ethanporcaro/eric-fulltext-meta huggingface dataset:
Conceptual Metaphor Theory and Teaching English as a Foreign Language: A Study on Body Part Terms
Author: Çakir, Cemal
Date: 2016-00-00
Type: Journal Articles
Subjects: Human Body,Turkish,Second Language Learning,Content Analysis,Translation,Books,Contrastive Linguistics,Figurative Language,Linguistic Theory,English (Second Language)

Similarities and differences across languages can be observed in terms of the use of body part terms (BPTs) to express states, actions, emotions, and thoughts. This study primarily compared five best-selling English books with their Turkish translations and identified in both sets of books (a) the distribution of the literal and non-literal uses of BPTs, (b) the similarities and differences between the BPT-containing metaphorical linguistic expressions (MLEs), and (c) the similarities and differences between the conceptual metaphors (CMs) underlying the BPT-containing MLEs. Secondly, in relation to the content analysis of the corpus, Turkish speakers' understandings of a dead metaphor were studied. The results reveal that although there are overlapping uses of BPTs in the MLEs in both sets of books and there are similar CMs underlying the BPT-containing MLEs, Turkish translations include more non-literal uses of BPTs than the original English versions. Shifts in BPTs when translated into Turkish are also observed. As for the dead metaphor various scenarios concerning the etymological origin of the dead metaphor were expressed by the Turkish participants. The differences identified in the translation corpus indicate that English BPT-containing MLEs and CMs underlying them should be among the criteria in the selection and design of the materials to teach English lexicon, and that a crosslinguistic perspective would be useful while teaching the English MLEs to the learners of English as a foreign language.
How Data Are Used and Misused in Schools: Perceptions from Teachers and Principals
Author: Militello, Matthew
Date: 2013-06-00
Type: Journal Articles
Subjects: Principals,Teacher Attitudes,Information Utilization,Data,Q Methodology,Administrator Attitudes,School Statistics,Academic Achievement,Student Records,Questionnaires,Educational Practices,Federal Legislation,Elementary Secondary Education,Educational Legislation,Teachers

Education reform efforts have mandated the use of student achievement data in schools. This Q-methodology study investigates the perceptions of principals and teachers about how data are used or misused. Principals in the sample were found to use data mostly to evaluate the school, make improvements, and model best practices of data use. Teachers used data to improve instruction and outcomes for students. Results indicate a need to create an assessment savvy environment where data are used to improve practices.
Reliability and Validity of the Multidimensional Scale of Life Skills in Late Childhood
Author: Kobayashi, Minoru
Date: 2013-06-00
Type: Journal Articles
Subjects: Multidimensional Scaling,Daily Living Skills,Elementary School Students,Test Reliability,Test Validity,Pretests Posttests,Factor Analysis,Goodness of Fit,Psychometrics,Likert Scales,Item Analysis,Gender Differences,Foreign Countries

This study investigated the reliability and validity of the Multidimensional Scale of Life Skills in Late Childhood, an instrument designed to measure a concept similar to &quot;zest for living&quot; in late childhood. A total of 1,888 elementary school students in the 4th, 5th, and 6th grades residing in urban and suburban areas as well as in remote islands of 3 prefectures (Okinawa, Kagoshima, and Nagasaki) were surveyed. On the basis of our analysis, 24 items and seven factors were extracted. These factors are problem-solving/synthesis, relationship with friends, personal manners, decision-making and future planning, self-learning, collecting and using information, and leadership. Cronbach's alpha reliability coefficients were computed for each subscale and ranged from 0.71 to 0.87. Test-retest reliability coefficient values ranged from 0.68 to 0.79. To examine the construct validity of the scales, a goodness-of-fit model was determined by confirmatory factor analysis, and satisfactory values were found (GFI = 0.952, AGFI = 0.937, CFI = 0.966, RMSEA = 0.016). The validity of the goodness-of-fit model and the reliability of the scales indicate that the Multidimensional Scale of Life Skills in Late Childhood is an effective assessment tool.
The Use of a Learning Management System (LMS) to Serve as the Virtual Common Space of a Network for the Scholarship of Teaching and Learning (SoTL) in an Academic Department
Author: Bradley, Nicolette
Date: 2013-06-00
Type: Journal Articles
Subjects: Management Information Systems,Faculty Organizations,Web Sites,Undergraduate Study,Knowledge Management,Evidence Based Practice,Health Education,Nutrition Instruction,Health Sciences,Information Networks,Scholarship,Educational Research,Educational Practices,Communities of Practice,Foreign Countries

Traditionally, undergraduate curriculum committees, consisting of appointed faculty and student representatives, have served as the sole departmental vehicle for investigating, discussing and promoting the scholarship of teaching and learning (SoTL) within an academic department. However, with the universal demand for greater accountability on all aspects of evidence-based teaching and on the totality of student learning and career outcomes, some academic departments have encouraged the formation of additional organizations to support their SoTL mandate. In the Department of Human Health and Nutritional Sciences, the approach taken was to combine the interests of the faculty who had a sustained interest in the &quot;scholarship of knowledge translation and transfer&quot; in the health sciences with those who had a developing interest in SoTL. These faculty members would then form the foundation of a &quot;network&quot; which has been called the K*T3net. The virtual common space of the network is on a Learning Management System (LMS) site which is accessed by all faculty members in the network and by a growing number of staff and senior PhD students in the department. The features and potential uses of the K*T3net website will be discussed. The development of the K*T3net has already supported the proposal for a new undergraduate course on SoTL and is opening the possibility for graduate students to add a SoTL component to their thesis research.
Teaching HR Professionals: The Classroom as a Community of Practice
Author: Rowlands, Kate
Date: 2013-06-00
Type: Journal Articles
Subjects: Communities of Practice,Part Time Students,Business Schools,Curriculum Design,Course Organization,Educational Innovation,Reflection,Learning Strategies,Human Resources,Professional Education,Questionnaires,Observation,Student Attitudes,Employee Attitudes,Classroom Techniques,Foreign Countries,Qualitative Research,Statistical Analysis

This paper introduces an innovative course design incorporating both communities of practice and reflective practice as a learning strategy for part-time learners in higher education. The new design has been applied to teaching HR practitioners in a UK-based business school. Findings indicate that the suggested way of organizing teaching and learning for part-time professionals is very informative and facilitates a richer engagement with theory whilst addressing issues of practice.
Learning Systems Biology: Conceptual Considerations toward a Web-Based Learning Platform
Author: Emmert-Streib, Frank
Date: 2013-06-00
Type: Journal Articles
Subjects: Biology,Web Based Instruction,Statistical Analysis,Molecular Biology,Computer System Design,Database Management Systems,Learning Strategies,Electronic Learning,Hypermedia,Learning Modules,Design Preferences,Course Content,Systems Approach,Graduate Students

Within recent years, there is an increasing need to train students, from biology and beyond, in quantitative methods that are relevant to cope with data-driven biology. Systems Biology is such a field that places a particular focus on the functional aspect of biology and molecular interacting processes. This paper deals with the conceptual design of a web-based course and its content for educating students in systems biology. We discuss several learning strategies and problems when dealing with structural hypertext patterns that might occur in the context of web-based learning platforms. Finally, we explain the content of the course modules and its features such as its usability and the impact on the learner.
Improving Science Assessments by Situating Them in a Virtual Environment
Author: Ketelhut, Diane Jass
Date: 2013-06-00
Type: Journal Articles
Subjects: Virtual Classrooms,Science Tests,Academic Standards,Middle School Students,Problem Based Learning,Problem Solving,Integrated Activities,Usability,Learning Motivation,Teacher Attitudes,Student Attitudes,Visual Aids,Evidence,Student Evaluation,Test Construction,Test Content,High Stakes Tests,Computer Simulation,Learner Engagement,Content Analysis,Knowledge Level,Scientific Literacy,Educational Improvement,Achievement Tests,Mathematics Achievement,Mathematics Tests,International Assessment,Foreign Countries,Science Achievement,Elementary Secondary Education,Qualitative Research

Current science assessments typically present a series of isolated fact-based questions, poorly representing the complexity of how real-world science is constructed. The National Research Council asserts that this needs to change to reflect a more authentic model of science practice. We strongly concur and suggest that good science assessments need to consist of several key factors: integration of science content with scientific inquiry, contextualization of questions, efficiency of grading and statistical validity and reliability.Through our Situated Assessment using Virtual Environments for Science Content and inquiry (SAVE Science) research project, we have developed an immersive virtual environment to assess middle school children's understanding of science content and processes that they have been taught through typical classroom instruction. In the virtual environment, participants complete a problem-based assessment by exploring a game world, interacting with computer-based characters and objects, collecting and analyzing possible clues to the assessment problem. Students can solve the problems situated in the virtual environment in multiple ways; many of these are equally correct while others uncover misconceptions regarding inference-making. In this paper, we discuss stage one in the design and assessment of our project, focusing on our design strategies for integrating content and inquiry assessment and on early implementation results. We conclude that immersive virtual environments do offer the potential for creating effective science assessments based on our framework and that we need to consider engagement as part of the framework.
Applying Models to National Surveys of Undergraduate Science Students: What Affects Ratings of Satisfaction?
Author: Langan, Anthony Mark
Date: 2013-06-00
Type: Journal Articles
Subjects: Models,National Surveys,Undergraduate Students,College Science,Student Attitudes,Satisfaction,Foreign Countries,Responses,Student Surveys,Universities,Test Interpretation,Regression (Statistics),Science Instruction,Mathematics Instruction,Human Geography,Physical Geography,Computer Science,Engineering,Questionnaires,Correlation,Test Validity,Statistical Analysis,Curriculum Design,Likert Scales

Many countries use national-level surveys to capture student opinions about their university experiences. It is necessary to interpret survey results in an appropriate context to inform decision-making at many levels. To provide context to national survey outcomes, we describe patterns in the ratings of science and engineering subjects from the UK's National Student Survey (NSS). New, robust statistical models describe relationships between the Overall Satisfaction' rating and the preceding 21 core survey questions. Subjects exhibited consistent differences and ratings of &quot;Teaching&quot;, &quot;Organisation&quot; and &quot;Support&quot; were thematic predictors of &quot;Overall Satisfaction&quot; and the best single predictor was &quot;The course was well designed and running smoothly&quot;. General levels of satisfaction with feedback were low, but questions about feedback were ultimately the weakest predictors of &quot;Overall Satisfaction&quot;. The UK's universities affiliated groupings revealed that more traditional &quot;1994&quot; and &quot;Russell&quot; groups over-performed in a model using the core 21 survey questions to predict &quot;Overall Satisfaction&quot;, in contrast to the under-performing newer universities in the Million+ and Alliance groups. Findings contribute to the debate about &quot;level playing fields&quot; for the interpretation of survey outcomes worldwide in terms of differences between subjects, institutional types and the questionnaire items.
Fuzzy Logic as a Tool for Assessing Students' Knowledge and Skills
Author: Voskoglou, Michael Gr.
Date: 2013-06-00
Type: Journal Articles
Subjects: Knowledge Level,Skill Analysis,Student Evaluation,Problem Solving,Logical Thinking,Cognitive Ability,Statistical Analysis,Qualitative Research,Group Activities,Mathematical Logic,Evaluation Methods,Educational Practices,Achievement Rating,Foreign Countries,Higher Education

Fuzzy logic, which is based on fuzzy sets theory introduced by Zadeh in 1965, provides a rich and meaningful addition to standard logic. The applications which may be generated from or adapted to fuzzy logic are wide-ranging and provide the opportunity for modeling under conditions which are imprecisely defined. In this article we develop a fuzzy model for assessing student groups' knowledge and skills. In this model the students' characteristics under assessment (knowledge of the subject matter, problem solving skills and analogical reasoning abilities) are represented as fuzzy subsets of a set of linguistic labels characterizing their performance, and the possibilities of all student profiles are calculated. In this way, a detailed quantitative/qualitative study of the students' group performance is obtained. The centroid method and the group's total possibilistic uncertainty are used as defuzzification methods in converting our fuzzy outputs to a crisp number. According to the centroid method, the coordinates of the center of gravity of the graph of the membership function involved provide a measure of the students' performance. Techniques of assessing the individual students' abilities are also studied and examples are presented to illustrate the use of our results in practice.
Planning Science Instruction for Critical Thinking: Two Urban Elementary Teachers' Responses to a State Science Assessment
Author: Mangiante, Elaine Silva
Date: 2013-09-00
Type: Journal Articles
Subjects: Elementary School Teachers,Grade 4,Elementary School Science,Science Instruction,Critical Thinking,Urban Teaching,Urban Schools,Poverty Areas,Educational Planning,State Standards,Science Process Skills,Persuasive Discourse,Science Teachers,Teacher Education,Scientific Literacy,Evidence Based Practice,Qualitative Research,Interviews,Observation,Cognitive Processes,Case Studies,Faculty Development,Alignment (Education),Science Tests

Science education reform standards have shifted focus from exploration and experimentation to evidence-based explanation and argumentation to prepare students with knowledge for a changing workforce and critical thinking skills to evaluate issues requiring increasing scientific literacy. However, in urban schools serving poor, diverse populations, where the priority is on students' assessment results in reading and math, students may not receive reform-based science. The rationale for this qualitative study was to examine how two elementary teachers from high-poverty urban schools planned for reform-based science in response to a quality state science assessment in conjunction with their training and resources. Their state assessment included an inquiry task requiring students to construct responses to questions based on their investigation data. From evaluating evidence using Zembal-Saul's continuum for teaching science as argument, the findings indicated that both teachers adopted an investigation-based and evidence-based approach to science teaching to prepare students for the inquiry task. However, one teacher provided argument-based science teaching from her explicit training in that approach. The results suggested that the teachers' training and resources informed their interpretation of the focus areas on the science assessment inquiry task and influenced the extent to which they offered students an equitable opportunity to develop higher-order thinking from reform-based science.
An Assessment of Educational Benefits from the OpenOrbiter Space Program
Author: Straub, Jeremy
Date: 2013-09-00
Type: Journal Articles
Subjects: Educational Benefits,Space Sciences,STEM Education,Science Course Improvement Projects,Science Activities,Problem Based Learning,Experiential Learning,Interdisciplinary Approach,Behavioral Objectives,Student Surveys,Undergraduate Students,Graduate Students,Comparative Analysis,Aerospace Education,Grade Point Average

This paper analyzes the educational impact of the OpenOrbiter Small Spacecraft Development Initiative, a CubeSat development program underway at the University of North Dakota. OpenOrbiter includes traditional STEM activities (e.g., spacecraft engineering, software development); it also incorporates students from non-STEM disciplines not generally involved in aerospace engineering projects such as management, entrepreneurship, education and fine arts. The value of the program to participants is analyzed quantitatively, in terms of improvement related to five key learning objectives.
&quot;Assessment as Discourse&quot;: A Pre-Service Physics Teacher's Evolving Capacity to Support an Equitable Pedagogy
Author: Lyon, Edward G.
Date: 2013-09-00
Type: Journal Articles
Subjects: Physics,Preservice Teachers,Preservice Teacher Education,Student Surveys,Expertise,Language Role,Beliefs,Student Diversity,Language Minorities,Science Education,Practicums,Student Evaluation,Student Teacher Attitudes,Capacity Building,Mixed Methods Research,Semi Structured Interviews,Observation

One way to view &quot;equitable pedagogy&quot; is through an opportunity to learn (OTL) lens, meaning that regardless of race, class, or culture, a student has access to rigorous and meaningful content, as well as appropriate resources and instruction necessary to learn and demonstrate understanding of that content. Assessment holds a unique position in the classroom in that it can both uncover whether inequitable conditions exist (i.e., performance gaps, denied OTL) and provide an OTL by mediating communication between teacher and students regarding learning progress and what is important to learn. Nevertheless, individuals entering teacher education programs often hold deficit views toward marginalized students, such as Language Minorities (LMs), believe that assessment strictly serves to evaluate learning, and do not do consider how language and culture influence student thinking--views supplanting assessment's role at supporting an equitable pedagogy for LMs. Through surveys, interviews, program artifacts, and classroom observation, I report on a case study of one pre-service physics teacher, Dean, to depict how his expertise at assessing science did evolve throughout his yearlong teacher education program in terms of (a) becoming more knowledgeable of the role of language and (b) developing a belief in incorporating 'discourse' while assessing science. Within the case study, I analyze one particular episode from Dean's teaching practicum to highlight remaining challenges for pre-service teachers to integrate science and language in classroom assessment--namely, interpreting students' use of language along with their understanding of core science ideas. The findings underscore the need for connecting language and equity issues to content-area assessment in teacher preparation.
An Educational Resource Based on Water and Health as a Teaching Aid in French Primary Schools Part I: Identification of Needs and Content
Author: Savanovitch, Chantal
Date: 2013-09-00
Type: Journal Articles
Subjects: Water,Teaching Methods,Dietetics,Hygiene,Health Behavior,Elementary School Students,Obesity,Body Weight,Eating Habits,Foreign Countries,Human Body,Water Quality,Aquatic Sports,Life Style,Health Promotion,Educational Resources,Literature Reviews

It is a commonplace that water is essential for life, but to what extent is the general public, and children in particular, aware of how water affects health? The aim of this review was to consider the relationship between water and health under three main headings: the importance of hydration for children, dietary intake of water, and water as an essential factor in hygiene contributing to good health. The literature was reviewed to provide a rationale for the implementation of teaching about water and health in French primary schools under three main areas: (i) the importance of hydration for school children and water promotion in primary schools; (ii) the problem of overweight/obesity and the need to adopt healthy drinking habits as defined in French nutritional policy; (iii) the survey of the quality of drinking water in France and its relationship with good hygiene practices. There are currently few educational resources in France on water and health that teachers can use in the classroom. This review gives reasons why a &quot;Water and Health&quot; learning resource is a useful tool and shows how it can be developed within the constraints imposed by the school syllabus and in accordance with French nutritional and environmental policy.
Learning in Social Networks: Rationale and Ideas for Its Implementation in Higher Education
Author: Alvarez, Ibis M.
Date: 2013-09-00
Type: Journal Articles
Subjects: Social Media,Internet,Educational Practices,Higher Education,Web Based Instruction,Technology Integration,College Faculty,Teacher Role,Instructional Design,Cooperative Learning,Independent Study,Student Centered Learning,Sense of Community,Individual Differences,Literature Reviews,Social Networks

The internet has fast become a prevalent medium for collaboration between people and social networks, in particular, have gained vast popularity and relevance over the past few years. Within this framework, our paper will analyse the role played by social networks in current teaching practices. Specifically, we focus on the principles guiding the design of study activities which use social networks and we relate concrete experiences that show how they contribute to improving teaching and learning within a university environment.