ethanporcaro/eric-fulltext-meta huggingface dataset:
Bridging the Two Cultures: Disciplinary Divides and Educational Reward Systems
Author: Schiferl, E. I.
Date: 2007-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Art History,Neurosciences,Cognitive Science,Perception,Psychology,Barriers,Culture,Brain,Vocabulary,Evidence,Rewards,Research,Universities,Elementary Secondary Education,Popular Culture

In 1959 C.P. Snow believed that communication and education could span the cultural gap between the sciences and the humanities. In the twenty-first century, language, research models, and academic structures hinder intellectual communication between art history, cognitive neuroscience and perceptual psychology--three disciplines dedicated to researching vision and visualization. Multiple definitions of basic words such as image, perception, and perspective invite confusion and differences in professional tone can lead to misinterpretation about the validity of research. Standards of evidence vary according to assumptions about what is real, such as the use of photographs in brain scan research to study visual responses to physical objects. However the reward system of universities creates barriers that are harder to surmount than disciplinary differences. American universities promote interdisciplinary research in theory, but in practice faculty evaluation reinforces disciplines by following a vertical path from the department to the administration. Universities prioritize original research delivered in conventional text publications and devalue research, original or synthetic, that aims for an audience beyond fellow academics. Ironically, universities tend to denigrate &quot;educational&quot; publications and the lower the age of the audience, the less value accorded the research. This creates another cultural divide where interdisciplinary concepts long rejected in the face of academic research persist in K-12 education and popular culture. Examples include Betty Edward's &quot;Drawing on the Right Side of the Brain&quot; and Jean Piaget's developmental model of children's art that associates western linear perspective in art with maturity.
The Two Cultures and the Crisis in the Humanities
Author: Arndt, David
Date: 2007-00-00
Type: Journal Articles
Subjects: Humanities,Higher Education,Models,Liberal Arts,Research Universities,Sciences,Educational Change

The debate over the crisis in the humanities has focused on several disparate problems but failed to illuminate their underlying ground. To understand the crisis we have to understand the genealogy of the university and the origin of the humanities as a distinct set of disciplines. The university has been governed by four distinct models of higher education: the Christian university; the liberal arts college; the research university; and the commercial university. The more recent models have not simply replaced the older models; instead older institutions have been incorporated into more recent institutions and reinterpreted in light of their basic assumptions. &quot;The humanities&quot; first appeared as such within the liberal arts model, and the original aims of humanistic education were grounded in that model's basic assumptions about the nature of truth, language, and tradition. The humanities were thrown into crisis when the liberal arts college was incorporated into the modern research university, and when the humanistic disciplines were detached from the assumptions that supported their original aims, reinterpreted in light of the assumptions about truth, language, and tradition underlying the research university, and recast in the mold of the modern sciences. To begin to respond to the crisis in the humanities we have to both recover and reinvent the idea of the liberal arts.
Effects of Multimedia on Knowledge, Understanding, Skills, Practice and Confidence in Environmental Sustainability: A Non-Equivalent Pre-Test-Post-Test, Quasi Experimental Design
Author: Jena, Ananta Kumar
Date: 2015-00-00
Type: Journal Articles
Subjects: Multimedia Instruction,Instructional Effectiveness,Environmental Education,Sustainability,Quasiexperimental Design,Pretests Posttests,Secondary School Students,College Students,Community,Statistical Analysis,Program Effectiveness,Qualitative Research,Foreign Countries

The study aimed to evaluate the outcomes of the local community members, secondary school students, and the university students participated in the multimedia programme with reference to knowledge, understanding, skills, practice, and confidence in environmental sustainability. About two hundred students participated in this multimedia programme. The present study was a Non-equivalent Pretest-posttest Quasi Experimental Design used both qualitative and quantitative techniques to analyze the data, and draw the conclusion for its broad generalization. Audio, Video and audio-video on environment and environmental sustainability was developed and played in the teaching of environmental sustainability. Before programme and after programme, all the feedbacks and achievement test score were analyzed and interpreted by using t test, ANOVA and Scheff multiple comparison techniques. It was resulted that local community members, secondary school students, and the university students performed better after the participation in the Multimedia in Environmental Awareness programme. So, there existed a significant effect of multimedia programme on the awareness of environmental sustainability.
Implementing Social Norm Pedagogy to Impact Students' Personal Health Behavior
Author: Kramer, Mary M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Behavior Standards,Social Behavior,Health Behavior,Student Behavior,Undergraduate Students,Statistical Analysis,College Instruction,Audience Response Systems,Health Education,Teaching Methods,Student Attitudes,Behavior Change,Positive Attitudes,Instructional Effectiveness,Gender Differences,Religion,Politics

This quantitative exploratory research study describes the incorporation of Social Norms as a unique pedagogical method in an undergraduate Health Behaviors course (N = 32). With the use of an audience response system (clickers), students anonymously answered health-behavior related questions. Aggregate data from the class was compared to state and national data from readily available databases to encourage student engagement, bring relevance to theoretical concepts, and launch meaningful discussion. The results from the data show that, the incorporation of the Social Norms teaching methodology had a strong impact on students adopting more positive attitudes (88%) toward their own health-related behaviors, and also resulted in changes to their own behaviors (72%). Fifty-six percent of students made suggestions to family and/or friends regarding health-related behavior change. Students gave a strong recommendation to both the use of clickers (87%) and Social Norms pedagogy (84%). Students reported having high levels of truthfulness (94%) in their responses and the majority (85%) felt comfortable with their clicker responses being anonymous. Among the small percentage (15%) of students who reported feeling uncomfortable discussing personal health-behaviors in class, no relationship was found between students' comfort level and gender, religious beliefs, or political beliefs.
Using Mendeley to Support Collaborative Learning in the Classroom
Author: Khwaja, Tehmina
Date: 2015-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Computer Uses in Education,Graduate Students,Research Projects,Student Projects,Computer Software,Student Surveys,Student Experience

The purpose of this study was to explore the use of Mendeley, a free online reference management and academic networking software, as a collaborative tool in the college classroom. Students in two iterations of a Graduate class used Mendeley to collaborate on a policy research project over the course of a semester. The project involved collaborative critique of an article, finding and annotating additional relevant literature, synthesizing all group articles, and creating individual policy briefs. The authors investigated how students used the software, tracking individual contributions and reviewing final student projects. The authors used survey data to gauge student experience with Mendeley. The authors discovered that in addition to facilitating collaboration, Mendeley was useful for organizing the material for the group project. The survey also revealed that there is a learning curve with Mendeley, which may prevent students from taking full advantage of Mendeley as a collaboration and reference tool. This study suggests that Mendeley can be used as a platform to facilitate learning through classroom collaboration.
Virtual Learning and Instructional Tools: Perfecting the Weekly Roadmap
Author: Cicco, Gina
Date: 2015-00-00
Type: Journal Articles
Subjects: Graduate Students,Counselor Training,Online Courses,Instructional Materials,Cognitive Style,Virtual Classrooms

This article will provide details on the importance of providing structure within an online graduate counseling course in the form of a weekly roadmap tool. There are various instructional tools that may be useful in providing students with differing levels of structure, to meet their learning style preferences for structural stimuli (Cicco, 2013). The Dunn and Dunn Learning-Style Model lists structure as an element of learning style within the emotional domain of an individual's learning style profile (Dunn &amp; Griggs, 2003; Rundle, 2006). Recent research indicates that student satisfaction in virtual classrooms is often related to faculty-student interactions, levels of available support for students, and course structure, among other variables (Yukselturk &amp; Yildirim, 2008). Effective online instructors will be cognizant of their roles and available tools in creating increased or decreased levels of structure in virtual classrooms. The weekly roadmap tool, though sometimes pre-crafted and embedded in course management systems, may be customized by a faculty instructor to provide improved faculty-student interactions, assignment clarifications and resource support, and structure that marks and guides student achievement of sequential course learning objectives (Kasworm, Rose, &amp; Ross-Gordon, 2010). This article will outline clear methods of creating and perfecting a weekly roadmap tool in online counseling and other graduate education courses and point to the need for further formal study of its academic impact.
Towards Total Quality Management in Universities: Quality Function Deployment Paradigm and Beyond
Author: Al-Fuqaha, Isam Najib
Date: 2014-00-00
Type: Journal Articles
Subjects: Total Quality Management,College Administration,Quality Assurance,Models,Quality Control,Questionnaires,Commercialization,Educational Change,Change Strategies,College Planning,Program Implementation,Improvement Programs,Performance Factors,Foreign Countries

This paper is an endeavor to develop a customised and computerized matrix of Quality Function Deployment paradigm (QFD) that has been applied in industry, with the aim of probing quality assurance and enhancement in Universities. Results of testing the new matrix proved that, it is efficient and time-saving while compared with a detailed field study conducted at Philadelphia University, Jordan by the Jordan Accreditation Council. Challenges facing the application of the diverse relevant methodologies are mainly the scarcity of communication technologies and lack of physical and financial resources. This paper supports the adoption of the customized paradigm, to point out the following such as, Hybrid edutainment should be implemented; offices of quality management should be given a role in decision-making in Universities; awareness programs regarding the methods of quality assurance and enhancement should be organized, the culture of collaboration and interactivity among faculty members should be supported; and formation of regional networks of quality management should be advocated.
Effects of Practice Type in the Here and Now Mobile Learning Environment
Author: Tutty, Jeremy I.
Date: 2014-00-00
Type: Journal Articles
Subjects: Telecommunications,Technology Uses in Education,Handheld Devices,Educational Technology,Teaching Methods,Academic Achievement,Student Attitudes,Reflection,Evaluation,Comparative Analysis,Instructional Design,Undergraduate Students,Pretests Posttests,Alignment (Education),Surveys,Statistical Analysis,Multivariate Analysis

This generation of technology is characterized by mobile and portable devices such as smartphones and tablet computers with wireless broadband access. Mobile technologies enable a new kind of learning called &quot;here and now learning,&quot; where learners have access to information anytime and anywhere to perform authentic activities in the context of their learning. The purpose of this study was to investigate the effects of three levels of practice type (assessment Aligned, Reflective, None) on student performance and attitude in the here and now mobile learning environment. Results indicated that, the inclusion of practice activities in mobile instruction had a positive effect on student performance. Study participants who received either assessment aligned or reflective practice significantly outperformed the participants who did not receive practice. Further, the study results also indicated that, the inclusion of practice activities in here and now mobile learning has a positive effect on the students' attitude. Through the systematic consideration of a specific element of instruction, this study begins the process of building the framework for the effective design and implementation of here and now mobile learning.
The Development and Evaluation of a Network for Producing and Sharing Video Presentations
Author: Sadik, Alaa
Date: 2014-00-00
Type: Journal Articles
Subjects: Video Technology,Computer Networks,Computer Uses in Education,Usability,College Faculty,College Students,Questionnaires,Interviews,Student Attitudes,Teacher Attitudes,Foreign Countries,Qualitative Research,Statistical Analysis

This paper describes the technology and methodology used in the development and evaluation of an online network to help the instructors to produce and share video presentations in a new and innovative way. The network offers an application and platform for recording and sharing video presentations. The application allows instructors to narrate and annotate PowerPoint slides and synchronize a variety of visual aids, including webcam footage, whiteboard, drawing board, and web browser. The platform uses &quot;YouTube API&quot; to upload and integrate videos with scrollable slide thumbnails. Quantitative and qualitative techniques were implemented to collect data and report the usability of the network and effectiveness of the video presentations. The results of usability evaluation showed that, the network was perceived by instructors and students as effective, efficient, and relevance for self- production and sharing of video presentations. In addition, video presentations produced by participants met the criteria of quality of video presentations.
Investigating the Effectiveness of Microteaching in Mathematics of Primary Pre-Service Teachers
Author: Savas Basturk
Date: 2016-05-00
Type: Journal Articles
Subjects: Microteaching,Preservice Teachers,Instructional Effectiveness,Elementary School Mathematics,Likert Scales,Factor Analysis,Student Teacher Attitudes,Student Teaching,Interpersonal Communication,Interpersonal Competence,Student Participation,Lesson Plans,Student Evaluation,Group Activities,Self Control,Foreign Countries

Microteaching is a teacher education technique whose contributions to pre-service teacher education are significant. Through this technique, pre-service teachers can find an opportunity to transform their subject matter knowledge and pedagogical content knowledge into practice. They see and improve their weaknesses of teaching skills such as lesson planning, organization of group work, classroom management, etc. The aim of this study was to investigate the effectiveness of microteaching in mathematics of primary pre-service teachers by using a quantitative approach. The research group involved 131 third grade pre-service teachers from the department of primary school education. In their course entitled &quot;mathematics teaching II&quot;, the pre-service teachers lectured mathematics by using microteaching method for only once in a period of 40 minutes. To collect data, a 5-point Likert-type microteaching evaluation form was administered to the pre-service teachers. The exploratory factor analysis was performed. We found seven factors which explain the pre-service teachers' effectiveness in microteaching. The main results of the study indicate that the pre-service teachers had some problems in assessment, organization of group studies, and incorporating students' interest into teaching.
Swiss and Turkish Pre-Service Science Teachers' Anxiety Levels for Educational Technology
Author: Efe, Hulya Aslan
Date: 2016-07-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Science Education,Anxiety,Educational Technology,Teaching Experience,Incidence,Access to Computers,Self Efficacy,Cross Cultural Studies,Likert Scales,Multiple Regression Analysis,Student Teacher Attitudes

This study aims to culturally explain pre-service science teachers' instructional technology-related anxiety levels by analyzing the variables of their instructional technology using experiences, frequency of using instructional technologies, access to instructional technologies, instructional technology-related attitude and their instructional technology-related self-efficacy perceptions. The participants were 538 pre-service teachers studying at the Dicle University Ziya Gokalp Education Faculty and 188 pre-service teachers studying at the University of Teacher Education during the 2011-2012 academic year. The findings indicate that the higher the degree of Turkish and Swiss pre-service science teachers' technology experience, the higher instructional technology-related anxiety levels they have. Furthermore, the frequency of Turkish pre-service science teachers' technology use is in reverse ratio to their instructional technology-related anxiety level. However, the frequency of Swiss pre-service science teachers' technology use was found to be in direct ratio to their instructional technology-related anxiety levels.
The Arabic Story: Mirror of a Culture a Curriculum for the West
Author: El-Mallakh, Olfat
Date: 2007-00-00
Type: Journal Articles
Subjects: Semitic Languages,Second Language Learning,Middle Eastern Studies,Curriculum

For so long the Americans did not see the need to learn a foreign language. They did not perceive this dire need. Speaking a language is not about making a noise of different sounds. It is about culture, mannerism, history, literature, customs, religion (s), mentality, and wisdom that translate into a language. Today, the West is forced to learn Arabic and understand the complexities of the Middle East, as a matter of survival. Arabic is one of the most difficult languages. Because when a person says something, it is not necessarily exactly what they mean. In other words Arabic is a very rich language and hence is far from literal. In the West our speech is more direct and our language is more specific. The following manuscript is the foundation for a pre-Arabic language course to facilitate learning of the Arabic language.
The Relationship between Teacher Assessments and NCLB Mathematics Testing
Author: Herte, Christopher Mark
Date: 2007-00-00
Type: Journal Articles
Subjects: Educational Legislation,Federal Legislation,Grade 8,Mathematics Tests,Mathematics Curriculum,Grades (Scholastic),Curriculum Development,Student Evaluation,Scores,Algebra,Evaluation Methods,Mathematics Instruction

This study examined the relationship between teacher assessments and grade eight New Jersey NCLB mathematics testing. It also examined how curricular changes affected student achievement for one New Jersey junior high school on the NCLB mathematics test. The research considered teacher assessments and the New Jersey grade eight NCLB mathematics test for the 2003 and 2005 administrations. End of marking period grades and the midterm exam grades, expressed as percents, for one of the two lowest tracked math courses were collected and analyzed with the 2003 and 2005 NCLB test scores (n &gt; 200 each year). There is a need to determine how curricular changes affect in the relationship between teacher assessments and NCLB test scores. There was little relationship between teacher assessments and the components of the 2003 NCLB math test. Two years later, after the curricular changes, the relationship between teacher assessment and NCLB testing increased and the percent of students who demonstrated proficiency on the NCLB test increased. The increases in NCLB testing were statistically significant. This paper reviewed the methodology used, the findings of the study, and how the results may impact similar school districts. Suggestions for further research and action are presented.
The Two Cultures: A Zero-Sum Game?
Author: Scheessele, Michael R.
Date: 2007-00-00
Type: Journal Articles
Subjects: Culture,Sciences,Art,Humanities,Interdisciplinary Approach,Mathematics Education,Science Education,National Competency Tests,International Assessment,Achievement Tests,Foreign Countries,Cognitive Science,Information Science,Elementary Secondary Education

In &quot;The two cultures and the scientific revolution,&quot; C.P. Snow (1959) described the chasm between pure and applied science, on the one hand, and the arts and humanities, on the other. Snow was concerned that the complete lack of understanding between these &quot;two cultures&quot; would hamper the spread of the scientific/industrial revolution from rich nations to poor. Because of his conviction that this revolution had made lives longer and more comfortable for people of developed nations, he forcefully argued that the two intellectual cultures must be bridged--the sooner the better. The gap between these two cultures, of course, still exists. Meanwhile, the arts are neglected in primary and secondary schools. Further, the science vocabulary of adults in the U.S. appears to be so poor that a scientific theory is considered suspect simply because it is &quot;just a theory&quot;. Such problems may create increased competition between the two cultures. A probable result would be short-sighted prescriptive measures that are at best worthless and at worst dangerous to the mission of bridging the two cultures. A better approach may be to examine interdisciplinary fields where this gap seems less wide, for clues to a bridge.