ethanporcaro/eric-fulltext-meta huggingface dataset:
Forever Home: A Multilevel Approach to Fostering Productive Transgression in Honors
Author: Holt, Richard
Date: 2019-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Teaching Methods,Service Learning,Adoption,Animals,Experiential Learning,Teaching Models,Group Activities,Undergraduate Students

Transgressive pedagogical methods such as those advanced by Freire, Giroux, hooks, Kincheloe, McClaren, and others are enlisted to train honors students to assist organizational entities in the pet adoption sector, with the eventual goal of achieving the ideal of adoption, securing a &quot;forever home.&quot; Three self-assigned groups of honors students (six students each) were tasked with contacting pet adoption entities and--based on class readings, lectures, and discussion--offering assistance in improving contact episodes between adopters and adoptees. Students were asked to pre-analyze impending interactions with target entities according to Hymes's SPEAKING template; to engage contact; and to report to the class afterward. One group achieved linkage but had to fundraise rather than act as consultants for pet-human interaction. The other two groups failed to achieve contact, instead performing in-class dramatizations of how their interactions went and how they should have gone had Hymes's communication episode ideals been realized. Relying on discourse analysis, class readings, discussion with students, and past experience, the instructor examined the class from the viewpoint of transgressive pedagogy, creating a five-level model to bring together various influences on the transgressive mode (the THERE model): &quot;T&quot;eacher as Outlaw, &quot;H&quot;onors Courses Fit; &quot;E&quot;xpand Problem Space; &quot;R&quot;eveal ZOPED; and &quot;E&quot;ngage Real World. Based on a review of instructor and student experience via the THERE model, suggestions are offered to engage honors students in transgressive learning approaches for the benefit of society and for finding in honors curricula a &quot;forever home.&quot;
Texas--Mexico Border vs. Non-Border School Districts&apos; Growth Trajectory of High-Stakes Reading Performance: A Multi-Level Approach
Author: Tang, Shifang
Date: 2019-03-00
Type: Journal Articles
Subjects: Foreign Countries,School Districts,High Stakes Tests,Reading Tests,Grade 5,Elementary School Students,School Location,Time,Reading Achievement,Standardized Tests,Bilingualism,Biculturalism,English Language Learners

This study focuses on comparing the growth trajectory of border and non-border school districts regarding their fifth-grade students' performance on a standardized reading test. Using a growth hierarchical linear model, we investigated the effect of time, school location, and their interaction on students' reading performance through the State of Texas Assessment of Academic Readiness (STAAR) reading test in five recent school years. It was found that border school students lagged behind in reading at the initial stage when STAAR was first administered. As time went by, the gap between border and non-border district students' reading performance remained. Implications for teaching pedagogy and research are discussed regarding the preparation of border district students to become bilingual, bicultural, and biliterate.
Empathy Thresholds in Transport Design Students
Author: Woodcock, Andree
Date: 2019-00-00
Type: Journal Articles
Subjects: Empathy,Design,Teaching Methods,Engineering Education,Thinking Skills,Workshops,Transportation,Transformative Learning,Undergraduate Students,Concept Formation,Foreign Countries,Student Attitudes,Intervention,Course Descriptions

Threshold concept models offer a useful way of understanding aspects of design education. A threshold concept represents a gateway, or portal, to a more developed understanding and level of capability (Meyer, Land &amp; Davies, 2008). Passing through a threshold can be transformative, irreversible, integrative and troublesome. Key transformations for design have been identified, such as gaining sufficient confidence in design thinking to enable solution concepts to be generated which are crucial to achieving capability as a designer. Empathy has been recognised as a key skill by practicing designers, but one which is seldom formally taught in classrooms. Drawing on the experience of five workshops held with transport and engineering design students which aimed to broaden their empathic understanding, the authors discuss the extent to which empathy may be considered as a threshold capability.
Beyond Programming and Crafts: Towards Computational Thinking in Basic Education
Author: Pöllänen, Sinikka
Date: 2019-00-00
Type: Journal Articles
Subjects: Computation,Elementary Secondary Education,Programming,Foreign Countries,Technology Integration,Problem Solving,Thinking Skills,Core Curriculum,Design,Holistic Approach,Technology Education,Industrial Arts,Manufacturing,Creative Activities

Continually increasing demands are being placed on the educational system to prepare students with technical skills due to the exponential implementation of information, technology and automation in the workforce. Students should work with design, problemsolving and computational methods and tools early on in their school lives in basic education and across diverse areas of learning. It has been argued that a fundamental understanding of technology requires computational thinking. However, teachers have difficulties integrating technology and programming into students' active learning in crafts. In this systematic literature review, the main aim is to view descriptions of programming through craft science-based concepts of craft labour and, thereafter, to seek examples to enable teaching programming in craft education during basic education. Considering the selection criteria to undertake the analysis, the final data set comprised of 10 articles dealing with programming and craft, and 68 articles describing the possibilities of combining crafting and programming in basic education. According to the results, it seems that contemporary multi-material and design-based holistic craft may encompass different forms of technology and programming such as prototyping, robotics, microcontrollers, 3D modelling, applications for documentation, visualisation, share-out and storytelling via multiple channels. These all help students to learn computational thinking as they start out with design and practical problems and proceed to technology-mediated programming skills. It is hoped that the findings will provide theoretical perspectives for practitioners and policymakers to see the mutual benefit arising from the integration of crafts, technology and computation in basic education.
What Affects Middle School Students&apos; English Anxiety in the EFL Context? Evidence from South Korea
Author: Choi, Naya
Date: 2019-00-00
Type: Journal Articles
Subjects: Middle School Students,English (Second Language),Second Language Learning,Anxiety,Foreign Countries,Adolescents,Gender Differences,Parent Influence,Self Efficacy,Correlation,Independent Study,Parents,Grade 7,Grade 8,Grade 9

This paper examines what affects adolescents' English anxiety in the English as Foreign Langauage (EFL) context. A total of 414 adolescents in South Korea participated in the study and the AMOS 20.0 was used in structural equation modeling for statistical analysis. The results are as follows. Girls showed a higher level of English anxiety and self-directed learning ability than boys. Second, adolescents' English self-efficacy had a partial mediating effect on the relationship between parental pressure expectation and English anxiety. Third, parental pressure expectation had a significant effect on English anxiety through self-directed learning and English self-efficacy. Fourth, a gender difference in the paths of the models was significant. This provides supporting evidence to many educators and parents for the implementation of effective support practices for adolescents who learn English in EFL contexts similar to Korea to reduce thier English anxiety.
Transition to Kindergarten Videos and Their Relationship to Family Engagement
Author: Walsh, Bridget A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Kindergarten,Student Adjustment,Educational Technology,Technology Uses in Education,Video Technology,Parents,Self Efficacy,Parent Teacher Cooperation,Interpersonal Communication,Experience,Family Involvement

Transition to kindergarten videos (in English and Spanish) are one proposed technology tool to promote parental engagement. Regression analyses were conducted to examine links between parents' video experience and parental self-efficacy, teacher communication, and school communication. High parental self-efficacy was associated with more positive perceptions about teacher communication but less positive perceptions about school communication. Parents' experience of the transition video was not associated with their parental self-efficacy. Viewing videos with children was only associated with lower levels of parental self-efficacy. Implications for practice and future research are discussed.
An Instructional Model for Social Design Education: A Design Project for Stray Animals Including Production-Based Learning Approach
Author: Yavuzcan, H. Güçlü
Date: 2019-00-00
Type: Journal Articles
Subjects: Animals,Design,Social Problems,Program Development,Program Effectiveness,Student Projects,Foreign Countries,College Students,Competence

Social design education has become a significant part of industrial design education, thus new methodologies are required and being developed. One of these societal problems is animal welfare and human interaction with stray animals that is not a common topic amongst previous studies. This study presents a toolkit for social design teaching, combining social design thinking and product development processes to generate and realise design solutions for stray animals with a production-based learning approach. The toolkit consisting of nine phases under two processes was implemented into the second-year 'Product Design II' 7-week studio project at Gazi University. A total of 35 sophomores taking the course offered during the second semester of the 2017/2018 academic year, participated in housing and feeding stations for a stray animals design project. To analyse the appropriateness of the toolkit, the submissions and process of the project were observed and evaluated by instructors and post-project questionnaires were employed to both instructors and students. The results revealed that this toolkit for social design education combining design thinking and product development processes improved industrial design students' competencies and learning outcomes.
Cyber Education outside the Cyberspace: The Case of the Catholic University Institute of Buea
Author: Nyinkeu, Ngatchu Damen
Date: 2018-00-00
Type: Journal Articles
Subjects: Catholics,Church Related Colleges,Information Security,Internet,Departments,Content Analysis,Student Motivation,Career Choice,Educational Quality,Teaching Methods,Foreign Countries,Undergraduate Students,Educational Experience,Computer Science Education,Student Attitudes

In this era of technological abundance, it is difficult to imagine cyber education outside the cyberspace. The purpose of this paper is to extend the growing body of research on cyber education, by reporting the experiences of a Cybersecurity department cut-off from Internet access. The value of Cyber education is expressed even beyond the cyberspace. This qualitative exploratory study uses semi-structured interviews and content analysis to collect a wide variety of rich data in order to demonstrate the need and possibility of cyber education, even without Internet access. Willingness to learn and the hope of a fulfilled career were found to be the most significant factors for students' continual motivation. The presence of an eminent &quot;force majeure&quot; was seen more as an opportunity for novel explorations. In contrast to customary thinking, the constructs of information security and assurance were fully fledged outside the cyberspace.
Sexuality in a Diverse Society: Perspectives on the Quality Matters/Gold Review Process for Online Course Transition
Author: Robinson, David
Date: 2018-00-00
Type: Journal Articles
Subjects: Sexuality,Online Courses,Educational Technology,Technology Uses in Education,Teacher Attitudes,Higher Education,College Faculty,Teaching Methods,Quality Assurance,Educational Quality,Diversity,Student Attitudes

Background: As student demand for online learning grew, Towson University adopted the quality assurance standards based from The Quality Matters Program and developed the Gold Review Process. The process, supported by research and best practices, was used as a professional development rubric for instructors initiating the conversion from classroom-based instruction to an online learning environment. Purpose: To evaluate the perspectives of the Course Instructor and of the QM peer gold reviewer during their experience of taking a course through the QM Gold Review redesign process. Methods: Peer review data, student course evaluation data and instructor reflections are presented and analyzed as measures to reflect on the transformation and implementation of a selected course to a fully online format via the Gold Review process. Results and Recommendations for the Field: As higher education institutions reallocate resources, time, and expertise to online course design and implementation, quality assurance processes like Gold Review and Quality Matters, can facilitate the successful design of courses to reflect sound pedagogy, course alignment and accessibility.
An Examination of Active Learning Environments: A Non-Parametric Analysis on Student Learning Assessments
Author: Lee, Angela M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Active Learning,Blended Learning,Educational Environment,Conventional Instruction,Outcomes of Education,Undergraduate Students,Introductory Courses,Sociology,Scores,Comparative Analysis,Nonparametric Statistics,Academic Achievement

Flipped learning has an almost 20-year history. However, the research is as ambiguous as it has been since its inception. This pedagogical model lacks consistent results. One key component that does have an impact, but not the only factor, has been an active or dynamic component included into the learning environment. The goal of this study was to examine the impact of active learning environments compared to traditional learning environments on student learning assessments. Using non-parametric analyses, the findings in this study did demonstrate that an active learning environment increased scores on student learning assessments. This, like previous studies, demonstrated inconsistent results in that not each assessment was statistically significant. Because this model keeps appearing in the research, further studies need to address the issues to hone the model to be consistent across the research.
Dynamic Assessment and Prediction in Online Learning: Exploring the Methods of Collaborative Filtering in a Task Recommender System
Author: Liu, Leping
Date: 2017-00-00
Type: Journal Articles
Subjects: Prediction,Cooperative Learning,Alternative Assessment,Student Evaluation,Educational Technology,Technology Uses in Education,Teaching Methods,Learning Activities,Scores

Dynamic learning is a featured learning style in the second decade of the 21st century, emphasizing on the processes of individual or collaborative learning. Conducting dynamic assessment becomes critical to achieve the goals of learning. As learning becomes more individualized, online learning platforms have embedded a task recommender system to identify and predict individual needs, and to recommend different exercises or tasks for each learner so they can gain knowledge more efficiently. This article introduces the logistics of a task recommender system that can be used to perform dynamic assessment, and the methods of the learner-based collaborative filtering in a task recommender system, followed by an example that demonstrates the methods and procedures to assess the recommender effect.
The Use of a Voice-Based Response System for Online Discussion Forums
Author: Farha, Nicholas
Date: 2017-00-00
Type: Journal Articles
Subjects: Distance Education,Educational Technology,Technology Uses in Education,Online Courses,Group Discussion,Graduate Study,Student Attitudes,Integrated Learning Systems,Web 2.0 Technologies,Interaction,Computer Mediated Communication,Verbal Communication

As enrollment in distance education courses continues to increase, it is clear that online course delivery is here to stay. And all online courses today utilize a web- or cloud-based Learning Management System that includes a text-based discussion forum, commonly called a 'discussion board', which is the primary mode of communication within the course site. This study investigates the use of voice-based technology as an alternative to typing in text for submitting discussion posts. An 18-question survey was administered to in-service and pre-service teachers enrolled in two online graduate educational technology courses. The results were somewhat mixed, but overall, the participants provided positive feedback when utilizing a voice-based application to complete online class discussions. Ninety-four percent of the participants had never used the voice-based application before, which likely accounted for some portion of the less-than-positive feedback.
Exploring One Preservice Teacher&apos;s Emerging Pedagogical Beliefs during an Online Book Club
Author: Robertson, Marla K.
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Beliefs,Student Attitudes,Books,Clubs,Computer Mediated Communication,Discussion Groups,Student Participation,Reading Interests,Literature Appreciation,Reading Motivation

This article focuses on a preservice teacher's participation in an online book club using professional literature. The purpose of this study was to understand how one student's participation within an online book club on teaching contributed to a shifting in pedagogical beliefs. Data include online discussion transcripts and end-of-course questionnaire responses. Our analysis led us to conclude that the online book club participation provided opportunities for efferent and aesthetic transactions with the text, provided opportunities for learning from others and self, and provided opportunities to learn about pedagogy that influenced lesson planning and interactions with students.
Instant Reminder: The Impact of E-Communication on First Year College Students
Author: Chang, Ching-Wen
Date: 2018-00-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Electronic Mail,College Freshmen,Computer Oriented Programs,Preferences,Interpersonal Communication,Teacher Student Relationship,Classroom Communication,Information Dissemination

Electronic communication is the standard method of communication among college students. However, which format of e-communication is most preferred seems to be somewhat of a moving target. Utilizing a researcher-developed survey, this study investigated the use of Remind, a popular form of instant messaging, for communication between the instructors and students in two sections of a required, first-year college orientation course. The use of this instant messaging platform was compared to the use of email. Two research questions drove this study. When asked whether instant message-based course communication was more effective than email communication, 75.4% of participants agreed, with 61.5% reacting to information in Remind more quickly than messages via email. Information from the second question showed 94% of participants felt Remind helped them organize their learning. Overall, the responses to the use of Remind were positive, and it was clearly preferred over traditional email communication for a number of reasons delineated in the study. Actual participant comments are included.
Instructor&apos;s Self-Assessment of Content Design in Online Courses
Author: Chen, Li-Ting
Date: 2018-00-00
Type: Journal Articles
Subjects: Course Content,Instructional Design,Online Courses,Self Evaluation (Individuals),Outcomes of Education,Learning Processes,Faculty Development,Teaching Skills,Distance Education,Oral Language,Tests,Feedback (Response),Decision Making,Educational Change,Graduate Students,Management Systems,Masters Programs,Methods Courses,Student Attitudes,Computer Software

There are only a handful of studies focused on assessing online teaching. Yet, the uniqueness of online course environment provides instructors more opportunities to conduct self-assessment of their own teaching than the traditional face-to-face classroom. In this paper, we demonstrate two types of self-assessment through two cases that online course instructors can use to evaluate the course content during their regular online instructional procedures. An end-of-semester oral examination was used in Case One whereas the weekly discussion posts were used in Case Two. The instructors performed self-assessment, based on which they redesigned the course contents and activities. Nonparametric analyses were used to examine students' learning outcomes. Results indicate that, in both cases, student learning improved with the redesigned contents and activities.
Faculty Opposition to Online Learning: Challenges and Opportunities
Author: Ruth, Stephen
Date: 2018-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Resistance (Psychology),Electronic Learning,Online Courses,Web Based Instruction,Job Security,Adjunct Faculty,Student Evaluation of Teacher Performance,Scores,Costs,Barriers

For over a decade the annual Babson reports indicated that only about 30% of full-time professors approve of distance learning, and several other more recent reports echo that finding. Since about one third of all college students in the United States are currently taking at least one course at distance, this means that the pool of teaching talent available to them is likely to exclude some of the most significant resources at each institution of higher learning. This paper examines the problem from the perspective of perceived difficulties that inhibit otherwise suitable and acceptable instructors, especially full-time faculty, from greater participation in online courses. These perceived difficulties are: threats to an academic career, confusion about costs and benefits, introduction and proliferation off MOOC's, higher cost of online courses, lower student evaluations and response rates for online teaching, past faculty boycotts and disagreements concerning online teaching, the role of adjuncts versus full-time faculty, and unfavorable comparisons with &quot;successful&quot; on line programs.