and created works in the field of children's literature. It has become necessary to conduct the study due to the fact that the author and her works had not been studied with a comprehensive analysis, and the element of water used frequently and functionally in her works has reached remarkable dimensions. We determined the sample group randomly selected among the works of the author in the field of children's literature, in order to determine with which functions the element of water appeared or did not. In the study, we used document analysis as a qualitative research method. We obtained various codes related to the element of water in the documents analysed. These are; rescue, revival, relief and entertainment. In the traditional sense, we observed that mother figure was created based on the element of water; missing parents were replaced with the nature. However, given that the mother figure is not just any random mother, her attributes reach up to supernal dimensions; we believe that the author intended to create a &quot;mother goddess&quot; from a species existing in the form of &quot;Kybele&quot;. Since the works contain not only the good aspects of water, but also the destructive sides, we have concluded that god-like aspect of water is completed by using a punishing structure. Water's having protection and auxiliary elements bonded to it, and accepting the natural formations hosting water as sanctuaries can be listed among grounds of our conclusion. [Paper presented at Children's Literature Association Conference (2018).]