ethanporcaro/eric-fulltext-meta huggingface dataset:
Students Flourish and Tutors Wither: A Study of Participant Experiences in a First-Year Online Unit
Author: Dodo-Balu, Andrea
Date: 2017-00-00
Type: Journal Articles
Subjects: Tutors,Electronic Learning,Higher Education,Qualitative Research,Case Studies,Nontraditional Students,Student Experience,College Freshmen,Student Participation,Transformative Learning,Foreign Countries,Open Universities,Grounded Theory,Student Attrition,School Holding Power

Contemporary higher education has been affected by policy pressures built around &quot;flexibility&quot;. The policies of widening student participation and expanding flexible online delivery combine to provide the opportunity for a university education to students hitherto largely excluded. Flexible employment policies have increasingly placed university teaching into the hands of casual tutors without permanent academic positions. This article contextualises and outlines initial findings from a qualitative case study of a first year, online unit which is a representative microcosm of the teaching and learning conditions produced by these pressures. While the students in the study felt able to enter the academic community successfully and experience empowering and transformational learning, the tutors felt disempowered and devalued with little hope for a future in the academy.
Beyond &quot;the West as Method&quot;: Repositioning the Japanese Education Research Communities in/against the Global Structure of Academic Knowledge
Author: Takayama, Keita
Date: 2016-03-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Research,Global Approach,Scholarship,Educational Researchers,Western Civilization,Epistemology,Non Western Civilization,Knowledge Economy,Research Problems

Drawing on the recent critiques of the global knowledge economy of social science research, this article explores possible ways in which the Japanese education research communities can reposition themselves in the wider international education research community. The premises of this discussion are that there exists a global structure of academic knowledge and that Japanese education scholarship is deeply imbedded in this structure. Hence, repositioning is called upon so that alternative knowledge practice can be imagined to unsettle the structure. To develop this argument, the paper makes the following moves. First, it examines how the global structure of academic knowledge operates and how it has shaped the knowledge practices within Japanese education scholarship. It identifies the particular pattern of knowledge practices among Japanese education researchers, or what Kuan-Hsing Chen (2010) calls &quot;the West as method&quot;--the use of &quot;Western experience&quot; as the single point of reference against which the Japanese self and context are made intelligible. Based on this critique, the paper then explores how the Japanese education research communities can engage in the type of alternative knowledge practices and relations that unsettle the global structure of academic knowledge and what paradoxes they might have to negotiate in the process. In concluding, the paper once again turns to Chen's work, in particular his exposition of &quot;Asia as method&quot; to articulate possible strategies towards alternative knowledge work which recognizes the ambivalent epistemic location of Japanese education scholarship.
Toward an International Comparison of Economic and Educational Mobility: Recent Findings from the Japan Child Panel Survey
Author: Akabayashi, Hideo
Date: 2016-03-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Social Mobility,Economic Status,Occupational Mobility,Educational Mobility,Surveys,Longitudinal Studies,Cognitive Measurement,Academic Achievement,Family Environment,Parent Background,Social Indicators,Social Differences,Social Class,Family Income,Scores,Correlation,Achievement Gap,Educational Attainment

In the past decades, income inequality has risen in most developed countries. There is growing interest among economists in international comparisons of economic and educational mobility. This is aided by the availability of internationally comparable, large-scale data. The present paper aims to make three contributions. First, we introduce the Japan Child Panel Survey (JCPS), the first longitudinal survey of school-age children that includes cognitive and non-cognitive measures, and plentiful household information. The JCPS was developed to measure dynamic inter-relationships among children's academic and social outcomes, their family background, and local policy and environment, in a way that allows comparison of the results with international data. Second, based on JCPS data, we present selected results of the dynamics of inequality in multiple indicators of children's educational and behavioral outcomes. We found that changes in cognitive achievement across parental income groups, the degree of mobility of cognitive test scores, and the correlation between the difficulty score and parental education in Japan are similar to those of other countries, such as the United States, United Kingdom, Australia, and Germany. Finally we discuss issues underlying the globalization of education research based on our experiences with the JCPS. We discuss reasons and strategies for further globalization of education research in Japan, and propose suggestions as to how Japanese education research can move toward better international collaboration, particularly in research on economic and educational mobility.
Indigenous Tutorial Assistance Scheme. Tertiary Tuition and Beyond: Transitioning with Strengths and Promoting Opportunities
Author: Wilks, Judith
Date: 2017-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Tutorial Programs,Transitional Programs,Tutors,College Students,Foreign Countries,Qualitative Research,Student Attitudes,Teacher Attitudes,Program Effectiveness,Student Experience,Structured Interviews,Focus Groups,Access to Education,Integrated Learning Systems,Time Factors (Learning),Teacher Student Relationship,Delivery Systems

The Indigenous Tutorial Assistance Scheme-Tertiary Tuition (ITAS-TT) has provided Australian government funding for one-to-one and group tutorial study support for Aboriginal and Torres Strait Islander students attending Australian universities since 1989. It has been a central plank supporting Indigenous university students in their studies. However, evaluation of the scheme has identified quality limitations, under-utilisation, administrative burdens, and eligibility issues, and criticised the deficit or low academic expectations assumptions inherent in the scheme. In the 2016-2017 Budget the Australian government modified ITAS into an Indigenous Student Success Program. Reporting on research undertaken at a time of impending changes to funding arrangements and the continuation of ITAS, this paper builds on recent research into the transition of Aboriginal and Torres Strait Islanders into higher education. The paper investigates the scheme through the perspectives of ITAS tutors and Aboriginal and Torres Strait Islander students receiving ITAS tutoring in two regional universities in New South Wales. Qualitative research found that ITAS tutoring has enabled many students to manage their transition through university and complete their studies. Students and tutors identified limitations in the scheme in terms of guidelines, institutional expectations, access to learning management systems, and the timing of support. The study outcomes suggest that ITAS provides valuable support but has become static, and is not keeping up with developments in online learning and administration.
Writing Ashida Enosuke Out: A Social History of the &quot;Voluntary Composition Dispute&quot; (&quot;zuii sendai ronso&quot;) in Japan, 1918 to 1923
Author: Yoshie, Hirokazu
Date: 2016-03-00
Type: Journal Articles
Subjects: Foreign Countries,Educational History,Teaching Methods,Teacher Attitudes,Criticism,Teacher Role,Elementary School Teachers,Writing (Composition),Writing Instruction,Professionalism,Administrative Organization,Standards,Educational Trends,Historiography,Conflict

Between 1918 and 1923, hundreds of schoolteachers disputed with each other. They attended (and some delivered) lectures, read (and some wrote) pedagogical journal articles, and met for study groups. They discussed which pedagogical method was more effective for an elementary school subject known as &quot;composition&quot; (&quot;tsuzurikata&quot;), i.e. &quot;voluntary composition method&quot; (&quot;zuii sendai shugi&quot;) or &quot;assigned topic method&quot; (&quot;kadai shugi&quot;). The event is known as the &quot;Voluntary Composition Dispute&quot; (&quot;zuii sendai ronso&quot;). The dispute was essentially based on two composition methods, but what seems incomprehensible to us today is that the dispute's participants exaggerated the pedagogical divide of the two methods. In particular, schoolteachers critical of the voluntary composition method ignored important nuances that the method's proponent, named Ashida Enosuke, delineated and instead portrayed his method reductively as an extreme method that was of little use in the classroom. What made these teachers inflate the pedagogical binary? Answering this question requires analyzing the unique situations in which these teachers were placed around the time when the Voluntary Composition Dispute started, namely the rise of professionalization, bureaucratization, and standardization that dominated the circle of schoolteachers. While many teachers gradually accepted this new trend, Ashida looked upon this negatively, which in turn these teachers took as destructive and unproductive to their collective effort to professionalize, bureaucratize, and standardize themselves and their teaching. As this paper shows, the way these teachers understood Ashida's criticism contributed to their reductive, simplified gaze on Ashida's pedagogical claims. In this sense, at stake in the Voluntary Composition Dispute were what the role of schoolteachers should be in relation to each other and their society, as well as what and how teachers should teach pupils in composition classes.
Examining Music Teachers' Self-Confidence Levels in Using Information and Communication Technologies for Education Based on Measurable Variables
Author: Kilic, Deniz Beste Çevik
Date: 2017-02-10
Type: Journal Articles
Subjects: Music Teachers,Self Esteem,Information Technology,Technology Uses in Education,Technological Advancement,Technology Integration,Foreign Countries,Music,Music Education,Statistical Analysis

Rapid developments and innovations in technology have impact on individuals. The use of technology for one's daily life has become a necessity; therefore, the development and popularization of Information and Communication Technologies (ICTs) is use as a tool for solving educational problems. Because educational technologies play a major role both in learning and teaching, it is undoubtedly required that music teachers have the knowledge and skills of using these technologies. Teachers should use technologies that are appropriate to the course objective, and they should be used to make students understand the course material better, and form permanent knowledge. For that reason, this study aims to determine music teachers' self-confidence levels in the use of information and communication technologies in education based on variables analyzed with a descriptive screening model. For data collection, a 5-point Likert-type scale was used. In conclusion, this study did not find a significant difference in terms of gender and age variables. However, professional seniority, having a personal computer or not, and having access to internet at home or not, all had a significant effect on self-confidence.
Understanding the Academic Procrastination Attitude of Language Learners in Turkish Universities
Author: Bekleyen, Nilüfer
Date: 2017-02-10
Type: Journal Articles
Subjects: Second Language Learning,English (Second Language),College Students,Student Behavior,Age Differences,Gender Differences,Student Motivation,Student Satisfaction,Majors (Students),Foreign Countries,Time Management,Questionnaires,Likert Scales,Statistical Analysis,Correlation

The prevalence of academic procrastination has long been the subject of attention among researchers. However, there is still a paucity of studies examining language learners since most of the studies focus on similar participants such as psychology students. The present study was conducted among students trying to learn English in the first year of their university education. 144 male and 169 female students from four different Turkish universities participated in the study. The main purpose of the study was to investigate the relationship between the procrastination levels of language students and variables like gender, department, age, self-reported motivational levels, and satisfaction with majors. The findings of the study suggested that men reported significantly higher procrastination behavior. The participants who reported higher motivation procrastinated less while age was not found to be related to procrastination.
Staff and Students' Conceptions of Good Written Feedback: Implications for Practice
Author: Long, Philip
Date: 2014-01-00
Type: Journal Articles
Subjects: Student Attitudes,Undergraduate Students,Summative Evaluation,Evaluation Methods,Student Evaluation,Foreign Countries,Semi Structured Interviews,College Faculty,Teacher Attitudes

The assessment of students' work has long been recognised as a key part of the learning process and yet some research suggests that despite considerable advances in recent years in terms of developing a greater variety of assessment forms, the contribution made by feedback on assessment to student learning remains a problematic area. In this paper I explore the concept of good written feedback as defined by first and third year undergraduates and academic staff in a post 1992 British university. This paper focuses on summative written feedback which I define as feedback provided on a student's assignment, after it has been submitted, which contributes to a final grade. My analysis of the data collected via semi structured interviews highlights the importance of the preconceptions of staff and students on their conception of the role and form of effective feedback. Although there are similarities in the staff and student conceptions of good written feedback there are significant areas of difference which, it is argued, can best be resolved by the adoption of more dialogic forms of feedback.
An Analysis of Students' Self-Efficacy and Motivation in Piano, Based on Different Variables and the Reasons for Their Failure
Author: Egilmez, Hatice Onuray
Date: 2017-02-10
Type: Journal Articles
Subjects: Self Efficacy,Music Education,Musical Instruments,Student Motivation,Questionnaires,Failure,Statistical Analysis,Performance,Student Attitudes,Gender Differences,Correlation,Student Characteristics,Foreign Countries,High School Students

In this study, the self-efficacy and motivation of Zeki Muren Fine Arts High School piano students were examined based on different variables as well as the reasons for their failure. The data on their self-efficacy were obtained through self-efficacy scale of piano performance and the data on their motivation were obtained through motivation scale in piano education. &quot;The Questionnaire of Reasons for Failure in Piano Education&quot; was carried out in order to obtain students' perspective of their failure. The data were examined through t-test, Mann-Whitney U test, one way ANOVA and Pearson Correlation via SPSS 23.00. Students' thoughts about their failure in piano performances were reported as frequency and percentage. This study reveals the fact that students' motivation towards piano education (with its sub-dimensions; interest in and willingness to play piano and motivational factors in the piano learning process) and their self-efficacy (with its sub-dimensions; perception of technical level and perception of performance) tend to fall after 10th grade when the class level advances from 10th to 12th. Moreover, achievement grade, motivation and self-efficacy are positively correlated. Although not statistically significant, there are some additional striking results. For instance, male students can overcome stage fright more easily than female students; male students consider themselves more proficient in terms of technical level than female students. Additionally, boarding students have more trouble in managing their stage fright compared to other students, and the students who have musicians in their families perceive their technical skills to be higher than students who do not. Since all possible students were included, this study aims to express the current situation in Zeki Muren Fine Arts High School. However, considering the effect sizes of those findings, this study should be replicated with a larger sample size to get statistically significant results.
Collaboration in the Humanities, Arts and Social Sciences in Australia
Author: Haddow, Gaby
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Researchers,Educational Research,Social Science Research,Authors,Humanities,Art,Social Sciences,Geographic Regions,International Cooperation,Citation Analysis,Collaborative Writing,Literature Reviews,Databases,Periodicals

This paper reports on the first large-scale quantitative investigation into collaboration, demonstrated in co-authorship, by Australian humanities, arts and social sciences (HASS) researchers. Web of Science data were extracted for Australian HASS publications, with a focus on the softer social sciences, over the period 2004-2013. The findings show that collaboration has increased over the last ten years, with strong intra-region collaboration concentrated on the east coast of Australia. International collaboration occurred most frequently with English speaking countries at vast distances from Australia. On average, fields in the social sciences collaborated at higher rates and attracted higher citations than humanities fields, but co-authorship of any kind was likely to increase citation rates. The results provide a snapshot of collaboration by Australian HASS authors in this time period and can be used as a benchmark to explore collaboration patterns in the future.
An Application of Fuzzy Analytic Hierarchy Process (FAHP) for Evaluating Students' Project
Author: Çebi, Ayça
Date: 2017-02-10
Type: Journal Articles
Subjects: Artificial Intelligence,Logical Thinking,Decision Making,Mathematical Applications,Student Evaluation,Student Projects,Evaluation Criteria,Performance Based Assessment,Models,Cognitive Processes,Ambiguity (Context),Case Studies

In recent years, artificial intelligence applications for understanding the human thinking process and transferring it to virtual environments come into prominence. The fuzzy logic which paves the way for modeling human behaviors and expressing even vague concepts mathematically, and is also regarded as an artificial intelligence technique has become one of the most preferred methods in the solution of decision problems. Numerous decision-making situations are faced in education as well. Particularly, it is rather challenging and requires experience to decide in a fair way and assessing students' performances without making any error in the process of assessment and evaluation. The purpose of the current study is to assess students' performance with the fuzzy analytic hierarchy process (FAHP), one of the multi-criteria decision making methods based on the fuzzy logic approach. The formation of the proposed system on the basis of fuzzy set theory determines that it can provide benefits in modeling these ambiguities in human mental processes and also it can reach fairer, more sensitive and objective results. Being used especially in making important decisions in companies and in developing smart vehicles in engineering, FAHP methods have brought into question whether this method can be used in education or not. This study reveals that FAHP method can be used in the evaluation of students' projects in education.
Understanding How Students Process and Use Feedback to Support Their Learning
Author: Hepplestone, Stuart
Date: 2014-00-00
Type: Journal Articles
Subjects: Feedback (Response),Evaluation Utilization,Qualitative Research,Undergraduate Students,Learning Processes,Web 2.0 Technologies,Semi Structured Interviews,Influence of Technology,Learner Engagement,Student Participation,Learning Strategies,Behavioral Objectives,Expectation,Preferences,Educational Practices,Foreign Countries,Student Journals

This paper presents the results of a small-scale qualitative study conducted at a UK university in which a sample of undergraduate students were asked to reflect on the (often subconscious) processes they use to engage with, act upon, store and recall feedback. Through the use of micro-blogging, weekly diaries and semi-structured interviews, the study found that students understand what feedback is and how it should be used. Students recognise the impact of technology in enhancing the feedback process, especially in supporting dialogue around feedback. However, the study highlighted that students often struggle to make connections between the feedback that they receive and future assignments, and it is recommended that further investigation is required into how tutors construct the feedback given and how students deconstruct that feedback, along with the role that technology might play in enabling students to make sense of all feedback that they receive.
Electronic Means of Foreign Language Learning in the System of Higher Education
Author: Frolova, Natalia
Date: 2017-02-10
Type: Journal Articles
Subjects: Second Language Learning,Higher Education,Electronic Learning,Online Courses,Information Technology,Blended Learning,Teaching Methods,Educational Games,Foreign Countries,English (Second Language),College Second Language Programs,Educational Trends

Integration of information communication technologies, enhancing students' motivation and adding to personalized learning, into higher education is challenging but beneficial. It is particularly acute in the field of foreign language learning which requires language competence formation along with knowledge of grammar patterns, vocabulary specificity and reproductive skills in listening, reading, speaking and writing. The given article reflects the current trends of e-learning of foreign languages to providing insights of teaching and learning practice, theoretical literature review and empirical data gained by students' opinion polls in NRU HSE Nizhniy Novgorod branch. Both advantages and shortcomings are analyzed and the comparison of the traditional classroom education and innovative is carried out. Recent trends in e-learning of foreign languages, use of various tools and numerous techniques are considered.
Students as Facilitators: An Evaluation of Student-Led Group Work
Author: Campbell, Elaine
Date: 2015-05-00
Type: Journal Articles
Subjects: Higher Education,Facilitators (Individuals),Feedback (Response),Group Activities,Foreign Countries,Learner Engagement,Interaction,Tutors,Small Group Instruction,Law Students,Reflection,Legal Education (Professions)

This paper describes a two year study evaluating student-led group work in the context of a clinical legal education module. The aim of the study was to shift the balance of control from tutor to student, by allowing students to take on the facilitator role in weekly meetings. The findings suggest that (a) students can successfully design and deliver a small group session if they are given the opportunity to do so (b) student facilitation encourages students to see the tutor as part of the group which has a positive effect on student interaction and engagement in the group, and (c) students who have been less likely to contribute become more vocal in student-led (and later tutorled) sessions.