ethanporcaro/eric-fulltext-meta huggingface dataset:
Trends Influencing Researcher Education and Careers: What Do We Know, Need to Know and Do in Looking Forward
Author: Castelló, Montserrat
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Development,Career Development,Foreign Countries,Researchers,Cross Cultural Studies,Educational Research,Doctoral Programs,Higher Education,Comparative Analysis,Employment Patterns

EARLI SIG 24, Researcher Education and Careers (SIG-REaC), was founded because increasing interest has emerged within the EARLI community into understanding different aspects of doctoral and post-PhD researcher educational and career development. This special issue brings together the outcome of our first scholarly discussion at the SIG-REaC inaugural meeting in September 2014 in Barcelona. The goal of each of the five co-authored papers is to make visible what has been overlooked, and to attend to methodological considerations in order to draw out future lines of research. As a collection, the papers address multiple levels and issues of researcher education: establishing the multifaceted phenomenon that is researcher education and careers and providing key concepts that others might take up, e.g., informal/invisible curriculum; the personal as a sphere of activity that may collide with the sphere of work; drivers of education that can provide cross-national points of comparison. Further, by identifying gaps in the literature, these papers together lay out an ambitious research agenda in a number of areas related to researcher education. In the process, they provide an extensive list of references well worth exploring since they represent the knowledge networks of over thirty researchers. In this editorial paper the Sig-REac is presented, and the characteristics of the papers, their limitations and some future challenges of researcher education are discussed.
Communicating with the World: Connecting the Language Classroom to a Global Audience Using Web 2.0 Tools
Author: de Ramirez, Lori Langer
Date: 2013-00-00
Type: Journal Articles
Subjects: Second Language Instruction,English (Second Language),Official Languages,Language Role,Web 2.0 Technologies,Global Approach,Student Journals,Electronic Journals,Web Sites,Collaborative Writing,Elementary Secondary Education,Intercultural Communication,Interlanguage,Electronic Learning,Language Proficiency

Webtools provide language students a uniquely authentic audience with which to share their creativity and growing proficiency in the target language. Students tend to write/speak more--and better--when using these tools in the language classroom. Webtools form an enjoyable and pedagogically sound way of getting students to create and have fun with language, but most importantly, they provide language students with a global platform through which to engage in collaborative creation of content and sharing of information across time zones and cultures. This article discusses how these tools allow students to meet the five Cs: &quot;communicate&quot; in the target language; explore &quot;cultures;&quot; &quot;connect&quot; to other disciplines; &quot;compare&quot; their first language to the target language; and participate in &quot;communities.&quot; Four webtools that can be incorporated into the World Languages and English as a Second Language (ESL) classroom are discussed: (1) VoiceThread (www.VoiceThread.com); (2) podcasts (e.g., www.Podomatic.com, www.PodBean.com); (3) blogs (e.g., www.Blogger.com, www.EduBlogs.com); and (4) Wikis (e.g., www.WikiSpaces.com, www.WikiDot.com). Webtools provide K-12 students with interlocutors who may not speak their language, but who &quot;speak their language&quot; in more ways than is known.
Responsibility in the School Context--Development and Validation of a Heuristic Framework
Author: Helker, Kerstin
Date: 2014-00-00
Type: Journal Articles
Subjects: Heuristics,Guidelines,Educational Environment,Self Determination,Teacher Attitudes,Teacher Responsibility,Student Attitudes,Student Responsibility,Parent Attitudes,Parent Responsibility,Teacher Motivation,Teacher Burnout,Educational Research,High Achievement,Low Achievement,Secondary School Teachers,Secondary School Students,Foreign Countries,Online Surveys

Existing research has identified feelings of responsibility as having major motivational implications for a person's actions. A person identifying as being responsible for a certain task will perceive themselves as self-determined and thus invest considerable effort in the task. Despite being conceptualised as an individual's sense of internal obligation, responsibility in everyday contexts is often attributed by and to other people. Different perspectives on responsibility may, however, not always overlap, especially in the school context where tasks and liabilities often remain ill-defined. This paper thus presents a framework of responsibility in the school context which assumes teachers, students and parents to share a certain number of microsystems which may (indirectly) influence one another. In order to test the usefulness of the proposed framework, a series of studies were conducted collecting data on teachers', students' and parents' views of their own and one another's responsibility in the school context. 4339 statements were assigned to categories representing different parts of the framework and reveal its usefulness for describing the complexity of responsibility attributions and its influences in the school context. Findings show the framework will be helpful to embrace existing research and develop questions for further research that address central educational issues such as student and teacher motivation, teacher burnout as well as prerequisites for students' high or low achievement.
Dynamics of Team Reflexivity after Feedback
Author: Gabelica, Catherine
Date: 2014-00-00
Type: Journal Articles
Subjects: Feedback (Response),Teamwork,Performance,Reflection,Cooperation,College Students,Simulation,Foreign Countries,Scores,Coding,Content Analysis

A great deal of work has been generated on feedback in teams and has shown that giving performance feedback to teams is not sufficient to improve performance. To achieve the potential of feedback, it is stated that teams need to proactively process this feedback and thus collectively evaluate their performance and strategies, look for alternatives, and make clear decisions about ways to tackle their task. This concept of team reflexivity has been commonly described as a sequence of behaviours, which relative importance has not been demonstrated. Further, empirical research investigating the dynamic aspects of reflexivity has been scarce. This study sought to explore how reflexivity evolves over time and at which moments of the team interaction it is related to team performance. Thirty-two student dyads participated to a cognitively complex task (flight simulation) over four performance episodes comprising action phases followed by transition (feedback) phases. High interdependence between participants (pilots and co-pilots) was ensured through the distribution of complementary knowledge in the dyads. The results showed that teams seldom engaged in full cycles of reflective behaviours. When looking into individual behaviours, teams exhibited more reflective behaviours during action over time, while their reflective behaviours during feedback did not change, demonstrating a suboptimal feedback processing as time goes by. Additionally, it was demonstrated that teams were capable to learn from their past and act upon feedback to better subsequent team performance but also that initial performance acts as a trigger to future reflective behaviours.
A Systemic View of the Learning and Differentiation of Scientific Concepts: The Case of Electric Current and Voltage Revisited
Author: Koponen, Ismo T.
Date: 2014-00-00
Type: Journal Articles
Subjects: Scientific Concepts,Physics,Prediction,Models,Graphs,Science Instruction,Concept Formation,Comparative Analysis,Secondary School Students,Teaching Methods,Energy,Computer Simulation

In learning conceptual knowledge in physics, a common problem is the incompleteness of a learning process, where students' personal, often undifferentiated concepts take on more scientific and differentiated form. With regard to such concept learning and differentiation, this study proposes a systemic view in which concepts are considered as complex, dynamically evolving structures. The dynamics of the concept learning and differentiation is driven by the competition of model utility in explaining the evidence. Based on the systemic view, we introduce computational model, which represents the essential features of the conceptual system in the form of directed graph (DGM), where concepts are nodes connected to other conceptual elements (nodes) in the graph. The results of a DGM are then compared to the empirical findings to identify differentiation between concepts of electric current and voltage based on a re-analysis of previously published empirical findings on upped secondary school students' learning paths in the context of DC circuits. The comparison shows that the model predicts and explains many relevant, empirically observed features of the learning paths of concept learning and differentiation, such as: 1) Context-dependent dynamics, 2) the persistence of ontological shift and concept differentiation, and 3) the effects of communication on individual learning paths. The systemic view and the DGM model based on it make these generic features of interest in concept learning and differentiation understandable and show that these features are associated with the guidance of theoretical knowledge. Finally, we discuss briefly the implications of the results on teaching and instruction.
Student Teachers' Perception of Dilemmatic Demands and the Relation to Epistemological Beliefs
Author: Wegner, Elisabeth
Date: 2014-00-00
Type: Journal Articles
Subjects: Student Teacher Attitudes,Epistemology,Beliefs,Teaching (Occupation),Educational Attitudes,Context Effect,Decision Making Skills,Correlation,Hypothesis Testing,Expectation

Teaching is characterized by contradictory demands, resulting in teaching dilemmas. For example, to promote the continuous learning of students, teachers need to set up rules and control them, which in turn can undermine students' intrinsic motivation. Teachers have to become aware of these contradictions and need to understand that not all aspects of good teaching can be maximized at the same time. An adequate representation of the dilemmatic nature of problems of teaching is therefore crucial for judging different teaching situations. Also, an adequate epistemological understanding is needed. We assessed student teachers' (N = 122) perceptions of demands in teaching in general and in regards to specific situations, as well as their epistemological beliefs. Perception of demands in general influenced the judgment of specific situations, but there was also a situation-specific component. Epistemological beliefs were related to the perceptions of demands in general, especially in situations in which the dilemmatic content was highly visible. Together, findings suggest that epistemological beliefs shape the perception of demands in teaching in general, and that the perception of demand in general again influences perception in specific situations.
The Construction and Validation of a New Scale for Measuring Features of Constructivist Learning Environments in Higher Education
Author: Alt, Dorit
Date: 2014-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Questionnaires,Higher Education,Distance Education,Seminars,Qualitative Research,Observation,Teacher Student Relationship,Prior Learning,Mixed Methods Research,Lecture Method,Cooperation,Dialogs (Language),Statistical Analysis,Structural Equation Models,Self Efficacy,Academic Ability,Construct Validity,Multivariate Analysis,Undergraduate Students,Student Attitudes,College Faculty,Foreign Countries

This study was aimed at mapping features of constructivist activities in higher education settings, constructing and validating a new scale for measuring their presence in lecture face-to-face based environments (LBE), seminars (SM), and distance learning environments (DLE). A mix-method approach was implemented in three phases. The first phase was aimed at qualitatively analysing classroom observational activities as experienced by students, in order to learn about actual instantiations of the theoretical constructivist features. The results foregrounded eight categories: &quot;knowledge construction&quot;, &quot;authenticity&quot;, &quot;multiple perspectives&quot;, &quot;prior knowledge&quot;, &quot;in-depth learning&quot;, &quot;teacher-student interaction&quot;, &quot;social interaction&quot; and &quot;cooperative dialogue&quot;. The second phase was aimed at developing a questionnaire, based on the descriptions gathered in Phase 1. The third quantitative phase was used to validate the developed questionnaire (Constructivist Learning in Higher Education Settings scale [CLHES]) by using structural equation modelling. In addition, students' academic self-efficacy had been chosen as a criterion variable in order to further assess construct validity of the CLHES. Lastly, a multivariate analysis of covariance was applied to allow the characterisation of differences between the learning settings in regard to the CLHES eight factors and academic self-efficacy. The scales were submitted to 597 undergraduate third-year college students. According to the main results: construct validity of the new scale has been confirmed; teacher-student and student-student interactions were positively connected to self-efficacy for learning; and SM were perceived as generally more constructivist when compared with the other learning environments. Implications of these findings and directions for future research are discussed.
The Doctorate as an Original Contribution to Knowledge: Considering Relationships between Originality, Creativity, and Innovation
Author: Baptista, Ana
Date: 2015-00-00
Type: Journal Articles
Subjects: Creativity,Innovation,Doctoral Programs,Doctoral Dissertations,Technological Advancement,Higher Education,Technology Uses in Education

This article explores the meaning of originality in doctoral studies and its relationship with creativity and innovation. Doctoral theses are expected to provide an original contribution to knowledge in their field all over the world. However, originality is not well defined. Using the literature on concepts of originality as a foundation, this article shows that originality is not a concept commonly understood. Creativity introduces a focus on the production of knowledge, which is not just novel but also meaningful. Innovation is becoming of increasing importance in doctoral theses with the societal shift to knowledge-based economies and introduces the requirement of immediate relevance for economic purposes in doctoral education. While the three elements appear to be substantial building blocks of the potential contribution doctoral work can make in the 21st century, it is unclear the extent to which doctoral theses fulfil these expectations. The article discusses this problem with a focus on implications for doctoral education.
Judging a Book by Its Cover: Developing Intercultural Competence through Book Covers
Author: Perugini, Dorie Conlon
Date: 2015-00-00
Type: Journal Articles
Subjects: Intercultural Communication,Spanish,Second Language Learning,Second Language Instruction,Units of Study,Interdisciplinary Approach,Language Teachers,Art Products,Teaching Methods,Cultural Awareness,Elementary School Teachers,Food,Holidays,Cultural Background,Grade 3,Childrens Literature,Librarians,Elementary School Students

In this brief article, elementary Spanish teacher, Dorie Perugini describes a classroom project that not only enabled students to explore their own culture and cultures around the world, but motivated them to create a beautiful piece of art. Like most elementary language teachers, Perugini needed to teach her class about food. While planning her lesson, she contemplated how she could evoke the strong memories of favorite recipes and foods traditionally eaten at holidays in and if it was possible to get across the importance of food in cultural identity to her third grade students during a standard fruit unit. Using one of her favorite third grade stories, &quot;La sorpresa de Nandi&quot; by Eileen Brown she engaged her class in her a novice level Spanish discussion about the book's cover, giving her students great motivation to listen to the story. To help her students gain skills of Intercultural Competence after reading the story, Perugini based her future lesson plans on an essential question: How would the story change if it was set in a different country? Following this discussion, Perugini partnered with a classroom teacher to create an interdisciplinary lesson in English. With the aid of the classroom teacher and the school's library media specialist, the students came up with a number of questions to further explore and research how the story would change if it were set in a different country. When they had finished gathering their information, the students used materials from the art room to create poster-sized covers for their new stories.
Turning Points during the Life of Student Project Teams: A Qualitative Study
Author: Raes, Elisabeth
Date: 2015-00-00
Type: Journal Articles
Subjects: Qualitative Research,Student Projects,Teamwork,Interviews,Reflection,Coding,Group Dynamics,Foreign Countries,Higher Education,College Students,Business

In this qualitative study a more flexible alternative of conceptualising changes over time in teams is tested within student project teams. The conceptualisation uses turning points during the lifespan of a team to outline team development, based on work by Erbert, Mearns, &amp; Dena (2005). Turning points are moments that made a significant difference during the course of the collaboration as a team. In this study, they are tracked by means of team interviews and reflection papers of team members. A method of coding was created to collect all information about the turning points, their causes and consequences. By means of a thorough analysis of these coded data an overview of their nature and their effects on the rest of the team process as perceived by the team members themselves is provided. Results show that the development paths of the three teams were differentiated in terms of turning points that occurred and, especially, in the order in which the turning points occurred. However four types of turning points (two at the task level and two at the interpersonal level) were remarkable due to their occurrence in all three project teams.
Children's Understanding of Experimental Contrast and Experimental Control: An Inventory for Primary School
Author: Osterhaus, Christopher
Date: 2015-00-00
Type: Journal Articles
Subjects: Elementary School Students,Experiments,Knowledge Level,Psychometrics,Test Construction,Test Validity,Interviews,Test Items,Grade 3,Grade 4,Grade 2,Test Reliability,Comprehension,Science Process Skills,Foreign Countries,Performance,Science Achievement,Concept Formation,Elementary School Science

Experimentation skills are a central component of scientific thinking, and many studies have investigated whether and when primary-school children develop adequate experimentation strategies. However, the answers to these questions vary substantially depending on the type of task that is used: while discovery tasks, which require children to engage in unguided experimentation, typically do not reveal systematic skills in primary school, choice tasks suggest an early use of adequate experimentation strategies. To acquire a more accurate description of primary-school experimentation, this article proposes a novel multiple-select paper-and-pencil inventory that measures children's understanding of experimental design. The two reported studies investigated the psychometric properties of this instrument and addressed the development of primary-school experimentation. Study 1 assessed the validity of the item format by comparing 2 items and an interview measure in a sample of 71 third- and fourth-graders (9- and 10-year-olds), while Study 2 investigated the reliability and the convergent validity of the inventory by administering it to 411 second-, third- and fourth-graders (8-, 9- and 10-year-olds) and by comparing children's performance in the 11-item scale to 2 conventional experimentation tasks. The obtained results demonstrate the reliability and validity of the inventory and suggest that a solid understanding of experimental design first emerges at the end of primary school.
Researcher Identity in Transition: Signals to Identify and Manage Spheres of Activity in a Risk-Career
Author: Castelló, Montserrat
Date: 2015-00-00
Type: Journal Articles
Subjects: Researchers,Risk,Guidelines,College Faculty,Professional Identity,Learning Activities,Interviews,Graduate Students,Teacher Attitudes,Student Attitudes,Higher Education

Within the current higher education context, early career researchers (ECRs) face a &quot;risk-career&quot; in which predictable, stable academic careers have become increasingly rare. Traditional milestones to signal progress toward a sustainable research career are disappearing or subject to reinterpretation, and ECRs need to attend to new or reimagined signals in their efforts to develop a researcher identity in this current context. In this article, we present a comprehensive framework for researcher identity in relation to the ways ECRs recognise and respond to divergent signals across spheres of activity. We illustrate this framework through eight identity stories drawn from our earlier research projects. Each identity story highlights the congruence (or lack of congruence) between signals across spheres of activity and emphasises the different ways ECRs respond to these signals. The proposed comprehensive framework allows for the analysis of researcher identity development through the complex and intertwined activities in which ECRs are involved. We advance this approach as a foundation for a sustained research agenda to understand how ECRs identify and respond to relevant signals, and, consequently, to unravel the complex interplay between signals and spheres of activity evident in struggles to become researchers in a risk-career environment.