ethanporcaro/eric-fulltext-meta huggingface dataset:
Differential Item Functioning Analysis of High-Stakes Test in Terms of Gender: A Rasch Model Approach
Author: Alavi, Seyed Mohammad
Date: 2017-00-00
Type: Journal Articles
Subjects: Test Bias,High Stakes Tests,Gender Differences,Item Response Theory,College Entrance Examinations,Language Tests,Language Proficiency,Scores,Foreign Countries

Differential Item Functioning (DIF) analysis is a key element in evaluating educational test fairness and validity. One of the frequently cited sources of construct-irrelevant variance is gender which has an important role in the university entrance exam; therefore, it causes bias and consequently undermines test validity. The present study aims at investigating the presence of DIF in terms of gender in a high stakes language proficiency test in Iran, the National University Entrance Exam for Foreign Languages (NUEEFL). The participants' responses (N = 5000) were selected randomly from a pool of examinees who had taken the NUEEFL in 2015. The results displayed DIF between male and female test takers. Hence, on the basis of the findings, it is concluded that the NUEEFL test scores are not free of construct-irrelevant variance and the overall fairness of the test is not confirmed. Also, both Rasch assumptions (i.e., unidimensionality and local independence) are hold in the present research.
The Effect of School Bureaucracy on the Relationship between Principals' Leadership Practices and Teacher Commitment in Malaysia Secondary Schools
Author: Kean, Teoh Hong
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Secondary School Teachers,Administrative Organization,School Administration,Leadership,Teacher Attitudes,Teacher Surveys,Structural Equation Models,Predictor Variables,Least Squares Statistics,Statistical Analysis

The main aim of this research paper was to ascertain the relationship between principal leadership practices and teacher commitment. The study was conducted using quantitative survey questionnaire to 384 secondary school teachers, ranging from band 1 to band 6 in Malaysia using multi stage stratified cluster random sampling. This study was using SPSS nonparametric analysis and Partial Least Squares Structural Equation Modeling (PLS-SEM) to analyze the data. The study found that teacher commitment was high, especially in commitment in teaching work. The study also identified three significant predictors of principal leadership practices that could enhanced teacher commitment. Findings from this study can be used to tailor for the pre-service and in-service professional leadership programs for school principals. Principal leadership practices such as continuous improvement of instruction, cooperation and collaboration and school climate that impacting teacher commitment should be given more emphases in those programs. School bureaucracy, though it is highly centralized, was another matter of important with regard to teacher commitment.
The Effect of Time on Difficulty of Learning (The Case of Problem Solving with Natural Numbers)
Author: Kaya, Deniz
Date: 2017-00-00
Type: Journal Articles
Subjects: Time Factors (Learning),Problem Solving,Numbers,Arithmetic,Gender Differences,Secondary School Students,Grade 6,Learning Problems,Foreign Countries

The main purpose of this study is to determine the time-dependent learning difficulty of &quot;solving problems that require making four operations with natural numbers&quot; of the sixth grade students. The study, adopting the scanning model, consisted of a total of 140 students, including 69 female and 71 male students at the sixth grade. Data was collected using an assessment tool consisting of 12 open-ended questions. The findings show that the learning group consisting of 140 students was behind the value that is closest to the full learning level by a score of 0.011. While the female students reached the lower limit of 0.989 specified for the full learning level in a period of 2.55 course hours, the male students reached this limit in 2.87 course hours. The learning amount of 0.999, which is the closest value to the full learning level, was reached by the learning group in a period of 6.1 course hours, the female students in 5.65 course hours, and the male students in 6.71 course hours. In addition to this, the data obtained showed that learning difficulties belonging to the learning groups decreased as the space below the curve of time and learning amount decreased. As a result of the study, it was recommended that it is possible to determine the closest course hours for the full learning level for each of the gains included in all levels of education and all teaching programs.
Effectiveness of Blended Learning and Elearning Modes of Instruction on the Performance of Undergraduates in Kwara State, Nigeria
Author: Gambari, Amosa Isiaka
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Blended Learning,Electronic Learning,Educational Technology,Undergraduate Students,Gender Differences,Teaching Methods,Quasiexperimental Design,Pretests Posttests,Control Groups,Experimental Groups,Conventional Instruction,Comparative Analysis,Statistical Analysis,Scores,Achievement

This study investigated the effectiveness of blended learning and E-learning modes of instruction on the performance of undergraduates in Kwara State, Nigeria. It also determined if the student performance would vary with gender. Quasi experimental that employs pretest, posttest, control group design was adopted for this study. This involves three groups, two experimental (blended learning, and E-learning) and a control group (traditional teaching method). Educational Materials and Methods Performance Test (EMPT) was used for data collection from 30 students that formed the sample for the study. The reliability coefficient of 0.71 was obtained from Kuder-Richardson (KR-20) formula. The Analysis of Covariance (ANCOVA) and Scheffe post hoc test were used to test the hypotheses. Findings of this study showed that: (i) there was significant difference in the performance of the three groups in favour of Experimental group 1 (Blended learning), (ii) there was no significant difference in the performance of male and female undergraduates taught with blended learning, (iii) similarly, no significant difference was found in the performance of male and female undergraduates exposed to e-learning mode of instruction. This implies that performance of undergraduates was enhanced when they are exposed to blended learning mode of instruction. Based on the findings, it was recommended that university lecturers should be encouraged to adopt blended learning for teach their students. Also, government and appropriate university authorities should support and encourage the usage of blended learning in Nigerian universities.
Development of a Pedagogical Model to Help Engineering Faculty Design Interdisciplinary Curricula
Author: Navarro, Maria
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Methods,Engineering Education,Curriculum Design,College Faculty,Student Attitudes,Teacher Attitudes,College Students,Guidelines,Humanities,Social Sciences,Outcomes of Education

The purpose of this study was to develop a model to help engineering faculty overcome the challenges they face when asked to design and implement interdisciplinary curricula. Researchers at a U.S. University worked with an Interdisciplinary Consultant Team and prepared a steering document with Guiding Principles and Essential Elements for the design, implementation, and evaluation of integrative curricula in engineering education. The team also developed exemplar materials (Integrative Learning Module) to provide a practical example and demonstrate how the tools provided could be used in the development of new curricula. The Guiding Principles, Essential Elements, and Integrative Learning Module were evaluated by faculty and students who provided feedback for their improvement. Faculty indicated that the tools provided were appropriate guidelines for faculty, but they indicated that the Integrative Learning Module was too long to be a manageable example. Students agreed about the need for more interactive, real-world applications of engineering concepts, but they expressed differences of opinion regarding how humanities and social sciences topics should be addressed in the engineering curriculum. Students who participated in a course modeling the Integrative Learning Module were satisfied with its use and learning outcomes. After the course, these students were able to explain the importance of problem definition, process, and disciplinary integration in engineering work.
What Happens When the Apprentice Is the Master in a Cognitive Apprenticeship? The Experiences of Graduate Students Participating in Coursework and Fieldwork
Author: Lee, Bridget Kiger
Date: 2016-00-00
Type: Journal Articles
Subjects: Apprenticeships,Graduate Students,Drama,Faculty Development,Case Studies,Public Schools,Field Instruction,Theory Practice Relationship,Praxis,Data Analysis,Coaching (Performance)

The University of Texas at Austin Master of Fine Arts (MFA) program offers a cognitive apprenticeship for graduate students in drama-based pedagogy (DBP) through Drama for Schools (DFS), a professional development program for K-12 educators. This article presents findings from an exploratory case study investigation of graduate students' experiences in the cognitive apprenticeship in the practice of drama-based pedagogy in K-12 public school classrooms. Findings indicate that when graduate students simultaneously participated in fieldwork (as &quot;masters&quot;) and related coursework (as &quot;apprentices&quot;), they developed a personal understanding of how theory was realized and confounded within real world contexts. Implications for university faculty members and teaching artist educators are included.
Oral History as an Innovative Language Teaching Technique for Spanish Heritage Language Learners
Author: Burgo, Clara
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Methods,Heritage Education,Spanish,Self Esteem,Interviews,Oral History,Writing Skills,Immigrants,College Students,Second Language Learning,Second Language Instruction,History,Course Descriptions,Native Language Instruction,Innovation,Communication Skills,Research Papers (Students)

Oral history is presented in this article as an interpretative exercise for historical events in a Spanish course for heritage language learners at the university level. Through the interview of a Latino immigrant family, students re-examined the history of their own families and increased their linguistic self-esteem. They were guided to become good researchers and good interviewers so that they could lead the informants into offering other perspectives when telling their stories. At the same time students were engaged in the practice of oral history, they were initiated into research while improving their oral and writing skills in a formal setting. This article describes each stage of the oral history project and the advantages and limitations of this technique with the purpose of assessing this project in a Spanish course for heritage language learners' course.
Teaching and Learning Health Justice: Best Practices and Recommendations for Innovation
Author: Rentmeester, Christy A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Best Practices,Innovation,Critical Thinking,Justice,Ethics,Health Services,Program Development,Learning Theories,Catholics,Religious Education,Disadvantaged,Teaching Methods,Biology,Program Content,Curriculum Development,Program Implementation,Graduate Students,Program Design,Moral Values,Critical Theory,Affective Behavior

We describe the development and implementation of an online graduate bioethics program that weaves a theme of health justice throughout the curriculum. Our account relies on a constructionist model of curriculum development and adult teaching and learning theory. Our curriculum draws upon core values of Jesuit higher education, including content with particular attention to justice for marginalized and vulnerable members of society and pedagogical strategies that cultivate students' capacities for critical thinking and engagement with ethics and justice issues in the context of healthcare. We propose four major contributions from the health justice literature as key content areas for inclusion in bioethics programs interested in focusing on health justice. We identify gaps in the literature and suggest how they might be addressed. Finally, we give examples of content, pedagogy, and preliminary findings from specific courses in our program, all in hopes of stimulating more conversation about how students learn about health justice.
Navigating the Use of Cogenerative Dialogues: Practical Considerations for Graduate Faculty
Author: Boss, Ginny Jones
Date: 2016-00-00
Type: Journal Articles
Subjects: Graduate Students,College Faculty,Power Structure,Teaching Methods,Dialogs (Language),Teacher Student Relationship,Graduate Study,Student Centered Learning,Environmental Education,Case Studies,College Students,Course Descriptions,Program Descriptions

In this study, we explored cogenerative dialogue (cogen) as a tool for learner-centered teaching in graduate education. Cogen consists of small group dialogues among instructors and students for the purposes of improving course processes. We engaged cogen during a semester-long, graduate-level campus environments course. Using the theoretical framework of cultural-historical activity theory (CHAT) and case study methodology, we explored cogen's use in highlighting ways in which our course processes were enhanced or impeded. Our analysis resulted in the prominent themes of the role of physical space, power dynamics, and internal and external influences on the potential for learning in our classroom. We conclude by offering considerations for educators interested in using cogen in a graduate education course as a result of our study.
Teaching Argumentation by Using Facebook Groups
Author: Delen, Ibrahim
Date: 2017-01-00
Type: Journal Articles
Subjects: Persuasive Discourse,Social Media,Computer Mediated Communication,Preservice Teachers,Technology Uses in Education,Educational Technology,Group Discussion,Foreign Countries,Pretests Posttests,Teaching Methods,Instructional Design

Today argumentation is widely emphasized in the policy documents in Europe, and the US. Once we look at the literature in the last two decades, many studies noted students' challenges in this process. On the other side of the coin, we see in-service teachers with problems to support this process. Unfortunately, very few studies focused on this issue by studying pre-service teachers. By using Facebook groups as a discussion tool, this study focuses on supporting pre-service teachers when engaging in argumentation. Before starting the course none of pre-service teachers (N = 58) could design an activity that includes justifying the evidence (reasoning). During the course, 12 groups made presentations and other groups critiqued these presentations. Once the instructor publicly started making comments in the Facebook page to discuss which groups are performing better, the level of critique in student responses started including more details about argumentation. This positive change supported almost all students in designing activities that focus on using evidence and connecting to reasoning at the end of the course.
Perceived Culpability in Critical Multicultural Education: Understanding and Responding to Race Informed Guilt and Shame to Further Learning Outcomes among White American College Students
Author: Estrada, Fernando
Date: 2016-00-00
Type: Journal Articles
Subjects: Multicultural Education,White Students,College Students,Outcomes of Education,Student Attitudes,Racial Bias,Racial Attitudes,Multiple Regression Analysis,Race,Correlation,Racial Identification,Demography

In this investigation we explored among a U.S. sample of White college students the effect of perceived race-informed culpability--conceptualized as the self-conscious emotions known as White guilt and shame--on two critical multicultural education outcomes: modern prejudicial attitudes and demonstrated anti-racist knowledge. Interaction effects by participants' racial identity were also examined. Moderated hierarchical linear regression showed that the tendency to experience White guilt as well as White shame explained a significant portion of the variability in racist attitudes. For knowledge, only guilt had an effect. No interaction effects were observed. Limitations are discussed followed by implications for teaching and learning with an emphasis on affect-sensitive pedagogy.
Effective Instruction for Engaging Culturally Diverse Students in Higher Education
Author: Yamauchi, Lois A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Standards,Teaching Methods,Prior Learning,Student Diversity,Academic Persistence,Higher Education,Cultural Differences,English (Second Language),Second Language Learning,Group Discussion,Small Group Instruction,Literacy Education,Undergraduate Students,Thinking Skills,Classroom Communication,Educational Psychology

Engagement is related to important student outcomes such as persistence, retention, and grades. It is key to all students' learning, but it may be particularly important for culturally diverse students who may have fewer models and other resources for keeping themselves engaged. As the institutions of higher education become increasingly culturally and linguistically diverse, instructors are challenged to engage a more diverse student population. This paper describes how three university instructors applied the Center for Research on Education, Diversity, and Excellence (CREDE) Standards for Effective Pedagogy to their instruction in courses of general psychology, educational psychology, and statistics in order to increase students' cognitive and social engagement. The CREDE Standards are strategies of instruction that incorporate small group discussions and making connections between students' prior experiences and abstract concepts.
Exploring Students' Experiences in First-Year Learning Communities from a Situated Learning Perspective
Author: Priest, Kerry L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Experience,College Freshmen,First Year Seminars,Student Attitudes,Student Motivation,Communities of Practice,Socialization,Self Concept,Student Surveys,Student Participation,Decision Making,Teaching Methods,Interpersonal Relationship,Expectation,Career Choice,Statistical Analysis,Group Membership

This study looked to situated learning (Lave &amp; Wenger, 1991) in order to explore students' participation in the social practices of first-year learning communities. Wenger's (1998) elaboration on &quot;communities of practice&quot; provides insight into how such participation transforms learners. These perspectives frame learning as a socialization and identity shaping process in which learners gain knowledge and skills contextualized, and legitimized, by their communities. We used a survey method and open-ended questions to examine three facets of participation: students' access and motivation to join the community, meaning of their experiences within the community, and trajectory of learning--that is, how participation influenced their later academic or professional decisions. Our findings emphasize that students are motivated by, and find value in, the academic content and engaged pedagogical approaches offered by first-year learning communities; the meaning of their experiences, however, is negotiated through social relationships.
Exploring the Relationship between Student Engagement, Twitter, and a Learning Management System: A Study of Undergraduate Marketing Students
Author: Williams, David
Date: 2016-00-00
Type: Journal Articles
Subjects: Correlation,Marketing,Learner Engagement,Business Schools,Social Media,Computer Mediated Communication,Management Systems,Undergraduate Students,Student Attitudes,Rating Scales,Teacher Student Relationship,College Faculty,Regression (Statistics)

Because student engagement is believed to be a predictor of academic achievement, there is significant interest in discovering methods that will improve and increase student engagement at all levels of education. This study investigated the relationship between digital and social media usage and student engagement. In particular, this study sought to investigate how adding (1) a learning management system (LMS) and (2) a dedicated marketing Twitter feed influenced the self-reported engagement levels of undergraduate marketing students. The results show that students were more engaged when the LMS and Twitter feed were used. Specifically, Twitter usage had a positive impact on engagement with a marketing course while LMS usage had a positive impact on engagement with the School of Business. Seniors significantly used the LMS more than underclassmen but there were no differences in Twitter usage between these groups. The results also showed that students were most engaged with their marketing course, followed by the College, and the School of Business respectively.
Effects of Web-Based Feedback on Students' Learning
Author: van Kol, Simone
Date: 2016-00-00
Type: Journal Articles
Subjects: Feedback (Response),Academic Achievement,Foreign Countries,Higher Education,Motivation,College Students,Multivariate Analysis,Statistical Analysis,Research Methodology,Control Groups,Experimental Groups,Multiple Choice Tests,Competence,Lecture Method,Internet

Feedback plays an important role in supporting students' learning process. Nonetheless, providing feedback is still rather unusual in higher education. Moreover, research on the design of ideal feedback as well as its effects is rare. In order to contribute to the development of this field, a web-based feedback system was implemented in a lecture at the University of Cologne. The effects of this feedback on the students' learning process are presented in this article. Differences in the students' learning success and motivation, as well as their assessment of competencies, are analyzed within an experimental setting. Students who received individual feedback through this system achieved higher grades and showed increased levels of motivation. Moreover, they felt more competent with regard to solving tasks related to the learning material.
Incivility between Students and Faculty in an Israeli College: A Description of the Phenomenon
Author: Yassour-Borochowitz, Dalit
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Student Relationship,College Students,College Faculty,Antisocial Behavior,Teacher Surveys,Student Surveys,Qualitative Research

Incivility in the classroom is offensive, intimidating, or hostile behavior that interferes with students' ability to learn and instructors' ability to teach. The present study examined incivility in faculty-student relations and presents the findings of a survey conducted in an academic college in Israel. The study was designed to examine three specific objectives: (1) to expose and analyze the nature of behaviors that students and faculty view as incivility; (2) to identify contributory factors to uncivil interactions in the classroom as reported by students and faculty; and (3) to identify practical strategies suggested by students and faculty in order to avoid or diffuse such undesirable behaviors. We collected the data using the Incivility in Nursing Education (INE) questionnaire (Clark, 2008a, b). 46 faculty members and 268 students from various departments completed the questionnaire. We present the survey's qualitative findings in accordance with the three main objectives examined. The findings indicate considerable similarity between faculty and students in identifying uncivil behaviors and both agree that the main cause (although not the only one) lies in the penetration of norms from the external culture. Means of preventing and minimizing incivility in academia are discussed.