ethanporcaro/eric-fulltext-meta huggingface dataset:
Design Patterns for Complex Learning
Author: Rohse, Shanta
Date: 2006-00-00
Type: Journal Articles
Subjects: Instructional Design,Computer Assisted Design,Language Usage,Teaching Methods,Learning Processes,Programming

A complex view of learning recognises that learning cannot be pre-determined by teaching, but is as much defined by circumstances and context as pre-defined learning objectives. Learning designs that accept uncertainty help us to envision classrooms and curricula that are open, dynamic and innovative. Architect Christopher Alexander's patterns and pattern language offer a means for researchers, practitioners, learners, and technologists to capture and share the emergent processes of complex learning. This paper examines the unique properties of patterns that support complex design tasks and suggests a design-based research framework for operationalising its practice. Through the thoughtful explication, mining and construction of patterns, all participants can contribute to a richer learning system.
Designing Criterion-Referenced Assessment
Author: Burton, Kelley
Date: 2006-00-00
Type: Journal Articles
Subjects: Foreign Countries,Criterion Referenced Tests,Test Construction,Norm Referenced Tests,Test Validity,Test Reliability,Legal Education (Professions),Undergraduate Students

Criterion-referenced assessment arguably results in greater reliability, validity and transparency than norm-referenced assessment. This article examines this assertion with reference to an example from a second year undergraduate law unit at the Queensland University of Technology, LWB236 Real Property A. When designing criterion-referenced assessment sheets for a course, an incremental approach should be taken to reflect that skills are progressively developed throughout the course. The incremental development and assessment of skills has been strongly supported by the literature as opposed to developing and assessing skills in a one-off manner. This article discusses how skills may be developed and assessed across three levels of a degree (or course). It builds on the existing research by recommending a model for taking an incremental approach to implementing criterion-referenced assessment across the three levels of a course. This recommended model is relevant to the designers of criterion-referenced assessment in all disciplines.
Beyond Instructional Design: Making Learning Design a Reality
Author: Sims, Rod
Date: 2006-00-00
Type: Journal Articles
Subjects: Instructional Design,Online Courses,Electronic Learning,Teaching Methods,Educational Technology,Conferences (Gatherings),Active Learning,Communities of Practice,Cooperative Learning,Computer Mediated Communication,Guidelines,Empowerment,Epistemology,Cognitive Style,Teacher Role,Student Role,Audio Equipment,Video Technology,Feedback (Response),Models

When we reflect on the emergence of online education and e-learning as the leading contender to confront the traditions of face-to-face teaching and learning, it is not only a case of better understanding the characteristics of online environments, but also timely to assess the relevance of theories and frameworks informing the design and implementation of those environments. Over the past twenty five years, the value of technology to education has been a significant focus of teachers, learners and institutional administration; it is also a period that has been characterised by lighthouse success stories, rigorous research, technological determinism and unfulfilled promises. As each new generation of technology appeared in the classroom (microcomputers, colour monitors, hypermedia, multimedia, internet), a new generation of early adopters appeared, each seemingly unaware of the research and knowledge gained by the previous generation. In this paper the argument is proposed that even with the strong foundation of knowledge that informs the appropriate ways to use technology for teaching and learning, too often that knowledge has been misunderstood or misused or ignored. The paper is based on the keynote presentation to the Online Learning and Teaching Conference held in Brisbane on September 23rd, 2005. The theme of the conference, &quot;Beyond Delivery,&quot; was extremely timely as it marked the assertion that it was time to put the simple digitisation of materials behind us and focus on the active, engaging learning opportunities that effectively put the learning back into e-learning to take advantage of collaborative tools, learning communities and mediated conversation for new millennial learners. More importantly the statement that we are &quot;beyond delivery&quot; also suggests that it is time to embrace change and reflect on new ways to conceptualise the design of online learning environments. Through this paper an argument is presented for a proactive approach to the conceptualisation, formation and maintenance of online environments that cater specifically for the individual learner. Through an analysis of design strategies, proactive modelling and interactive metrics, a new framework is presented to address the pedagogy of online environments and present an alternative to common instructional design practices. For those committed to online teaching and learning environments populated with collaborating and reflective participants, this framework goes well beyond delivery to a pedagogy centred on emancipation and empowerment for the engaged learner.
Face-to-Face and Online Interactions--Is a Task a Task?
Author: Duensing, Annette
Date: 2006-00-00
Type: Journal Articles
Subjects: Interaction,Second Language Learning,Social Networks,Online Courses,Conventional Instruction,Teaching Methods,Synchronous Communication,Foreign Countries,Distance Education,Higher Education,Open Universities,Qualitative Research,Observation,Role Playing,Interpersonal Communication,Computer Mediated Communication

This study contrasts two different ways of analysing interaction and participation in language learning tutorials: Social network analysis of frequency and QSR analysis of type of interaction. One task from three German beginners' language tutorials (one delivered face-to-face, the other two online) is analysed. A description of the background and method of the study is provided together with some examples of the findings. As this is work in progress, only tentative conclusions can be provided at this stage.
Financial Inequity in Basic Education in Selected OECD Countries
Author: Zhang, Yu
Date: 2011-08-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Equity (Finance),Elementary Secondary Education,Expenditure per Student,Public Policy,Educational Trends,Financial Policy,Federal Aid,Resource Allocation,Funding Formulas,Centralization,Grants

This is a study of financial disparities in primary and secondary education in OECD countries that have a relatively large population and a school finance system with decentralized features. These countries include the United States, Britain, Australia, Spain, Canada, and Japan. There are two major research questions: What are the trends in disparities in per-student education spending during the 1990s and early 2000s period? What government policies or factors may explain these trends? Common statistics such as the coefficient of variation, the restricted range, the federal range ratio, and Gini coefficient are used to measure disparity in per-student spending. Sub-national data for this study are obtained from published government sources. There are three major findings: (1) there was a general trend towards a reduction in inequity in per-student education spending in these countries; (2) this equalization trend was associated with a variety of financing policies implemented in these countries; and (3) a larger share of regional government funding relative to the share of local government funding, intergovernmental transfer, and the design of school funding formulas are crucial factors for enhancing equity in education funding. The policy towards centralization in education finance system also appears to be an important factor in financial equalization.
Practices and Explorations on Talent-Training Mode of Self-Taught Higher Education Examination
Author: Chen, Dong
Date: 2011-08-00
Type: Journal Articles
Subjects: Foreign Countries,Independent Study,Student Evaluation,Higher Education,National Competency Tests,Educational Change,Certification,Graduation Requirements,Talent Development,Test Wiseness

Since the existence of self-taught higher education examination, its fast development has contributed a lot to national higher education reform and economic development. This paper, based on analyzing the talent-training mode of China self-taught higher education, proposes countermeasures and suggestions for problems in the mode at present.
A Study of Al-Balqa' Applied University Students Cognitive Style
Author: Al-Salameh, Emad M.
Date: 2011-08-00
Type: Journal Articles
Subjects: Foreign Countries,Cognitive Style,College Students,Gender Differences,Majors (Students),Grade Point Average,Statistical Significance

This study aims to investigate the (field-dependent &amp; field-independent) cognitive style and its relation with gender, academic specialization and GPA among BAUS. A stratified sample of (600) Students was chosen. The Arabic version of GEFT was administrated. Results can be summarized as follows: There were no statistically significant differences in the (field-dependent &amp; field-independent) cognitive style among gender, there were statistically significant differences in the field-independent cognitive style among academic specialization and GPA.
An Investigation of Critical Reading in Reading Textbooks: A Qualitative Analysis
Author: Zabihi, Reza
Date: 2011-08-00
Type: Journal Articles
Subjects: Foreign Countries,Critical Reading,Textbooks,Qualitative Research,Content Analysis,Critical Thinking,Check Lists,Reading Strategies,Evaluation Criteria

As a technique for discovering and evaluating information within texts, critical reading might be a panacea for those learners whose voices and choices are muted and ignored. A crucial question is thus to ask whether and to what extent popular reading textbooks meet the criteria for the development of critical reading. To this end, the present article seeks to identify and investigate the presence of those items within reading textbooks which help promote critical reading. Based on the literature on critical thinking, the cornerstone of critical reading, a checklist is provided whose items are indicator of whether a particular text promotes critical reading or not. Moreover, it is recognized that autonomy and engagement are prerequisites for enhancement of critical reading and that they can be achieved through strategy instruction and task-based instruction, respectively. Three reading textbooks (Select Readings: Upper-intermediate, Active Skills for Reading: Book 4, and Mosaic Reading 2) are leveled against three criteria: Critical thinking items, the use of appropriate tasks, and strategic instruction. The results indicate that these textbooks meet the first criterion to some extent, but seriously lack the last two ones.
Improving Teacher Education through Inquiry-Based Learning
Author: Ortlieb, Evan T.
Date: 2011-08-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Undergraduate Students,Inquiry,Instructional Effectiveness,Practicums,Qualitative Research,Field Instruction,Student Evaluation,Modeling (Psychology),Scaffolding (Teaching Technique),Educational Strategies,Classroom Techniques,Knowledge Base for Teaching,Integrity,Change Agents

Preservice educators face daunting challenges throughout their professional development, but no challenge is greater than that of contextualizing their instruction within multicultural environments. Addressing the increasing diversity and ever-changing cultures within student populations is often skimmed over within teacher education curriculums; yet, its importance to the success of preservice teachers cannot be understated. Investigators developed two specific projects which led teacher candidates to innovate and promote inquiry-based learning within their elementary learners. These practical, real-world applications took teacher candidates through the process of effective instruction: assessment, modeling, scaffolding, and evaluation.
Design of the Model of Constructivist Learning Theory for Moral Education in Physical Education Teaching
Author: Wang, Chenyu
Date: 2011-08-00
Type: Journal Articles
Subjects: Ethical Instruction,Physical Education,Constructivism (Learning),Foreign Countries

In order to achieve better effect of moral education in physical education teaching, this article employed constructivist learning theory to design the model of moral education according to the characteristics of physical education teaching, in order that the majority of P.E. teachers draw lessons from it in their teaching practice, and service to cultivate high-quality talents.
A Study of Relationship between Achievement Motivation, Self Concept and Achievement in English and Mathematics at Secondary Level
Author: Awan, Riffat-Un-Nisa
Date: 2011-08-00
Type: Journal Articles
Subjects: Achievement Need,Self Concept,Mathematics Achievement,Academic Achievement,Secondary School Students,Public Schools,Private Schools,Foreign Countries,Gender Differences,Grade 9,English (Second Language)

This study examined the achievement and its relationship with achievement motivation and self concept. The subjects consisted of 336 students (146 males and 172 females) from four public and four private schools of the Sargodha district at the secondary level. Intact groups of all eight schools enrolled in 9th grade were involved in the study. An Urdu translated version of &quot;Academic Self-Description Questionnaire II&quot; (Marsh, 1990) and &quot;General Achievement Goal Orientation Scale&quot; (McInerney, 1997) was used. The results revealed that achievement motivation and self concept are significantly related to academic achievement. Significant gender differences were discovered which were in favor of girls. It was suggested that teachers must use motivational strategies to involve students in academic activities for improving their grades.
A Self-Evaluation of Classroom Language Used When Teaching Grammar
Author: Huan, Fang
Date: 2011-11-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),Discourse Analysis,Classroom Communication,Discourse Modes,Language Usage,Grammar,Second Language Instruction,Transcripts (Written Records),Content Analysis

In the attempt to evaluate the quality of teacher talk, recent communicative approaches have suggested that the modification of teacher classroom speech and the functional distribution of teacher talk in terms of pedagogical goals should be considered (Seedhouse: 1996). This study investigates the relationship between language use and pedagogic purpose from an analysis of a lesson transcript of a grammar lesson, and evaluates the quality of the teacher talk based on the Self-Evaluation of Teacher Talk (SETT) Grid. The purpose is to examine whether the teacher talk is appropriate in the classroom context or mode and to bring about a more conscious and effective use of teacher talk in her teaching profession in the future.
Effect of Female Principal's Management Styles on Teacher's Job Satisfaction in Isfahan-Iran, Girls High Schools
Author: Saeed, Rajaeepour
Date: 2011-08-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Females,Women Administrators,Job Satisfaction,Teacher Attitudes,High Schools,Secondary School Teachers,Single Sex Schools,Questionnaires,Likert Scales,Leadership Styles,Statistical Analysis,Educational Attainment,Institutional Characteristics

Assuring job satisfaction, over a long-term, requires managers' styles, careful planning and effort both by management and by workers. Job satisfaction is influenced by the employee's personal characteristics, the manager's personal characteristics and management style, and the nature of the work itself. The aim of this study was to determine the management styles of female managers based on the four styles of Reddin (directive, executive, benevolent autocrat and bureaucrat) and their effects on job satisfaction of teachers in girls high schools in Isfahan in the academic year of 2006-2007. The research method in this study is correlational descriptive. The participants of this study were 150 teachers in girl high schools which were randomly chosen from 2591 teachers and finally, 125 questionnaires were analyzed. The data collection tools included two researcher-made questionnaires which were about the management styles and job satisfaction, with 37 and 41 questions accordingly. The questions were based on the Likert scale. The validity of the questionnaires was content-based validity and the reliability of the questionnaires was 0.81 and 0.92, based on the Cronbach Alpha Coefficient. To analyze the data, descriptive analysis (mean, variance, frequency distribution and percent) and inferential analysis (Hoteling t2, Pearson coefficient correlation, independent t-test, multi variance regression and Toki test) were used. The results of the study showed that only directive and executive management styles affect positively the teachers' job satisfaction. Also among the teachers there are different views about the directive style based on their gender and the level of education. In terms of executive style, there is a different view among the teachers based on their teaching experience. There was not a significant difference between the teachers' degree and the kind of high school. Among the demographic factors, only the Kind of high school (governmental or non-profit) was effective on the job satisfaction, which the teachers in the non-profit high schools were more satisfied.
A Report of Survey on Conditions of Preschool Children's Family Music Education
Author: Bi, Yujuan
Date: 2011-08-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Children,Preschool Education,Early Childhood Education,Music Education,Parent Attitudes

The author composes a questionnaire about conditions of preschool children's family music education. The survey includes 280 preschool children in a city of Shandong province. It finds that most parents have recognized the importance of early childhood music education, but there is the tendency of utilitarian. The content of family music education emphasizes on profession instead of life. Parents lack of enthusiasm for family music education. They do not care about the family music education of 0-3 year-old children.
Roots and Routes: Road from Home to America, Middle East and Diaspora, about Being Armenian Genocide Female Survivor
Author: Aghajanian, Ani Derderian
Date: 2011-08-00
Type: Journal Articles
Subjects: Females,Death,History,War,Ethnic Groups,Cultural Maintenance,Books,Music,Religion,Personal Narratives,Self Concept,Cultural Background,Food,Cultural Traits,Foreign Countries

Adolf Hitler, on August 22, 1939 stated, &quot;I have given orders to my Death Units to exterminate without mercy or pity men, women, and children belonging to the Polish-speaking race. It is only in this manner that we can acquire the vital territory which we need. After all, who remembers today the extermination of the Armenians?&quot; (Kherdian, 1979). Armenia is a land which has been ravaged by war on far too many occasions. Other nations keep turning it into a battlefield and tearing it apart. Armenian people have survived for many generations and their stories are told and retold during the hard winters. Armenians' survived just as Armenia and Armenian culture have survived (Downing, 1972). Therefore, diverse life experience, traditions, histories, values, world views, and perspectives of the diverse cultural groups make up a society and preserve culture (Mendoza and Reese, 2001). In this study, two Armenian books &quot;The Road from Home&quot; and &quot;The Knock at the Door&quot; were analyzed. These books are organized as personal stories and experiences about Armenian female genocide survivors and are supplemented by background information on Armenian people before and after the genocide of their culture, including a brief history, discussion of traditions, recipes, music and religion. These stories are a great resource for educators, historians, students, and anyone interested in Armenian culture. That is culture is an historical process of humanity that preserves identity and ties the people together. Additionally, culture is the link between people and their value systems. Therefore, Norms and values addressed in stories are important factors that give continuity to cultures (Stephens, 1992).
Examining Construct Validation of the English Language Teachers Competency Test
Author: Pishghadam, Reza
Date: 2011-08-00
Type: Journal Articles
Subjects: Construct Validity,Teacher Competency Testing,English (Second Language),English Teachers,Factor Analysis,Test Validity,Factor Structure,Foreign Countries

The major purpose of this study was to examine the construct validity of English Language Teachers Competency Test (ELT-CT) designed by Pishghadam, Baghaei and Shahriari (2010). In this study, Exploratory Factor Analysis (EFA) was used to examine the construct validity of the test. The results have shown that the underlying factors of the test are what the test-designer claims to be. The results have revealed that ten factors represent the underlying structure of ELT-CT. Finally, statistical results were discussed, and implications were provided in the context of English language teaching.
Concept of Supervision and Supervisory Practices at Primary Level in Pakistan
Author: Behlol, Malik Ghulam
Date: 2011-11-00
Type: Journal Articles
Subjects: Foreign Countries,Supervisors,Supervisory Methods,School Supervision,Supervision,Primary Education,School Visitation,Supervisor Supervisee Relationship,Teacher Supervision,Supervisory Training,Negative Attitudes,Questionnaires

The study was conducted to find out the practices and problems of supervisors working at primary school level in Pakistan. The teachers, Headmasters, Area Education Officers, District Education Officers, Deputy District Education officers working in primary schools of Rawalpindi District were the population of the study. The questionnaire was developed, validated by the experts and pilot tested. Stratified Random sampling technique was used to collect the data of the study. The conclusions of the study reveal that the supervisors don't visit schools to facilitate teachers in solving classroom problems. They behave with them in an autocratic and authoritarian way, and the teachers are not able to share theirs problems with them. They do not believe in the concept of supervision as a process of sharing, helping, guiding, counseling and motivating teachers to solve problems which they face while teaching in classroom. Questioning and creative ideas are taken as breach of discipline. It is also revealed that the majority of the Head of institutions are not competent enough to guide their staff to perform the educational activities in the classroom. They neither delegate the responsibilities to the staff nor involve them in decision making process. As a result, the team members will not put their all out efforts in the activity and take it as burden. It is recommended that a training programme for the supervisors working at Primary level may be designed and lunched to improve their knowledge, skills and attitude to perform their duties as a facilitator, guide, motivator, helper and the leader of the team. The procedure of departmental promotion may be revised and over all competency and skills required for the performance of task as a supervisor/Headmaster/Principal should be given due importance.