ethanporcaro/eric-fulltext-meta huggingface dataset:
Enhancing the Design and Analysis of Flipped Learning Strategies
Author: Jenkins, Martin
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Technology,Technology Uses in Education,Homework,Video Technology,Active Learning,Teacher Role,Learner Engagement,Teacher Student Relationship,Feedback (Response),Student Attitudes,Essays,Blended Learning

There are numerous calls in the literature for research into the flipped learning approach to match the flood of popular media articles praising its impact on student learning and educational outcomes. This paper addresses those calls by proposing pedagogical strategies that promote active learning in &quot;flipped&quot; approaches and improved practice of educational design in ICT supported learning environments. This paper makes two main contributions. It situates flipped learning strategies within a pedagogical framework, thus linking them to higher-level pedagogy. Additionally, it proposes an approach to both analysing and designing flipped learning strategies. This exploratory approach provides a guide for educators to map how their tactics fit amongst other instances of flipped learning. Examples of flipped learning approaches are provided to illustrate this mapping. The Flipped Learning Matrix, developed by this SoTL inquiry, is a tool for both critical reflection of existing approaches and course design, empowering the educator to design their own flipped version that is pedagogically sound and fit for purpose.
Principal Leadership and Reading Specialist Role Understanding in the Era of Test-Based Accountability Policies
Author: Prezyna, Dolores Marie
Date: 2017-00-00
Type: Journal Articles
Subjects: Principals,Leadership Role,Reading Consultants,Elementary Schools,Administrator Surveys,Teacher Surveys,Interviews,Role Theory,Accountability,Role Conflict,Organizational Communication,Definitions,Job Satisfaction,Compliance (Legal),Ambiguity (Context),Role Perception,Teacher Role

This study investigates how the role of the reading specialist (RS) is defined and communicated by principals, and examines to what degree a common understanding of this role exists among teachers, building administrators and reading specialists. The principal's responsibility in defining and communicating role, and the effect these efforts have on job satisfaction and specialists' perceived effectiveness is also studied. Eight elementary schools in the western part of New York State (USA) are studied. Based on interviews with principals and reading specialists and surveys completed by principals, reading specialists, and teachers, the following themes emerge: a) Principal leadership was essential in defining the RS role; b) A clearly defined RS role was associated with greater RS satisfaction and perceptions of effectiveness as well as greater teacher compliance; c) Greater teacher compliance with a school's literacy program did not affect beliefs about the proper role of RSs; d) Lack of a clearly defined role in a school was associated with role conflict and role ambiguity for reading specialists; e) Reading specialists, even without coaching responsibilities, served as a resource to teachers, although no time was allocated in their schedule to do so; f) Reading specialists faced challenges due to increased accountability and assessment demands affected by policy, demographics, and accountability requirements. It is concluded that principals must assume responsibility for defining and communicating the reading specialist role within their schools to strengthen literacy programming.
A Study on the Training Mode of Electronic Application-Oriented Undergraduate with Industry Needs
Author: Wang, Zhonghua
Date: 2017-00-00
Type: Journal Articles
Subjects: Training,Foreign Countries,Technology,Manufacturing Industry,Teaching Methods,Engineering Education,Undergraduate Study,Higher Education,Cooperative Education,Undergraduate Students

Electronic industry is an economic pillar in China. Due to the Moore's Law, the industry requires continuous development and innovation. In order to achieve these goals, the cultivation of electronic application-oriented undergraduate is essential. However, at current, the innovative educational concepts and teaching methods are lagging behind so that the graduates cannot meet the requirements of electronic industry. In this paper, we adopt a variety of measures, which include the construction of parallel course system, the establishment of cooperative education mechanics and the creation of training evaluation mode, to improve the training quality of electronic application-oriented undergraduate. The research findings show that the undergraduates improve their engineering practices and innovation abilities.
Flipped Classroom: Effects on Education for the Case of Economics
Author: Kurihara, Yutaka
Date: 2016-00-00
Type: Journal Articles
Subjects: Blended Learning,Homework,Video Technology,Lecture Method,Factor Analysis,Active Learning,Economics,Universities,Cooperative Learning,Foreign Countries,Information Technology,Statistical Analysis,Questionnaires

The notion of the flipped classroom has been received much attention in the literature as it may increase learning outcomes and learning effectiveness elementary and secondary education as well as university learning. In the author's class on international finance (economics) features a blended flipped classroom and lecture; questionnaires were used to collect learner data. Using principle component analysis, the effects of the flipped classroom are divided into two components: (1) challenge and growth and (2) understanding and quality. Also, it should be noted that the two components were not attained at the same time. A flipped classroom promotes education; however, it is difficult to attaining both components at the same time. To achieve a flipped classroom and active learning at one time seems an important but difficult task.
Reading Deeply for Disciplinary Awareness and Political Judgment
Author: Staudinger, Alison
Date: 2017-00-00
Type: Journal Articles
Subjects: Critical Reading,Reading Habits,Reading Strategies,Reading Improvement,Feedback (Response),Essays,Political Science,Intellectual Disciplines,Reflection,Citizenship,Humanities,Metacognition,Protocol Analysis,Content Area Reading,Undergraduate Students,Taxonomy

What happens when students become better readers? Cultivating deep reading habits in students to help them navigate disciplinary cultures respects student autonomy. Scholarly literature predicts that three linked practices improve student reading: practice with feedback, explicit in-class work on reading strategies, and disciplinary norm discussions. To see what happens when students engage in these practices, I studied two years of students in an American Political Thought (APT) course, comparing essays written at the start and end of the courses. In this article, I analyze evidence of student learning by reading their work closely, and in the context of political theory as a humanistic sub-discipline, speaking both to &quot;what is?&quot; student reading and exploring its implications for citizenship through political theorist Hannah Arendt's reflective political judgment. As students deepen their reading practices, they are cultivating habits of citizenship, even if they still struggle with disciplinary awareness.
The Effect of Using Team Teaching on Jordanian EFL Eleventh Grade Students' Reading Comprehension and Their Attitudes towards This Strategy
Author: Migdadi, Ali Ibrahim Mohammad
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Team Teaching,Teaching Methods,English (Second Language),Second Language Instruction,Second Language Learning,Control Groups,Reading Comprehension,Reading Tests,Experimental Groups,Comparative Analysis,Questionnaires,Student Attitudes,Quasiexperimental Design,Secondary School Students,Instructional Effectiveness,Statistical Analysis,Language Skills

This study aimed to investigate the effectiveness of using team-teaching strategy on EFL students' reading comprehension. It also aimed to find out whether Team-Teaching strategy can improve EFL students' English language reading comprehension and to investigate the students' attitudes towards the use of team teaching. The study used the quasi-experimental design in one part to examine the effect of team teaching on developing the students' performance in reading comprehension. It also used the descriptive design to describe the students' attitudes. The researchers chose a school purposefully. It was one of the secondary schools in Alkourah Directorate of education. Two eleventh grade classroom sections were chosen to be the sample of the study. They were 48 students. The students of the sections were appointed randomly into two groups; the control group which had 23 students, and the experimental group with 25 students. The developed two instruments in order to achieve the purpose of the study. The instruments were a reading comprehension test and a questionnaire. The results of the study showed that there were statistically significant differences at (a = 0.05) between the two groups (control and experimental) in the post test in favor of the experimental group. The result of the study also showed that there were statistically significant differences at (a = 0.05). In the view of what had been reached from the results and conclusions of this study, the researchers recommended to adopt good teacher training programs on team teaching English language skills for all secondary schools in Jordan.
Integral Students' Experiences: Measuring Instructional Quality and Instructors' Challenges in Calculus 1 Lessons
Author: Hong, Dae S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Experience,Instructional Effectiveness,Calculus,Educational Quality,Cognitive Ability,Mathematics Activities,Task Analysis,Educational Practices,Curriculum Implementation,Performance Factors,Undergraduate Study,Interviews,Scoring Rubrics,Beliefs,Time Factors (Learning),Teaching Styles,Teaching Methods,Course Evaluation

In this study, we examined 10 integral lessons to understand students' opportunities to learn cognitively challenging tasks and maintain cognitive demand during integral lessons. Our findings reveal issues with implemented tasks as well as the way these tasks were presented to students. We also examined mathematicians' reasons behind their instructional practices, which show two common reasons of under-prepared students and time constraints. However, two mathematicians in this study showed quite different instructional practices, which shows individualized faculty development might be critical in changing teaching and learning of calculus.
Could Students' Evaluation Be a Pleasant and Effective Process?
Author: Kapachtsi, Venetia
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Evaluation,Academic Achievement,Evaluation,Qualitative Research,Program Evaluation,Teaching Methods,Program Implementation,Foreign Countries,Teacher Effectiveness,Socialization,Social Media,Junior High School Students

The evaluation of students' performance is one of the most important issues of educational reality. ?t strongly attracts the interest of all involved in the process of education: teachers, students, parents and the state as well. This study, is trying to find out, if using the project method, the teacher can assess effectively students, in a series of evaluation areas, concerning the cognitive level and their skills as well. The results of the study are encouraging for the qualitative evaluation of student performance, and also highlight the importance of the implementation of alternative learning methods and evaluation.
An Analysis of Using Online Video Lecture on Learning Outcome: The Mediating Role of Student Interaction and Student Engagement
Author: Osman, Siti Zuraidah Md
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Video Technology,Electronic Learning,Lecture Method,Outcomes of Education,Learner Engagement,Interaction,College Students,Questionnaires,Structural Equation Models

The Malaysia Education Blueprint 2015-2025 (Higher Education) was published recently. One of shift is globalised online learning. Therefore, Polytechnics had taken the first step in the use of e-learning system by using flipped classroom method. The purpose of this study is to analyse the effects of using online video lecture on student interaction, student engagement and learning outcome in flipped classroom environment. This study has been conducted on 32 semester one Polytechnic Tuanku Sultanah Bahiyah students. A questionnaire was distributed and analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The findings shows that the learning outcome dimension has a practical value of R[superscript 2] = 0.813. Thus, research model proven that using online video lecturer significantly predicted learning outcome. The findings also indicate that student interaction and student engagement not mediated the relationship between online video lecture and learning outcome. Practically, the findings of this study revealed the importance of developing interactive online video lecture and active learning activities in enhance student interaction and student engagement.
Assessing Efficiency of GDP Revisions in South Africa
Author: Ncwadi, Ronney
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Economic Factors,Computation,Data,Least Squares Statistics,Efficiency,Regression (Statistics)

Gross Domestic Product of any country often influence economic decisions by policy makers, market participants and econometricians on policy recommendations, evaluation and forecasting. However these decisions are often based on preliminary data announcements by statistical agencies. It is therefore important to ensure that the preliminary GDP announcements are efficient and can be relied on. This paper focuses on South Africa's preliminary announcements of quarterly GDP estimates by examining the relationship between the preliminary data and revised data using Ordinary Least Squares estimation technique. The results of this research suggest that the preliminary estimates of GDP, GDE, final consumption Expenditure by Households and by General Government for the period 1999Q1 to 2013Q4 are not efficient.
Exploring Turkish Mathematics Teachers' Content Knowledge of Quadrilaterals
Author: Butuner, Suphi Onder
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Mathematical Concepts,Elementary School Teachers,Teacher Surveys,Definitions,Classification,Teacher Education,Faculty Development,Foreign Countries

The aim of this research was to examine mathematics teachers' performances in defining special types of quadrilaterals, identifying their family and hierarchically classifying them. In this vein, 33 of 58 primary school mathematics teachers working in the province of Yozgat, Turkey were voluntarily recruited for this survey, and they were asked to complete a data collection form consisting of three open-ended questions. In the first question, participants were asked to define the special types of quadrilaterals. In the second question, teachers were asked to recognise kites, trapezoids, parallelograms, rectangles and rhombuses among 15 quadrilaterals. Finally, participants were prompted to make a hierarchical classification of the special types of quadrilaterals. The results of this study illustrated that while 20 mathematics teachers could define a kite hierarchically, only 1 of the sample could hierarchically define a trapezoid. In addition, participants encountered difficulties not only in determining the kite and trapezoid family, but also in demonstrating the relations of kite-rhombus, trapezoid-parallelogram and trapezoid-rectangle quadrilaterals. Hence, in-service training programs for primary school mathematics teachers should be organized to improve content knowledge of geometry in general and quadrilaterals in particular.
Case Study: International High School at Langley Park
Author: Wassl, Frishtah
Date: 2017-00-00
Type: Journal Articles
Subjects: Case Studies,International Schools,High Schools,Educational Development,English Language Learners,Experiential Learning,Active Learning,Student Projects,School District Autonomy,School Responsibility,Models,Language Proficiency,Academic Achievement,Student Evaluation,High School Students,Performance Based Assessment,Scaffolding (Teaching Technique)

The International High School at Langley Park (IHSLP) opened during the 2015-2016 school year. By the fourth year of operation, the school will be home to 400 English language learners (ELLs) new to the United States. Working in partnership with the Internationals Network for Public Schools, the school is designed around the &quot;HELLO principles&quot;--five core principles guiding the Internationals' approach to supporting ELLs: (1) Heterogeneity and collaboration; (2) Experiential and project-based learning; (3) Experiential and project-based learning; (4) Localized autonomy and responsibility; and (5) One learning model for all. It takes three to five years to develop oral proficiency in a new language and four to seven years to develop written academic proficiency. With only four years of high school, IHSLP students need every lesson to be purposeful and accessible. This article describes this school's process for developing performance assessments for English language learners.
Case Study: The Capstone Project at Chelsea High School
Author: Priti Johari
Date: 2017-00-00
Type: Journal Articles
Subjects: Case Studies,High Schools,Curriculum Development,Curriculum Enrichment,Educational Practices,Educational Policy,Student Evaluation,Faculty Development,Teacher Collaboration

Capstone projects serve as the centerpiece for an assessment system that values problem-solving and frames assessment as learning opportunities for students and teachers. Every January and May for one week, Chelsea High School, in Chelsea, Massachusetts, breaks from their traditional, four- periods-a-day bell schedule and the fast pace of a typical high school. During this time students are asked to come in by appointment to present on a topic in which they have particular expertise: their own learning. This presentation is their capstone. In this article, Chelsea High School illustrates and details how schools can integrate new policies and practices into their own vision for education, rather than merely follow a path of compliance with district and state mandates.
Developing Students' Mathematical Skills Involving Order of Operations
Author: Ali Rahman, Ernna Sukinnah
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Grade 8,Secondary School Mathematics,Mathematics Instruction,Mathematics Skills,Skill Development,Mathematical Concepts,Action Research,Mixed Methods Research,Mathematics Tests,Pretests Posttests,Scores,Semi Structured Interviews,Instructional Effectiveness,Mathematics Achievement,Student Attitudes,Achievement Tests,Statistical Analysis

This small-scale action research study examines the students' ability in using their mathematical skills when performing order of operations in numerical expressions. In this study, the &quot;hierarchy-of-operators triangle&quot; by Ameis (2011) was introduced as an alternative BODMAS approach to help students in gaining a better understanding behind the concept of the order of operations. The study involved 21 students from Year 9 (or equivalent to 8th Grade in American schooling) in one of the government secondary schools in Brunei Darussalam. Mixed method research design was adopted for this study. Data were collected and analyzed from the students' pre- and post-test scores as well as from the interviews. Comparisons of the scores showed positive progress and greater improvement in the students' performance. The interviews were necessary in order to gain the students' feedback in the implementation of the alternative approach. Most of the students who were interviewed responded that it was easier for them to remember the triangle rather than using the mnemonic as a tool to remember the order of operations.
Reciprocal Accountability for Transformative Change: New Hampshire's Performance Assessment of Competency Education
Author: Marion, Scott F.
Date: 2017-00-00
Type: Journal Articles
Subjects: Accountability,Performance Based Assessment,Participative Decision Making,Transformational Leadership,Teacher Administrator Relationship,Competency Based Education,Educational Quality,Evaluation Methods,Educational Practices,Educational Policy,Elementary Secondary Education

In New Hampshire, a new performance assessment system focuses on reciprocal accountability and shared leadership among teachers and leaders at the school, district, and state levels. This concept of reciprocal accountability, developed by school improvement expert Richard Elmore, is at the core of New Hampshire's Performance Assessment of Competency Education (PACE), a competency-based educational approach designed to ensure that students have meaningful opportunities to achieve critical knowledge and skills (see Marion &amp; Leather 2015; Rothman &amp; Marion 2016; New Hampshire Department of Education 2016). For PACE, reciprocal accountability means that local educational leaders are involved in designing and implementing the assessment and accountability systems and receive intense technical, policy, and practical support and guidance from the New Hampshire Department of Education (NHDOE) and other experts in the field. PACE attempts to foster organizational learning and change by appealing to the intrinsic motivation of adults to improve their work rather than relying on top-down accountability and compliance strategies.
Teachers, Micro-Credentials, and the Performance Assessment Movement
Author: French, Dan
Date: 2017-00-00
Type: Journal Articles
Subjects: Performance Based Assessment,Individualized Instruction,Faculty Development,Training Methods,Educational Certificates,Teacher Attitudes,Educational Change,Educational Practices,Elementary Secondary Education

Micro-credentials, a new form of personalized professional development for teachers, offer a unique solution to the challenge of training school staff to design and implement performance assessments. In a relatively short period of time, micro-credentials have shown promise in enabling a more personalized, effective method of promoting teacher professional growth. Such a model is critically important in transitioning to new accountability systems that rely upon teachers on the ground to be designers, validators, and scorers of high-quality valid and reliable performance assessments. As we re-envision accountability systems to better serve student learning in complex and authentic ways, micro-credentials are an important vehicle to build the necessary teacher capacity to lead the performance assessment movement.