ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessing Final-Year Practical Work through Group Projects; A Further Study
Author: Cranwell, Philippa B.
Date: 2020-00-00
Type: Journal Articles
Subjects: College Seniors,Chemistry,College Science,Foreign Countries,Cooperative Learning,Group Dynamics,Student Attitudes,Skill Development,Problem Based Learning,Capstone Experiences,Research Projects,Teamwork

The use of a group-based approach to project working has been shown to provide significant advantage to students in terms of project outcomes, motivation and engagement. The Department of Chemistry at the University of Reading has recently explored the use of group projects for final year practical work. In this model, students are presented with a research problem that they investigate within a team of three to five students. Students are expected to divide the work and share results in a manner that closely resembles project working in industry. This paper will report the experiences and attitudes of final-year BSc students towards this group-based approach, and outline the self-identified skills development of these students.
Spaced Repetition: Towards More Effective Learning in STEM
Author: Voice, Alison
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,Physics,Higher Education,Thermodynamics,Memory,Science Tests,Teaching Methods,Science Achievement,Computer Software,Scores,Retention (Psychology),Learning Processes,Undergraduate Students,Computer Assisted Instruction,Instructional Effectiveness,Foreign Countries,Outcomes of Education

The use of spaced repetition within a physics higher education thermodynamics module has been analysed for: its pattern of use by students; its effect on memory and performance in the end of module exam; and performance in a delayed test after the summer vacation. A custom-built web app with the facility to generate a personalised repetition timetable was used to deliver practice questions on the material throughout the module. Just over a quarter of students, spanning the whole ability range of the class, made use of the app in some way, about half using it in a spaced manner and half using it for massed practice just before the exam. Students who engaged in a spaced manner had an adjusted mean exam score of 70%, compared to 64% for massed usage and 61% for non-usage. The spaced usage represents a positive effect size of 0.47 over non-usage, which is statistically significant (p = 0.000056). For the delayed test the mean adjusted scores for spacers and non-users were 45% and 34% respectively. Whilst less material had been retained over the summer, this revealed a statistically significant (p = 0.021) positive effect size of 0.54. This work provides evidence and mechanisms to involve students in repetitive practice during the learning phase of a course to advantage their long term retention of material.
Employability Skills of Unaccompanied Immigrant Minors in Canary Islands
Author: Alonso-Bello, Estefanía
Date: 2020-00-00
Type: Journal Articles
Subjects: Immigrants,Job Skills,Foreign Countries,Employment Qualifications,Language Skills,Social Influences,Emotional Response,Family Influence,Barriers,Coping,Late Adolescents,Socioeconomic Status,Training,Social Networks

Young unaccompanied immigrants have various problems in their professional careers which lead to situations of exclusion and hinder their emancipation. The development and consolidation of employment skills is a necessary condition for the labour integration of this group. This research analyzes the employability skills of unaccompanied young immigrants who must leave the public social protection system when they reach the age of majority. A multiple case study was conducted. The cases were selected: (1) having been in residential care institutions, (2) having been in a job placement program, and (3) are 16-18 years of age. The study data were collected using qualitative and quantitative techniques. Results show that young immigrants have: (a) language and socio-emotional difficulties that limit their chances of employability; (b) some employability skills that facilitate labour insertion, and (c) families which act as a powerful motivator for achieving their goals. We discuss the need to design individual transition plans to help young immigrants overcome their limitations, cope with the transition to adulthood and consolidate their career paths.
Learning While Building: Enhancing Opportunities for Teacher Candidate Development within Professional Development Schools through Programmatic Analysis
Author: Widdall, Valerie
Date: 2019-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Student Teachers,Student Teacher Attitudes,Feedback (Response),Time,Student Teaching,Field Experience Programs,Cooperating Teachers,Teacher Educators,Program Design

This study investigated the impact of differing models of practicum placements on teacher candidates' (TC's) abilities to practice teaching skills and receive feedback on their teaching. Within the Professional Development School (PDS) model TCs were placed as cohorts in a single PDS site with at least one college faculty member assigned as a liaison, and within the Traditional model TCs were placed across a variety of schools without college faculty connected to the various school sites. Teacher candidates completed a survey with Likert scale and open-ended items to measure TCs' perceptions of how much time they spent teaching lessons and how much feedback they received on their teaching within each model. T-tests and ANOVAS were used to analyze the survey data, indicating TCs within the PDS model reported spending more time in schools and receiving greater feedback from host teachers than TCs in other models.
Solid Foundations: Leading Change in a Kindergarten
Author: Shoval, Ella
Date: 2019-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Kindergarten,Foreign Countries,Faculty Advisers,Self Control,Teacher Responsibility,Movement Education,Professional Identity,Educational Change

The action research presented here is our story -- a teacher who initiated change in a kindergarten in a small village in the center of Israel, and an academic advisor who observed and guided the teacher for six years. The article is based on formal documents, records of processes that took place in the kindergarten, records of weekly discussions, and in-depth discussions between the teacher and her advisor -- all collected over a period of six years. The analysis of the documents and interviews enabled the researchers to identify seven practical foundations underlying the change: (1) taking personal responsibility for each child; (2) exhibiting self-control and providing rational solutions; (3) providing the children with opportunities for mindful movement; (4) constructing a learning framework; (5) instilling in the children independent choice skills; (6) mediating learning in stages; and (7) leading the children to the acquisition of learning-related skills. Seeking connections between these foundations and the teacher's professional beliefs enabled us to identify coherency in the teacher's work as the driving force behind the change. The article aims to stimulate thinking about the need to prepare kindergarten teachers for initiating and leading changes.
Does Mathematical Anxiety Differ Cross-Culturally?
Author: Brown, Jennifer L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Cross Cultural Studies,Engineering Education,Mathematics Instruction,Attribution Theory,Universities,Measures (Individuals),Cultural Background,Gender Differences,Latin Americans,North Americans,Foreign Countries,Undergraduate Students,Student Attitudes

Mathematics constitutes a foundation in the training of engineering students because their competence in this reasoning will be utilised as a tool for the resolution of real problems when inserted in the productive sector and throughout their professional life. The purpose of this causal comparative research study was to determine the difference in learning math anxiety and math evaluation anxiety for engineering students at two universities with different cultural backgrounds. The sample included 20 engineering students from the south-eastern United States and 88 engineering students from Colombia. The English and Spanish version of the AMAS, which contained nine items was divided into two subscales, used to collect data. A series of two-way factorial ANOVAs were conducted to answer the research questions that are related to cultural background, gender and the interaction effect between cultural group and gender. The results indicated there was a statistically significant difference in learning maths anxiety when comparing the two cultures.
Effects of Providing Individualized Clinical Coaching with Bug-in-Ear Technology to Novice Educators of Students with Emotional and Behavioral Disorders in Inclusive Secondary Science Classrooms
Author: Garland, Dennis P.
Date: 2019-00-00
Type: Journal Articles
Subjects: Coaching (Performance),Technology Uses in Education,Beginning Teachers,Secondary School Teachers,Science Teachers,Science Instruction,Secondary School Students,Emotional Disturbances,Behavior Disorders,Inclusion,Classroom Techniques,Evidence Based Practice

Students with emotional and behavioral disorders (EBD) have been reported to benefit greatly from participating in general education science classrooms. However, behaviors that this group of students present are frequently cited as reasons for excluding them in such settings. In this study, three novice middle school science teachers received individualized clinical coaching (ICC) with bug-in-ear (BIE) technology to increase their use of three-term contingency (TTC) trials among students who had EBD in inclusive science classrooms. Researchers used a multiple probe across participants single case design (Gast, 2010) to examine the percentage of the teachers' completed TTC trials for managing student behaviors, the rate of correct student responses among students with EBD, and maintenance of implementing TTC trials after prompt fading. Visual data analysis was conducted, and Tau-U analysis of non-overlap and trend data confirmed that ICC with BIE was effective in increasing teachers' use of TTC trials when working with middle school students with EBD in inclusive science classroom.
Measuring Intercultural Learning through CLIL
Author: Gómez-Parra, M. Elena
Date: 2020-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Interdisciplinary Approach,Bilingual Education,Language of Instruction,Course Content,Second Language Learning,Second Language Instruction,21st Century Skills,Teaching Methods,Secondary School Students,Foreign Countries,Student Attitudes,Administrator Attitudes,Principals,English (Second Language),Budgets,Native Speakers,Teacher Aides,Exchange Programs

CLIL (Content and Language Integrated Learning)--endorsed by the European Commission since 1996--constitutes the official approach to bilingual education in Spain. Intercultural learning (IL) is one of the four defining Cs in CLIL, though the literature has consistently described it as the weakest implementation area. This paper analyses the opinions of 76 Spanish secondary education students about IL through their bilingual curriculum. Their viewpoints clearly suggest that IL comes from two main sources: native assistants; and exchange programmes. These data were contrasted with the views of school principals and bilingual coordinators, who declared that both of these valuable 'resources' for IL are scarce due to administrative difficulties and lack of budget. Our conclusions reveal how improving these areas can lead not only to improved scores but also to a better implementation of the intercultural axis in CLIL, if the goal consists in educating 21st century citizens.
Facilitating Pedagogies of Possibility in Teacher Education: Experiences of Faculty Members in a Self-Study Learning Group
Author: Ritter, Jason
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Educators,Inquiry,Preservice Teachers,Communities of Practice,Reflective Teaching,Modeling (Psychology),Preservice Teacher Education,Active Learning,Teacher Student Relationship,Self Evaluation (Groups),Church Related Colleges,Research Universities,Criticism

This collaborative self-study explores how seven members of a Faculty Self-Study Learning Group (FS-SLG) attempt to foster cultures of inquiry with teacher candidates. In so doing, we simultaneously describe a professional learning community of teacher educators engaging in reflective practice via the teaching, learning, and enacting of self-study methodology. Findings from this collaborative self-study highlight how we attempt to translate our own efforts to be more purposeful and reflective into our teacher education practice through modeling, as well as the tensions we felt in promoting a view of teaching as a process of critical inquiry. The discussion focuses on lessons learned and potential ways forward for educators who similarly desire to embrace inquiry-based pedagogies of possibility within the existing landscape of teaching and teacher preparation.
Developing a Pedagogical Method to Design Interactive Learning Objects for Teaching Data Mining
Author: Montoya, Diana
Date: 2020-01-00
Type: Journal Articles
Subjects: Resource Units,Teaching Methods,Data Analysis,Technology Uses in Education,Engineering Education,Foreign Countries,Quality Control,Undergraduate Students

This article presents the design of a pedagogical method to produce interactive learning objects that allow users to learn about new statistical process control techniques, such as Data Mining, in order to address the curricular needs of college students enrolled in academic programs related to quality engineering. Acquiring skills in this type of tools enables students to have a more competitive profile to work at different organizations.
Perceptions of Compulsory Education Teachers about Cultural Diversity: A Study in the City of Messina
Author: López López, María Carmen
Date: 2020-00-00
Type: Journal Articles
Subjects: Compulsory Education,Cultural Pluralism,Foreign Countries,Elementary School Teachers,Secondary School Teachers,Inclusion,Teacher Role,Multicultural Education,Educational Policy,Positive Attitudes,Beliefs,Theory Practice Relationship,Disadvantaged,Migrants

Ensuring inclusive education, which is one of the priorities of the 2030 Agenda for Sustainable Development, is not possible without teachers. Teachers' perceptions influence the way they organise and develop their professional activity and the commitment they ultimately give to cultural diversity in educational practice. In this paper, we study the perceptions about cultural diversity which are held by teachers working in compulsory education with Roma students in the Italian city of Messina. The study involved 182 teachers from four educational centres for primary education and the first grade of secondary education. It is a quantitative descriptive study in which a questionnaire has been used as the instrument to collect information. The results obtained highlight, among other issues, the fact that the teachers who were involved in the study favour theoretical and practical perspectives which encourage cultural diversity. In addition, they reveal that there are significant differences in teachers' perceptions according to the educational level they teach.
Instructional Technology in Graduate Psychology Distance Education: Trends and Student Preferences
Author: Viola, Shannon
Date: 2020-01-00
Type: Journal Articles
Subjects: Educational Technology,Graduate Students,Distance Education,Preferences,Instructional Effectiveness,School Psychology,Educational Resources,Administrator Attitudes,Blended Learning,Educational Trends,Technology Uses in Education,Integrated Learning Systems,Computer Mediated Communication

Although distance education continues to expand in postsecondary institutions, little research regarding distance education methodology in applied graduate psychology programs is currently available. This exploratory study examined technology, resources, and instructional components in graduate school psychology distance courses. The results indicated that Blackboard and Skype were the most frequently utilized technology components in both online and hybrid school psychology courses. Tests, quizzes, and assignments were rated as the most helpful and valuable instructional components. Other helpful resources in distance education courses included access to advanced technology, in-person meetings with instructors, and technology support staff. The implications for training programs and future research are also discussed.
Reflection on the Dangers of &apos;Cultural Racism&apos; in Intercultural Education
Author: Bekerman, Zvi
Date: 2020-00-00
Type: Journal Articles
Subjects: Multicultural Education,Criticism,Diversity,Political Attitudes,Teacher Education,Anthropology,Inclusion,Critical Theory,Teaching Methods,Language Usage,Culture,Definitions,Disabilities,Racial Bias,Cultural Differences,Educational Practices

This paper assesses the dangers of the use of the concept 'culture' in present political and educational rhetoric. The first section offers a critique of the use of the term 'culture' in the so-called intercultural educational efforts. It asserts that 'culture' in its present use is a proxy for 'race' and supports views, which ignore diversity and suggest, purposely or not, an homogeneity which can easily spread into the sphere of biological resemblances and differences. The paper, then, identifies possible alternative understandings of culture through the examination of the contribution of anthropology to cultural research. In the last section of the paper suggestions are made to overcome current approaches to intercultural education through a call to diversify the understanding of diversity to include not only ethnic/cultural differences but also, physical, and cognitive ones. To achieve this goal a turn to the ontological and the training of teachers as 'critical experts of design' is suggested.
Online Doctoral Student Grade Point Average, Conscientiousness, and Grit: A Moderation Analysis
Author: Walsh, Michael James
Date: 2020-01-00
Type: Journal Articles
Subjects: Graduate Students,Doctoral Programs,Academic Persistence,Resilience (Psychology),Online Courses,Grade Point Average,Predictor Variables,Student Characteristics,Personality Traits

This study examined the relationship between grit, conscientiousness, and online doctoral grade point average. Self-reported grit scores were calculated using the Grit-S scale and conscientiousness scores were calculated using the Big Five Inventory. Grade point average was self-reported; however, it was also verified by a screen shot of the student system of record. Multiple regressions were then used to determine the predictability of grade point average using grit and conscientiousness. Participants include 478 online doctoral students in their doctoral course of study from a university in the Southwestern United States. Regression modelling found that grit did not statistically significantly predict grade point average (F(1, 477) = 2.25, p = 0.135) and conscientiousness did not moderate the effect of grit on grade point average (F(1, 474) = 0.206, p = 0.650); however, there was a statistically significant positive linear relationship (B = 0.089, SE = 0.029) between conscientiousness and grade point average (p &lt; 0.05). These findings add to the growing body of research regarding success factors for online doctoral programs and suggest that, despite the opinions in the popular press, grit does not add incremental value beyond other personality traits. Before educators and administrators make lasting changes to curriculum, further research should be completed.
Use of Photo-Elicitation to Evoke and Solve Dilemmas That Prompt Changes Primary School Teachers&apos; Visions
Author: Bautista García-Vera, Antonio
Date: 2020-00-00
Type: Journal Articles
Subjects: Photography,Elementary School Teachers,Faculty Development,Problem Solving,Attitude Change,Educational Objectives,Public Schools,Foreign Countries,Cognitive Processes,Intervention,Conflict,Teaching Methods,Beliefs,Questioning Techniques

The present article investigates the potentialities of photo-elicitation as a technique in teacher professional development. This study analyses the process of eliciting dilemmas in four primary teachers, whose solution has proved to contribute to the teachers' education. To this end, the effect of different types of external observers' intervention in dilemma generation, participating in sessions developed with a specific photo-elicitation procedure, is explored. The knowledge pursued in order to meet the study objectives concerned inconsistencies between goals and practices and teachers' dilemmas. These inconsistencies and dilemmas are tacit and with multiple possible interpretations, and are therefore not measurable. They consequently require an interpretative research approach using a qualitative method of inquiry based on collective case studies. The results show that the inconsistencies introduced to the teachers, by questioning their teaching practice, are enough but not necessary to pose professional dilemmas. Solving these dilemmas led the teachers to change their conceptual and processual beliefs, as well as their teaching activities.
Optimal Teaching and Learning Practices in Online Multiparticipant Courses
Author: Seifert, Tami
Date: 2020-01-00
Type: Journal Articles
Subjects: Online Courses,Large Group Instruction,Small Group Instruction,College Students,Evaluation Methods,Peer Evaluation,Learning Strategies,Preferences,Students with Disabilities,Teaching Methods,Instructional Design,Learning Disabilities,Assignments,Student Satisfaction,Teaching Models

Recently, colleges have begun to employ online learning courses for multiple participants. Consequently, students need to master online learning skills. To improve this teaching model, this study investigated the considerations and teaching patterns of two lecturers in the same multiparticipant online courses: 102 students in one course and 70 students in the second. The students' learning patterns and preferences were also investigated, especially the preferences of students with learning disabilities, the time they invested in learning, their insights, and their level of satisfaction with teaching-learning methods. Data were collected from in-depth interviews with the lecturers, a questionnaire for all their students, ten semistructured interviews with students at the end of the course, and the course forum correspondence and the course blog. Questionnaire responses underwent quantitative analysis with SPSS software. Interviews and responses to open questions underwent qualitative content analysis. Thematic categories were produced from data from the forums and blogs. The findings show a preference for small groups within the multiparticipant course, fewer targeted messages from the lecturer, and fewer multiple messages from colleagues. Both lecturers' and students' visibility and social presence improved in small groups as did the students' commitment to learning. However, in the large group, multiplicity of participants was advantageous, creating a large community of learners rich in &quot;mass wisdom,&quot; but this required different course assignments and communication practices. Replacing less successful elements in each model (small groups vs. one large group) with more successful elements produces optimal teaching patterns for multiparticipant online courses and opens up further research.