ethanporcaro/eric-fulltext-meta huggingface dataset:
School Principals' Leadership Behaviours and Its Relation with Teachers' Sense of Self-Efficacy
Author: Mehdinezhad, Vali
Date: 2016-07-00
Type: Journal Articles
Subjects: Principals,Leadership Styles,Teacher Attitudes,Self Efficacy,Questionnaires,Correlation,Regression (Statistics),Transformational Leadership,Foreign Countries,Elementary Secondary Education,Likert Scales

The aim of this study was to investigate the relationship between school principals' leadership behaviours and teachers' sense of self-efficacy. The research method was descriptive and correlational. A sample size of 254 teachers was simply selected randomly by proportional sampling. For data collection, the Teachers' Sense of Efficacy Scale of Tschannen-Moran and Woolfolk Hoy (2001) and Leadership Multifactor Questionnaire of Bass and Avolio (1992) were used. Questionnaire validity was assessed by the type of content and their reliability was estimated by using Cronbach's alpha coefficient of 0.84 and 0.86 respectively. Pearson correlation coefficient test and stepwise regression were used to analyse the data. Research findings indicate that there is a significant relationship between the components of principals' leadership behaviours and teachers' sense of self-efficacy. The findings also showed that the two components of principals' leadership behaviours, that is, idealized influence and intellectual stimulation, can predict changes in teachers' sense of self-efficacy.
Innovative Field Experiences in Teacher Education: Student-Teachers and Mentors as Partners in Teaching
Author: Baeten, Marlies
Date: 2016-00-00
Type: Journal Articles
Subjects: Field Experience Programs,Mentors,Teacher Education,Teacher Education Programs,Student Teachers,Teacher Effectiveness,Partnerships in Education,Teaching Models,Program Implementation,Team Teaching,Higher Education,Teacher Educators,Literature Reviews

This study investigates team teaching between student teachers and mentors during student teachers' field experiences. A systematic literature search was conducted, which resulted into a narrative review. Three team teaching models could be distinguished: (1) the co-planning and co-evaluation model, (2) the assistant teaching model, and (3) the teaming model. Implementing these models during student teachers' field experiences shows benefits for student teachers (e.g., support and professional and personal growth), mentors (e.g., professional and personal growth), and learners in the classroom (e.g., few disciplinary problems and a wide variety of teaching styles). However, disadvantages were found as well. Finally, suggestions for a successful implementation of team teaching were made. By providing an overview of the literature on team teaching between student teachers and mentors, this study contributes to theory development about team teaching. Moreover, it may inspire teacher educators to implement team teaching. Our study may also inspire other higher education programs in which field experiences are essential.
Blogs, Tweets, and Protests: Learning Movement Theory through Online Case Studies
Author: Muñoz, José A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Inquiry,Case Studies,Social Change,Group Discussion,Web Based Instruction,Educational Technology,Technology Uses in Education,College Students

This article takes the practical inquiry model as an approach to designing a course on social movements that combines self-directed investigation and group discussion as an avenue for deep learning. For the purpose of developing a case study, a guided approach is provided that allows the students to explore theory on their own and make connections to the case material they discover online. In the process of developing the case study, students are required to journal about their experience and what they discover as they comb through their selected sites. The data can include several elements (e.g., blogs, chat rooms, Facebook, twitter, publications, photos, links to other groups, history, etc.).
Changing Perceptions of the University as a Community of Learning: The Case of Penn State
Author: Willits, Fern K.
Date: 2016-00-00
Type: Journal Articles
Subjects: College Environment,Student Surveys,Student Attitudes,Teacher Surveys,Teacher Attitudes,Educational Environment,Sense of Community,Multicampus Colleges,Undergraduate Students,Freedom of Speech,Caring,Traditionalism,Discipline,Educational Principles,Social Justice,Online Surveys,College Faculty

Writing in 1990 for the Carnegie Foundation and the American Council on Education, Ernest Boyer described the importance of strengthening the colleges and universities as vital communities of learning by emphasizing six critical dimensions or characteristics of campus life: educationally purposeful, open, just, disciplined, caring, and celebrative. Boyer's work was widely discussed and provided a framework for change as administrators across the country sought to meet the new and emerging challenges of their institutions. How successful have these efforts been? To what extent do instructors and students see their campuses as exemplifying these principles? Is there evidence of changes across time in their views? Survey data collected in 1995-97 and 2011-12 from instructors and students at Penn State University's main campus and its satellite campuses found a sizable increase over time for both groups in the proportion who viewed their campuses as having the attributes of a Community of Learning.
Whose Job Is It? Exploring Subject Tutor Roles in Addressing Students' Academic Writing via Essay Feedback
Author: Court, Krista
Date: 2016-00-00
Type: Journal Articles
Subjects: Essays,Writing Assignments,College Students,Foreign Countries,Feedback (Response),College Faculty,Semi Structured Interviews,Writing Skills,Academic Discourse,Teacher Education,Content Analysis,Case Studies

Strong arguments have been forwarded for embedding academic writing development into the UK higher education curriculum and for subject tutors to facilitate this development (Hyland, 2000; Lea &amp; Street, 2006; Monroe, 2003; Wingate, 2006). This small-scale case study explores subject tutors' practices and beliefs with regard to the provision of feedback on aspects of student teachers' academic writing. Data are derived from a content analysis of student essays and associated tutor feedback, along with semi-structured interviews with faculty of education tutors in a new university. Findings, presented within Bourdieu's framework (cited in Shay, 2005) for understanding shared and varied practice, indicate that although there is consensus on the importance of academic literacy, variations in tutors' knowledge and positions lead to variations in practice with regard to how much feedback is given, on what, and how. Questions are raised about quality and standards and implications for best practices are discussed.
Investigating Postsecondary Self-Regulated Learning Instructional Practices: The Development of the Self-Regulated Learning Observation Protocol
Author: Hoops, Leah D.
Date: 2016-00-00
Type: Journal Articles
Subjects: Motivation,Educational Practices,Mathematics Instruction,College Mathematics,Undergraduate Students,Self Control,Self Management,College Faculty,Mathematics Teachers,Calculus,Tutors,Peer Teaching,Tutoring,Research Universities,Test Wiseness,Metacognition,Teaching Methods,Classroom Observation Techniques

Promoting students' self-regulated learning (SRL) is one way to improve postsecondary student success. However, few studies have investigated the instructional practices of postsecondary instructors that may support students' SRL. This study sought to fill this gap. An undergraduate mathematics course was observed to determine instruction utilized in classrooms that could influence students' SRL. Results showed that instructor references were made to four areas of SRL: (a) cognition; (b) motivation and affect; (c) behavior; and (d) context. The majority of references concerned cognition and fewer messages addressed motivation. Findings are discussed in terms of postsecondary instructional practices that may foster students' SRL. This project is significant because it developed an observation protocol to assess instructional practices that may support college students' SRL in specific college courses: the Self-Regulated Learning Observation Protocol (SRLOP).
Investigation of Factors Affecting Students' Science Achievement According to Student Science Teachers
Author: Tatar, Erdal
Date: 2016-07-00
Type: Journal Articles
Subjects: Foreign Countries,Science Achievement,Student Surveys,Preservice Teachers,Questionnaires,Influences,Teacher Influence,Science Curriculum,Predictor Variables,Learner Engagement,Instructional Materials,Student Characteristics,Teacher Characteristics

In this study, it was aimed to investigate the factors affecting students' science achievement according to student science teachers. The survey model which is one of the quantitative research methods was used. The sample was consisted of total 606 student science teachers from four state universities in Turkey. The data were obtained by using the Questionnaire of Factors Affecting Students' Science Achievement (QFASSA). The data were analyzed by using the descriptive analyzing technique. The factors affecting students' science achievement were analyzed under five dimensions. The result of the study shows that the most important factors affecting student science achievement according to student science teachers are the items in the dimensions of teacher and curriculum. The results also indicates that the most important predictor of science achievement is &quot;teaching the topics in a way that may arouse the students' curiosity&quot; in the teacher dimension of QFASSA.
Developing Independent Listening Skills for English as an Additional Language Students
Author: Picard, Michelle
Date: 2016-00-00
Type: Journal Articles
Subjects: Graduate Students,English (Second Language),Second Language Learning,Listening Skills,Learning Activities,Instructional Materials,Workshops,Focus Groups,Foreign Countries,Participatory Research,Action Research,Intervention,Program Development,Technology Uses in Education,Educational Technology,Pronunciation,Audiovisual Aids,Questionnaires

This paper describes an action research project to develop online, self-access listening resources mirroring the authentic academic contexts experienced by graduate university students. Current listening materials for English as an Additional Language (EAL) students mainly use Standard American English or Standard British pronunciation, and far fewer materials use Australian or regional accents. Materials are also simplified or spoken at a slower speed, emphasizing comprehension-type questions, despite the fact that literature reveals effective listening development involves practice in real-life listening contexts. Academic listening materials conversely emphasize the formal lecture and development of note-taking skills. We developed a range of activities where listening input was accompanied by materials reflecting top-down and bottom-up strategies as well as other cognitive and meta-cognitive skills. Materials were developed over two action research cycles involving EAL research student participants. Paper-based exercises were trialed and then developed into online materials where students could create their own listening materials and build portfolios. Results from the participants in the workshops/focus groups indicate they were able to develop their listening skills independently because of the explicit and focused approach of the materials. However, even more explicit and simple instructional design was needed when translated into the online environment.
Learner's Satisfaction: A Case Study on IGNOU's Engineering Diploma Program
Author: Venkateshwarlu, Neelam
Date: 2016-07-00
Type: Journal Articles
Subjects: Foreign Countries,Student Satisfaction,Open Universities,Distance Education,Engineering Education,College Students,Adult Students,Case Studies,Questionnaires

Open and Distance Learning (ODL) system is different from conventional education system. ODL system imparts education through multiple media and techniques to equalize the class room education. Unlike the conventional system, the distant learners (students, adults, employed persons, etc.) may face some problems during their course of study. In this paper authors discuss various problems faced by the ODL learners and propose some good practices to enhance the learner's satisfaction level. The paper further describes the importance of Engineering programmes offered through ODL for working technicians (ITI certificate holders) and working technical supervisors (Engineering Diploma holders). It also talks about the career opportunities and promotion aspects after the completion of their respective programmes.
Distance Education in the U.S.: A Paradox
Author: Forte, Glenn J.
Date: 2016-07-00
Type: Journal Articles
Subjects: Distance Education,Educational Technology,Technology Uses in Education,Delivery Systems,Student Attitudes,Teaching Methods,Conventional Instruction,Student Surveys,Statistical Analysis,Personal Autonomy,Geographic Location,Hypothesis Testing

Over the last several years distance education (DE) class offerings at U.S. universities and colleges have been increasing at a rate of approximately 10% or more per year (Allen &amp; Seaman, 2014). While the effectiveness of DE classes vis-à-vis that of face-to-face (F2F) classes has been sufficiently documented, there are few studies that compare student evaluations of the two class delivery systems. Therefore, we sought to answer the question, is there a significant difference between student evaluations of the Teaching Methods and Styles (TM&amp;S) of DE and F2F classes as measured on a student completed class and instructor survey, examined through the lens of Moore's Transactional Distance Theory (TDT) constructs of student autonomy, dialogue and structure (1997, 2010, 2012)? Moore maintains that Transactional Distance (TD) is a psychological and pedagogical separation of student and instructor, as well as a geographical one. The twenty TM&amp;S questions included in the survey data for 765 classes offered from September 6, 2011 to December 19, 2013 were collected and analyzed for classes identified as SOC 101 Introduction to Sociology through SOC 340 Applied Research in the Behavioral Sciences that are offered by the College of Social and Behavioral Sciences at a Mid-Atlantic Open University. A t-test analysis of variance was conducted and analyzed. The results of the study indicate that 16 of the 20 TM&amp;S questions returned statistically significant results, 3 of 4 for student autonomy, 8 of 10 for dialogue and 5 of 6 for structure. Three of the TDT construct dialogue/interaction questions and two of the TDT construct structure questions returned medium effect size magnitudes. Three of the TM&amp;S questions associated with the TDT construct autonomy returned statistically significant results with low effect size magnitudes. Based on the results of the study, we have concluded that psychological and pedagogical separation, or TD between student and instructor is reduced when the DE course structure encourages and requires increased dialogue and interaction.
Sense of Community, Perceived Learning, and Achievement Relationships in an Online Graduate Course
Author: Trespalacios, Jesus
Date: 2016-07-00
Type: Journal Articles
Subjects: Online Courses,Higher Education,Student Attitudes,Asynchronous Communication,Group Discussion,Communities of Practice,Correlation,Interaction,Educational Technology,Technology Uses in Education,Graduate Students,Statistical Analysis,Surveys,Scores,Grades (Scholastic),Pretests Posttests

The ubiquity of online programs in higher education requires continued focus on designing instructional environments that improve students' learning. We examine students' perceptions of sense of community and learning, as well as academic achievement, using grades obtained from a final project and participation in asynchronous discussion forums. Findings indicate a significant correlation between perceived learning and the sense of community connectedness subscale. Although sense of community is closely associated with interactions, the results did not show a significant relationship between the sense of community and the discussions achievement variable. Implications and challenges in implementing activities to foster sense of community in an online learning environment are discussed.
Emotional Presence in Online Learning Scale: A Scale Development Study
Author: Sarsar, Firat
Date: 2016-07-00
Type: Journal Articles
Subjects: Online Courses,Emotional Response,Technology Uses in Education,Online Surveys,Educational Technology,Student Attitudes,Factor Analysis,Likert Scales,College Students,Foreign Countries,Test Construction,Test Reliability,Test Validity

Although emotions are not a new topic in learning environments, the emerging technologies have changed not only the type of learning environments but also the perspectives of emotions in learning environments. This study designed to develop a survey to assist online instructors to understand students' emotional statement in online learning environment. This survey aimed for online instructors to understand what or how their students' can reflect their feelings and also whether they are able to transfer their emotions in online learning. The last version of the survey has 21 items and 2 subfactors which are &quot;Giving Emotions&quot; and &quot;Receiving Emotions&quot;. The factor analysis results showed that Cronbach Alpha for Giving Emotion was 0.86, for Receiving Emotions was 0.79 and for the total survey was 0.88. This Likert type survey is a five-point survey in Turkish and takes 10 minutes to complete.
Digital Discourse Markers in an ESL Learning Setting: The Case of Socialisation Forums
Author: Shakarami, Alireza
Date: 2016-07-00
Type: Journal Articles
Subjects: Discourse Analysis,English (Second Language),Synchronous Communication,Computer Mediated Communication,Social Networks,Comparative Analysis,Written Language,Writing Processes,Socialization,Qualitative Research,College Students,Foreign Countries,Interpersonal Communication,Hypothesis Testing

Analysis of the linguistic discourse plays an important role in the social, cultural, ethnographic, and comparative studies of languages. Discourse markers as indispensable parts of this analysis are reportedly more common in informal speech than in written language. They could be used at different levels, i.e. as &quot;linking words,&quot; &quot;linking phrases,&quot; or &quot;sentence connectors&quot; to bind together pieces of a text like &quot;glue.&quot; The objective of the study is to ascertain the discourse markers employed in synchronous online interactions and networking through constant comparison of discourse markers used in the discussion forums (DF) with the discourse markers already reported in the literature. The study maintains discourse markers (DMs) used in the formal written discourse in order to identify any probable pragmatic, or discoursal level differences in the DMs used in the two modes of writing (formal writing and typing in online communication). The findings indicate that the written language that students use in their electronic posts is to a great extent similar to that of the &quot;process view of writing.&quot; Specifically, the written language used in a digital socialisation forum is at times, monitored, reviewed, revised, and corrected by the students themselves and their peers.
Student Self-Efficacy and Gender-Personality Interactions
Author: Fallan, Lars
Date: 2016-00-00
Type: Journal Articles
Subjects: Self Efficacy,Personality Traits,College Students,Gender Differences,Foreign Countries,Questionnaires,Personality Measures,Economics,Intuition,Statistical Analysis,Multiple Regression Analysis

The present study examines the self-efficacy levels and self-efficacy strength for male and female students in a course in Principle of Economics. The groups of male and female students may be mutually heterogeneous when it comes to personality types in a business school (Fallan &amp; Opstad, 2014). This study does not treat the gender groups as internally homogeneous and examines how gender and gender-personality interactions separately affect self-efficacy. The participants are students enrolled at Trondheim Business School, Norwegian University of Science and Technology. These students have answered a questionnaires based on Meyer-Briggs Type Indicator (MBTI) and questions about their perceived self-efficacy in Principles of Economics. The study reveals that female students have significantly lower self-efficacy level and self-efficacy strength than their male peers. However, this general conclusion does not hold for all gender-personality types. Lower &quot;self-efficacy&quot; level in economics for female students compared to those of their male peers does only exist for female intuition and feeling (&quot;NF&quot;) and intuition and thinking students (&quot;NT&quot;), not for the female sensing and perceiving student (&quot;SP&quot;). Furthermore, higher self-efficacy level for male students does only exist for male intuition and thinking students (&quot;NT&quot;) and not for male &quot;NF&quot; and &quot;SP&quot; students. Female students have significantly lower self-efficacy &quot;strength&quot; than their male peers as well. However, this does only exist for female intuition and thinking (&quot;NT&quot;) and sensing and perceiving (&quot;SP&quot;) students, but not for female &quot;NF&quot; students. The general result that male students have significantly higher self-efficacy strength than their female peers does only encompass male intuition and thinking (&quot;NT&quot;) students and not the male &quot;SP&quot; and &quot;NF&quot; students. The main contributions of this study are showing the need to go beyond gender to get a more complete picture of the differences in self-efficacy between female and male students. We should be cautions to conclude that self-efficacy is uniformly affected by gender. Gender-personality interactions do matter.
Feel the Progress: Second-Year Students' Reflections on Their First-Year Experience
Author: Hailikari, Telle
Date: 2016-00-00
Type: Journal Articles
Subjects: Reflection,College Freshmen,Student Experience,Emotional Experience,Mixed Methods Research,Interviews,Student Attitudes,Academic Achievement,Questionnaires,Academic Ability,Undergraduate Students,Probability

The aim of the present study was to explore first-year students' academic emotions and how they relate to their study progress. A mixed-method approach was used. The data consisted of deep interviews with 43 students. The number of their study credits was used as an indicator of their study progress. The results revealed that students expressed a wide variation of emotions. In addition, the study found significant relations between students' emotions and study progress. Results show that slow and fast-pace students significantly differed from each other regarding their emotional experiences. Slow pace students experienced significantly more negative emotions than fast pace students. Slow and fast pace students differed especially regarding their feeling of competence. The implications of the study are discussed.