ethanporcaro/eric-fulltext-meta huggingface dataset:
A National Survey of Faculty Development Evaluation Outcome Measures and Procedures
Author: Meyer, Katrina A.
Date: 2014-10-00
Type: Journal Articles
Subjects: National Surveys,Faculty Development,Outcome Measures,Online Courses,Institutional Characteristics,Higher Education,Program Evaluation,Evaluation Research,Research Methodology,Models,Cluster Grouping,Online Surveys,Incidence,Educational Practices,Teacher Attitudes

This article presents the results of a national study of 39 higher education institutions that collected information about their evaluation procedures and outcome measures for faculty development for online teaching conducted during 2011-2012. The survey results found that over 90% of institutions used measures of the faculty person&apos;s assessment of satisfaction and usefulness of the training itself, rather than student outcomes or changes in teaching methodology. Online evaluations were utilized by 80% of institutions and focus groups were used by 21% of institutions.
Predicting High School Students' Interest in Majoring in a STEM Field: Insight into High School Students' Postsecondary Plans
Author: Lichtenberger, Eric
Date: 2013-00-00
Type: Journal Articles
Subjects: High School Students,Student Interests,Majors (Students),STEM Education,Academic Aspiration,College Bound Students,Predictor Variables,Regression (Statistics),Family Influence,Environmental Influences,Mathematics Achievement,Science Achievement,Standardized Tests,Gender Differences,Racial Differences,Socioeconomic Influences,Teacher Qualifications,Teaching Experience,Teacher Influence,Student Surveys,Statistical Analysis,Context Effect,Institutional Characteristics

This study examined how various individual, family, and school level contextual factors impact the likelihood of planning to major in one of the science, technology, engineering, or mathematics (STEM) fields for high school students. A binary logistic regression model was developed to determine the extent to which each of the covariates helped to predict such academic interest. High school course taking in science and performance on science and math standardized tests were significantly and positively related to an increased interest in STEM. College aspirations were significant, and those with loftier educational goals were generally more likely to plan to major in a STEM field. Other individual-level factors also played a significant role, as male high school students were significantly more likely to have an early interest in STEM relative to their female peers, as were African American high school students compared with White students. Low-income students were significantly more likely to be interested in STEM majors than higher income students, respectively. In terms of school-level context, while teacher academic qualifications had a negative but significant relationship with an early interest in STEM, teacher experience had a small but significant positive relationship.
Developing College and Career Readiness through the Man Up! Men's Leadership Summit
Author: Besnoy, Kevin
Date: 2013-00-00
Type: Journal Articles
Subjects: Leadership,Leadership Training,College Readiness,Career Readiness,Qualitative Research,Career Development,High School Students,Males,Post High School Guidance,Developmental Studies Programs,Models,Training Methods,Program Effectiveness,Conferences (Gatherings),College School Cooperation,School Community Programs,Participant Satisfaction,Likert Scales,Motivation,Audience Response,Goal Orientation,Educational Needs

High school guidance counselors have a tremendous job of balancing their administrative responsibilities and providing students with career and college guidance. However, collaborative efforts that bring together guidance counselors, institutions of higher learning, and local community members can provide students with the guidance needed to set and achieve lifelong dreams. A qualitative research design was used to evaluate the merit, worth, and effectiveness of a daylong career development conference offered to male high school juniors and seniors residing in a Midwestern metropolitan area. By following Perna's (2006) multilevel conceptual model, organizers of the &quot;Man Up! Men's Leadership Summit&quot; brought together 166 high school males and community leaders to discuss how to chart a career path. Three themes emerged that support the effectiveness of this model. Implications are discussed and suggestions for future directions are offered.
District Superintendent Perceptions of Idaho Secondary CTE Teachers' Professional Development Needs
Author: Cannon, John G.
Date: 2013-00-00
Type: Journal Articles
Subjects: Professional Development,Faculty Development,Educational Needs,Secondary School Teachers,Superintendents,Vocational Education Teachers,Needs Assessment,Administrator Attitudes,Administrator Characteristics,Teacher Competencies,Online Surveys,Likert Scales,Critical Thinking,Creative Thinking,Safety Education,Teaching Methods,Learning Activities,Educational Practices

The purpose of this study was to describe Idaho superintendents' perceptions of Career and Technical Education (CTE) teacher's professional development needs. A descriptive instrument based on Borich's (1980) Needs Assessment Model was completed by 78 respondents (n = 78). Items related to teaching in a CTE program were assessed for importance, as well as competence of teachers towards the item. Mean Weighted Discrepancy Scores (&quot;MWDS&quot;) were used to prioritize perceived professional development needs. Teaching critical/creative thinking skills and proper safety attitudes were the items with the highest importance ratings. CTE teachers were perceived to be most competent at teaching safety attitudes and practices. Integrating reading and writing standards into CTE curricula were found to be the highest rated perceived in-service priorities as measured by the MWDS. The findings offer direction for pre-service curriculum and in-service activities for CTE teachers. Input from district educational leaders and other stakeholders are a foundation for CTE in-service planning.
Self- Motivation as a Mediator for Teachers' Readiness in Applying ICT in Teaching and Learning
Author: Copriady, Jimmi
Date: 2014-10-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Teacher Motivation,Technology Uses in Education,Predictor Variables,Statistical Analysis,Teacher Surveys,Science Teachers,Science Instruction,Social Sciences,Path Analysis,Causal Models,Reliability,Teacher Attitudes,Self Motivation

The aim of this study is to examine teachers' motivation as a great mediator for teachers' readiness in applying ICT in their teaching and learning. Apart from that, this study was carried out to differentiate the influence of exsogenous variables from the endogenous variables based on the academic fields (pure science and social science). This is a quantitative study using a survey method, involving a total of 874 high school teachers in Indonesia, including 446 science teachers and 428 social science teachers. Data was analyzed using path analysis (path analysis/ SEM) with AMOS software version 18. The results show that motivation is a significant variable as a mediator between the variables of readiness with ICT application in teaching and learning science and social science. Analysis of structural equation path model (SEM) shows that the data used in this study has a reasonable suitability for the proposed regression model. Thus, it is proved that the two independent variables are linked directly and indirectly to the dependent variable of the study which is the application of ICT in teaching and learning. The implication of this study is that the goverrnments and ministry of educations take into account teachers attitudes and motivations in terms of ICT application and address this issue by providing suffcent infrastructure, equipments, facilities, and training for teachers to develop positive attitudes the towards ICT use in education.
Exploring Students Intentions to Study Computer Science and Identifying the Differences among ICT and Programming Based Courses
Author: Giannakos, Michail N.
Date: 2014-10-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Science,Computer Science Education,Programming,Information Technology,Social Cognition,Student Behavior,Student Attitudes,Predictor Variables,Comparative Analysis,Adoption (Ideas),Computer Attitudes,Behavior Theories,Secondary School Students,Questionnaires,Measures (Individuals),Statistical Analysis,Hypothesis Testing

Computer Science (CS) courses comprise both Programming and Information and Communication Technology (ICT) issues; however these two areas have substantial differences, inter alia the attitudes and beliefs of the students regarding the intended learning content. In this research, factors from the Social Cognitive Theory and Unified Theory of Acceptance and Use of Technology were selected as important motivating factors in students' behavior and attitude towards CS courses. This hybrid framework aims to a) investigate the influence of these factors on students' intention to study CS and b) identify potential differences on these effects among ICT and Programming based courses. Responses from the total of 126 Greek students, (71 attending ICT courses and 55 attending Programming Courses) were used to measure the variables and to identify the differences between ICT and Programming students. Results revealed the influence of most of the motivating factors, on students' intention to study CS and indicated the moderating effect in the enrolment with ICT or Programming course on the relationship among students' Perceived Behavioral Control and their intention to study CS. The outcomes of this study are expected to open new avenues to understanding students' intentions to pursue computing and IT related careers.
The Mediator Effect of Career Development between Personality Traits and Organizational Commitment: The Example of Sport Communication Technology Talents
Author: Lo, Hung-Jen
Date: 2014-10-00
Type: Journal Articles
Subjects: Career Development,Personality Traits,Correlation,Athletics,Communications,Talent,Foreign Countries,Measures (Individuals),Career Planning,Information Technology,Regression (Statistics),Questionnaires

This paper explored the relationships among career development, personality trait, and organizational commitment and examines whether career development mediates the relationship between personality trait and organizational commitment. The sample was 275 sport communication technology talents in Taiwan. The instrument included the Personality Trait Scale, Career Development Scale, and Organizational Commitment Scale. The relationship between personality trait and organizational commitment was mediated by career development. According the findings, some suggestions and recommendations for administration agency, and further researchers were made.
EFL Learners' Perceptions of Using LMS
Author: Srichanyachon, Napaporn
Date: 2014-10-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Internet,Ownership,Access to Computers,Management Systems,Gender Differences,Correlation,Questionnaires,Foreign Countries,Positive Attitudes,Classification,Student Characteristics,Comparative Analysis,English (Second Language),Second Language Learning,Second Language Instruction

The purpose of this study is to present the views, attitudes, and perspectives of undergraduate students using Learning Management System (LMS) along with traditional face-to-face learning. It attempts to understand the factors that influence the adoption of LMS based on users' own experience. The samples were 198 undergraduate students enrolled in Fundamental English course at Bangkok University. The instrument in this study was a questionnaire. The results of the study show that the levels of attitudes toward using the Internet as a learning tool and perceptions of using LMS in general were moderate. There were no statistically significant differences at 0.05 level found in students' attitudes toward using the Internet as a learning tool and their perceptions of using LMS as classified by gender, computer ownership, and monthly allowance. As hypothesised, there was a positive relationship between students' attitudes toward using the Internet as a learning tool and their perceptions of using LMS at 0.01 level. Students with high attitudes toward using the Internet as a learning tool expressed more positive perceptions of using LMS than those with low attitudes.
E-Assessment of Student-Teachers' Competence as New Teachers
Author: Admiraal, Wilfried
Date: 2014-10-00
Type: Journal Articles
Subjects: Student Teachers,Teacher Competency Testing,Computer Assisted Testing,Beginning Teachers,Portfolio Assessment,Teacher Education Programs,Intervention,Psychometrics,Pretests Posttests,Questionnaires,Use Studies,Evaluation Methods,Experimental Groups,Control Groups,Teacher Educators,Teacher Attitudes,Foreign Countries,Teacher Competencies,Online Surveys,Case Studies,Qualitative Research,Statistical Analysis

In teacher education programmes, text-based portfolios are generally used to assess student-teachers' competence as new teachers. However, striking discrepancies are known to exist between the competencies reflected in a written portfolio and the competencies observed in actual classroom practice. Multiple assessments should be used to provide a more valid assessment of student-teachers' competence as new teachers. Technology can support this kind of multiple and flexible ways of assessment. In a Research &amp; Development project, four types of e-assessments were designed, implemented and evaluated in 27 interventions in 13 post-graduated teacher education programs in the Netherlands. Teacher educators reported positive outcomes of the interventions in terms of new procedures, materials and tools. No significant effects were found of the implementation of the four types of e-assessments on the evaluation by either teacher educators or student-teachers. A possible explanation for this absence of effects might be teething problems of the interventions implemented.
Exploring the Value of Animated Stories with Young English Language Learners
Author: Yildirim, Rana
Date: 2014-10-00
Type: Journal Articles
Subjects: English Language Learners,Role,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Audiovisual Aids,Student Attitudes,Animation,Vocabulary,Grammar,Elementary School Students,Foreign Countries,Questionnaires,Semi Structured Interviews,Grade 6,Mixed Methods Research

Teaching English to Young Learners (TEYL) through animated stories bears many prospects for an effective and meaningful language instruction as animated stories can help to contextualize the new language providing audiovisual input along with the story narration. In this study, the role of animated stories in teaching EFL (English as a Foreign Language) to Young Learners (YLs) was investigated. The potential role of using such an approach was assessed in terms of students' attitudes towards learning English. Five authentic animated stories were used as overarching themes into which some basic vocabulary, structures, and functions of the target language were integrated. On the whole, the outcome of the study is that students kept their initial positive attitudes towards learning English with animated stories. The study also proved that students' concerns related to learning English decreased through such instruction. The findings of the present research also suggest that animated stories offer teachers opportunities to present and recycle vocabulary, grammar, and functions of the target language in context through integrating many extension activities related to the story theme.
Moving towards the Assessment of Collaborative Problem Solving Skills with a Tangible User Interface
Author: Ras, Eric
Date: 2014-10-00
Type: Journal Articles
Subjects: Problem Solving,Computer Interfaces,Evaluation,Structural Equation Models,Cooperative Learning,Validity,Reliability,Computer Simulation,Children

The research on the assessment of collaborative problem solving (ColPS), as one crucial 21st Century Skill, is still in its beginnings. Using Tangible User Interfaces (TUI) for this purpose has only been marginally investigated in technology-based assessment. Our first empirical studies focused on light-weight performance measurements, usability, user experience, and gesture analysis to increase our understanding of how people interact with TUI in an assessment context. In this paper we propose a research agenda for assessing ColPS of individuals using the Microworlds methodology implemented on TUIs. In a first example item, we use so-called Micro- DYN items, which are independent microworld scenarios that rely on structural linear equations as underlying model. As the MicroDYN approach has been thoroughly empirically investigated for the assessment of complex problem solving of individuals, it offers a good basis for a reliable and valid assessment. We describe how this approach was applied to create an assessment item for a collaborative setting. This item described in this paper implements a simplified model of a MicroDYN item related to climate change using knowledge of previous studies. Therefore, the focus of the item&apos;s construction lies on meeting the requirements for a standardised high quality assessment. Finally, a research agenda is proposed to sketch the main research issues.
The Semantic Web in Teacher Education
Author: Czerkawski, Betül Özkan
Date: 2014-10-00
Type: Journal Articles
Subjects: Internet,Networks,Educational Technology,Web Sites,Computer Software,Teacher Education,Teaching Methods,Semantics,Technology Uses in Education,Access to Information

The Semantic Web enables increased collaboration among computers and people by organizing unstructured data on the World Wide Web. Rather than a separate body, the Semantic Web is a functional extension of the current Web made possible by defining relationships among websites and other online content. When explicitly defined, these relationships can be interpreted by software including Web applications, online services and intelligent agents. Because it allows computers to understand the &quot;meaning&quot; of Web-based information, the Semantic Web is sometimes referred to as the &quot;Intelligent Web&quot;. This paper discusses the potential of the Semantic Web for teacher education.
Discovering How Students Search a University Web Site: A Comparative Usability Case Study for PC and Mobile Devices
Author: Sengel, Erhan
Date: 2014-10-00
Type: Journal Articles
Subjects: Foreign Countries,Web Sites,Universities,Evaluation,Testing,Usability,Questionnaires,Interviews,Measures (Individuals),Computers,Handheld Devices,Telecommunications

This study aims to investigate the usability level of web site of a university by observing 10 participants who are required to complete 11 tasks, which have been defined by the researchers before to gather data about effectiveness, efficiency and satisfaction. System Usability Scale was used to collect data about satisfaction. The research result, completed by the 10 participations show that the tasks' average completion time is 16,1460 seconds and average success score is 93.36. In addition, most of the participants indicated that it was difficult to use the web site when mobile device is used. All the participants show a positive attitude and belief that this site helps the users about finding information about university.
The Impact of Iranian Teachers Cultural Values on Computer Technology Acceptance
Author: Sadeghi, Karim
Date: 2014-10-00
Type: Journal Articles
Subjects: Computer Attitudes,Cultural Influences,Social Values,Teacher Attitudes,Structural Equation Models,Masculinity,Femininity,Technology Uses in Education,Individualism,Collectivism,Foreign Countries,Power Structure,Intention,Technology Integration,Predictor Variables,Difficulty Level,Surveys,Statistical Analysis

This study was conducted with the aim of testing the technology acceptance model and the impact of Hofstede cultural values (masculinity/femininity, uncertainty avoidance, individualism/collectivism, and power distance) on computer technology acceptance among teachers at Urmia city (Iran) using the structural equation modeling approach. From among these teachers, 275 were sampled. Research results suggested that masculinity/femininity cultural values have a positive impact on variables of the technology acceptance model (perceived usefulness and perceived ease of use). The effect of uncertainty avoidance on these variables was also negative. Individualism/collectivism produced a positive effect on perceived usefulness but power distance created a negative impact on perceived usefulness and ease of use. Also the effect of individualism/collectivism on perceived ease of use wasn't significant. Research results and implications are discussed in the paper.
Academic Discipline and Personal Finance Instruction in High School
Author: Loibl, Cäzilia
Date: 2013-00-00
Type: Journal Articles
Subjects: Money Management,Student Characteristics,Teacher Characteristics,Teacher Education,Teaching Methods,Teacher Effectiveness,Surveys,Business Education,Consumer Science,Family (Sociological Unit),Guidelines,Instructional Effectiveness,Social Studies,Economics,Comparative Analysis,Teacher Attitudes,Correlation,Preferences,Course Content,Information Sources,Time on Task,Goal Orientation,Statistical Analysis,Factor Analysis,Regression (Statistics)

Despite public support for personal finance instruction in high school, its effectiveness has not been firmly established. The current study investigates instructional approaches as a reason for these inconsistent outcomes by comparing survey responses of business education, family and consumer sciences, and social studies/economics teachers. The study framework suggests differences in the three disciplines' identities and individual teacher preferences. Findings confirm discipline-specific approaches to personal finance instruction with regard to content, information sources, time investment, and teacher and student characteristics. In addition, a link emerged between college-based teacher preparation and teachers' ability to respond to the challenges of personal finance instruction.
Application of ICT by Students at Selected Universities in Poland
Author: Lorencowicz, Edmund
Date: 2014-10-00
Type: Journal Articles
Subjects: Foreign Countries,Access to Computers,Computer Uses in Education,Internet,Educational Technology,Student Surveys,Ownership,Rural Urban Differences,Student Attitudes,Teaching Methods,Undergraduate Students,Questionnaires

The aim of the study was to investigate access and use of computers and internet by students during their studies. The results are based on a survey conducted in 2009-2012 on groups of 320 to 405 students (each year) from two universities in eastern Poland. It was concluded that during the period under study access of students to computers and internet was at a relatively high level. In most of the years considered, there were statically significant differences in computer ownership and internet access between students from rural and urban areas. It was revealed that in students' opinion the application of ICT by lecturers in the courses' delivery did not change significantly since 2009.