ethanporcaro/eric-fulltext-meta huggingface dataset:
Sequential Writing Assignments to Critically Evaluate Primary Scientific Literature
Author: Wood, Suzanne
Date: 2020-00-00
Type: Journal Articles
Subjects: Sequential Approach,Writing Assignments,Writing Instruction,Critical Thinking,Undergraduate Students,Scientific Research,Primary Sources,Difficulty Level,Classification,Critical Reading

In the later years of undergraduate study, students read, process, and evaluate primary literature within specific fields of study. Shifting from textbooks to the vast amounts of peer-reviewed current literature can be difficult for students. This article details an innovative approach to helping students successfully make this transition through a series of sequential assignments based on the levels of increasing cognitive complexity in Bloom's taxonomy. These assignments are designed to be flexible enough to use in fields throughout the sciences and beyond, while allowing instructors to tailor these assignments to meet the needs of their particular students.
The Laurentian University CAE Coffee House: Developing a Physical and Virtual Faculty Learning Community
Author: Brockerhoff-Macdonald, Bettina
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Communities of Practice,College Faculty,Faculty Development,Computer Uses in Education

Laurentian University's Teaching and Innovation team recently created the virtual CAE Coffeehouse, an online repository of a variety of faculty development resources. The online CAE Coffeehouse supports the physical in-person Faculty Learning Community through web-streamed workshops, drop-in hours, a teaching &quot;book club&quot;, individual consultation sessions, and various departmental outreach initiatives. This article presents the characteristics of a Faculty Learning Community (FLC), as defined by Cox (2004, 2013), and a Professional Learning Community (PLC), as defined by Cherrington et al., (2018), and describes how the development of the CAE Coffeehouse builds upon these principles to extend the community into a virtual space.
Conceptual Understanding of Excretory System: Implementing Cooperative Integrated Reading and Composition Based on Scientific Approach
Author: Ristanto, Rizhal Hendi
Date: 2021-01-00
Type: Journal Articles
Subjects: Content Area Reading,Content Area Writing,Cooperative Learning,Scientific Concepts,Grade 11,High School Students,Secondary School Science,Instructional Effectiveness,Foreign Countries

The excretory system should be taught through constructivism so as conceptual understanding could be built well, and students could apply their knowledge in daily life. The research aims to find out the influence of a learning model of Cooperative Integrated Reading and Composition (CIRC) based on scientific approach (Cirsa) on conceptual understanding of excretory system. The methods used include quasi-experiment with pre-test and post-test control group design. Instruments used are conceptual understanding tests of excretory system referring to Bloom's revised taxonomy of C1 to C6 consisted of 12 question items that are valid and have high-reliability categories. The research is conducted in 11th grade of Mathematics and Science of a senior high school in excretory system subject. Learners involved in the research consist of 68 people. Sampling technique uses simple random sampling. The results of Kolmogorov-Smirnov test and Fisher test obtained that conceptual understanding excretory system data are normally distributed and homogeneous. The results of hypothesis testing on normalized gain and effect size calculation indicate that there was an influence of Cirsa learning model on conceptual understanding of excretory system which cateqorized into effective. Based on the research findings, it is expected that excretory system learning could be taught to learners using Cirsa learning model.
An Analysis of Foreign Language Oriented Fifth Grade English Curriculum: Opinions of Students, Teachers and Administrators
Author: Yolcu, Ece
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Grade 5,Administrators,Student Attitudes,Teacher Attitudes,Administrator Attitudes,Middle School Students,Middle School Teachers,Secondary School Curriculum,Language Teachers,Second Language Programs

Within Turkey in recent years, there has been a testing period for the implementation of the foreign language oriented curriculum to understand its contribution to language learning for the fifth graders. Accordingly, by considering the experience of the students, teachers and school administrators in the schools where this curriculum is implemented, this study aims at developing suggestions to determine the improvements for the foreign language oriented curriculum, which is to be practiced in the fifth grade of middle school in Turkey as a pilot study during the year of 2017-2018 and planned to be practiced across the country in the upcoming years. The study was carried out with concurrent triangulation design, a mixed method design. The participants consisted of 209 fifth grade students, 6 English teachers and 4 school administrators in Hatay. The data was collected from the students through the survey developed by the researchers. As for the interviews with teachers and administrators, two separate semi-structured interview forms were used. Descriptive statistics and content analysis were utilized for the analysis of data. Validity and reliability of the data were strengthened by the use of various techniques which were getting expert opinion, pilot practice of the data collection tools, data diversity and coder compatibility. The findings of the study show that the participants are generally satisfied with this practice and support the continuation of it on the condition that some problems are solved. Students expressed positive views in the improvement of language skills except for speaking skill. However, some emergent problems related to the practice were revealed. Moreover, there could be possible risks of practicing this curriculum throughout the country considering regional differences, other lessons' hours and teacher insufficiency. It is essential to evaluate it continuously in terms of creating a sustainable curriculum and implementing it efficiently.
Determination of Secondary School Students&apos; Levels of Sensitivity towards Cyberbullying and Cyberbullying Behaviour
Author: Gündüz, Semseddin
Date: 2021-01-00
Type: Journal Articles
Subjects: Secondary School Students,Student Behavior,Attention,Bullying,Computer Mediated Communication,Handheld Devices,Ownership,Telecommunications,Adolescents,Gender Differences,Instructional Program Divisions,Parent Background,Educational Attainment,Predictor Variables,Foreign Countries

The development of technology and especially the changes and innovations experienced in the development of mobile technologies have increased the use of such technological devices in the society. Mobile technologies and smart phones among them have positive effects both in social life and academic life, alongside situations that cause some negative consequences as a result of intensive use of such technologies. Cyberbullying behaviour, which aims to harm others' lives by using technological devices, comes to the forefront among these problems. Therefore, this study aims to investigate engagement in cyberbullying behaviour and the sensitivity towards cyberbullying, which is a common behaviour especially among secondary school students. The study was carried out with 747 secondary school students studying in the first and second year in the fall term of the 2019-2020 academic year. &quot;Cyberbullying Scale&quot; and &quot;Sensitivity towards Cyberbullying Scale&quot; were used for data collection. Descriptive statistics, Mann Whitney U and Kruskal Wallis H and Spearman rho tests were used to evaluate the data that were found not to show normal distribution. As a result of the study, it was determined that the students' levels of engagement in cyberbullying behaviour were &quot;low&quot;, whereas their sensitivity levels towards cyberbullying were &quot;high&quot;. In the study, it was revealed that there is a difference between students' engaging in cyberbullying behaviour and their sensitivity towards cyberbullying in terms of gender and grade variables. While in the study it was revealed that difference between their cyberbullying behaviour and phone ownership variable were found to be significant, the difference between their cyberbullying sensitivity levels and mother education level, father education level, computer ownership, tablet ownership variables, were also found to be significant. However, it was determined that there was a negative and moderate relationship between their cyberbullying behaviour and their sensitivity towards cyberbullying.
Maclean&apos;s Magazine University Rankings (1998-2018): Consistency of Rank and Reputation in Canada
Author: Cramer, Kenneth
Date: 2020-00-00
Type: Journal Articles
Subjects: Periodicals,Universities,Reputation,Educational History,Reliability,Foreign Countries,Correlation,Predictor Variables

Following 20 years of publishing rank and reputation scores for Canada's 49 institutions of higher education, the present analysis tested five hypotheses: (1) rank and reputation should be positively correlated across schools for each year; (2) rank and reputation should be positively correlated across the 20 years for each school; (3) a school's rank variance should be equivalent to a school's reputation variance; (4) previous reputation would predict current rank; and (5) previous rank would predict current reputation. Results showed that whereas rank corresponded roughly to reputation for a given school, there are noteworthy exceptions. One in seven schools offered a reliable correlation between rank and reputation, and four school correlations were negative. Rank and reputation variability correlated, though (marginally) better-ranked schools had stable reputation scores over the years. Implications for future ranking exercises are discussed, as are directions for future research.
Learning in Teams: Collaboratively Guiding the Journey
Author: Manion, Kathleen
Date: 2020-00-00
Type: Journal Articles
Subjects: Cooperative Learning,College Students,Foreign Countries,Learning Processes,Teamwork,Teaching Methods,Instructional Design,Group Dynamics,Transformative Learning,Student Motivation

Learning in teams offers unique benefits to understand and address contemporary, global, and local challenges through effective and thoughtful learning journeys. However, learning in teams is not always thoroughly planned or effectively delivered. In trying to better understand what processes support or hinder effective and innovative learning in teams, a group of researchers and practitioners explored what works and what needs to be improved in the context of one Canadian university. This article highlights the key findings from this study and offers readers strategies to support effective, innovative, and collaborative learning in teams.
Analysis of the Correlations between Visual Mathematics Literacy Perceptions, Reasoning Skills on Geometric Shapes and Geometry Performances of Pre-Service Mathematics Teacher
Author: Ilhan, Aziz
Date: 2021-01-00
Type: Journal Articles
Subjects: Correlation,Literacy,Mathematics Instruction,Thinking Skills,Geometric Concepts,Preservice Teachers,Mathematics Teachers,Visual Literacy,Geometry,Science Tests,Path Analysis,Spatial Ability,Teacher Education Programs,Foreign Countries

In the study, the correlations between visual mathematics literacy perceptions, reasoning skills on geometrical shapes and geometrical performances of pre-service mathematics teachers were investigated. The study participants included 384 pre-service mathematics teachers, who were attending education departments in two universities located in Eastern and Southeastern Anatolia regions in Turkey. In the study, due to time and workforce limitations, convenience sampling method was preferred, and relational screening model was adopted. The study data was collected with visual mathematics literacy perception scale, reasoning skills on geometric shapes and geometry performance tests developed by the authors. Analysis of the correlation between the variables demonstrated that there was a moderate correlation between visual mathematics literacy perception and both the reasoning skills on geometrical shapes and the geometry performance, and there was a high correlation between the reasoning skills on geometric shapes and geometry performance. Primary model path analysis demonstrated that visual mathematics literacy perception had a moderate effect on reasoning skills on geometrical shapes and geometry performance. It was also determined that reasoning skills on geometric shapes had a strong effect on geometry performance. The findings of the path analysis conducted on the sub-dimensions revealed that all sub-dimensions had a moderate positive effect on reasoning skills on geometric shapes. It was also found that visual mathematics literacy perception had a moderate positive effect on visual perception, geometry knowledge, spatial intelligence and concretization subdimensions and geometry performance.
A Collaborative Approach to Developing Transferable Teaching Skills among Student Workshop Facilitators
Author: Ismail, Elizabeth
Date: 2020-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Transfer of Training,Teaching Skills,Workshops,Facilitators (Individuals),Teaching Assistants,Foreign Countries,Graduate Students,Student Attitudes,Leadership Training

The teaching assistant program at the University of Windsor facilitates opportunities for students to develop leadership capacity, creativity, and pedagogical knowledge. This study explored the skills that student workshop facilitators were developing and/or enhancing, and how these skills might be used outside of teaching-related duties. Data from former student workshop facilitators were collected through an online survey (n = 15) and semi-structured interviews (n = 6). The results indicated that participants developed a range of teaching-related skills through leading teaching and learning workshops. The knowledge and skills facilitators garnered often resulted in them being perceived as teaching and learning leaders amongst their peers. Further, participants emphasized that leading workshops provided a unique opportunity to practice, increased their confidence, and led them to apply their skills in academic and non-academic endeavours.
Exploring the Impact of a Task-Based Faculty Development Certificate Program
Author: Rushe, Shannon E.
Date: 2020-00-00
Type: Journal Articles
Subjects: Faculty Development,Teacher Certification,Task Analysis,Attitude Change,Behavior Change,Student Centered Learning,Teaching Methods,Foreign Countries

Faculty Development programs aim to improve the knowledge, attitudes and behaviours of teaching faculty with the goal of enhancing the student learning environment. This article describes a two-year research project that explored the impact of a task-based faculty development certificate program. Attitudinal and behavioural changes were assessed by using both quantitative and qualitative measures. Participants' approaches to teaching were measured by administration of an established pre- and post-participation inventory to provide quantitative data; qualitative analysis was conducted in a review of the written post-session tasks and reflection papers. Results suggest that participation in this certificate contributed to attitudinal and behavioural change with a shift from teacher focused/content-based approaches towards student focused/learner centered approaches to teaching.
Higher Education under Surveillance
Author: Skene, Allyson
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,Audits (Verification),Compliance (Legal),Accountability,Educational Quality,Quality Assurance

Certain government agencies are requiring more and more evidence from colleges and universities that they are efficient, effective, and relevant by calling for numbers, key performance indicators, benchmarks, and quality assurance protocols--that is, evidence based on productivity, 'economic efficiency', and 'value for money' (Power, 1994; Shore, 2008; Shore &amp; Wright, 2004, 2015). In this context, quality is determined by what is most visible to external scrutiny, and accountability has become conflated with accountancy, giving rise to what researchers have called &quot;audit culture&quot; (Power, 1994; Shore &amp; Wright, 2004). This article explores how audit culture has emerged in higher education by critiquing the many ways in which it directs energy towards processes of compliance and by discussing how accountability might be reported without sacrificing quality. In the end, the authors propose strategies for navigating audit and accountability culture while meeting external requirements and maintaining the values and principles of higher education.
Guiding a Meaningful Experiential Learning Journey by Making It HIP Again
Author: Endersby, Lisa
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Experiential Learning,Higher Education,Foreign Countries,Learner Engagement,Job Skills,Career Development,Interaction,Peer Relationship,Teacher Student Relationship,Feedback (Response),Authentic Learning,Expectation,Reflection

The definition of experiential education (EE) has both pedagogical and practical implications for higher education institutions. While there is increasing pressure to justify and quantify these experiences, we remain faced with the challenge of ensuring that a demonstration of breadth does not distract from the importance of meaningful depth both in and for student learning. This paper presents a potential reframing of conversations about experiential education and emphasizes the role of high impact practices (HIPs) in defining EE as more than an experience. The value, purpose, and challenges of integrating reflection into these experiences is highlighted through the lens of the defining characteristics of HIPs, supporting the development of meaningful, engaging opportunities for deeper learning.
Pre-Service Science and Mathematics Teachers&apos; Teaching Efficacy Beliefs and Attitudes toward Teaching: A Partial Correlation Research
Author: Kartal, Büsra
Date: 2020-09-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Science,Elementary School Mathematics,Self Efficacy,Positive Attitudes,Beliefs,Gender Differences,Departments,Learner Engagement,Classroom Techniques,Correlation,Self Concept Measures,Foreign Countries,Instructional Program Divisions,Preservice Teacher Education

Teachers with a high level of self-efficacy and positive attitudes are more likely to use new and constructivist approaches and to create a learning environment in which students may develop 21st-century skills. Examining pre-service teachers' attitudes and beliefs related to teaching allow teacher preparation programs to evaluate their effectiveness on beliefs and attitudes. This correlational research investigated pre-service elementary science and mathematics teachers' beliefs and attitudes due to gender, grade level, and department, and revealed the reliable correlation between beliefs and attitudes performing partial correlation. Results show that females feel more efficacious in teaching and have more positive attitudes than males. 4th grades also perceive a higher level of efficacy for student engagement and using instructional strategies than 1st grades. Partial correlation coefficients revealed positive strong relationships between attitudes and efficacy beliefs. Recommendations are suggested based on implications.
Reappraising the AITSL Professional Engagement Domain: Clarifying Social Capacity Building for School Leaders to Enhance Overall Teacher Job Satisfaction and Career Longevity
Author: Lowe, Geoffrey M.
Date: 2020-09-00
Type: Journal Articles
Subjects: Capacity Building,Collegiality,Inquiry,Job Satisfaction,Standards,Foreign Countries,Teacher Collaboration,Professionalism,Knowledge Base for Teaching,Teaching (Occupation),Stress Variables,Teacher Retirement,Instructional Leadership,Teacher Attitudes,Principals,Administrator Attitudes,Faculty Development,Ethics,Educational Improvement,Educational Legislation,Parent Teacher Cooperation,Networks,Elementary Secondary Education,Teacher Administrator Relationship

The Australian Professional Standards for Teachers (AITSL, 2018) stipulate what teachers should know and do through each career stage. School leaders are complicit in promoting the Standards are met by all staff, including Professional Engagement (Standards Six and Seven). While the Standards emphasise content and pedagogical capacity building, we contend that teaching is a social enterprise. Although social capacity building is implied in the Professional Engagement domain through terms such as 'collegiality, collaboration and dialogue', we question the degree to which it is understood by school leaders. We ask this in light of influential studies by Waldinger (2010) and Vaillant (1977) which highlight the importance of workplace social connection in terms of job satisfaction and career longevity. Using an Appreciative Inquiry lens, we interviewed a number of positive school leaders about social capacity building among their staff against the Professional Engagement domain. While interviews affirmed many inspiring examples of its application, we also uncovered a degree of uncertainty, lack of clarity and practical difficulties experienced by these exemplary leaders. As per our research approach, we do not suggest that there is any fundamental problem with the Professional Engagement domain per se. However, findings indicate value for AITSL in reappraising this domain in relation to its wording, implications and application. A more explicit emphasis on the social context may in turn help address some of the issues confronting Australia's aging teaching workforce.