ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;All Lies Matter!&quot;: Revealing Misleading Information in Media Stories about Police Brutality
Author: Jones, Eric K.
Date: 2018-00-00
Type: Journal Articles
Subjects: Deception,Police,Violence,News Reporting,Teaching Methods,Media Literacy,Undergraduate Students,Problem Based Learning,Homework,Discussion (Teaching Technique),Social Media

The problem of police brutality in Black and Brown communities has become a very frustrating issue. Part of the reason for exasperation lies with the fact that the country is divided when it comes to the notion of responsible policing. This became apparent when the &quot;Black Lives Matter&quot; movement was quickly met by obstinate supporters of police officers, rebelliously retorting chants of &quot;All Lives Matter&quot; and &quot;Blue Lives Matter.&quot; The events relating to these movements publicized through media outlets raised the following question: How do educators teach students how to cut through the emotional trauma of harrowing stories in order to find credible information? Part of the answer is to help students detect distorted ideas about police brutality that pervade media coverage. Some of the stories covering the issue of police brutality have contained misleading viewpoints even when the journalists appear to be citing reputable research on the topic (Simon, 2016). This article describes a teaching strategy that features one such article. This lesson requires students to complete several tasks: first, they must read the article as a homework assignment, they must then deconstruct the article's coverage for misleading ideas, and finally they must critique a social media post while participating in a media literacy exercise. Once the students are finished, they should be able to demonstrate competency in detecting misleading media themes and be able to judge the credibility of research studies. This article explains in detail how to reach these learning goals with college students at the undergraduate level.
Students&apos; Relatedness Needs in a Teacher Education Course: The Role of Identities as Learners &amp; Capital
Author: Kim, Jung-In
Date: 2018-00-00
Type: Journal Articles
Subjects: Graduate Students,Teacher Education Programs,Preservice Teachers,Student Needs,Interpersonal Relationship,Identification (Psychology),Communities of Practice,Special Education,Student Attitudes,Teacher Characteristics,Interaction,Cultural Differences,Cultural Capital

Studies have often focused on promoting students' basic psychological needs to support their learning in K-12 education and even in college education, although less work has been performed to determine the ways in which the needs are fulfilled in graduate school education. The current study examined reports by 11 graduate students who were preservice and in-service teachers with different backgrounds and experiences to determine whether their relatedness needs were satisfied in a teacher education class. Remarkably, the need for relatedness (i.e., the &quot;psychological sense of being with others in secure communion or unity&quot; [Deci &amp; Ryan, 2002, p. 7]) has received less attention in the literature relative to the needs for competence and autonomy as noted by Hutman, Konieczna, Kerner, Armstrong, and Fitzpatrick (2012). This study explores how the students report different fulfillment of relatedness needs intertwined with their identities as participating learners based on the frameworks of identities-in-practice and identities-in-discourse (e.g., Norton &amp; Toohey, 2011; Varghese et al., 2005). The authors argue that the students' &quot;psychological sense of being with others in secure communion or unity&quot; (Deci &amp; Ryan, 2002, p. 7) could be accounted for by exploring the students' identities in social and cultural contexts based on the preceding frameworks.
Mitigating Suburban English Writing Teachers&apos; Constrained Professional Development through Distance Education: One Case Study
Author: Zhang, Xiaodong
Date: 2018-11-00
Type: Journal Articles
Subjects: Foreign Countries,Writing Teachers,Writing Instruction,Suburban Schools,Faculty Development,Distance Education,Teacher Attitudes,Reflective Teaching,Second Language Instruction,English (Second Language),Outcomes of Education,Educational Practices,Case Studies

This study reports on how a Chinese suburban English writing teacher responded to systemic functional linguistics (SFL)-based distance education. The study draws on qualitative content analyses of the teacher's reflections, interviews, and classroom interactions. The results show that through SFL-based distance education, the teacher, interacting with his agency, overcame multiple constraints and developed academically in terms of how to understand valued academic writing. Additionally, the teacher also harnessed this newfound knowledge to support students' socialization into academic English discourse. The study concludes the effectiveness of SFL-based distance education for English writing teachers in similarly constrained contexts, which could be enhanced by teachers' agency. Implications of the study include synergizing the SFL-based curriculum with distance teacher education so that language educators can better assist students in gaining the knowledge needed for navigating academic English literacy.
Characterization of the Reasons Why Brazilian Science Teachers Drop out of Online Professional Development Courses
Author: Luz, M. R. M. P.
Date: 2018-11-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Educational Technology,Technology Uses in Education,Online Courses,Faculty Development,Dropouts,Faculty Workload,Technological Literacy,Teacher Attitudes,Academic Persistence,Teacher Characteristics,Public School Teachers

Teachers face different challenges and opportunities through distance education. We used a combination of quantitative and qualitative approaches to investigate the factors leading in-service science teachers to quit online courses. No differences were found between persistent and drop-out teachers based on their sociodemographic data and their technological skills. The dropout rates were unrelated to courses' contents or duration. A follow-up procedure revealed that a heavy workload and technological issues accounted for most of the reasons teachers left courses. We conclude that financial incentives and reduced workload are key factors that could minimize attrition and increase persistence among Brazilian teachers.
Co-Construction Concept through Cloud-Based Social Network Platform Design, Implementation, and Evaluation
Author: Chang, Ben
Date: 2018-11-00
Type: Journal Articles
Subjects: Social Media,Web Sites,Information Management,Information Dissemination,Computer Mediated Communication,Network Analysis,Use Studies,Technology Uses in Education,Concept Mapping,Program Evaluation,Students,Design

Today's learners can easily share their thoughts on their social networks, and this movement, undoubtedly, has been affecting their learning. However, learners in such an ad hoc social network environment need a deliberate design to support their idea sharing and concept exchange. Gaining insights into how to stimulate concept sharing in a social network helps learners learn. To this end, this study examined how to design a cloud-based concept construction platform, and analyzed the users' interaction behaviours on the platform. A cloud-based platform named CoCoing.info was implemented to achieve the aim. The platform has three major functions: (a) co-construction concept building, (b) social network organization, and (c) concept circulation among social networks. Seven hundred and twenty-six accounts registered on the platform. Users constructed 2,121 concepts using 20,049 nodes, and 1,618 files were established. The access statistics results indicated that the platform was used throughout the day, in which the ratio of in-class to after-class access was 0.59:0.41. Among the interactions, 31.24% belonged to concept construction and 68.76% were user responses. Meanwhile, the key player social networking analysis results indicated that teachers appear to play a crucial role in initiating concept construction and triggering social interaction within the type of concept construction social network.
How MOOC-Takers Estimate Learning Success: Retrospective Reflection of Perceived Benefits
Author: Sablina, Svetlana
Date: 2018-11-00
Type: Journal Articles
Subjects: Online Courses,Student Attitudes,Success,Foreign Countries,Educational Benefits,Expectation,College Students,Student Development,Career Change,Student Motivation,Electronic Learning

Massive open online courses (MOOCs) have attracted a great deal of interest in recent years as a new learning technology. Since MOOCs inception, only limited research has been carried out to address how learners perceive success in MOOCs after course completion. The aim of this study was to investigate the perceived benefits as the measurement of learning success. Narrative interviews were conducted with 30 Russian-speaking learners who completed at least one MOOC in full. By employing text analysis of interview transcripts, we revealed the authentic voices of participants and gained deeper understanding of learners' perceived benefits based on retrospective reflection. The findings of the study indicate that after finishing MOOCs, learners have received tangible and intangible benefits that in general justified their expectations. University-affiliated students, as well as working professionals, recognized the complementarity of MOOCs, but their assessments were limited to educational tracks. We discovered that taking MOOCs often coincided with the time when an individual was planning to change career, education, or life tracks. The results of the study and their implications are further discussed, together with practical suggestions for MOOC providers.
An e-Learning Model for Teaching Mathematics on an Open Source Learning Platform
Author: Ahn, Jeong Yong
Date: 2018-11-00
Type: Journal Articles
Subjects: Mathematics Instruction,Educational Technology,Technology Uses in Education,Teaching Methods,Models,Constructivism (Learning),Motivation,Context Effect,Interaction,Student Evaluation,Relevance (Education),Feedback (Response)

Throughout the world, mathematics plays a vital role for the educational and developmental aspirations of any country. The quest to teach mathematical knowledge in a viable and effective way so as to induce creativity and applicability among learners is an ongoing challenge, especially for developing countries. A better understanding of how students learn mathematics coupled with effective application of mathematical e-learning can enhance meaningful learning of mathematics and make the subject more exciting. In this note, we introduce a mathematical e-learning model suitable for the modern digital era based on the learning theories of social constructivism, social realism, and connectivity. We then discuss the feasibility of implementing the model on an open source e-learning platform. Our findings reveal that the platform offers a developer's tool for coding and customizing templates to attain higher levels of usage and interactivity in which learners can create and control learning objects while they observe the results.
Looking beyond Institutional Boundaries: Examining Adults&apos; Experience of Choosing Online as Part of Their Post-Secondary Studies
Author: Rasmussen, Kari
Date: 2018-11-00
Type: Journal Articles
Subjects: Electronic Learning,Phenomenology,Foreign Countries,Online Courses,Educational Environment,Postsecondary Education,Distance Education,Adults

This research focused beyond the student, course, program, or institution by examining the conceptions of adults at the moment in time that they evaluated their choice to engage in furthering their post-secondary education by examining the possibilities provided through online learning. To capture their experience, not as students but as members of society, a practice of care framework, adapted from Tronto's (1993) work, was utilized as a theoretical framework. The use of this framework acknowledges that the practice of care is present in the lives of every human being and that each human being has received and/or provided care as part of their lived experience. A phenomenographical qualitative approach was the basis for the design of this project which allowed for the identification of the commonalities and variations of the described experience. All described experiences illustrated the balancing of needs, wants, and responsibilities, these descriptions included recognition of care of one's self, one's family, and one's community. The variation could be described as an expansion of the recognition of care, that is the focus of care expanded from self to family and then from family to community. This expansion occurred only in those described experiences that showed a strong conception of themselves within the previous category. The findings show that the choice to access online courses and/or programs provides possibilities for many adults that wish to continue their education but only if the educational environment can move away from its institutional centric perspective.
Sustainability of Open Education through Collaboration
Author: de Langen, Frank H. T.
Date: 2018-11-00
Type: Journal Articles
Subjects: Sustainability,Shared Resources and Services,Educational Technology,Technology Uses in Education,Business,Models,Higher Education,Distance Education,Large Group Instruction,Online Courses,Costs,Educational Finance

The definition of openness influenced the sustainability of business models of Open Education (OE). Yet, whether openness is defined as the free (re)usage of resources, or the free entry in courses, there always is a discussion on who pays for the resources used in these offerings. The free offering of courses or materials raises the question if OE can be maintained independent of large government subsidies. This article analyzes four cases that each have a different approach to OE and (financial) survival. The aim of this study is to determine the most efficient conditions for a sustainable OE business model. Instead of using different earning models, this research concentrates on the different aspects of unbundling (costs, income, and financiers), arguing that an adjusted Business Model Canvas can be used to analyze the not-for-profit organizations in higher education institutions (HEIs). The cases are OpenupEd, FemTechNet, MERLOT, and Lumen Learning. Openness plays different roles in the business models of the different organizations. For OpenupEd and MERLOT, openness of the materials offered to students and teachers (MOOCs, OER) is essential. For FemTechNet, openness is part of the need to collaborate and share within their community. Commercial organizations, such as Lumen Learning, use free materials to teach educational organizations to use these materials for their own courses. All four organizations use different key activities and key resources (for example, management competencies, social skills, or design and teaching skills) for their continuity. Yet, despite the differences between the case-organizations, community building is important in all cases. Either because producers and users of Open Education become identical, because standardization does decrease costs and increases findability and quality, or because they can bridge the difference between supply and competences necessary for usage of Open Education.
Purpose, Pedagogy and Philosophy: &quot;Being&quot; an Online Lecturer
Author: Coker, Helen
Date: 2018-11-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Philosophy,College Faculty,Teacher Role,Online Courses,Undergraduate Students,Epistemology,Teacher Attitudes,Beliefs,Cultural Influences,Foreign Countries,Ethnography,Management Systems,Computer Mediated Communication,Vignettes,Cooperative Learning

Instructing online has become an increasingly common aspect of a university lecturer's role. While research has developed an understanding of the student learning experience, less attention has been paid to the role of the lecturer. This study observed the practice of university lecturers teaching in a range of undergraduate degree programmes in the United Kingdom. The lecturers' purpose, pedagogy, and philosophy emerged in the dialogic patterns of the online space. Practice was shaped by the lecturers' epistemological positioning and their cultural values and beliefs. The practice, which was observed across different modules, reflected the different positions lecturers took when they approached online teaching. The research highlights the way in which a lecturers' purpose, pedagogy, and philosophy are reflected in their online facilitation.
The Relationships between Perceptions of Teachers&apos; Transformational Leadership, Organizational Justice, Organizational Support and Quality of Work Life
Author: Akar, Huseyin
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Teacher Attitudes,Transformational Leadership,Quality of Working Life,Organizational Climate,Organizational Development,Administrators,Preschool Teachers,Elementary School Teachers,Middle School Teachers,Secondary School Teachers,Foreign Countries,Teacher Administrator Relationship,Well Being,Work Environment

The aim of the present study was to examine the relationships between perceptions of teacher's transformational leadership, organizational support, organizational justice and quality of work life. A model suggesting that teacher perceptions of the transformational leadership behavior of school administrators directly affected their perceptions about quality of work life, as well as, indirectly through their perceptions of organizational justice and organizational support is proposed. In order to test this model, a path analysis was conducted within the framework of Structural Equation Modeling (SEM). Participants of the study included 658 teachers employed in state pre-schools, primary schools, junior high schools and high schools affiliated to the Ministry of National Education in Kilis province, Turkey, during the 2015-2016 academic years. &quot;Transformational Leadership Scale&quot;, &quot;Organizational Justice Scale&quot;, &quot;Perceived Organizational Support Scale&quot; and &quot;Work- Related Quality of Life Scale&quot; were used to collect the study data. Descriptive statistics, correlation analysis, path analysis and bootstrap analysis to determine the significance level of mediation effect were used. Analysis of the data demonstrated that there were significant positive relationships between the transformational leadership, organizational justice, organizational support, and quality of work life perceptions of the teachers. Path analysis findings showed that teacher perceptions about the presence of transformational leadership behavior among school administrators had a significant, direct and positive impact on quality of work life perceptions of the teachers and also had a significant, indirect and positive effect on teachers' perceptions of quality of work life through their perceptions of organizational support and organizational justice.
Using Computer for Developing Arithmetical Skills of Students with Mathematics Learning Difficulties
Author: Mutflu, Yilmaz
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Arithmetic,Grade 3,Elementary School Students,Mathematical Concepts,Computation,Addition,Elementary School Mathematics,Mathematics Achievement,Program Effectiveness,Problem Solving,Computer Assisted Instruction,Educational Technology,Learning Disabilities,Foreign Countries

The aim of the study is to investigate the effects of using computer for developing arithmetical skills of students with mathematics learning difficulty (MLD). The study was carried out with pre-test - post-test single subject research design. The participants of the study consist of a girl and two boys who attend 3rd grade at elementary school. The contents of the computer-aided instruction materials consist of counting skills, place value and addition subjects which are related to 1st and 2nd grade mathematics course learning outcomes of primary school. The materials have been prepared in the light of educational neuroscience findings about mathematical cognition. Participants were given a total of 75 lessons of individual instruction for five weeks, every day on weekdays and 20-30 minutes a day with the materials developed. Achievement tests developed by the researcher were used as data collection tools. Test response times and correct answers of the participants were identified in the achievement tests. It was found that progress was achieved in counting skills and place value concepts and they could solve addition problems. However, it was revealed that the difficulties of students at the second grade level continued with addition, especially when the numbers were given side-by-side. It can be stated that computer assisted instruction used in this study developed students' arithmetical skills and increased their speed. Triple code and the models which help reduce the workload of working memory are advised to be used in the instruction of the students having MLD.
Gloria Ladson-Billings: Igniting Student Learning through Teacher Engagement in &quot;Culturally Relevant Pedagogy&quot;
Author: de Silva, Renuka Mahari
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Culturally Relevant Education,Personal Narratives,Multicultural Education,College Faculty,Graduate Students,Biographies,Educational History,Race,Critical Theory,Child Development,Racial Segregation,African American Students,Academic Achievement,Low Achievement,Elementary Secondary Education

This article is the second in a series of narrative studies of leaders in the field of multicultural education researched and written by Cheryl Hunter and several of her graduate students at the University of North Dakota. The first in the series appeared in the Fall 2017 issue and other articles will appear in future issues of &quot;Multicultural Education&quot;. Hunter and her students demonstrate how incorporating the personal narratives of prominent multiculturalists and practitioners with their scholarship helps us understand the depth of the scholar's writing, the complexities of such scholarship, and the passion surrounding both their work and their lived experience. The project of narrative inquiry combines qualitative research methods, including interviews, with multicultural education, thus producing a series of biographies that offer a window into the history and development of multicultural education and its concepts. The first article in the series highlighted the work and life of Marybeth Gasman and this second installment features Gloria Ladson-Billings. [For the first article in the series, &quot;Narrating the Life of a Multiculturalist: Marybeth Gasman's Refrain of Resilience,&quot; see EJ1170620.]