ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Teachers' Key Learning Experiences--Mapping the Steps for Becoming a Professional Teacher
Author: Ahonen, Elsi
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Teachers,Learning Experience,Professional Development,Professional Identity,Teacher Education Programs,Interviews,Student Teacher Attitudes,Student Experience,Learning Activities,Context Effect,Outcomes of Education,Masters Programs,Elementary School Curriculum,Foreign Countries,Case Studies

Teacher education provides the central forum for student teacher learning. Student teachers are advised to learn about teaching and undergo professional transformation during this instruction. However, research on student teacher learning often focuses on a certain time period and on how students &quot;should&quot; learn instead of analysing what are the actual key learning experiences of student teachers. In this study, 19 student teachers' interviews are used to analyse key learning experiences during primary teacher education in a large city university's MA programme. The results showed that students undergo several experiences during their studies, and that there are similarities with temporal and contextual location of the incidents and perceived learning outcomes. The results imply that teacher studies entail meaningful, positive and powering learning experiences as well as contradictory and negative learning experiences. Especially, in powering and positive learning experiences student teachers valued pedagogical action that simultaneously promoted their professional beliefs, knowledge and practice. The results also suggest that more attention should be paid to promoting student teachers' active learning during education.
Exploration of Engineering Students' Values with Respect to Behaviors in Group Work
Author: Nagel, Robert L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Engineering Education,Student Attitudes,Values,Teamwork,Student Projects,Group Dynamics,Hypothesis Testing,Predictor Variables,Group Behavior,Correlation,Interpersonal Competence,Factor Analysis,Student Surveys,Statistical Analysis

In order to train young professionals, instructional methodologies in engineering need not only teach students knowledge, but must also instill the values and teach the behaviors--&quot;competencies&quot; students can demonstrate--required of professional practice. Herein, we focus on understanding the values and behaviors of students with respect to working as a member of an engineering group as a part of a course project. &quot;Our hypotheses are (1) that the students' values with respect to the behavior of individuals in a group will remain stable through the academic year and (2) there will be behavioral predictors to group-based values.&quot; Our findings agree with the literature on societal groups which indicate that values should remain constant over time; we see here with our cohort of students that values not only remain stable, but also, students maintain high agreement through the academic year. With respect to behavior predictors, the behaviors that repeatedly correlated or predicted positive group values were related to interpersonal skills rather than knowledge or learning. This finding is important as it points to a noted necessity to foster strong interpersonal skills among students. Students need to recognize that how they interact with their group is just as important as the skills being brought to the group. The results presented herein are a first step toward creating a &quot;personalized&quot; instructional approach that focuses on aligning individual values and behaviors when working in an engineering group.
An Investigation of L2 Learners' Writing Self-Efficacy, Writing Anxiety and Its Causes at Higher Education in Turkey
Author: Kirmizi, Özkan
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,State Universities,College Students,Writing Skills,Self Efficacy,Writing Apprehension,Statistical Analysis,Correlation,Gender Differences,Time Management,Student Evaluation of Teacher Performance,Questionnaires

The present study aimed at investigating higher education L2 learners in a Turkish context in terms of writing self-efficacy, writing anxiety, and the causes of writing anxiety. The data have been collected through the Second Language Writing Anxiety Inventory (SLWAI), developed by Cheng, (2004), and Causes of Writing Anxiety Inventory (CWAI), and Writing Efficacy Scale (WES), developed by Yavuz-Erkan (2004). The participants of the study are 172 English Language and Literature students enrolled in a Turkish state university. Descriptive, variance and correlation analyses were conducted in order to analyze the data. The results indicate that the participants have a moderate level of writing self-efficacy in terms of content, accuracy, design and unity sub-components of writing self-efficacy and have a high level of efficacy in punctuation. In relation to writing anxiety, the participants were found to have a moderate level of writing anxiety. The results of the study suggest that male students have higher levels of writing self-efficacy and they suffer less from writing anxiety. The study also indicated that the major causes of writing anxiety on the part of Turkish L2 learners were time pressure and negative evaluation of the teacher. Finally, correlation analysis indicated that there is a strong negative correlation between writing self-efficacy and writing anxiety.
A &quot;Spreadsheet Approach&quot; for Monitoring Faculty Intellectual Contributions
Author: Scroggins, William
Date: 2014-02-00
Type: Journal Articles
Subjects: College Faculty,Accreditation (Institutions),Business Administration Education,Faculty Publishing,Documentation,Intellectual Property,Spreadsheets,Peer Evaluation

Sufficiency of faculty intellectual contributions (IC's) is a critical aspect in preparing for the initial AACSB International accreditation or reaffirmation of a business program. School administrators are confronted with the task of making sure business faculty achieve adequate intellectual contributions. To have a successful Peer Review Team (PRT) visit, it is critical that individual faculty members be monitored and tracked to ensure they achieve sufficient IC's for Academically Qualified or Professionally Qualified (AQ/PQ) status. This paper offers a systematic process for: (1) schools going up for initial AACSB accreditation; and (2) schools preparing for reaffirmation, that is broken down into three components. The three components include: (1) categorizing IC's into &quot;A, B, C groups&quot; to be used in determining AQ/PQ status, (2) the use of &quot;faculty profiles&quot; for documenting faculty IC's and, (3) providing a &quot;spreadsheet approach&quot; for monitoring faculty intellectual contributions. The result is a systematic approach with three tools to help achieve and maintain faculty AQ or PQ status with respect to IC's. This &quot;spreadsheet approach&quot; simplifies the process of monitoring and tracking faculty progress with respect to IC's thru the critical five year review period.
Environmental Issues in the Didactic Materials in Schools in Republic of Serbia
Author: Maravic, Milutin
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Education,Secondary Education,Environmental Education,Curriculum,Interdisciplinary Approach,Ecology,Vocational Education,Holistic Approach,Chemistry,Biology,Science Education,Content Analysis,Textbooks,Instructional Program Divisions,Course Content

The main task of the examination is to establish environmental issues in the didactic materials for primary and secondary school in Republic of Serbia. Environmental issues in the secondary school curriculum in Serbia, according to the current educational curricula and educational programs, is limited to general subjects (chemistry and biology above all), and to the subject of Ecology in some profiles of secondary vocational education. There is no equal distribution of the environmental issues in curriculum by subjects, classes and educational levels. In general, in the didactic materials there are about 5,4% environmental issues. Because of the lack of national guidelines and institutional coordination we are not able to make a qualitative leap, and we also need to seek a holistic approach to contribute to education about, in and for the environment.
Factors Influencing Curricular Reform; An Irish Perspective
Author: Ferris, Helena
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Curriculum Development,Educational Change,Medical Education,Curriculum Design,Global Approach,Job Satisfaction,Physicians,Occupational Mobility

There are various influences and obstacles when planning an educational curriculum. The imprint of globalisation on the landscape of Irish medicine highlights the importance of delivering a diverse curriculum with international dimensions so that knowledge and skills can transfer across borders. It is also clear that medical emigration has a negative impact on the delivery of services in Ireland and in maintaining a sustainable workforce. In addition, financial constraints will always play a role in the logistics of medical education and it is important that more cost effective virtual learning modules are incorporated into to the traditional classroom based approach. Further research is needed into career satisfaction within medicine. One needs to try to understand what motivates doctors to stay within the Irish medical system, so that a curriculum with retention of graduates in mind can be designed. If a culture of education, guidance and support is fostered in our universities and hospitals, there is hope that a strong, competent and resilient breed of doctors will emerge to serve future generations.
Using Social Media to Reinforce Environmental Learning and Action-Taking for School Students
Author: Warner, Alan
Date: 2014-00-00
Type: Journal Articles
Subjects: Conservation (Environment),Environmental Education,Social Networks,Social Responsibility,Intention,Elementary School Students,Transfer of Training,Field Trips,Interaction,Computer Mediated Communication,Electronic Publishing,Web Sites,Teacher Student Relationship,Learner Engagement,Teacher Attitudes,Qualitative Research,Observation,Interviews,Focus Groups,Documentation,Young Children,Outdoor Education,Natural Resources,Foreign Countries,Case Studies

Environmental experiences often engage learners and create an intention to act, which is then not followed through once the learner is removed from the environment. This study utilized an exploratory, interpretive framework with younger primary school classes to investigate if transfer of learning from field trip experiences &quot;in&quot; and &quot;about&quot; the environment into action &quot;for&quot; the environment could be reinforced by social media interaction between the environmental educator and the class through a blog. Field observations, teacher interviews, student focus groups and analyses of students' work indicated that the blogs were well-received by teachers and students and did foster continued student engagement. The social media interaction only facilitated student action-taking if there was a shared philosophy between the environmental educator and the teacher with respect to the aims of the experiences and the value of action-taking. The importance of teacher attitudes in determining the value of social media is discussed as well as the benefit of dialogue among environmental educators and classroom teachers with respect to the philosophy of environmental learning experiences.
Current Trends, Challenges and Prospects of Student Mobility in the African Higher Education Landscape
Author: Woldegiorgis, Emnet Tadesse
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Mobility,Trend Analysis,Barriers,Higher Education,African Studies,Global Approach,Knowledge Management,Regional Characteristics,Foreign Students,Cultural Differences,Comparative Education,Foreign Countries

Since the 1990s, the development in the international dimension of higher education including student/scholar mobility, regional and international research networks and initiatives have brought new opportunities for African higher education to be incorporated in the global knowledge production and circulation processes. One of the instruments of internationalization process that facilitates international knowledge flows in the knowledge society is academic mobility. This research will touch upon the major issues related to student mobility in Africa since the 1990s addressing pressing issues like; what is the current trend of both intra and inter African student and staff mobility in higher education in the region? How do the continental initiatives already in place to promote student and academic mobility work? What are the challenges and prospects of academic mobility in Africa? Recent developments in the area have also been described through quantitative and qualitative data generated from primary and secondary sources.
Academic Stress as a Health Measure and Its Relationship to Patterns of Emotion in Collectivist and Individualist Cultures: Similarities and Differences
Author: Kormi-Nouri, Reza
Date: 2015-00-00
Type: Journal Articles
Subjects: Cultural Differences,Collectivism,Individualism,Stress Variables,Academic Achievement,Cross Cultural Studies,Foreign Countries,Leisure Time,Family Relationship,Student Employment,Time Management,Gender Differences,Correlation,Affective Behavior,Health,Student Attitudes,Stress Management,Self Actualization,Multivariate Analysis,Student Characteristics,Undergraduate Students

The present study investigates academic stress in two different cultures, the Iranian as a collectivist culture, and the Swedish as an individualist culture. A total of 616 university students (312 Iranian and 304 Swedish) participated in the study. The results show that Swedish students experience more academic stress than Iranian students. Academic stress was found to be related to difficulties in and outside class, and managing work, family and leisure activities. There was no cultural difference in terms of interacting with the university administration, teachers and friends. There was a gender difference, with females experiencing more academic stress than males, an effect that was more pronounced in Sweden than in Iran. Subset analyses (92 Swedes and 100 Iranians) revealed a tendency of Iranian students to balance positive and negative emotions in comparison to students from Sweden. Partial correlations showed that negative affect was the sole affect to significantly correlate with academic stress in Sweden. Negative and positive affect correlated in unison with academic stress in Iran. These results are discussed on an individualist-collectivist dimension. Cultural differences between the educational systems in the two countries may also explain the differing emotion/affect-health relationships.
Discussion of the Effectiveness of the National Accreditation Process of Secondary Science Education Programs
Author: Bazler, Judith A.
Date: 2014-02-00
Type: Journal Articles
Subjects: Accreditation (Institutions),Program Effectiveness,Secondary Education,Science Education,Teacher Education Programs,Questionnaires,National Standards,College Faculty,Teacher Attitudes,Administrator Attitudes,Science Teachers,Professional Recognition,Praxis,Scores,Employment Opportunities,Science Achievement,Knowledge Level,Qualitative Research

This paper reflects upon the development, design, and results of a questionnaire distributed to professors of science education concerning the processes involved in a national accreditation of teacher education programs in science. After a pilot study, five professors/administrators from public and private institutions designed a questionnaire and distributed it nationally. This paper discusses the research and the results.
Factors Affecting Student Engagement: A Case Study Examining Two Cohorts of Students Attending a Post-1992 University in the United Kingdom
Author: Groves, Mark
Date: 2015-00-00
Type: Journal Articles
Subjects: Learner Engagement,Focus Groups,Foreign Countries,Case Studies,Fees,Teacher Student Relationship,Academic Persistence,Questionnaires,College Freshmen,Student Attitudes,Physical Education,Student Motivation,Mixed Methods Research,Interviews

Issues relating to student retention and student engagement remain high on the agendas of higher education institutions worldwide. This case study considers the factors that impact on student engagement within a sample of first year undergraduate sports students attending a post 1992 university in the West Midlands region of the United Kingdom. These participants had started their three-year degree courses at the beginning of either the 2011/12 or the 2012/13 academic years. It should be noted that this meant that data collection straddled the introduction of higher student fees for students attending English universities. Data for the study were collected using a quantitative questionnaire and follow up focus groups. Although a number of different factors were found to encourage student engagement the quality of student relationships with their teachers was found to be the most important. Although it was beyond the scope of this study to draw definite conclusions about the impact of higher student fees in this area our data did suggest the possibility that these higher fees might result in staff-student relationships becoming even more important in encouraging student engagement. It is recommended that future research examines the impact of student fees in this area in more detail.
Active Learning for Creating Innovators: Employability Skills beyond Industrial Needs
Author: Ito, Hiroshi
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Active Learning,Industry,Innovation,College Students,Employment Potential,Research Skills,Business Administration Education,Qualitative Research

In 2012, Japan's Ministry of Education, Culture, Sports, Science, and Technology initiated a project entitled &quot;Improving Higher Education for Industrial Needs&quot; in which 147 universities have participated. One of the main purposes of this project is to identify what industrial needs and help develop university students' employability skills through active learning as there has been a growing concern that university graduates lack employability skills that industry seeks. However, Japanese university instructors are unfamiliar with or lack skills for adopting active learning approaches in their courses. This study explores what skills industry needs, examines how these skills can be developed and assessed at university, and describes a course entitled &quot;Business Planning in Practice&quot; that intends to develop these skills through active learning offered at the Nagoya University of Commerce and Business, one of the universities participating in the national project. Business Planning in Practice has been selected as an active learning target course for the Improving Higher Education for Industrial Needs to demonstrate how a university course can employ active learning approaches. The findings show that the skills that industry needs are discovery skills, these skills could be nurtured in the form of research skills at university, and Business Planning in Practice had positive impacts in improving these skills through active learning approaches. This paper concludes with suggestions for how Japanese universities could establish an environment to create innovative human resources.
How to Build a Course to Teach Accountants to Teach
Author: Noel, Christine Z. J.
Date: 2014-02-00
Type: Journal Articles
Subjects: Accounting,Business Administration Education,Teacher Education,Graduate Study,Curriculum Design,Teaching Assistants,Job Shadowing,Seminars,Program Effectiveness

Faculty preparation in schools of business continues to offer little or no instruction on how to teach. University instructors, generally teaching the way they were taught, continue to rely on teaching methods with which they are familiar. To exacerbate the issue, a shortage exists in terminally qualified accounting instructors. More and more professionally qualified, master's degree holders are entering the ranks of accounting educators. However, many have no experience in classroom instruction. Recently a new accounting graduate program was developed at a formerly undergraduate-only institution. During the design of the program curriculum, it was discovered that no funding would available for graduate assistantships or tuition waivers. Knowing that involvement in teaching and research processes was an important component of a sustainable program, department faculty circumvented the funding issue and created a course, The Teaching of Accounting, to encourage student-faculty interaction and mentoring. Shortly after the graduate program launch, two students independently approached the program coordinator and requested that they be permitted to take the course. The course had two distinct components: (1) students serving as teaching assistants, shadowing an experienced instructor, and (2) students actively involved in a Teaching of Accounting Seminar with another experienced instructor. Success of the first course warranted a second offering of the course, with similar results. One of the students from the first offering is currently teaching accounting at a community college, and one of the students from the second offering will be entering an accounting Ph.D. program in the fall of 2013.
Motivations, Costs and Results of AOL: Perceptions of Accounting and Economics Faculty
Author: Eschenfelder, Mark J.
Date: 2014-02-00
Type: Journal Articles
Subjects: Accounting,Economics Education,Teacher Attitudes,Accreditation (Institutions),Student Improvement,Improvement Programs,Cost Effectiveness,Behavioral Objectives,Capacity Building,College Faculty,Evaluation Methods,Teacher Surveys,Educational Practices,Online Surveys,Knowledge Level,Familiarity,Teacher Motivation,College Outcomes Assessment,Academic Standards

The emphasis of the Association to Advance Collegiate Schools of Business (AACSB) on improving student learning through Assurance of Learning (AOL) makes faculty involvement in the process at AACSB accredited schools important. This study examines the attitudes of accounting and economics faculty at AACSB accredited institutions toward the AOL process. Using survey data we report on faculty perceptions of the motivations, costs, methods and results of AOL. We find considerable progress has been made in regard to faculty understanding of the role of learning goals and objectives in the AOL process, some progress in building faculty knowledge of the methods of AOL, and that faculty doubt the AOL process has led to improved student learning. The views of faculty are consistent with closing the assessment loop still being a work in progress at many AACSB accredited schools.