ethanporcaro/eric-fulltext-meta huggingface dataset:
Learning with Digital Portfolios: Teacher Candidates Forming an Assessment Identity
Author: Fu, Hong
Date: 2022-02-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Electronic Publishing,Teacher Education Programs,Preservice Teachers,Student Evaluation,Evaluation Methods,Student Experience,Foreign Countries,Professional Identity,Formative Evaluation,Feedback (Response),Peer Evaluation,Educational Technology,Electronic Learning,Interdisciplinary Approach

This study focuses on how the use of digital portfolios in teacher education can support teacher candidates to shift their understanding of assessment as they form their assessment identity. The study was in the context of changing curriculum and assessment practices promoted in British Columbia. We draw on data from a cohort of teacher candidates in the first term of a 16-month post-degree teacher education program, where they created a digital portfolio across multiple courses as part of their final assessment to be used in an exit interview with instructors and teaching professionals from the field. Narratives of teacher candidates' experiences were collected to shed light on their changing understanding of assessment for learning practices and their emerging teacher identity as assessors promoted by the digital portfolio process. Significance of using digital portfolios to support their process of becoming teachers is focused in the conclusion of the paper.
Cheating in Online Learning Programs: Learners&apos; Perceptions and Solutions
Author: Valizadeh, Mohammadreza
Date: 2022-01-00
Type: Journal Articles
Subjects: Foreign Countries,Online Courses,Cheating,Student Attitudes,College Students,Prevention,Student Evaluation,Evaluation Methods,Tests,Computer Assisted Testing

This study aimed at highlighting the Turkish higher education learners' perceptions of cheating on online learning programs, the ways of, causes for, and some suggestions to minimize cheating. Both quantitative and qualitative data were gathered from 163 online learners via a questionnaire including both open-ended and close-ended questions. Data from the close-ended items in the questionnaire were analyzed in terms of frequencies and percentages of the responses using SPSS 22. The open-ended questions were analyzed thematically and manually. Over half of the respondents believed that cheating is more frequent and easier in an online course and they take this opportunity. They cheated by 'using online sources like Google to copy and paste the answers', 'consulting with others, and 'using personal class notes or coursebook'. They cheated because of 'lack of knowledge', 'getting higher marks', 'some technical problems', 'no proctoring', and 'exam stress'. To prevent cheating the respondents suggested that universities should disable the copy and paste features. Teachers should create different quizzes for each student, require all students to start their webcam during the online test, use alternative methods of assessment, prepare essay like thought-provoking questions, and create awareness of the problem. However, some students clearly stated that nothing can be done either due to some technical infrastructure problems or even lazy teachers.
Using Reciprocal Teaching Strategy to Improve Physics Students&apos; Critical Thinking Ability
Author: Mafarja, Nofouz
Date: 2022-00-00
Type: Journal Articles
Subjects: Reciprocal Teaching,Physics,Critical Thinking,Foreign Countries,Problem Solving,Grade 10,Secondary School Students,Instructional Effectiveness,Thinking Skills,Gender Differences

In Palestine, issues about word problem solving and physics critical thinking have led to a deep understanding of factors affecting physics problem solving among Palestinian students. The influence of Reciprocal Teaching on physics students' critical thinking skills among 10th-grade students in Palestine was investigated in the study. The study used a quasi-experimental research design. Two treatment groups (male and female) and two control groups were randomly allocated to four intact courses (male and female). All four groups included a total of 120 participants who were pre- and post-tested on their critical thinking skills in physics. Preliminary checks were performed prior to inferential testing to ensure that the one-way MANCOVA assumptions were not violated. After adjusting for physics word problem-solving pre-test scores for critical thinking skills, one-way MANCOVA results show that reciprocal teaching strategy has a considerable effect on critical thinking skills at p&lt;0.05 level between the groups F(1, 118)=336.649, p=0.001?0.05. In addition, the two-way MANCOVA results for the interaction effect of gender and method is not large in critical thinking skills, with F(1, 116)=3.5, p=0.064&gt;0.05 but is big in two sub-skills interpretation, with F(1, 116)=5.187, p=0.025?0.05, and evaluating arguments skill, with F(1, 116)=5.463, p=0.021?0.05 in favour for male students. As a result, using a reciprocal teaching technique to learn physics topics is more effective than using a standard method, and it is applicable and effective for both male and female students. This study has implications for policymakers to encourage the implementation of an integrated reciprocal teaching strategy in schools. It also has implications for teachers' instructional practices in the classroom.
Particulars of Practice: A Collaborative Self-Study of Mentoring Practicum-Based Seminars
Author: Sivia, Awneet
Date: 2022-02-00
Type: Journal Articles
Subjects: Mentors,Preservice Teachers,Preservice Teacher Education,Practicums,Seminars,Teacher Role,Teacher Educators,Cooperative Learning

This paper documents research regarding the roles, practices, and identities of three faculty members who mentor teacher candidates during practicums. Using a collaborative self-study (Hamilton, 1995), the authors examine the implications of implementing &quot;particulars of practice seminars&quot; (POPS) where practice issues are surfaced by candidates and examined collaboratively through focused conversation. The POPS are designed to develop candidates' authority of experience (Munby &amp; Russell, 1994) and foster candidates' agency in professional learning yet these aims are highly dependent upon the faculty mentors' practices and how these seminars are conceived and enacted. Using reflections, email threads, and meetings, this self-study focuses on the authors' conceptions of their practice, identities, and roles as faculty mentors participating in the POPS and introduces &quot;braiding&quot; as a metaphor to illustrate the weaving together of multiple data sources. Results include assertions regarding programmatic recommendations, faculty development, and methodological approaches used in self-study research.
Determining Student Teachers&apos; Rates of Plagiarism during the Distance Education and Investigating Possible Reasons for Plagiarism
Author: Bayram, Huseyin
Date: 2022-01-00
Type: Journal Articles
Subjects: Student Teachers,Plagiarism,Foreign Countries,Teacher Education Programs,Distance Education,Incidence,Student Teacher Attitudes,Writing Assignments,Content Analysis,Ethics,Cheating

This study examined the plagiarism rates of student teachers (hereafter students) during the distance education process and investigated the reasons for plagiarising. Qualitative dominant sequential exploratory design was used. The sample consisted of students studying at two different universities in Turkey. The study group was determined in two stages as a quantitative sample and a qualitative participant group. To select the quantitative sample, the maximum diversity sampling was used, while the criterion sampling method was utilized for the qualitative participant group. The data were collected in two stages as quantitative and qualitative in accordance with the nature of the mixed-methods research. In the first stage, the assignments prepared by students were included in the plagiarism program and their similarity rates were determined. All assignments were coded according to the names of the students who prepared them. Then, the assignments with the highest and lowest rate of plagiarism were identified. In the next stage, qualitative data were collected through semi-structured interviews conducted with the students who prepared the aforementioned assignments. The interview questions were prepared to obtain in-depth information about why they plagiarized or did not plagiarize. Content analysis was applied to analyse the data, and meaningful findings were found. The findings were collected under five headings. According to the results, those with high plagiarism stated their reasons for plagiarism as their economic and social conditions were not suitable for research. On the other hand, those with low plagiarism considered plagiarism as an action such as stealing and being unfair.
Uncharted Territory: Curriculum Mapping Multiple Majors Simultaneously
Author: Reniers, Jennifer
Date: 2022-02-00
Type: Journal Articles
Subjects: Curriculum Development,Concept Mapping,Higher Education,Majors (Students),Bachelors Degrees,Courses,Best Practices,Foreign Countries,Data Collection,Workbooks,Undergraduate Study

Curriculum mapping is the process of creating a visual representation of the teaching and assessment of learning outcomes in a degree, program or major. Best practice recommendations about curriculum mapping typically focus on mapping individual programs. Therefore, many recommendations, such as meeting individually with faculty as they map their course, may not be feasible for large-scale mapping projects. This paper describes the process of a large-scale curriculum mapping project designed to map the Bachelor of Science degree and 24 of its associated majors. The project involved the participation of faculty from three colleges within a research-intensive University to map over 400 courses. We describe the key questions and decisions involved in carrying out the mapping project, our data collection and analysis process, and our dissemination efforts to ensure that the mapping results were used to inform curricular change.
Evaluating the Impact of Technological Tools on the Academic Performance of English Language Learners at Tertiary Level: A Pilot Investigation
Author: Asif, Muhammad
Date: 2022-00-00
Type: Journal Articles
Subjects: Academic Achievement,Comparative Analysis,Undergraduate Students,Second Language Instruction,Second Language Learning,English (Second Language),Reading Comprehension,Language Tests,Pretests Posttests,Test Use,Computer Science Education,Information Technology,Web Based Instruction,Private Colleges,Foreign Countries,Teaching Methods,Technology Uses in Education,Instructional Effectiveness,Barriers

The current investigation aimed to explore how and to what extent technology tools and web-delivered language learning platforms impact the academic performance of English language learners (ELLs) at the tertiary level. The study used a quantitative experimental research method employing a single-group pre-test and post-test design. A total of N=525 undergraduate computer science students partook in this research. The participants enrolled in their first semester at the Faculty of Information Technology in a private sector university in Lahore, Pakistan, were selected using a simple random sampling technique. The data were gathered in two phases: a pre-test was administered in the first week, and a post-test was conducted in the sixteenth week. The Reading Comprehension and Use of English assessments adapted from ETS TOEIC -- a credible instrument in terms of validity and reliability -- were used for this purpose. The investigators applied frequency analysis in the form of percentages to get various descriptive statistics. They utilised Spearman's rank-ordered correlation and Kruskal-Wallis H tests to verify the findings of the descriptive statistics, address the research question and respond to the statistical hypotheses. Despite diverse linguistic and technological barriers, the results revealed a positive impact of technology tools on ELLs' academic performance. The study proposed that taking undergraduates from other disciplines and exploring other variables affecting ELLs' performance and confidence need further consideration.
Evaluation of the Curriculum of the Teaching in the Multigrade Classrooms Course: Participatory Evaluation Approach
Author: Karaçoban, Fatma
Date: 2022-00-00
Type: Journal Articles
Subjects: Multigraded Classes,Preservice Teacher Education,Teacher Education Curriculum,Preservice Teachers,Curriculum Evaluation,Student Participation,Elementary Education

This study aims to evaluate a curriculum designed for a course as &quot;Teaching in Multigrade Classrooms&quot; available in pre-service teacher education by using participatory evaluation approach. The case study, one of the qualitative research designs, was used in the study. The participants of the study consisted of the pre-service teachers who studied in Primary School Teaching at a state university in the Eastern Mediterranean region and taking the Teaching in Multigrade Classrooms course, and one of the researchers who implemented the curriculum as well as an observer participating in the implementation process of the relevant curriculum. Observation, interview, and document analysis were used to collect data. The data were inductively and deductively analyzed. As a result, it was decided through this study that the curriculum developed was applicable and could meet the requirements emerging in the context of the current situation, contributing to pre-service teachers personally and professionally.
Improving Elementary School Teachers&apos; Competence in Composing Thematic Songs: An Action Research
Author: Julia, J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Singing,Elementary School Students,Educational Objectives,Elementary School Teachers,Creativity,Instructional Innovation,Teaching Methods,School Districts,Teacher Attitudes,Information Technology,Musical Composition,Action Research,Foreign Countries,Teacher Competencies

The existence of thematic songs in theme books in Elementary Schools appears to be ineffective in supporting the attainment of learning objectives. In addition to the limited number of songs, the lack of appropriate lyrics and materials remains one of the causes. Due to this, the most possible alternative solution is for teachers to compose their own thematic songs. However, elementary school teachers lack the ability in composing thematic songs, hence they need to be given related training. The purpose of this research is to increase elementary school teachers' capacity for creativity and innovation in order to produce thematic songs. The research employed a participatory action research design, involving 55 teachers from 16 districts and cities in Indonesia. The data were collected using survey, observation, and interview. The results showed that these teachers were able to develop their ability to compose thematic songs. Teachers were also able to utilize technology in the composing process. Based on the aforementioned findings, it can be stated that elementary school teachers can improve themselves and innovate effectively with planned and regulated training.
A Taxonomy for Developing Undergraduate Research Experiences as High-Impact Practices
Author: Fischer, Abbey E.
Date: 2021-04-00
Type: Journal Articles
Subjects: Taxonomy,Undergraduate Students,Student Research,Best Practices,Research Opportunities,Curriculum Design,Teacher Effectiveness,Interdisciplinary Approach,Vignettes,Research Projects

The call to increase student participation in high-impact practices (HIPs) to improve student learning, satisfaction, and retention is being answered in a multitude of ways. Faculty and staff involved in undergraduate research see this as validation of their efforts, which it is. However, Kuh &amp; O'Donnell's (2013) work challenges research mentors to reevaluate their efforts in order to intentionally provide an even richer and more engaging research experience. Making undergraduate research a high-impact practice requires thinking inclusively about how the research experience can be scaled across the curriculum, adjusted to increase student engagement, and adapted to student preparation and desired learning outcomes. This article presents the work of a statewide multidisciplinary faculty team that developed a scalable taxonomy for incorporating high-impact practices into student learning experiences and to serve as a roadmap for designing and assessing undergraduate research experiences. The authors offer a layered taxonomy, with milestones of increasing engagement, that establishes what sets a HIP undergraduate research experience apart from other HIP experiences and what distinguishes good practices from high-impact teaching. Aligning undergraduate research experiences with best practices across disciplines, types of research opportunities, and student achievement level was a key goal in the taxonomy development. We present cases where the taxonomy was applied to research opportunities embedded in general education courses across disciplines and different modalities. In these vignettes, the utility of the taxonomy as a tool for assessing course design and teaching effectiveness is examined and common challenges in development, implementation, and assessment of student learning experiences are also explored.
Can Undergraduate Research Participation Reduce the Equity Gap?
Author: Bhattacharyya, Prajukti
Date: 2021-04-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Research,Student Participation,Equal Education,Student Characteristics,Minority Group Students,Academic Persistence,Disproportionate Representation,College Transfer Students,First Generation College Students,Low Income Students,Federal Aid,Grants

Undergraduate research (UGR), one of several high-impact practices (HIPs) in education, can positively impact student retention and graduation rates. However, not all students take advantage of UGR opportunities, with fewer students from underrepresented minority groups, those with first-generation status, and students eligible for a Pell grant or federally subsidized loan. We obtained retention and graduation data from our Office of Institutional Research and Planning for all UGR participants for academic years 2009-2010 to 2016-2017. We specifically focused on data for UGR participants from underrepresented demographics that historically have lower retention and graduation rates than those of the overall student body. We created Sankey-like ribbon diagrams to analyze the characteristics of UGR participants, whether they participated in UGR for 1 year or longer, their class standings when they started UGR, retention rates for 1st- and 2nd-year students for the year following their UGR participation, and graduation rates for all participants. Our data show that irrespective of demographics, students who participated in UGR were significantly more likely to persist in college and graduate within 6 years compared to students who did not. Persistence and success in college may depend on students' socioeconomic status, sense of belonging, and other factors. Assessing the impact of a single HIP, such as UGR, on retention and graduation rates, can, therefore, be complicated. However, our study indicates that UGR participation can significantly improve persistence and success for students traditionally considered &quot;at-risk,&quot; irrespective of their socioeconomic status, family background, or class standing. This information can be important for campus leaders and other stakeholders interested in facilitating student success and reducing the equity gap by incorporating UGR in more students' college experiences. We describe our analytical methods and discusses our findings. We also demonstrate the effectiveness of Sankey-like diagrams for visualizing and analyzing large programmatic data sets, and as a tool for communicating program impacts to a general audience.
Career Readiness Driven by Sequential CUREs
Author: Killion, Patrick J.
Date: 2021-04-00
Type: Journal Articles
Subjects: Career Readiness,College Freshmen,Student Experience,Professional Development,Sequential Approach,Outcomes of Education

The University of Maryland First-Year Innovation &amp; Research Experience (FIRE) was launched in 2014 and initially developed to provide a broad range of undergraduate students with research experience. As the program has grown and matured during six years of operation, the student outcomes targeted have evolved to include a broader range of professional development impacts, including critical thinking, communication, collaboration, and professionalism. Students participate in FIRE through the completion of a sequential three-semester course-based undergraduate research experience (CURE). The sequential nature enables students to cumulatively build personal and professional outcomes through a three-semester process of research preparation (FIRE Semester 1), training (FIRE Semester 2), and accomplishment (FIRE Semester 3). Optional mid-program (FIRE Summer Fellowships) and post-completion (FIRE Next Steps) opportunities allow students to develop leadership capacities in addition to their research training.
Intergovernmental Regional Cooperation in European Higher Education
Author: Klemencic, Manja
Date: 2016-03-00
Type: Journal Articles
Subjects: Foreign Countries,Agency Cooperation,International Cooperation,Regional Cooperation,Higher Education,Educational Policy,Coordination,Governance,Policy Formation,Politics of Education

Intergovernmental regional cooperation is one of the defining characteristics of political Europe. This article investigates it in the area of higher education and research. Specifically it explores what types of intergovernmental regional alliances exist and to what extent their member countries coordinate their higher education and research policies. The article focuses on six most prominent and most formalized intergovernmental regional alliances: the Benelux, Norden--The Nordic Cooperation, the Visegrád Group, the Franco-German Cooperation, the Western Balkans, and the Baltic Cooperation. There has been much research devoted to study of policy diffusion from the European to the national level, but the intergovernmental regional level has largely been ignored. This article argues that there clearly exists a multi-level governance system in the area of higher education and research, in which regional intergovernmental alliances also perform policy coordination. Therefore, the politics of European higher education policy-making cannot be fully understood by ignoring intergovernmental regional cooperation.