ethanporcaro/eric-fulltext-meta huggingface dataset:
Integrating Assessment and Performance Measurement: A Case of an Academic Course for Quality Improvement Actions at a Saudi University
Author: Mohiuddin, Khalid
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Evaluation,College Students,Behavioral Objectives,Performance Based Assessment,Instructional Improvement,College Instruction

This study aims to assess and measure students' performances using course-key performance indicators (course-KPIs) in an academic course at a Saudi university. The approach includes three aspects of assessment (i) integrating course components and correlating course learning objectives with the program learning domain, (ii) course evaluation using rubrics, and (iii) performance mesurement using a scientific method. Moreover, it presents a novel approach for performance measurement of the course learning skills. In this study, a course has been taken to demonstrate how the KPIs are measured for evaluating students' performances. This approach relies on several specific documents that are developed for the course delivery by following the National Qualification Framework (NQF) in Saudi Arabia and the guidelines of the Accreditation Board for Engineering and Technology (ABET). The performance evaluation outcomes are useful indicators that guide the teachers to improve course learning skills. It also helps the teachers in the quality delivery of the courses and ensures continuous improvement in learning and teaching. This study concludes with an emphasis on the measuring performance using course-KPIs which can be adopted for quality improvement for any academic course in higher education irrespective of data size.
Modified Blended Learning in Engineering Higher Education during the COVID-19 Lockdown--Building Automation Courses Case Study
Author: Ozadowicz, Andrzej
Date: 2020-00-00
Type: Journal Articles
Subjects: Blended Learning,COVID-19,Pandemics,Online Courses,Distance Education,Educational Technology,School Closing,Higher Education,Engineering Education,Large Group Instruction,Laboratories,Teaching Methods,Computer Mediated Communication,Teacher Attitudes,Student Attitudes,College Students,College Faculty,Video Technology,Asynchronous Communication,Synchronous Communication

The blended learning method with its supporting electronic tools is a very well-known approach in academic education. In most of its practical applications, direct face to face contacts between students and the teacher as well as students with each other in groups are important elements in the organization of lectures and classes. This is of particular importance in conducting laboratory classes in teaching process for engineers. However, the COVID-19 lockdown in the spring of 2020 closed schools, universities and completely eliminated the possibility of direct interpersonal contacts. These extraordinary circumstances forced changes in the organization of the teaching process, in particular the introduction of distance learning. Therefore, this paper proposes a modified blended learning method as well as describes a case study on its introduction in the education of building automation engineers at a technical university. A new organizational structure of this modified method is presented, with discussion of tools and methods of active distance learning, introduced during the COVID-19 lockdown period. Finally, some experiences, general reflections along with the identification of the preferred forms of distance learning by students are presented. The future works are briefly described as well.
A Case Study of STEM Professionals Who Chose Teaching as a Second Career
Author: Vaidya, Sheila R.
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,Professional Personnel,Career Choice,Teaching (Occupation),Career Change,Beginning Teachers,Work Experience,Science Teachers

There has been a growing increase in the numbers of STEM professionals who choose teaching as a second career for reasons such as dissatisfaction with their existing work situation, desire for life-work balance or a desire to make an impact. How do these teachers adjust to the teaching profession? What do they bring from their life and work experience? How effective are they as teachers? These are the questions that are being researched here with a group of 18 STEM career changers who enrolled in a post-baccalaureate program offered at an urban university in Philadelphia.
Literacy Teacher Educators Creating Space for Children&apos;s Literature
Author: Menna, Lydia
Date: 2020-00-00
Type: Journal Articles
Subjects: Literacy Education,Teacher Educators,Preservice Teachers,Beginning Teachers,Student Diversity,Culturally Relevant Education,Childrens Literature,Reading Material Selection,Consciousness Raising,Reflection,Critical Theory,Social Justice,Equal Education,Foreign Countries

This paper reports on a qualitative research study that examined how 10 literacy teacher educators (LTEs) utilized children's literature to invite teacher trainees to critically engage with social issues, challenge their assumptions about literacy, and begin to develop the knowledge and dispositions to work alongside diverse learners (e.g., culturally, linguistically, socio-economically). The LTEs recognized that teacher trainees often entered their literacy courses with restricted conceptions of literacy and deficit assumptions about children from economically marginalized and/or culturally and linguistically diverse backgrounds. Within their courses, the LTEs positioned literacy as a multifaceted social practice, wherein access to a variety of representational resources facilitates the active construction of knowledge and identities. The LTEs modeled instructional strategies and designed assignments that encouraged teacher trainees to use children's literature as a means to connect with issues relevant to the lives of young learners within contemporary classrooms. This research will be of interest to LTEs who endeavor to use children's literature as a springboard to support teacher trainees to develop a self-reflective stance and a critical cultural consciousness.
Effects and Prerequisites of Self-Generation in Inquiry-Based Learning
Author: Streich, Irina
Date: 2020-00-00
Type: Journal Articles
Subjects: Active Learning,Inquiry,Instructional Effectiveness,Science Instruction,Biology,Scientific Concepts,Concept Formation,Feedback (Response),Cognitive Processes,Difficulty Level,Performance Factors,Retention (Psychology),Secondary School Students,Early Adolescents,Grade 6,Grade 7,Foreign Countries,Knowledge Level,Review (Reexamination)

The goal of this study is to investigate the effect of self-generation in inquiry-based learning and to identify the role of feedback. While open-ended inquiry-based learning with a high degree of self-generation requirements has long been considered optimal for facilitating effective learning, its long-run effects have been critically challenged. This study employed a 3 (learning condition) × 2 (retention interval) mixed factorial design (N = 98). An inquiry activity involving the self-generation of content knowledge with or without subsequent feedback was compared to an inquiry task in which students simply read hypotheses and data interpretations. Self-generation without feedback was subject to rereading and self-generation with feedback. However, no differences were found under the two latter conditions. An additional analysis of individual learners' abilities revealed that different abilities (e.g., cognitive load, self-generation success) served as predictors of performance in the disparate treatments.
&quot;Can East Asian Students Think?&quot;: Orientalism, Critical Thinking, and the Decolonial Project
Author: Moosavi, Leon
Date: 2020-00-00
Type: Journal Articles
Subjects: Asians,Thinking Skills,Critical Thinking,College Students,Foreign Students,Ethnic Stereotypes,Cultural Differences

Amidst the increasing calls for the decolonisation of universities, this article interrogates the representation of East Asian students in Western academia. It is argued that East Asian students are often imagined in Orientalist ways, as can be evidenced by evaluating the depiction of East Asian students in academic publications. More specifically, it is suggested that common perceptions of East Asian students as lacking in critical thinking may unwittingly reinforce stereotypes that are rooted in historic narratives which depict East Asians as inferior to (white) Westerners. This article also explores the way in which East Asian academics and students may also subscribe to these Orientalist perceptions. Finally, this article offers a refutation of the stereotype that East Asian students struggle with critical thinking and it suggests that being more reflexive about the way that we imagine ethnic minority students should be a key component of our efforts to decolonise the university.
Strategies for Successful Learning with Geographical Comics: An Eye-Tracking Study with Young Learners
Author: von Reumont, Frederik
Date: 2020-00-00
Type: Journal Articles
Subjects: Eye Movements,Geography Instruction,Multimedia Instruction,Instructional Effectiveness,Learning Strategies,Cognitive Processes,Difficulty Level,Comprehension,Pictorial Stimuli,Cartoons,Maps,Design,Global Approach,International Trade,Attention,Early Adolescents,Grade 5,Grade 6,Grade 8,Foreign Countries

Many studies report that comics are useful as learning material. However, there is little known about how learning with comics works. Based on previously established theories about multimedia learning, we conducted an eye-tracking experiment to examine learning about geography with a specially designed combination of comic and map which we call geo-comic. In our experiment, we show that our geo-comic fulfills many prerequisites for promoting deep learning. Thus, we establish guidelines for an effective design of geo-comics and recommend deploying comics in combination with maps in geography classes.
Kinds of Mathematical Reasoning Addressed in Empirical Research in Mathematics Education: A Systematic Review
Author: Hjelte, Alexandra
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Education,Logical Thinking,Mathematical Logic,Educational Research

Mathematical reasoning is gaining increasing significance in mathematics education. It has become part of school curricula and the numbers of empirical studies are growing. Researchers investigate mathematical reasoning, yet, what is being under investigation is diverse--which goes along with a diversity of understandings of the term reasoning. The aim of this article is to provide an overview on kinds of mathematical reasoning that are addressed in mathematics education research. We conducted a systematic review focusing on the question: &quot;What kinds of reasoning are addressed in empirical research in mathematics education?&quot; We pursued this question by searching for articles in the database Web of Science with the term reason* in the title. Based on this search, we used a systematic approach to inductively find kinds of reasoning addressed in empirical research in mathematics education. We found three domain-general kinds of reasoning (e.g., creative reasoning) as well as six domain-specific kinds of reasoning (e.g., algebraic reasoning). The article gives an overview on these different kinds of reasoning both in a domain-general and domain-specific perspective, which may be of value for both research and practice (e.g., school teaching).
Impacts of Direct Metacognitive Instructions on Self-Actualization
Author: Dezhbankhan, Fariba
Date: 2020-00-00
Type: Journal Articles
Subjects: Intervention,Program Effectiveness,Metacognition,Self Actualization,Lifelong Learning,Role of Education,Holistic Approach,Student Development,Graduate Students,Foreign Countries

Education has a crucial role in improving opportunities for lifelong learning and helping students to move towards their self-actualizing goals. Applying metacognitive interventions facilitate conceptualization and operationalization of such holistic approach of education. This study investigated the impacts of twelve hours metacognitive intervention, 'Direct Metacognitive Instructions' (DMI) on self-actualization process among 31 students using quasi-experimental (pre-test-post-test) design. The large effect size (&quot;Partial n[superscript 2] = 0.818, 95%&quot; confidence intervals) implied that DMI has a statistically significant impact in fostering student's self-actualization. This study has implications for designing and implementing multidimensional metacognitive interventions targeting self-actualization and evaluating cognitive, behavioral and affective effects of such interventions.
Institutional Variables and Student&apos;s Employability Skills Development in Public Universities in Cross River and Akwa Ibom States, Nigeria
Author: Sule, Mary Anike
Date: 2020-00-00
Type: Journal Articles
Subjects: Institutional Characteristics,Employment Potential,Job Skills,Skill Development,Public Colleges,College Seniors,Undergraduate Study,Preservice Teachers,Predictor Variables,College Curriculum,Program Effectiveness,Education Work Relationship,Foreign Countries

This study addresses institutional variables as determinants of employability skills acquisition among undergraduates in Cross River and Akwa Ibom States, Nigeria. Three research hypotheses were posed to guide the study. A descriptive survey research design was employed for the study. The population comprised of final year students in Faculty of Education at the University of Calabar numbered 904 and University of Uyo 939 respectively. Stratified random sampling technique was used to select data and a sample of 108 was drawn from University of Calabar and 112 drawn from the University of Uyo. A self-structured rating scale titled &quot;Students' Employability Skills Acquisition Scale (SEASAS). Face and content validity of the instrument was done by supervisor and experts, Cronbach alpha reliability coefficient range were 0.73-0.92. Hypotheses were analyzed using t-test (population and independent t-tests) and one-way analysis of variances (ANOVA), hypotheses were tested at 0.05 level of significance. The result of the study revealed among others: institutional variables on the levels of employability skills after their years in various programmes were not significantly low. Based on the findings, it was however recommended among others that; employability skills studies should be embedded in the university curriculum, university authority should make programmes of study more elaborate and rich in content to equip students with skills. Academic programmes in the universities irrespective of the school-age and terms of conditions should also be given basic priorities.
Investigation of Pre-Service Teachers&apos; Tolerance Tendencies and Democratic Tendencies
Author: Tican, Canses
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Social Attitudes,Democracy,Gender Differences,Parent Background

The current study aims to investigate whether pre-service teachers' tolerance tendencies and democratic tendencies vary significantly depending on gender and mother and father's education level and the relationship between their tolerance tendencies and democratic tendencies. A total of 417 second-year students from the departments of Turkish teaching, social studies teaching, elementary school teacher training, pre-school teacher training, science teaching, elementary school math teaching, arts, music, psychological counselling and guidance, English teaching and German teaching participated in the current study. In the analysis of the collected data, frequencies, percentages, Mann Whitney U test, Kruskall Wallis test and correlation analysis were used. As a result of the analyses, the pre-service teachers' tolerance tendencies were found to be very high. The female pre-service teachers' tolerance tendencies were found to be higher than those of the male pre-service teachers. The pre-service teachers' tolerance tendencies were found to be not varying significantly depending on mother and father's education level. The pre-service teachers' democratic tendencies were found to be higher than the medium level. The female pre-service teachers' democratic tendencies were found to be higher than those of the male pre-service teachers. The pre-service teachers' democratic tendencies were found to be not varying significantly depending on mother and father's education level. A positive, medium and significant correlation was found between the pre-service teachers' tolerance tendencies and democratic tendencies.
Sustainable and Flipped STEM Education: Formative Assessment Online Interface for Observing Pre-Service Teachers&apos; Performance and Motivation
Author: Jeong, Jin Su
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,Sustainability,Active Learning,Preservice Teachers,Student Motivation,Performance,Online Courses,Electronic Learning,Formative Evaluation,Evaluation Methods,Computer Assisted Testing,Feedback (Response),College Faculty,Foreign Countries,Student Attitudes

Sustainable science, technology, engineering, and mathematics (STEM) education involves lifelong education in various domains. Active learning strategies are receiving increased attention as an important tool, and particularly online-based formative assessment interfaces, although challenges to their use remain in sustainable and flipped STEM education. In this research, we observed pre-service teachers' (PSTs') performance and motivation in a university STEM course that was planned as a randomized examination of 71 students during a 2017/2018 course with an online interface for sustainable and flipped formative assessment. In terms of PSTs' standardized performance and the motivation effect survey, we gathered and examined the data to observe pre- and post-test results on adaptive assignments. Additionally, feedback from/to instructors and their log records were recorded by the proposed interface. The results demonstrate the PSTs' positive performance and motivation, and the feedback and log records reiterate its positive influence with 98.6% participation in the sustainable and flipped online formative assessment interface. Consequently, the foremost drawbacks and challenges that current and traditional STEM education are facing are meaningfully reflected by the results obtained. Thus, the platform allows PSTs to be more involved in experimental contexts and validates learning performance, and the motivations effect survey provides a sustainable and active learning methodology for their future profession.
Understanding Student Behavior in a Flipped Classroom: Interpreting Learning Analytics Data in the Veterinary Pre-Clinical Sciences
Author: Dooley, Laura
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Behavior,Flipped Classroom,Learning Analytics,Data Interpretation,Veterinary Medical Education,Academic Achievement,Integrated Learning Systems,Cooperative Learning,Class Activities,Time on Task

The flipped classroom has been increasingly employed as a pedagogical strategy in the higher education classroom. This approach commonly involves pre-class learning activities that are delivered online through learning management systems that collect learning analytics data on student access patterns. This study sought to utilize learning analytics data to understand student learning behavior in a flipped classroom. The data analyzed three key parameters; the number of online study sessions for each individual student, the size of the sessions (number of topics covered), and the first time they accessed their materials relative to the relevant class date. The relationship between these parameters and academic performance was also explored. The study revealed patterns of student access changed throughout the course period, and most students did access their study materials before the relevant classroom session. Using k-means clustering as the algorithm, consistent early access to learning materials was associated with improved academic performance in this context. Insights derived from this study informed iterative improvements to the learning design of the course. Similar analyses could be applied to other higher education learning contexts as a feedback tool for educators seeking to improve the online learning experience of their students.
Barriers and Assistance for Female Leaders in Academic STEM in the US
Author: McCullough, Laura
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,Females,Disproportionate Representation,Women Administrators,Leadership Role,Spouses,Interpersonal Relationship,Peer Relationship,Social Support Groups,Barriers,Family Work Relationship,Gender Bias,Administrator Attitudes,College Faculty,Work Environment,Gender Differences

Women in science, technology, engineering, and mathematics (STEM) fields are under-represented, and women are also less likely than men to be in leadership positions, generally. Little is known about the intersection of these areas: women in leadership in STEM. To determine what sort of barriers and assistance female STEM leaders have encountered, a survey was developed asking women who are in academic leadership positions in STEM about their experiences. The main barriers were similar in the STEM area and in leadership: balancing work/home life, devaluing of achievements, and imposter syndrome. The main two types of assistance in both STEM and leadership were support from spouse/partner, and encouragement from peers. The main barriers women encounter are cultural and will take time to overcome. The main assistance women have had comes from people, not training or institutional structures.
Education for Sustainable Development Goals (ESDGs): What Is Wrong with ESDGs, and What Can We Do Better?
Author: Kopnina, Helen
Date: 2020-00-00
Type: Journal Articles
Subjects: Sustainable Development,Environmental Education,Justice,Ecology,Undergraduate Students,World Views,Knowledge Level,Foreign Countries,Ethics,Animals,Plants (Botany),Assignments,Tests,Business Administration Education

This article will discuss social, environmental, and ecological justice in education for sustainable development (ESD) and Education for Sustainable Development Goals (ESDG). The concept of sustainable development and, by extension, the ESD, places heavy emphasis on the economic and social aspects of sustainability. However, the ESD falls short of recognizing ecological justice, or recognition that nonhumans also have a right to exist and flourish. An intervention in the form of an undergraduate course titled Politics, Business, and Environment (PBE) will be discussed. As part of this course, students were asked to reflect on the three pillars of sustainable development: society, economy, and environment, linking these to the fourth concept, ecological justice or biospheric egalitarianism. Biospheric egalitarianism is characterized by the recognition of intrinsic value in the environment and is defined as concern about justice for the environment. Some of the resulting exam answers are analyzed, demonstrating students' ability to recognize the moral and pragmatic limitations of the anthropocentric approach to justice. This analysis presents ways forward in thinking about the role of &quot;ecological justice&quot; as the ultimate bottom line upon which both society and economy are based.