ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Modeling Based Science Education on Critical Thinking
Author: Bati, Kaan
Date: 2015-00-00
Type: Journal Articles
Subjects: Critical Thinking,Control Groups,Pretests Posttests,Secondary School Students,Scores,Experimental Groups,Quasiexperimental Design,Science Education,Energy,Statistical Analysis,Teaching Methods,Correlation,Science Teachers,Technology Education,Foreign Countries,Teacher Characteristics,Secondary School Teachers,Modeling (Psychology),Outcomes of Education

In this study to what degree the modeling based science education can influence the development of the critical thinking skills of the students was investigated. The research was based on pre-test-post-test quasi-experimental design with control group. The Modeling Based Science Education Program which was prepared with the purpose of exploring the influence of the modeling based science education on the critical thinking skills of the students was designed in the way to include the objectives and the modeling process steps of the units of Physical Phenomena Learning Field, Electricity in Our Lives of Science and Technology Teaching Program of the 7th grade level which was enacted by the Ministry of National Education (MEB) in 2005. The study was conducted with four groups from different secondary schools; two were experiment groups and the other two were control groups of which were availability samplings. In the study the participants were 56 girls, 58 boys and in total 114 students. At the end of the research, it was found that there existed a significant difference (p&lt;0,05) between the pre-test and post-test average scores of the control group. However, it was ascertained that there was not a statistically significant difference (F1,111 = 3,332, p = 0,071 , p2 = 0,029) between the post-test average scores which were refined according to the experimental and control groups' critical thinking pretests.
A Review of Curriculum History and the Conceptual Framework of Curriculum History in Turkey
Author: Aktan, Sümer
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational History,Curriculum Development,Correlation,Foreign Countries,Educational Research,Careers,Researchers,Teaching Methods

Curriculum is generally defined based on the philosophical perspectives of the individuals. One of the definitions of curriculum states that curriculum is a field of academic study and research, having an intrinsic research systematic, theory, and tradition. From this perspective, this study is designed as three main chapters. The first chapter consists of the development process of curriculum as a field of academic study. In the second chapter, the period between 1918 and 1938 in the USA, during which curriculum studies have been institutionalized, was described and then the development process of the curriculum history as a field in curriculum studies was analyzed. In the final chapter of the study, the significance of the studies developed around the education history in Turkey within the context of the curriculum history and the relations between the education history and the curriculum history were analyzed.
Conceptual and Psychometric Properties of a Self-Efficacy Perception Scale Based on Teaching Turkish as a Foreign Language
Author: Sahin, Cavus
Date: 2013-00-00
Type: Journal Articles
Subjects: Psychometrics,Turkish,Second Language Learning,Second Language Instruction,Self Efficacy,Construct Validity,Reliability,Validity,Factor Analysis,Sampling,Preservice Teachers,Likert Scales,Statistical Analysis,Student Attitudes,Language Teachers,Teacher Attitudes,Factor Structure,Item Analysis,Foreign Countries

The main purpose of this descriptive research study is to investigate the conceptual and psychometric properties of a self-efficacy perception scale developed for determining self-efficacy perception of 3rd and 4th grade Turkish pre-service teachers, who took Turkish as a Foreign Language (TFL) course theoretically in undergraduate level, towards teaching TFL. As a result of analysis of the related literature and written responses of participants, researchers initially formed an item-pool by considering that they best suit to TFL context. Then, they adapted the items into 5-point Likert scale. The current instrument was administered to 176 pre-service Turkish teachers with a random sampling design. The repetitive statistics showed that the instrument has three factors with 25 items that measure the self-efficacy of participants. The factors which have been identified in the instrument possess the construct validity and psychometric properties of internal consistency. The reliability and validity of the scale were analyzed with SPPS 17.0. According to exploratory factor analysis results for maintaining construct validity of the scale, factor values of the scale changed between 0.57 and 0.82, and total variant of the scale was found to be %70.379. As for the Kaiser-Meyer-Olkin (KMO) measuring of sampling adequacy and Bartlett's test of sphericity, KMO is found to be 0.95 being greater than 0.60 and Bartlett's test is large with Chi-square value (?[superscript 2] (300) = 4143.5; p&lt;0,0001) and significant at 0.000. As for reliability, the results showed that the items of scale in terms of item-total correlation changed between 0.45 and 0.84, and the total internal reliability coefficient of the scale (Cronbach's Alpha) was calculated as 0.972. Additionally, the two scholars gave their positive opinions in favor of the scale for face validity. The results indicates that the scale has the validity and reliability. Furthermore, the findings of the study confirmed that this scale had validity and reliability that could be used in TFL context for exploring pre-service teachers' self-efficacy perception towards teaching TFL.
What Does the Literature Tell Us about Children with Mathematical Difficulties and Teachers' Attitudes or Instruction Practices?
Author: Acar, Esin
Date: 2012-00-00
Type: Journal Articles
Subjects: Learning Problems,Mathematics Instruction,Elementary School Students,Elementary School Mathematics,Teacher Role,Literature Reviews,Teacher Attitudes,Teaching Methods,Short Term Memory,Cognitive Development,Teaching Styles

Understanding of what is children's deficiency about learning mathematics and their negative feelings about themselves in math classrooms may enable us an essential knowledge for comprehending the failure mathematics in elementary school classrooms. This article presents the studies about the children with learning difficulties in mathematics and the relationship between cognitive development and mathematical disability. Also, some studies are about teachers' tasks and behaviors in elementary school mathematics classroom and the teacher's existing or expected role on teaching to children with low-level learning capacity. The review includes an overview of relevant basic researches and theories through clear implications for pedagogy, a discussion of relevant practical research, an examination of some general issues and concerns having important implications in the area.
The Power of Podcasting: Perspectives on Pedagogy
Author: Palenque, Stephanie Maher
Date: 2016-00-00
Type: Journal Articles
Subjects: Handheld Devices,Audio Equipment,Information Dissemination,Higher Education,Academic Achievement,Learner Engagement,Constructivism (Learning),Electronic Learning,Feedback (Response),Educational Technology,Technology Uses in Education

This paper examines the origins of podcasting, the value of podcasting in higher education, the influence of podcasting on student learning and engagement, and possibilities for future development in this area. The writings of other researchers in this field, such as Perkins (1999), Mayas, and de Freitas (2004), who postulate that podcasting complements a Constructivist approach in the classroom, provide much of the research foundation for this paper. The connection between podcasting information in multiple single-concept blocks and the traditional chunking of classroom material draws on Simonson's research. This notion has roots in the research connected with learning and long term memory (Newell, 1990; West &amp; Grigolini, 2010). Podcasting in higher education is a modern-day manifestation of the theories of eminent scholars such as Dewey, Piaget and Vygotsky (Ng'ambi &amp; Lombe, 2012). It supports active, social and creative aspects of learning, and provides opportunities for reflection, self-paced and independent learning.
Engaging the Online Student: Instructor-Created Video Content for the Online Classroom
Author: Underdown, Kimber
Date: 2016-00-00
Type: Journal Articles
Subjects: Online Courses,Video Technology,Educational Technology,Technology Uses in Education,Teaching Methods,College Students,College Faculty,Learner Engagement,Teacher Student Relationship,Feedback (Response)

The online platform in higher education is growing at a rapid pace; however, detractors claim the lack of personal connection between student and teacher presence will never allow online to reach the same level of quality instruction found in a live classroom setting. While there will always be drawbacks with both the live classroom and online learning platforms, the use of instructor-prepared video in the online classroom has allowed professors to engage their students at a level often higher than that of the traditional classroom experience. This paper will discuss the current literature on the topic of online classroom video and present suggested uses for those given the opportunity to reach students through the virtual classroom setting.
Stand Up Comics: Instructional Humor and Student Engagment
Author: Wortley, Amy
Date: 2016-00-00
Type: Journal Articles
Subjects: Humor,Teaching Methods,Learner Engagement,College Students,Academic Achievement,Instructional Effectiveness,Social Media,Video Technology,Teacher Behavior,Wellness,Psychological Patterns,Physiology,Memory,Stress Management

This paper examines the use of instructional humor in higher education settings and makes connections between the levels of student achievement in academics and the influence of appropriate instructional humor. The work of prominent researchers such as Wanzer, Frymier, and Irwin (2010), and Segrist &amp; Hupp (2015), who postulate that instructional humor and student information processing are intimately connected, drives much of the research foundation. Humor not only encourages student retention of information but serves to create a hospitable, welcoming atmosphere which makes learning more enjoyable for all involved. This closely corresponds with the work of Merolla (2006) and his research on decoding ability and humor production, and is expanded upon in terms of student psychological wellness (Conley, Travers, and Bryant, 2013). The connections between information retention and stress are shown to be alleviated in part by appropriate instructor humor usage.
Rubrics--Sharing the Rules of the Game
Author: Balch, David
Date: 2016-00-00
Type: Journal Articles
Subjects: Scoring Rubrics,Educational Environment,Feedback (Response),Holistic Approach,Evaluation Methods

The topic and purpose of this paper is to explore within the literature the theoretical foundations and applications of rubrics in the process of evaluation of retained learning and mastery of knowledge within the educational environment. The first step of the research was to assemble a definition of the term rubric from a historical perspective. From the literature, a summary of the process of creating rubrics and a listing of the types or variations of rubric formats is presented. The general types of rubrics include Holistic, Analytic, Developmental (which is considered a subset of the Analytic Rubric) and Single-Point Rubrics are described. A checklist for measuring qualities of a good rubric is provided. A discussion of the incorporation of the educational goals, objectives and learning outcomes of rubrics is reviewed. Over time, recommendations for modification and adapting to different instructional approaches has emerged within the literature and are proposed as the theoretical foundations. The theoretical foundations included in the rubric styles were: Bloom's Taxonomy, Costa's Three Levels (which are based upon the foundation of Bloom's Taxonomy) and a modification of Kirkpatrick's Four Levels. The Developmental Rubric is presented with several theories from authors in the field of human development, including; Jean Piaget, Lawrence Kohlberg, Erik Erikson, Lev Vygotsky and John Dewey. The outcome of this literature research for the educator is a set of working examples illustrating the variations or adaptations of rubric styles. In the final analysis, the simplicity and complexity of the rubric design and its application is dependent upon the educator and the learning environment.
Ethnography of Communication in Praxis in the Literature Classroom
Author: Hepburn, Carol
Date: 2016-00-00
Type: Journal Articles
Subjects: Ethnography,Praxis,Classroom Communication,Literature,Teaching Methods,Definitions,Speech Acts,Speech Communication,Communication Research,Ethics,Case Studies,Classroom Techniques,College English,Cultural Context

In this article, I suggest that an applied communication approach using Dell Hymes' framework of &quot;ethnography of communication&quot; could serve as an intervention strategy in order to promote a greater sense of shared community within the college literature classroom. I explore this framework with consideration on how this communication approach could be used as a way to help students identify with stories that contain culture-specific language in the form of speech codes. This framework promotes shared knowledge, which is necessary for member identification, and thus is critical to promote greater sensitivity to an author's cultural community. This article offers researchers interested in the intersection between applied communication research and ethnography the opportunity to study the ways mediated communication can create cultural sensitivity through an insider's view of the heritage, the language differences, as well as the patterns of speech often found in ethnically diverse literature.
Open Educational Resources: A Review of Attributes for Adoption in an Online Bachelor's Degree Program
Author: Neely, Patricia
Date: 2016-00-00
Type: Journal Articles
Subjects: Online Courses,Educational Technology,Technology Uses in Education,Business Administration Education,Resource Units,Shared Resources and Services,Bachelors Degrees,Case Studies,Program Development

As concerns about the skyrocketing costs of a college degree have converged with the increasing availability of open educational resources (OER), higher education administrators are asking faculty and curriculum designers to use OERs to design courses and programs. This case study explores the decision making process and outcomes of an online, for-profit university's attempt to build low-cost business degree programs using open educational resources. The paper concludes with a list of suggested criteria for evaluating open source content when designing similar programs.
Students' Responses to the Critical Incident Technique: A Qualitative Perspective
Author: Ali, Mohamed A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Critical Incidents Method,Qualitative Research,Student Reaction,Reflective Teaching,Reflection,Online Courses,Conventional Instruction,Educational Practices,Writing Achievement,Instructional Effectiveness,Intermode Differences,College Students,Student Attitudes

This qualitative research reports findings on whether students' reflective writings during the course of one semester produced qualitative differences in several courses offered online and on-ground at two different universities. Eighty-six students from two universities responded to Brookfield's (1995, 1998) critical incident questionnaire. Because of the descriptive nature of our research design, our study utilized a qualitative descriptive methodology for the purpose of data analysis. The basic findings of our research indicate that reflective practice enables students to think reflectively upon course expectations. Engaging students in reflective practices during the course of a semester helps faculty gauge students' engagement or disengagement with course materials.
Response to Intervention for Student Success in Higher Education: Is It Possible?
Author: Harkins, Sylvia
Date: 2016-00-00
Type: Journal Articles
Subjects: Response to Intervention,Academic Achievement,Higher Education,Literature Reviews,Electronic Learning,College Students,Student Behavior

This study is a literature review to determine what research says about the relationship between Response to Intervention (RtI) and online student success. Response to intervention is a model used to provide students tools and resources to be successful and engaging in the classroom for academic and behavior challenges (Wright, 2007). Online education has become the hottest idea for obtaining a degree in higher education (Wright, 2007). Adult students of all ages, professions and levels of education seek to step into the next level in completing a degree program. Some adult students may not realize the rigor and demands of an online learning environment and find it more challenging than expected. This literature review will examine what research says about RtI, student learning and student success in online higher education.
Self-Authoring Practices across Literacy Contexts: The Intersection between Readers, Texts, and Discussants
Author: Peterson, Katie
Date: 2016-00-00
Type: Journal Articles
Subjects: Literacy,Case Studies,Comparative Analysis,Reading Aloud to Others,Reading,Semi Structured Interviews,Grounded Theory,Reader Text Relationship

An increasing amount of attention has been paid to the ways in which classroom discussions shift in response to varying contextual conditions (Allen &amp; Moller, 2009; Morrow &amp; Smith, 1990) and group composition (Allen &amp; Moller, 2009; Evans, 1997). Recently, researchers have suggested that the classroom might be a place to explore and develop both academic and social identities. Johnston (2012) argued the current focus on academics in schools &quot;has blinded us to the fact that when children grow up, they are not only going to be wage earners. They are going to be citizens, parents, spouses, teachers, politicians, artists, managers and so forth&quot; (p. 113). Thus, school is a place where children learn academics in addition to social and emotional competencies that will help them foster healthy and productive relationships in their lives outside the classroom walls.
A Case Study of Spirituality in Senior Center Education: Qualitative Research in Adult Education
Author: Demarse, Laura
Date: 2016-00-00
Type: Journal Articles
Subjects: Case Studies,Qualitative Research,Adult Education,Adult Educators,Spiritual Development,Older Adults,Community Centers,Teaching Methods,Semi Structured Interviews,Role,Capacity Building,Social Support Groups,Educational Practices,Transformative Learning,Community Development,Observation

This article presents a case study on the role of spirituality in adult education at a suburban senior center located in the southeast region of the country. The purpose of the case study was to understand the deeply personal role of spirituality in adult education as seen through teaching seniors and examine the personal manifestation of spirituality through the life experiences of three adult educators. The research questions examined how the participants implement spirituality in their teaching practice, as principally informed by their personal definitions of spirituality, and how these personal experiences of spirituality influence and shape their work as adult educators. The case study used non-participant observation and semi-structured interviews, which provide the narratives that informs the basis of this study. Three themes emerged from the data: (a) interconnectedness and contemplative practices, (b) strength and capacity building and (c) social support and community building. These themes link the personal life experience of the adult educators to unique findings which are consistent with the current scholarly discourse on spirituality in adult education; thus provide additional depth and scope to ground in practice.
The Benefits and Barriers of Virtual Collaboration among Online Adjuncts
Author: Schieffer, Lori
Date: 2016-00-00
Type: Journal Articles
Subjects: Barriers,Computer Mediated Communication,College Faculty,Teacher Attitudes,Adjunct Faculty,Teacher Collaboration,Higher Education,Scholarship,Instructional Leadership,Educational Administration,Trust (Psychology),Time Management,Professional Isolation,Faculty Development,Computer Simulation,Qualitative Research,Questionnaires,Teacher Characteristics,Phenomenology

Online education is a current trend in higher education. This has left colleges needing to hire more part-time remote adjuncts to fill the fluctuating number of available courses. Because remote online adjuncts are susceptible to isolation, the need has arisen to study the benefits and barriers of virtual collaboration. The purpose of this phenomenological qualitative study was to examine the virtual collaboration lived experiences of remote online adjuncts. The study helped unveil the motives and lived experiences of online adjuncts engaged in collaborative work. The composite description revealed nine themes about how participants experience virtual collaboration. The study suggests that higher education leaders would be well-served to focus their efforts on leadership that will promote virtual collaboration practices. It is advisable that higher education leaders look for ways to provide leadership to connect collaborators, create opportunities for collaboration, and define clear roles for virtual collaboration. Remote online adjuncts may find camaraderie, social connections, opportunities to participate in scholarship, opportunities for for self-reflection, and the chance to develop a sense of pride through virtual collaboration. Barriers that must be overcome for virtual collaboration included trust, lack of time and feelings of pressure to participate.
Use of KWLs in the Online Classroom as It Correlates to Increased Participation
Author: Steele, John
Date: 2014-00-00
Type: Journal Articles
Subjects: Correlation,Classroom Techniques,Evaluation Methods,Student Participation,Online Courses,Comparative Analysis,College Students,Instructional Effectiveness,Learner Engagement,Intermode Differences,Delivery Systems,Conventional Instruction

Measuring student success is a top priority to ensure the best possible student outcomes. The objective of this present study was to investigate whether classroom assessment techniques (CATs), specifically KWLs, which is the acronym for &quot;what you know,&quot; &quot;what you want to know,&quot; and &quot;what you learned,&quot; increase student participation in online classrooms. The potential of increased participation may result in higher student outcome levels and retention. The study was conducted by comparing classes that used KWLs with those that did not use KWLs to gauge if participation increased in a classroom with KWLs. The results displayed that there was a significant increase in participation in the online classrooms that used KWLs. Further research would need to be conducted regarding the extent of the increased participation as it relates to student learning, student outcomes, and student retention.