ethanporcaro/eric-fulltext-meta huggingface dataset:
A Research on the Use of Social Media Networks by Teacher Candidates
Author: Bolat, Yaviz
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Media,Preservice Teachers,Educational Technology,Technology Uses in Education,Qualitative Research,Foreign Countries,Semi Structured Interviews,Content Analysis,Use Studies,Student Attitudes

Social media networks are the most important product of the development of computer and communication technologies that affect social life. Social media networks have become a driving force in social and cultural development, while providing social contact for people. This force has improved its sphere of influence over societies in many fields such as health, defense, banking, commerce, marketing and entertainment, especially in education, which sometimes have no relationship with each other. This study is a qualitative educational research based on content analysis of teacher candidates' research on using social media networks. The study's population is composed of 552 teacher candidates who are reached with the help of social media networks. A data collection tool developed by the researcher in order to collect data was used in the research. A personal information section containing information on the participants and their use of social media networks was used in the first part of the data collection tool while a form consisting of 7 semi-structured questions was used in the second part. Data were analyzed by using descriptive analysis and content analysis for the data obtained from data collection tool. Given the findings of the study, it is concluded that more than half of teacher candidates participating in the research use social media networks more than once every day; more than half of these candidates use social media networks for 2 to 4 hours a day; they mostly use mobile instant messaging tools; the most popular social media networks teacher candidates are Instagram and Facebook; they mostly use social media networks in order to communicate with their friends; they attribute different meanings to social media networks and they regard social media tools as a pedagogical value.
Teaching Chemistry in a Spiral Progression Approach: Lessons from Science Teachers in the Philippines
Author: Orbe, Joymie R.
Date: 2018-04-00
Type: Journal Articles
Subjects: Foreign Countries,Science Instruction,Science Teachers,Preservice Teacher Education,Elementary Secondary Education,Teacher Competencies,Barriers,Pedagogical Content Knowledge,Sciences,Job Satisfaction,Administrator Role,Science Laboratories,Educational Resources,Testing,Chemistry,Science Curriculum,Self Efficacy,Interviews,Teacher Attitudes

As the Philippines moves towards implementing the K-12 curriculum, there has been a mismatch in teacher preparation in science. The present teacher education curriculum prepares science teachers to specialise in a specific field (e.g. integrated science, biology, chemistry, and physics). However, in the K-12 curriculum, they are required to teach all the sciences in a spiral progression approach. Hence, this study analysed the experiences of science teachers in teaching chemistry in the K-12 curriculum in order to identify their challenges and how they are overcoming them. Findings suggest that the teacher's content, pedagogy, and assessment in chemistry are problematic; specifically, challenges such as instruction-related factors, teacher competence, in-service training sufficiency, job satisfaction, support from upper management, laboratory adequacy, school resources, assessment tools, and others influence teacher success in teaching chemistry. These identified challenges greatly affect the ultimate beneficiaries of education, which is the learner.
Music Activities Delivered by Primary School Generalist Teachers in Victoria: Informing Teaching Practice
Author: King, Fiona
Date: 2018-04-00
Type: Journal Articles
Subjects: Music Activities,Music Education,Elementary School Teachers,Foreign Countries,Teaching Methods,Teaching Experience,Lesson Plans,Interdisciplinary Approach,Self Efficacy,Teacher Attitudes,Case Studies,Teacher Education,Integrated Activities

The purpose of this paper is to share teacher practice in the inclusion and delivery of music education experiences for children, to inform teacher education and to guide professional learning. It draws on a larger investigation into the music activities delivered by three primary school classroom (generalist) teachers in Victoria, Australia. There is a gap in the literature regarding the music activities and experiences facilitated by teachers in day-to-day classroom learning. The case study investigation inquired into the content, pedagogy, planning and the place of music activities provided to children aged six to eleven. Teacher education is addressed in this paper primarily through the sharing of teacher practice evident in the findings of the investigation. The discussion highlights specific pedagogical approaches that support the positive and in-depth integration of music into other key learning areas (disciplines) in the curriculum. The investigation findings are relevant for in-service or pre-service generalists, in Australia and internationally; particularly those who experience a lack of confidence in delivering music education. The use of the integrated music pedagogical approach, and the participants' reflections about the important place of music education experiences in daily teaching, provide a valuable snapshot of music as an essential part of primary school learning
Designing a Collaborative Blog about Student Success
Author: Johnson, Melissa L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Electronic Publishing,Web Sites,Collaborative Writing,College Students,Leadership Training,Student Projects,Outreach Programs,Video Technology,Educational Technology,Technology Uses in Education,Program Effectiveness,Student Attitudes,Reflection

The purpose of this article is to describe the most recent blogging project in an honors course--a collaborative student-success blog written for and by honors students. The project was conceived as the primary project for the course Honors Professional Development: Community Outreach for sophomores in the University of Florida Honors Program. This course was the third in a series of four professional development courses available to honors students starting in their freshman year. Students first had the opportunity to take Introduction to Honors Professional Development, a one-credit first-year-experience course focusing on an action plan for involvement in undergraduate research, study abroad, internships, leadership, and community service as well as workshops on resumé development and interview skills. Assignments included weekly online discussion topics, faculty interviews, community service and philanthropy projects, activity papers, reflections from the various workshops, and a final action plan. With six sections of the course offered, close to 150 first-year honors students typically take the course during their first semester. [This article was originally printed in &quot;Honors in Practice&quot; v7 2011.]
Majoring in the Minor: A Closer Look at Experiential Learning
Author: Braid, Bernice
Date: 2018-00-00
Type: Journal Articles
Subjects: Experiential Learning,Higher Education,Field Experience Programs,Study Abroad,Laboratories,Active Learning,Student Motivation

Experiential learning is, for the author, a preeminent means to accomplish goals that are fundamental to the entire educational enterprise. It is a set of strategies that structure acquisition of information, analysis of ideas, and self-reflection in order to pull people into active engagement with their world. Among these strategies are skills of observation and interpretation that require learners to take careful note and to examine themselves as processors of the details they themselves assemble into meaningful patterns, thus generating the insight, over and over again, that it is they who create the meaning they come to attach to events and to human interchange. The greater their awareness of what it is they are doing, the likelier it is that the meanings they create will confer on them the edge it takes to move forward with strength and to be part of a world they really want to be part of. In some sense, then, these strategies help students to be actors, not objects of everyone else's acting on them. Students often say that one or another immersion experience has &quot;transformed&quot; them. Educators often call this metamorphosis &quot;empowerment.&quot; Proust said, &quot;The real voyage of discovery consists not in seeking new landscapes but in having new eyes.&quot; The challenge of undertaking activities that might produce and develop those new eyes has been the work of the author's professional life for more than thirty years. From that work she pulls out a few principles to consider in this essay. [This essay is a somewhat revised version of a plenary address that Bernice Braid delivered at the annual meeting of the North Carolina Honors Association, hosted by Fayetteville State University, September 28-29, 2007. This article was originally printed in &quot;Honors in Practice&quot; v4 2008.]
Student Preferences for Faculty-Led Honors Study Abroad Experiences
Author: Arens, Nicholas R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Attitudes,Preferences,Study Abroad,Honors Curriculum,Teacher Role,College Students,College Faculty,Barriers,Expectation,Student Surveys,Student Participation,Student Development

A critical component of any education, particularly an honors education, is an interdisciplinary curriculum that enriches the college experience. At South Dakota State University (SDSU), the Fishback Honors College strives to provide a robust and holistic educational experience through innovative honors courses paired with enriching co-curricular programs. One way to meet these goals is an honors study abroad experience included as part of the Fishback Honors College curriculum. The study abroad course is an integral part the honors curriculum, fulfilling the requirement of an interdisciplinary colloquium course and thus making it accessible to students from every field of study. Several articles and forums have discussed themes and outcomes that are both desirable and valuable in an honors study abroad experience. Even with this research, a need persists to fill existing knowledge gaps about honors study abroad through tangible research and exploration. This study engaged honors students at South Dakota State University in determining their desired outcomes, perceived barriers, and overall expectations for an honors study abroad program.
Employer Perceptions of an Engineering Student&apos;s Electronic Portfolio
Author: Weber, Karen
Date: 2018-00-00
Type: Journal Articles
Subjects: Employer Attitudes,Employers,Electronic Publishing,Portfolios (Background Materials),Personnel Selection,Engineering,Individual Characteristics,Information Technology,Industry,Engineering Education,Semi Structured Interviews,Barriers,Employment Qualifications

This article examines engineering employers' perspectives on an electronic portfolio for hiring purposes. Eleven employers of engineers viewed one student's electronic portfolio (ePortfolio). To learn the potential for using ePortfolios within the hiring process, hiring managers, human resources directors, and recruiters from the engineering sector were interviewed to solicit their feedback on the ePortfolio viewed. The researcher analyzed the advantages and disadvantages associated with using an ePortfolio over that of traditional candidate screening and evaluation. Those interviewed cited specific strengths of using an ePortfolio as the ability to (a) differentiate a candidate, (b) assess potential fit and future with a company, and (c) encapsulate a candidate's traditional application materials and online media within one website. The possible drawbacks raised by the participants included (a) duplication of efforts for the candidate and employer, (b) too much information presented to the employer, and (c) the tool being unsuccessfully introduced into the hiring process, particularly during the initial screening of candidates. The culmination of the project resulted in the researcher presenting essential criteria for engineering students to include when creating ePortfolios based upon the findings from this investigation.
&quot;Reflecting on Reflections:&quot; Curating ePortfolios for Integrative Learning and Identity Development in a General Education Senior Capstone
Author: Schrand, Tom
Date: 2018-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Portfolios (Background Materials),Primary Sources,Intellectual Development,Curriculum,Higher Education,General Education,Reflection,Interdisciplinary Approach,Educational Technology,Technology Uses in Education,Assignments,College Seniors

By embedding an ePortfolio process in a general education core that culminates with a senior capstone course, Thomas Jefferson University has created an opportunity for students to use their completed ePortfolios as archives of primary sources that they can curate to produce narratives about their intellectual development. The result was a capstone course with a level of integrative metareflection that allows students to select, rearrange, and narrate the contents of their ePortfolios as they reviewed and redefined their identities as learners, citizens, and future professionals.
Reflecting on Reflecting: Summer Undergraduate Research Students&apos; Experiences in Developing Electronic Portfolios, a Meta-High Impact Practice
Author: Weber, Karen
Date: 2018-00-00
Type: Journal Articles
Subjects: Summer Programs,Undergraduate Students,Student Research,Electronic Publishing,Portfolios (Background Materials),Reflection,Focus Groups,Learner Engagement,Barriers,Qualitative Research,Phenomenology,Student Attitudes,Program Effectiveness,Achievement

This pilot study assessed how using electronic portfolios (ePortfolios) as a meta-high impact practice (meta-HIP) might influence student learning through reflective practice. Eleven undergraduates participating in a summer research program reflected weekly on their research experiences through building and using ePortfolios, and attended three focus groups. The researchers assessed the students' level of engagement as a result of their weekly posts and studied how they used ePortfolios to enhance their learning. Results suggest that the students utilized their ePortfolios to communicate their enjoyment for their research projects as well as their increased knowledge and skills; make their learning more visible; track their achievements, which resulted in enhanced motivation; and demonstrate their pride in intellectual and personal growth. The students also appreciated the feedback they received on their reflections. As drawbacks, the participants believed that building an ePortfolio could be challenging in regards to designing the aesthetics, developing the appropriate content, securing the time for development, and using the website for the long-term. Consequently, the researchers found that a student learning community formed as a result of using ePortfolios as a meta-HIP. Nevertheless, for ePortfolio implementation to be successful, challenges pertaining to faculty adoption, resources, training, and scaling need to be addressed.
Manhattanville College&apos;s Atlas Program: Designing a Road Map to Success in College and Beyond
Author: Carson, Alison S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Colleges,Undergraduate Study,Portfolios (Background Materials),Portfolio Assessment,Electronic Publishing,Student Adjustment,Empathy,Planning,Reflection,Brainstorming,Program Effectiveness,College Faculty,College Students,Mentors,Communities of Practice,Self Evaluation (Individuals),Design,Program Development

After a two-year reboot of a 40-year portfolio tradition, Manhattanville College has moved from a required, one-size-fits-all undergraduate portfolio to a series of developmentally-scaffolded ePortfolio courses. This new approach allows students to reflect upon and integrate their learning at the first-year, sophomore, junior, and senior levels, as well as around Study Abroad, Internship, and Service Learning experiences, thus helping them link their educations to their personal and career goals and aspirations. With the help of faculty, alumni, and employer mentors, students are supported in their transition from high school to college and from school to work, developing a community of practice around reflection, self-assessment, self-presentation, and communication. This paper will examine the use of design thinking as a process guiding program development and revision, as well as look at the unique features of the courses offered at each level of student development.
MIXED: Educational Perspectives from Families of Mixed East and West Educational Background
Author: Layman, Eric. W.
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Background,High Stakes Tests,Standardized Tests,Achievement Tests,Foreign Countries,International Assessment,Secondary School Students,Creativity,Memorization,Rote Learning,STEM Education,Cross Cultural Studies,Creative Development,Western Civilization,Non Western Civilization,Semi Structured Interviews,Collectivism,Individualism,Intelligence,Teaching Methods,Comparative Education,Academic Achievement,Mathematics Skills,Science Process Skills

Will my children's creativity be hindered if I place them within the rigidity of an East Asian school? Conversely, could my children's math and science skills benefit from the high expectations of an East Asian curriculum and teacher? The purpose of this study is two-fold. Firstly, it aims to demonstrate that comparison between Eastern and Western educational traditions can be framed in terms of a dialectic concerning students' development, autonomy, learning environment, and curricula. Secondly, it is to analyze the substance and effects of this dialectic in the context of 15 families of mixed educational background situated between Eastern and Western educational traditions. These families in Hong Kong have access to educational opportunities for their children in adherence to educational styles associated with either Eastern or Western culture, or a combination of both. This study seeks to illuminate the possible dominance, abandonment, and/or synthesis of cultural background when evaluating schooling options for children in families of mixed educational background. The study finds that these families largely inclined towards educational ideals more associated with Eastern characterizations while their children were at the primary level of education. In stark contrast, they unanimously favored Western propensities in education when their children were in secondary school and beyond. This study concludes that there may be wider ramifications of this model of intercultural compromise beyond the level of the intercultural family, particularly as it relates to broader global and comparative educational discourse surrounding notions of how creativity and innovation may be fostered in culturally defined educational contexts. A bibliography is included.
Highly Structured ePortfolio Platform for Bachelor of Nursing Students: Lessons Learned in Implementation
Author: Collins, Emma
Date: 2018-00-00
Type: Journal Articles
Subjects: Nursing Education,Higher Education,Bachelors Degrees,Mixed Methods Research,Surveys,Focus Groups,College Faculty,College Students,Technology Uses in Education,Electronic Publishing,Educational Technology,Foreign Countries,Teacher Attitudes,Intention,Student Attitudes

In 2015, the School of Nursing at Otago Polytechnic, a tertiary institution in Dunedin, New Zealand commenced using an ePortfolio platform with students in the Bachelor of Nursing program. A project was undertaken to evaluate the implementation of this technology and determine its ongoing use. This sequential, exploratory, mixed-methods research consisted of surveys and focus groups with relevant faculty and students, using the Technology Acceptance Model. The results showed that there was support for the ongoing use of the platform. Specific recommendations were made to increase the acceptance of the platform.
Cultivating Experimental Innovation within Undergraduate Physics Majors
Author: Fleenor, Matthew C.
Date: 2018-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Physics,Majors (Students),Educational Innovation,Science Education,College Science,Student Projects,Science Tests,Outreach Programs,Philosophy,Science History,Scientists,Vocabulary,Creativity,Freedom,Science Curriculum

David Galenson's bifurcation of creative types is well-founded across several strata of the traditional fine arts. According to Galenson, experimental innovators outwardly express their creativity at a later age after long periods of development. I reason that many of the students in undergraduate classrooms are experimental innovators, since there are rich examples of both experimental and conceptual creativity across a variety of academic disciplines. While physics is often viewed as a discipline overly populated with conceptual innovation, undergraduate instruction within the discipline is historically associated with qualities that hinder creativity, which may be an especially harsh environment for experimental innovators. With the intention of developing a more creative environment, the physics program at Roanoke College has cultivated an atmosphere where students have responded with increased participation, increased graduation numbers, and arguably a recovered sense of their innovative potential. To draw connections between the programmatic changes and student response, I first provide curricular and structural examples of implemented measures by the Roanoke physics program that accord with the increases observed. Second, I offer some philosophical considerations that undergird the pedagogical scaffolding and posture the curricular alterations. These considerations guide the implementations themselves as well as motivate the faculty within the program. Third, I extend the inquiry into the boundaries drawn regarding failure, and the question of expertise within the undergraduate science curriculum.