ethanporcaro/eric-fulltext-meta huggingface dataset:
A Survey of Students&apos; Motivation in College English Learning under Production-Oriented Approach in NCEPU
Author: Ren, Junhong
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Educational Change,Learning Motivation,College Students,Student Attitudes,Engineering Education,Attitude Change,Foreign Countries

This study investigates students' motivation in college English learning under production-oriented approach by means of a questionnaire. Forty students in their first-year study participated in this survey. They came from four different disciplines: electronic engineering, automatic engineering, mechanic engineering and power engineering. They were required to fill in the questionnaire at the beginning of the second semester before the teaching reform and at the end of the second semester when the teaching reform was conducted respectively. Our study indicates that students in increasing numbers begin to show great interest in college English learning under the production-oriented approach (POA), and their intrinsic motivation in English learning has been strengthened while at the same time extrinsic motivation shows a tendency of decline. The potential implication of this finding is that POA may be effective in stimulating students' motivation in college English learning.
The Effect of Cooperative Learning on the Academic Achievement and Attitude of Students in Mathematics Class
Author: Karali, Yalçin
Date: 2018-11-10
Type: Journal Articles
Subjects: Cooperative Learning,Mathematics Instruction,Mathematics Achievement,Student Attitudes,Elementary School Students,Grade 4,Positive Attitudes,Teamwork,Instructional Effectiveness,Foreign Countries

In the axis of basic skills and values, students' enjoyment of mathematics lesson and the realization of learning by taking a certain distance depend on the appreciation of the effort of the individual. Cooperative learning provides this requirement with a great deal of reward and success. Success increases individual's self-confidence and making him/her more powerful and positive in mathematical learning. By developing an individual's positive attitude, mathematical barriers that may adversely affect his/her success in social interaction with friends might be removed. An individual can also help his/her friends in learning and reinforce his belief and self-esteem. This study aims to reveal the effect of cooperative learning method on students' academic achievement and attitudes towards mathematics in primary school fourth grade math class. The study was carried out with &quot;pre-test -post-test control group experimental design.&quot; This pattern allows for the comparison of the success of the cooperative method used in the mathematics course to improve students' achievement and positive attitude towards mathematics.&quot;Team Play Tournament Supported Student Teams and Achievement Divisions&quot; (TPT supported STAD) technique, which combined the application of Student Teams Achievement Divisions (STAD) and &quot;Team Play Tournament&quot; (TPT) techniques from the cooperative learning applications, was applied to the test group. In the control group, the lessons were taught using the instructions in the Ministry of National Education (MoNE) 4th grade Mathematics Teacher's Guide Book. 4th grade primary school students in Malatya Battalgazi during the 2015-2016 academic year were the study participants. They were 40 students (20 in test group and 20 in control group). &quot;Mathematics Attitude Scale&quot; developed by Baykuland &quot;Mathematics Achievement Test&quot; developed by the researcher were applied to the test and control groups as pre-test and post-test. TPT supported STAD technique is more effective in increasing the academic achievement of the students in mathematics course compared to the teacher-centred teaching; however, it is less effective than teacher-centred teaching in their mathematics attitudes.
Use of Technology in Constructivist Approach
Author: Isik, Ayse Derya
Date: 2018-11-10
Type: Journal Articles
Subjects: Teaching Methods,Constructivism (Learning),Cooperative Learning,Prior Learning,Cognitive Development,Active Learning,Individual Differences,Access to Information,Lifelong Learning,Skill Development,Positive Attitudes,Technology Uses in Education,Educational Benefits

Over the course of history, the structures of societies have changed at certain periods depending on technological and scientific developments. In today's societies, such mental processes as information processing and production have become prominent and the educational systems are revised according to the constructivist approach, which focuses on mind and is based on developing cognitive skills. Technological tools have a significant place in ensuring active learning. These tools contribute to the educational system in general, to students, teachers and the entire process. In this study, the use of technology in the constructivist approach in an educational environment is discussed based on scientific research. The result of the study revealed that constructivist approach supported the educational environments in terms of activating prior learning, sensitivity to individual differences, accessing the sources of information, forming experiences, supporting individual learning, supporting lifelong learning. Also included ae: supporting learning when required, supporting collaborative learning, enabling process evaluation, communication, ensuring active learning, enabling interaction, providing guidance, providing flexibility in curriculum, supporting the use of high-order cognitive skills, supporting skills development, arranging learning environments, supporting activity-based learning, and supporting the construction of a positive attitude towards learning.
Facebook as Integrated Blended Learning Tool in Technology and 2 Livelihood Education Exploratory
Author: Carreon, Joseph R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Media,Blended Learning,Educational Technology,Technology Uses in Education,Teaching Methods,Internet,Secondary School Students,Foreign Countries,Instructional Effectiveness,Academic Achievement,Home Economics,Industrial Arts,Information Technology,Agricultural Education

The propagation of digital learning tools and the need to incorporate contextualized pedagogy plays a vital role in the development of 21st-century skills. The action research sought to explore the effect of Facebook as an integrated blended learning tool for students learning outcome using a quasi-experimental pretest-posttest and interview research design. The study gathered data from 15 students for the experimental group that was based on internet access profile and online behavior towards integrated blended learning mechanism and 15 students for control group infused in a traditional approach. The instrument used was the researcher-made test based on the prescribed learning competency in TLE exploratory validated by a master teacher. The salient findings yielded, that the students who involved on integrated blended learning tool had a significantly greater achievement in two of the exploratory learning competencies: entrepreneurship and prepare and use of tools in Technology and Livelihood Education Grade 7 exploratory. Despite limited access to the internet, student's experience in the blended instruction was exemplary, proving that Facebook was an effective learning-teaching integration and supplementary instruction in redefining classroom. Hence, it fosters motivation and confidence in interacting with other students. Finally, Facebook as blended learning integration is an effective instructional tool for teaching TLE exploratory which allows millennial learners to learn according to their own pace, time and place.
Investigating the Relationship between Students&apos; Digital Literacy and Their Attitude towards Using ICT
Author: Jan, Salma
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Technological Literacy,Student Attitudes,Educational Technology,Technology Uses in Education,Handheld Devices,Telecommunications,Training,Incidence,Computer Literacy,Student Characteristics

This study aimed to explore the relationship between secondary school students' digital literacy and their attitude towards using information and communication technology in a private secondary school in Karachi, Pakistan. For this study, the data were collected through survey questionnaire using google forms. The total sample size for this study was 344 secondary school students having almost equal ratio of male and female. On bivariate correlation analysis, digital literacy was found to be associated with students' attitude towards using information and communication technology (ICT) and other ICT related demographics. Further analysis using multiple linear regression analysis showed that digital literacy (DL), use of the tablet and smartphone, prior training in the use of computer and frequency of computer use significantly affect students' attitude towards using ICT.
Flourishing and Well-Being in the Academy: A Capabilities Approach
Author: Gereluk, Dianne
Date: 2018-00-00
Type: Journal Articles
Subjects: Well Being,Mental Health,Wellness,Health Promotion,College Faculty,Guidelines,Work Environment,Educational Philosophy,Institutional Autonomy,Academic Freedom,Faculty Workload,Scholarship,Reflection,Professional Identity,Imagination

Increased wellness and mental health strategies have been implemented across campuses in postsecondary institutions, reflective of the broader discourse on mental health and wellness in society. University responses have included student and staff engagement surveys, academic plans that include wellness, and institutional mental health strategies. Although these initiatives are important to support the communities that universities serve, such initiatives may do better if a more robust notion of well-being underpinned them. In this paper, I draw upon Nussbaum's capabilities approach to broaden the discourse on well-being in academia. I argue that considering well-being through this approach may provide a better normative framework to address more substantive tensions that undermine academics' well-being.
The Impact of Cultural Intelligence on Social Skills among University Students
Author: Koc, Kenan
Date: 2018-00-00
Type: Journal Articles
Subjects: Intelligence,Interpersonal Competence,Physical Education,Foreign Countries,College Students,Athletics,Correlation,Predictor Variables,Cultural Awareness

This study aims to examine the impact of cultural intelligence on social skills among the students of the School of Physical Education and Sports. The research population consists of randomly selected 377 students. As data collection tools, the study uses Cultural Intelligence Scale, Social Skills Inventory and &quot;Personal Information Form.&quot; The data obtained through the Personal Information Form, Cultural Intelligence Scale and Social Skills Inventory was statistically analyzed using SPSS 20.0 package program. The information about and inventory total scores of the candidates and factor points were presented by finding frequency (f) and percentage (%) values. Pearson Moment Correlation Coefficient analysis (r) was performed to indicate the relationship between the points obtained from the scales while multiple regression analysis was performed to identify whether the points are predictor of each other. (ß) In the study, we found positive significant relationships between cultural intelligence dimensions--cognitive, metacognitive, motivational and behavioural skills--and social skills dimensions--emotional expressivity, emotional sensitivity, emotional control, social expressivity, social sensitivity and social control. An examination of the prediction of social skills by cultural intelligence reveals that cognitive, metacognitive, motivational and behavioural dimensions are predictor of social skills, and students' social skills improve with the increase in their cultural intelligence level. Consequently, the significance of cultural intelligence and social skills is increasingly growing for maintaining successful, healthy and peaceful relationships between people. Individuals with higher cultural intelligence and sociability are expected to be more active in the education system while having a high level of willingness in learning activities. Particularly in the universities where various cultures coexist, students who can establish social relationships with their friends and professors will be more successful and enthusiastic about accepting positions to participate in international activities. The development of cultural intelligence and social skills will naturally improve students in social and cultural aspects, thus contributing to form the basis of a healthier world. For these reasons, it will be useful to provide training that enhance social skills in educational and training settings and carry out activities that increase interaction with other cultures such as student exchange programs and overseas educational tours in order to enhance cultural intelligence level.
If It&apos;s the Institution That&apos;s Causing the Decline, Change the Institution: Comment on Colgan
Author: Siegel, Harvey
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Educational Trends,Trend Analysis,Teacher Education Programs,Educational Change,Schools of Education,Organizational Change,Philosophy,Departments

This comment is in response to Andrew D. Colgan's article in a previous issue of the journal. While the author finds Colgan's institutional analysis compelling and agrees his proposed &quot;deinstitutionalizing solutions&quot; of reviving teacher culture and return teacher education preparation to teachers' colleges. He proposes a third remedy, which he thinks is equally de-institutionalizing and equally long-term: change the institution. The author defines changing the institution by cultivating fertile ground for philosophers of education to ply their trade, and for students to study the subject, someplace other than teacher education programs. He thinks this could happen in philosophy departments so teacher preparation can return to teacher's colleges. He does not offer this proposal as a rival to Colgan's proposed solutions, but rather as an additional avenue worth pursuing. [To view Andrew D. Colgan's article, &quot;The Examination of the Decline of Philosophy of Education with Institutional Theory: A Focus on the Last Three Decades,&quot; see EJ1182109.]
Professional Knowledge Landscapes in Online Preservice Teacher Education: An Exploration through Metaphor
Author: Quinn, Frances
Date: 2018-10-00
Type: Journal Articles
Subjects: Online Courses,Preservice Teacher Education,Teacher Educators,Intellectual Disciplines,Figurative Language,Teaching Methods,Educational Change,Foreign Countries,Teacher Student Relationship,Preservice Teachers,Knowledge Base for Teaching

This paper explores metaphors as a process of professional learning, and as a research method to interrogate professional knowledge landscapes (PKLs) within the flexible space and time of online pre-service teacher education. The methodology comprised five pre-service teacher educators with different disciplinary areas of responsibility engaging in metaphorical analysis of our teaching work. We found that the metaphors that frame our e-pedagogy are multiple, reflecting a range of theoretical positions and objects of our teaching work, sometimes internally contradictory notions of education and e-learning, and the complexities of our individual and collective PKLs. We argue that it is crucial in the context of preservice teacher education to explicitly examine our own metaphors and reflect on the ways that our metaphors might influence preservice teachers' subsequent teaching practice. In addition, teacher educators can exploit the spatio/temporal freedom afforded by the porous border between the inside of our online environments and their outside worlds to consciously and deliberately consider the metaphors that they adopt to inform their pedagogical choices, and avoid uncritically perpetuating problematic metaphors of teaching practice.
Indigenous Course Requirements: A Liberal-Democratic Justification
Author: Tanchuk, Nicolas
Date: 2018-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Canada Natives,Foreign Countries,Required Courses,Graduation Requirements,Educational Policy,College Students,College Faculty,Criticism,Democratic Values,Land Settlement,Foreign Policy,Epistemology,Universities,Civics,Academic Freedom,Political Attitudes,Ethics

In Canada, several universities have recently implemented course requirements in Indigenous studies as a condition of graduation, while others are considering following suit. Policies making Indigenous course requirements (hereafter ICRs) compulsory have caused considerable controversy. According to proponents, a main purpose of ICRs is to address historical wrongs and to foster a more complete understanding of the ongoing relationship between Indigenous and non-Indigenous citizens. According to critics, making such courses compulsory effectively imposes illiberal restrictions on university students and faculty by limiting the epistemic aim of free inquiry, while wrongly prioritizing concern for the welfare of one social group over others. In this essay, we propose a liberal-democratic justification for ICRs that addresses these two worries about the ideals that may underwrite these courses. We argue that ICRs can be justified in liberal-democratic terms insofar as they foster knowledge of what John Rawls refers to as &quot;the constitutional essentials&quot; and remediate civic forms of what Miranda Fricker refers to as &quot;epistemic injustices.&quot; Universities, we claim have highly plausible role responsibilities to promote the civic epistemic aims identified by Rawls and Fricker, which are especially weighty due to the power university degrees confer, as part of the formation of a &quot;democratic elite.&quot; We then defend this line of argument against objections based on academic freedom by arguing that universities have reasons, internal to the search for truth, to champion the political aims we identify.
Political Authority, Personal Autonomy and Higher Education
Author: Martin, Christopher
Date: 2018-00-00
Type: Journal Articles
Subjects: Higher Education,International Education,Government Role,Decision Making,Personal Autonomy,Educational Philosophy,Well Being,Educational Administration,Institutional Autonomy

Does the liberal state have a role in helping mature citizens make worthwhile educational choices? The question has clear relevance for the aims of higher education in a liberal democratic society. As systems of higher education internationalize, it has become difficult for liberal states to steer higher education policy in directions that serve civic interests. This is, in part, because political liberalism imposes restrictions on what one might call directive educational authority: the power to direct citizens toward specific kinds of knowledge, understanding and skills in the interest of making their lives better. This restriction follows from the view that citizens have the capacity to make their own decisions about how best to live, including decisions about the kind of education they need. My aim in this paper is to make the case for a more direct role for the state in promoting a good life through higher education. In particular, I argue that the liberal state's obligation to promote autonomy across its citizenry confers legitimate educational authority over post-compulsory, as well as compulsory, education. This argument affirms the state's educational obligations to citizens beyond a basic or compulsory education. Getting in the way of this affirmation, however, is an overly restrictive account of educational authority that occludes these obligations under the guise of respect for autonomy. Accordingly, in making my case, I propose an autonomy-based account of educational authority derived from Joseph Raz's service conception, defending this account against the charge that such authority is illegitimately paternalistic.
The University as Engine of Development?
Author: McCowan, Tristan
Date: 2018-00-00
Type: Journal Articles
Subjects: Universities,Sustainable Development,Higher Education,Models,Community Involvement,College Students,Educational Development

The idea of the &quot;developmental university&quot; was popularised on the African continent in the post-independence period, but has recently returned to view on account of the positioning of the university in the newly agreed United Nations Sustainable Development Goals. The developmental model is characterised by service to society, application of knowledge, non-academic benefit and prioritising the most marginalised. Yet to what extent are these goals and characteristics coherent and viable given the nature of the university as institution? While the developmental model per se is limited to a few experiences, the implications of these questions are much broader given the public service mission held by many if not most higher education institutions around the world. After outlining its historical emergence, this article presents a conceptual exploration of the model, highlighting three major limitations, in spite of its highly positive intentions: its positioning of the university as an &quot;adaptable factory,&quot; its encroachment on a distinctive space for the university in relation to society, and its particular and contested conception of development.
The Epistemic Goods of Higher Education
Author: Kotzee, Ben
Date: 2018-00-00
Type: Journal Articles
Subjects: Epistemology,Higher Education,Educational Philosophy,College Role,Affirmative Action,Fees,Debt (Financial)

In this paper, I investigate two clashing perspectives regarding the good of the university: a socioeconomic and an epistemic perspective. I position current writing on the university in the philosophy of education as being largely socio-economic and contrast this view to an earlier tradition of writing about the university that I position as mostly epistemic. Following on from this discussion, I review the university's role in the distribution of social and epistemic goods. I hold that the university directly controls only the latter, not the former and hold that whatever socio-economic roles the university plays in society, it must do so through the distribution of knowledge in society. Next, I explore what this means for the university's socio-economic functioning: I hold that seeing the good that the university distributes as knowledge places limits on its socio-economic functioning. Lastly, I ask what the university can do to promote epistemic justice in how it conducts teaching and research. I hold that one of the most important things that the university can do in the name of epistemic justice is to educate others (especially employers) about the true worth of a university degree.