ethanporcaro/eric-fulltext-meta huggingface dataset:
A Methodology to Define Learning Objects Granularity: A Case Study in Software Testing
Author: Benitti, Fabiane Barreto Vavassori
Date: 2018-00-00
Type: Journal Articles
Subjects: Methods,Case Studies,Computer Software Evaluation,Resource Units,Foreign Countries,Electronic Learning,Pretests Posttests,Undergraduate Students,Undergraduate Study,Experiments

Learning Object (LO) is one of the main research topics in the e-learning community in the recent years. In this context, granularity is a key factor for LO reuse. This paper presents a methodology to define the learning objects granularity in the computing area as well as a case study in software testing. We carried out five experiments to evaluate the learning potential from the produced learning objects, as well as to demonstrate the possibility of LO reuse. The results show that LOs promote the understanding and application of the concepts. In addition, the set of LOs identified through the proposed methodology allowed its reuse in different contexts.
Promoting Advocacy in English as a Second Language Teacher Preparation Programs in the US
Author: Byrd, David R.
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Teacher Education Programs,Preservice Teachers,Second Language Learning,English Language Learners,Course Descriptions,Grounded Theory,Preservice Teacher Education,Language Teachers,Qualitative Research,Disadvantaged,Power Structure

The population of English learners (ELs) is increasing dramatically and teachers need to learn how advocate for these often marginalized students. This study investigates various syllabi from English as a second language pre-service teacher course work that are aimed at preparing future teachers to advocate for ELs. The researchers employed constant comparison methodology to examine 14 syllabi to ascertain in which courses and how preservice teachers are prepared to advocate for their future students. Findings indicate that prospective teachers are being exposed to advocacy in many types of courses and with a variety of readings and assignments.
Assessing the Senior School Students&apos; Knowledge, Attitude and Practices Related to Climate Change: Implications for Curriculum Review and Teacher Preparation
Author: Falaye, Folajogun V.
Date: 2016-00-00
Type: Journal Articles
Subjects: Weather,Climate,Ecology,Environment,Secondary School Students,Age Differences,Gender Differences,Religion,Parent Background,Educational Attainment,Knowledge Level,Student Attitudes,Student Behavior,Questionnaires,Statistical Analysis,Natural Disasters,Foreign Countries

Changes in weather patterns result in devastating natural disasters that affect human beings and the environment. Ironically, climate change is man induced. This study investigated the knowledge, attitude, and practices of 1,103 senior school students on climate change and related issues. The study also determined the influence of students' age, gender, religion, subject affiliation, and parents' education levels on students' knowledge, attitudes, and practices. A questionnaire was employed to collect data; descriptive and inferential statistics were used for data analyses. Findings indicated that knowledge of climatic change issues is slightly low among students, while their attitude is slightly favorable. They engage in practices that do not entirely predispose the environment to devastating effects, especially flooding. Apart from gender, all other independent variables significantly differentiate students' knowledge, while seemingly mothers' educational level influences student practices. Therefore, teachers need to be sensitized on the level of students' knowledge, attitudes, and practices that are related to climate change and be adequately prepared to update students' knowledge of climatic issues.
Assessment for Learning in Teacher Education Programs: Navigating the Juxtaposition of Theory and Praxis
Author: DeLuca, Christopher
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Theory Practice Relationship,Praxis,Barriers,Formative Evaluation,Educational Practices,Institutional Characteristics,Higher Education,Course Evaluation,Student Evaluation,Foreign Countries

This paper examines the challenges associated with promoting and modeling assessment for learning within initial teacher education programs. Based on their experiences teaching in a variety of higher education institutions within Canada and the United States and on a critical synthesis of literature, the authors identify three broad constraints that contribute to the current theory-praxis divide. Specifically, the article outlines temporal, programmatic, and institutional constraints that typically undermine the spirit of assessment for learning within initial teacher preparation programs. After documenting these constraints, the paper concludes with a research agenda for aimed at promoting more effective integration of assessment for learning in teacher education programs.
Determinants of College and University Choice for High-School Students in Qatar
Author: Mustafa, Semsia Al-Ali
Date: 2018-00-00
Type: Journal Articles
Subjects: College Choice,Colleges,Universities,High School Students,Factor Analysis,Regression (Statistics),Foreign Countries,Student Surveys,Parent Surveys,Grade 11,Grade 12,Decision Making,College Bound Students,Statistical Analysis,Participant Characteristics

This paper investigates various predictors of high school students' college and university choice decisions in Qatar. Based on a 2015 survey of 1,427 participants, this study utilized exploratory factor analysis to identify variables that affect student choice of higher educational institutions (HEI). Three factors were extracted from the analysis, revealing the following aspects of the academic experience as important when choosing a HEI: i) quality of education; ii) cultural values; and iii) the cost of education. Ordinal logistic regression was employed to test whether several independent variables (student's gender, nationality, parental education, and parental occupation) act as significant predictors of the three extracted dimensions (dependent variables). The analysis revealed, to varying degrees, that demographic characteristics significantly predict a student's HEI choice. Discussion on postulated reasons behind the recorded relationships will follow, along with implications and recommendations for further study and research. The study's findings will assist HEIs in Qatar and the broader region, to position themselves more effectively, and develop targeted strategies that attract and maintain a diverse student population.
Review on the Impact of World Higher Education Rankings: Institutional Competitive Competence and Institutional Competence
Author: Dembereldorj, Zoljargal
Date: 2018-00-00
Type: Journal Articles
Subjects: Higher Education,International Assessment,Classification,Literature Reviews,Competition,Global Approach,Relevance (Education),Educational Practices,Knowledge Economy,Conflict,Change Strategies,Universities,Recognition (Achievement),Reputation

This paper discusses the relevant literature on higher education rankings and its impact on higher education institutions across the globe. The literature suggests that global university rankings impact higher education institutions both in advanced economy and developing countries to build competence to race and exist. Universities in an advanced economy are building institutional competitive competence to race in the global university rankings under the umbrella term of 'World Class University,' whereas universities in developing countries are building institutional competence by pursuing to build research intensive universities. The essay argues that global university rankings are shaping the field of higher education institutions, and the capacity of resources dictates universities the type of competence to build to exist: institutional competitive competence and institutional competence.
Honors in Chile: New Engagements in the Higher Education System
Author: Skewes, Juan Carlos
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Honors Curriculum,Higher Education,Educational Practices,Institutional Characteristics,Cultural Influences,Environmental Education,Sustainable Development,Educational Change,Program Evaluation,Student Attitudes,Interviews,College Students,Barriers

Honors programs are rare in Latin America, and in Chile they were unknown before 2003. At the Universidad Austral de Chile, an interdisciplinary group of scholars linked to environmental studies put forward a pilot project for implementing a new experience in higher education. Challenged by an educational environment where (1) apathy and mediocrity have taken over the classrooms, (2) monodisciplinary training rules the university campus, and (3) authoritarian teaching persists, this has been an experiment in new ways of approaching the classroom. Stimulated by experiences in the USA, a project proposal was written, finding support in the Chilean Ministry of Education. Three years of experience have proven that a Chilean honors program can serve as a model for programs elsewhere in Latin America. In the following pages we aim to provide a summary of what this experience has meant, using the most recent class as an example. Some background about the university and the Chilean system needs to be supplied, while most of the paper deals with the particular features of this program and its immediate future. This paper describes the honors experience at the Universidad Austral de Chile (UACh). The UACh program is of interest not only because of its Latin American context, but also because it is focused on a particular theme, Environmental Studies and Sustainable Human Development. After three years, the program has just completed its pilot phase, and so the time is appropriate to describe its accomplishments and challenges. [This article was originally printed in &quot;Honors in Practice&quot; v2 2006.]
Becoming Part of a Story
Author: Estess, Ted L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Deans,Personal Narratives,Higher Education

What follows is a slightly revised version of a story that Ted Estess read at the ceremony honoring his retirement after thirty-one years from the position of Dean of the Honors College at the University of Houston. The story, as he explained to those assembled, was written some years ago in Colorado, where he spent time most summers with his wife, Sybil, and his son, Barrett. [This article was originally printed in &quot;Honors in Practice&quot; v6 2010.]
ImproStory: Social Improvisation and Storytelling in Arts and Skills Subjects in Teacher Education
Author: Karppinen, Seija
Date: 2018-04-22
Type: Journal Articles
Subjects: Creative Activities,Story Telling,Foreign Countries,Art Education,Preservice Teachers,Elementary Education,Kindergarten,Preservice Teacher Education,Handicrafts,Student Attitudes,Music Education,Qualitative Research,Content Analysis

Our pedagogic developing project, ImproStory, addresses improvisation and storytelling. We study how these two concepts could be applied in arts and crafts education for both primary and Kindergarten (daycare) teachers. The majority of our data consists of digital questionnaires in basic arts and crafts studies of primary pre-service teachers (N = 323). Additional data (portfolios) contain a group of Kindergarten and primary pre-service teachers with a focus in visual arts (N = 8). All data were collected at the University of Helsinki (Finland) during the academic year 2014-2015. According to our study, pre-service teachers consider improvisation and storytelling to be beneficial skills. They see developing them as necessary and useful. Experimenting and learning the approach appear to strengthen pre-service teachers' collaboration and allow them to build independence, trust, and self-confidence within arts and crafts education. In addition, improvisation and storytelling helps them to recognize their individual creative potential.
The Fessenden Honors in Engineering Program
Author: Giazzoni, Michael
Date: 2018-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Engineering Education,College Curriculum,College Programs,Undergraduate Students

Developing honors opportunities for students in engineering programs can be difficult, and the experience at the University of Pittsburgh is no exception. Often these students' degree requirements are so demanding that their opportunities for participating in honors experiences are severely limited. In each of the two semesters of their freshman year, freshman engineers at the University of Pittsburgh take the same courses: physics, chemistry, calculus, engineering computing, one elective, and a zero-credit, required engineering seminar that introduces them to their major choices. They enter their engineering majors in their sophomore year. [This article was originally printed in &quot;Honors in Practice&quot; v3 2007.]
Ending in Honors
Author: Schuman, Samuel
Date: 2018-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Higher Education,Administrator Responsibility,Deans,Career Change,Retirement

Samuel Schuman writes that in the year after the 1983 national conference in Philadelphia, he had a gripe, and was not hesitant to express it. He wondered why an organization like this one does not do a better job of welcoming and orienting newcomers to Honors. At that point one of the elders of the organization, Dr. John Portz, responded, &quot;Why don't you do something about it?&quot; Thus was born at the 1984 conference in Memphis, &quot;Beginning in Honors,&quot; which has since spawned children: the &quot;Beginning in Honors Handbook, &quot;Developing in Honors,&quot; and the like. This article shares Schuman's thoughts about the other end of the honors career: the ending. His comments are in four parts: where folks go when they leave honors; how to know when to leave honors; how to end the honors career; and whether there is an honors afterlife. [This article was originally printed in &quot;Honors in Practice&quot; v5 2009. ]
The Engagement Tree: Arts-Based Pedagogies for Environmental Learning
Author: Davis, Susan
Date: 2018-04-22
Type: Journal Articles
Subjects: Environmental Education,Case Studies,Foreign Countries,Elementary School Students,Learner Engagement,Research Methodology,Forestry,Qualitative Research,Reflection,Freehand Drawing,Art Education,Research Projects,Art Teachers,Elementary School Teachers,Art Activities,Focus Groups,Interviews

This case study reports on an arts-based project called &quot;Tree-Mappa,&quot; one that sought to engage primary-school children in learning about their local environment through significant trees. Pedagogical approaches featured the use of arts-based strategies as the means for activating cognitive and affective responses and learning. The frame for analysis was that of student engagement and learning, recognising that for students to be mobilised to care about and act for the environment requires both knowledge but also emotional commitment and the means for expression and communication. Findings drawn from student reflective responses and focus group interviews identified various triggers for student engagement. These included excursions and outdoor activities framed by arts-based processes. The study signals the value of ongoing research and practice to verify the potential of different arts-based strategies for engagement, commitment, and meaningful learning about the environment.
The Collaborative Residency Project: The Influence of Co-Teaching on Professional Development in Arts Integration
Author: Schlaack, Nicole
Date: 2018-04-22
Type: Journal Articles
Subjects: Art Education,Team Teaching,Integrated Curriculum,Faculty Development,Art Teachers,Artists,Elementary School Teachers,Case Studies,Elementary School Students,Observation,Interviews,Focus Groups,Self Efficacy,Teacher Behavior,Classroom Environment

Many classroom teachers turn to arts integration as a method for meeting multiple learning objectives but are less than prepared to do so. The &quot;Collaborative Residency&quot; program offered classroom teachers an intensive course of study through collaborative work with teaching artists as they co-planned and co-taught arts integrated units together. Consistent with the literature, participants in this study experienced the educational advantages of teaching through the arts to help students gain, acquire, and construct understanding. The results of this study highlight the interdependence of classroom teachers' personal beliefs, behaviors and their environment, as well as the need for better institutional support to provide classroom teachers a ground on which they can continue their arts integration endeavors.
An Analysis of Principal Perceptions of Required Evaluator Proficiency Exams Used in the Primary Teaching Evaluation System in Seven U.S. States
Author: Dodson, Richard
Date: 2018-06-00
Type: Journal Articles
Subjects: Public Schools,Principals,Teacher Evaluation,Evaluators,Competence,Online Surveys,Administrator Attitudes,Achievement Tests,Test Validity,Video Technology,Evaluation Methods,Test Bias,Educational Quality,Participant Characteristics

This research examines how public school principals in seven U.S. states perceive the proficiency exam they must take and pass in order to evaluate their teachers. The test is centered on the states' primary teaching evaluation system, which is based on Charlotte Danielson's Framework for Teaching. An online survey was developed and 832 out of over 7,000 working principals across seven states responded, yielding a response rate of nearly 12%. States were selected to represent a cross section of high, middle, and low scorers in the annual &quot;Education Week&quot; &quot;Quality Counts&quot; report (&quot;Education Week,&quot; 2016). Results showed that most principals were not satisfied with the proficiency test that they must take and pass in order to evaluate their staffs. Many principals called for the elimination or drastic overhaul of their proficiency exam. Suggested changes also showed that most principals wanted better quality videos they must watch to evaluate teaching lessons, and they also wanted the test to be less subjective. The survey showed that more principals than not believed the test was unfair and should not stay the same.
2D:4D, Lateralization and Strength in Handball Players
Author: Eler, Nebahat
Date: 2018-05-00
Type: Journal Articles
Subjects: Handedness,Muscular Strength,Human Body,Athletics,Athletes,Body Height,Body Weight,Body Composition,Questionnaires,Scores,Measures (Individuals),Correlation,Gender Differences,Age Differences,Foreign Countries,Statistical Analysis

Lateralization, which is also known as hand preference, and 2D:4D finger ratio is a sign of prenatal testosterone and known to be associated with strength. The aim of this study is to investigate the relationship between 2D:4D, lateralization and hand grip strength in relation to hand and forearm that are thought to be effective in handball in elite handball players. 67 female and 67 male elite players participated in this study. The height, weight, body-mass index and hand preference of these athletes have been identified and 2D:4D finger measurements and hand grip strength tests were performed. When identifying the preferences regarding lateralization, the hand distribution preference was determined by the Oldfield questionnaire and evaluated using the Geschwind score. After photocopy images of the two hands of the athletes were taken, their finger lengths were measured Hand grip strength was determined by a Jamar hydraulic dynamometer. Strong correlation was found especially between 2D:4D and dominant hand grip strength in male and female elite handball players. The ratio of left-handedness due to the positions of players during the game among male and female athletes has been found to be higher than that of the general population. With regard to gender, 2D:4D was found to be lower in males than females but hand grip was found to be higher in males than females. Besides, a significant correlation between height and BMI with 2D:4D, sport age, height, body weight and hand grip strength was found. This study emphasizes the importance of 2D:4D, handgrip strength and hand preference in handball.
Development of Subjective Well-Being Increasing Strategies Scale for Children (1-5 Ages) Their Mothers Use
Author: Eryilmaz, Ali
Date: 2018-06-00
Type: Journal Articles
Subjects: Well Being,Mothers,Foreign Countries,Young Children,Physical Health,Mental Health,Factor Analysis,Life Satisfaction,Item Analysis,Case Studies,Test Reliability,Correlation,Test Validity,Factor Structure

Subjective well-being is a sign of positive mental health of children. The aim of the present study is to develop subjective well-being increasing strategies scale for children whose mothers' uses are varied 1 to 5. In this study, there were 195 mothers whose mean ages were 31, 49 and standard deviation were 4,71. Satisfaction with life, positive and negative affect scales were used. Moreover, item analysis, exploratory factor analysis, reliability and validity analysis were used. According to results, the scale has 66,03 % explained variance and four dimensions which were named as acting physical contact, playing game, satisfaction of desires and take out. The reliability and validity of the scale have enough values. The scale is valid and reliable. In future, some researches might carry out with this scale in order to increase children's' physical and mental health.
Effect of Soccer Foot Pressure on Pressure Distributions
Author: Uzun, Ahmet
Date: 2018-06-00
Type: Journal Articles
Subjects: Team Sports,Exercise Physiology,College Athletics,Athletes,Nonparametric Statistics,Physical Activity Level,Physical Activities,Statistical Significance,Predictor Variables,Control Groups,Experimental Groups,Biofeedback,Foreign Countries,Statistical Analysis

The aim of this research is to investigate the effect of playing soccer for a long time in for professional soccer players regarding sole pressure. Despite the increasing prevalence of new methods developed in the footpad pressure measurement in recent years, our knowledge about pressure distribution of the footplate is still insufficient, especially for sportsmen (Ford et al., 2006). Plantar pressure analysis system (EMED-SF) was used in the study. Statistically significant differences between the study groups were examined using the non-parametric Mann-Whitney U test. According to the results of the research, there was no statistical difference between the experimental and control groups in terms of physical characteristics. However, significant results were found at (0.01-0.05) level in the beginning and grand total of heel medial, heel lateral, 1,2,3,4,5 metatars in the maximal force comparisons applied to the right and left foot contact area and the floor.