ethanporcaro/eric-fulltext-meta huggingface dataset:
Prospective English Language Teachers' Experiences in Facebook: Adoption, Use and Educational Use in Turkish Context
Author: Balcikanli, Cem
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,English Teachers,Social Networks,Social Media,Teacher Education,Preservice Teachers,Technology Uses in Education,Student Attitudes,Positive Attitudes,Models,Predictor Variables,Demography,Student Characteristics,Student Role,Measures (Individuals),Reliability,Statistical Analysis,Computer Software,Multiple Regression Analysis,Structural Equation Models,Student Teachers,Qualitative Research,Semi Structured Interviews

There has been an increasing attention given to the role of social networking in educational settings. Teacher education is not an exception to this, for teacher education is approaching social media on two fronts: a) application to enhance learning in the process of teacher preparation or professional development b) applications in classrooms where teachers are expected to use social media with learners. The study set out to investigate whether Prospective English Language Teachers' (PELTs) Facebook adoption processes had an impact on their educational use of Facebook and whether PELTs' purposes of Facebook use had an impact on the educational use of Facebook. The findings revealed that there was a significant and positive relationship between &quot;Facebook adoption&quot; and &quot;educational use of Facebook&quot;. Likewise, &quot;purposes of Facebook users&quot; were found to be positively associated with &quot;educational use of Facebook&quot;. &quot;Facebook adoption&quot; had a relatively significant effect on &quot;educational use of Facebook&quot;, while &quot;Purposes of Facebook usage&quot; had a relatively low effect on &quot;the educational use of Facebook&quot;. Subsequent to a one semester-experience on Facebook, the student teachers seemed to feel that social networking should be employed in their learning contexts because it offers more interesting learning experiences.
Assessing Students' Understanding of Control of Variables across Three Grade Levels and Gender
Author: Tairab, Hassan H.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Process Skills,Inquiry,Problem Solving,Skill Development,Middle School Students,High School Students,Grade 8,Grade 10,Grade 12,Comparative Analysis,Student Development,Student Evaluation,Knowledge Level,Thinking Skills,Science Tests

Research studies that deal with student ability to investigate and carry out inquiry oriented investigations often call for educational practitioners to pay particular attention to incorporating the skills of scientific inquiry in the process of teaching and learning. This has the aim of helping learners acquire the skills needed to become problem solvers and independent thinkers. One aspect of the inquiry practice that is directly related to student ability to carry out scientific investigations is the ability to handle and control experimental variables. This skill is commonly known as 'control of variables ability'. Control of variables, as a process skill, has been widely regarded as an important ability in scientific investigations. The purpose of this study, therefore, was to assess how well students across educational grade levels develop this important process skill. Specifically, this study was designed to assess the understanding of the control of variables of selected sample of science students from grades 8, 10, and 12 and to compare these students in relation to the development of this ability across grade levels. Using an assessment framework developed and used by the American Association for the Advancement of Science (AAAS), 128 science students were tested to assess their understanding of ideas pertaining to control of variables as a fundamental integrated process skill. The findings revealed that students across grade levels exhibited alternative conceptions of key ideas related to control of variables as a fundamental ability such as testing hypotheses, selecting the appropriate experimental setup, handling more than two variables, and providing valid explanations to the expected outcomes of an experimental setup. These findings suggested that much work is needed to improve student ability to handle and control experimental variables particularly in the context of UAE Curriculum and recent educational reforms that stress the need for better preparation of students to meet the challenges of today's changing societies. The findings have also highlighted that such a need for better preparation of students for the future scientific inquiries requires new curricula and teaching approaches that respond to and focus on not only learning essential scientific content but also on acquiring advanced transferable abilities related to scientific inquiry and logical reasoning skills that can be used to solve societal problems.
Digital Examination in Higher Education--Experiences from Three Different Perspectives
Author: Berggren, Björn
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Teaching Experience,Student Experience,Computer Assisted Testing,Student Attitudes,Teacher Attitudes,Administrator Attitudes,Technology Integration,Student Evaluation of Teacher Performance,Semi Structured Interviews,Technology Planning,Program Implementation,Program Effectiveness,Automation,Testing Programs

Assessment through new technology has gained a firm foothold within the university system in the last decade. This paper summarizes the experiences that have been made during the introduction of digital examination over the past two years at the Royal Institute of Technology in Stockholm, Sweden. The experiences are divided between three different perspectives; the teachers, the students and the administrators. From the teachers perspective the experiences have been very positive--less time have been allocated to grading written exams, the grades are perceived as more just and the saved time can be spent on increasing the quality on other parts of the courses. From a student perspective the experiences have been very positive as well--most students are enjoying the fact that they get the results much quicker, that they can edit their answers on the exam easier and that the grades are more just. The experiences from the final perspective--that from the administrators' point of view--are far more complex. Some parts of the administrative system encouraged the introduction of digital examination, whereas other parts tried to stop it, using different measures. The paper concludes with some advice on implementing changes in written exams, based on the experiences from the Swedish case.
The Cyberculture Theories and Teacher Preparation at the LIFE-UFC Project in Brazil
Author: Junqueira, Eduardo
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Education,Preservice Teachers,Feedback (Response),Foreign Countries,High School Students,Student Attitudes,Instructional Materials,Internet,Relevance (Education),Course Descriptions,Educational Technology,Teaching Methods,College Faculty,Student Interests,Laws,Educational Resources,Media Adaptation,Program Descriptions,Technology Uses in Education,College School Cooperation

This paper analyses the experience of pre-service teachers enrolled in a course at a Brazilian university that was guided by three Cyberculture Laws formulated by Lemos (2004)--which entail &quot;transmitting connecting and reconfigurating&quot; information and practices--and by Connectivism's concept of &quot;relevance&quot; (Siemens, 2004). They interacted with a high school class as they collaborated to develop networked learning materials based on quality resources gathered on the internet on a topic of the students' choice. Pre-service teachers worked in teams and searched, selected and customized online resources and developed related technology-based learning materials and activities. These materials were made available on a online web interface. Instructor facilitation was a key element of the process as it helped pre-service teachers develop a better understanding about cyberculture as they applied it to teaching and learning guided also by the interests and feedback provided by school students. This experience indicated the importance of instructor's explicit guidance to help pre-service teachers incorporate cyberculture laws in their teaching in meaningful ways, i.e. how to engage in dialogue with their students, how to select quality learning resources from the internet and how to transform them to develop learning materials that are appealing to the students.
E-Learning and Social Media Motivation Factor Model
Author: Rosli, Mohd Shafie
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Social Media,Use Studies,Graduate Students,College Faculty,Postdoctoral Education,Schools of Education,Social Influences,Structural Equation Models,Correlation,Educational Technology,Learning Motivation,Regression (Statistics),Factor Analysis,Statistical Analysis

The aims of this study are to probe into the motivational factors toward the usage of e-learning and social media among educational technology postgraduate students in the Faculty of Education, Universiti Teknologi Malaysia. This study had involved 70 respondents via the means of a questionnaire. Four factors have been studied, named, the factor of technology, exposure, content and social influence. Via Structural Equation Modeling (SEM), this research uncovers that respondents usage of e-learning is being motivated by the factor of technology and content. The respondents use of social media was found to be motivated by the factor of technology and social influence. A strong positive relationship exists between the usage of e-learning and social media suggesting that social media can be manipulated as supporting material for e-learning. Yet, the finding may not be generalized to all Malaysian educational technology postgraduate students.
The Unblocking Leadership for Effectiveness of Teachers as Knowledge Staff: A Theoretical Framework for School Management
Author: Ozmusul, Mustafa
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Educational Administration,Barriers,Professional Autonomy,Innovation,Teacher Competencies,Qualitative Research,Focus Groups,Preservice Teachers,Questionnaires,Teacher Attitudes,Principals,Administrator Role,Foreign Countries,Elementary Schools,Grounded Theory,Secondary Schools,Teacher Surveys

When investigating the literature, it seems that little attention has been paid to what kind of leadership is needed for improving teacher effectiveness in terms of focusing on the obstacles that teachers face. Therefore, this study aims mainly to explore the obstacles that hinder the teachers when they do best in terms of receiving autonomy, becoming innovative, continually teaching and learning, focusing on educational quality, committing to the organization; and what kind of leadership can be performed to cope with the obstacles. On the basis of the qualitative approach, this study was conducted through two focus groups with 24 prospective students and the content analysis of the open questionnaires answered by 14 teacher participants. At the end of the study, the author of this study developed a practical and thematic leadership model for unblocking the obstacles for effectiveness of teachers. Based on this process, the model suggested that unblocking leaders should make teachers innovative and autonomous, create continually teaching and learning culture, focus on educational quality, and approach to increase organizational commitment of teachers.
Education Course Syllabus Development, Thai Language Major According to Buddhism Way of Thailand
Author: Waree, Chaiwat
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Course Descriptions,Majors (Students),Thai,Educational Objectives,Educational Principles,Course Organization,Buddhism,Quality Assurance,Language Acquisition,Course Content,Curriculum Evaluation,College Programs

This research aims to develop Education Course Syllabus, Thai language major, according to Buddhism way of Thailand by using Taba's Approach and to evaluate the efficiency of Education Course Syllabus, Thai language major, according to Buddhism way of Thailand. This research was conducted according to research and development format and its operation was divided into 2 phases including: Phase 1: Education Course Syllabus Development, Thai language major, according to Buddhism way of Thailand; Phase 2: Evaluation on efficiency of Course Syllabus, Thai language major, according to Buddhism way of Thailand conducted by the expert. The results showed that the elements of Education Course Syllabus, Thai language major, according to Buddhism way of Thailand were as follows: syllabus principles and objectives, syllabus structure, educational management plan, course description, criteria, assessment, and Curriculum Quality Assurance. The result of the evaluation on efficiency of Course Syllabus, Thai language major, according to Buddhism way of Thailand conducted by the expert showed that the quality of this syllabus was, in overall, in the highest level at mean = 4.62 and S.D. = 0.42.
Burnout and Quality of Life among Healthcare Research Faculty
Author: Enders, Felicity
Date: 2015-00-00
Type: Journal Articles
Subjects: College Faculty,Researchers,Burnout,Quality of Life,Surveys,Job Satisfaction,Health Sciences,Measures (Individuals),Statistical Analysis

Burnout is increasingly recognized as a problem in the workplace--30% to 50% of physicians experience burnout, but no assessment of burnout has been done among healthcare research faculty. A cross-sectional survey of burnout, quality of life, and related factors was sent to all doctoral-level faculty in a large department of healthcare research. Of 54 respondents, 40% were categorized as burned-out using standard measurement. No differences in reported burnout were observed across genders, age, time with the institution, relationship status, or parental status. Those who were burned out were more likely to report: poor quality of life (57% vs. 22%, p = 0.02); a feeling that work was done in crisis mode (80% vs. 50%, p = 0.04); a sense that getting work done was more important than quality (53% vs. 3%, p&lt;0.01); and lower overall job satisfaction (53% vs. 85%, p = 0.02). Burnout was prevalent among healthcare research faculty and was associated with poor quality of life and a reduction in the perceived quality of work. Our results suggest addressing burnout may be an opportunity for research administrators to improve performance, job satisfaction, and retention.
Students' Individual and Social Behaviors with Physical Education Teachers' Personality
Author: Arbabisarjou, Azizollah
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Behavior,Social Behavior,Personality Traits,Teacher Characteristics,High School Students,Secondary School Teachers,High Schools,Questionnaires,Males,Correlation,Student Attitudes,Beliefs,Likert Scales,Physical Education Teachers

The main objective for this survey is to assess the relationship between physical education teachers' personality and students' individual with social behaviors. The statistical population of the study was all the teachers of physical education working at high schools in the academic year 2012-2013. The sample consisted of sixty teachers that were selected by stratified sampling method proportionate to the sample volume. The research method was descriptive-correlative type. The collection data instruments were the five-factor questionnaire of McCrae and Costa (2013) and a questionnaire about beliefs, individual and social behaviors tailored by the researcher. The reliability of two questionnaires in a pilot study was 0.89 and 0.83 respectively. Both questionnaires had conceptual and construct validity. The findings of the study indicated that there was a relationship between personality aspects of physical education teachers and students' beliefs, individual and social behaviors. Since paying attention to the personality of physical education teachers could help improve the students' beliefs and individual behaviors. The results of this study can be used for the authorities involved in education to understand better the performed activities in the area of physical education.
Improving Professional Development System through Quality Assurance Practices in the Universities of Pakistan
Author: Shabbir, Muhammad
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Professional Development,Quality Assurance,Universities,Student Attitudes,Teacher Attitudes,Administrator Attitudes,Qualitative Research,Statistical Analysis,Questionnaires,Semi Structured Interviews,Computer Software,Teacher Recruitment,Teacher Salaries,Incentives,Counseling,Faculty Workload,Feedback (Response),College Faculty,Graduate Students

The rationalization of this research was to investigate about improving professional development system through Quality Assurance Practices (QAP) in the Universities of Pakistan pertaining to the opinions of students, teachers and Directors of Quality Enhancement Cells (QECs) and to differentiate the ideas of students, teachers and Directors of QECs regarding professional development system as well as offer quality assurance practices in the universities of Pakistan. This study had a quantitative and qualitative research design. This study was conducted on a sample of 28 universities (public and private sector) of Pakistan by using random and purposive sampling techniques. Questionnaires and semi structured interviews were planned to gather information from students, teachers and Directors of QECs related to professional development system about quality assurance practices in the universities of Pakistan. The data was analyzed by using descriptive, inferential statistics and SPSS. The study exposed that students, teachers and Directors of QECs faced a lot of problems without profession development system. Majority of the students' teachers and Directors of QECs opined that mean response value showed that well-defined recruitment criteria for faculty selection was existed well in the universities. Tests and interviewed technique were also used for recruitment of the faculty. Evaluation system of faculty was available to judge the performance of teaching staff. Seminars were held according to the departments and faculty was allowed to participate in the seminars. Departments had collaboration for professional development with other departments in the universities. Faculty was available according to the course workload, and faculty was using teaching methodologies appropriately. Guidance and counseling system partially exists in the universities. Students and teachers responded that salary package was not sufficient for the faculty, need based trainings were not arranged by the universities, regular follow up system of teachers' performance after training was not done. Performance based incentives system for the faculty was not available in the universities. It was suggested by the students, teachers and Directors of QECs of universities that Quality Assurance Practices (QAP) can be accelerated by thinking the following steps: provision of sufficient salary package need based trainings,, regular follow up system of teachers after training, performance based incentives system should arranged for the faculty.
Learning and Motivation in Thailand: A Comparative Regional Study on Basic Education Ninth Graders
Author: Loima, Jyrki
Date: 2016-00-00
Type: Journal Articles
Subjects: Learning Motivation,Grade 9,School Size,Geographic Regions,Comparative Education,Foreign Countries,Student Attitudes,Teacher Attitudes,Questionnaires,Student Motivation,Teacher Student Relationship,Teacher Motivation,Teacher Education,Research Needs,Qualitative Research

This qualitative research studied regional motivation and learning of the basic education 9th graders in Thailand. Second topic was the school size and its possible effect on motivation. Furthermore, the data gave an opportunity to discuss, whether international research on motivation and learning was valid in Thai classrooms. The informants were randomly selected from northern, north eastern, central, and southern regions of the country. Altogether 12 schools, ranging from smaller than 500 students to larger with more than 1,500 students, participated. Three teachers and their students from each school assessed their learning and motivation into a questionnaire after lessons. Researchers selected randomly two male and female students to represent each class. Research questions were: What is the motivation and learning of the students in the four main regions of the Thailand? Does the school size affect the motivation and learning? If it does, what is the impact? Research findings revealed that the most motivated Thai students study in south. The internal motivation wasn't low anywhere, however, but it could easily drop to a situation-based interest or even less. Second, the motivation was higher in classes, in which teachers analyzed students' motivation and learning in the same way as students did. Third, the more the students liked the teacher, the better their motivation was. Regarding school size effects, the trend favored smaller units. To foster the future development, this study urges to study motivation in all teachers training. Second, teachers' personal motivation needs surveys in a broad context.
The Effect of School Design on Student Performance
Author: Ariani, Mohsen Ghasemi
Date: 2016-00-00
Type: Journal Articles
Subjects: School Buildings,Building Design,Educational Facilities,Statistical Analysis,Academic Achievement,Private Schools,Models,Foreign Countries,Scores,Comparative Analysis,Institutional Characteristics,Physical Environment,Correlation,Student Motivation,Interviews,Student Attitudes,Qualitative Research,High School Students

The present study aims at exploring the influence of school design on student performance. The participants consisted of 150 students who studied at two Iranian public school and private school in Mashhad City. School Design and Planning Laboratory (SDPL) model of Georgia University (and Tanner (2009)) was used as an appraisal indicator of school design and some of its design characteristics such as unrestricted and functional views, indoor and outdoor spaces, and natural life were explained to students. In addition, student performance, defined by the average of their final achievement scores, was compared to measures of school environmental characteristics. To this end, design characteristics of these schools and students' performances have been studied. Quantitative data, subjected to a set of descriptive statistics, showed that school design was a strong factor for students of private school. In fact, the finding indicated that characteristics of physical learning space and design of private school had fundamental effects on student performance. That is, learning space as a strong component can motivate students to study and progress.
Effect of the Jigsaw-Based Cooperative Learning Method on Student Performance in the General Certificate of Education Advanced-Level Psychology: An Exploratory Brunei Case Study
Author: Azmin, Nur Hafizah
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cooperative Learning,Instructional Effectiveness,Psychology,Advanced Courses,Mixed Methods Research,Student Attitudes,Academic Achievement,Pretests Posttests,Questionnaires,Secondary School Students,Comparative Analysis,Conventional Instruction,Action Research

The mixed-methods study investigated the effect of the jigsaw cooperative learning method on student performance in psychology and their views towards it. Experimental data were obtained via pre-and-post tests and an open-ended questionnaire from 16 conveniently selected students at one Sixth Form College in Brunei. Moreover, the participants reported that they enjoyed using the Jigsaw method and performed significantly better after the intervention. A large-scale research involving a bigger sample and more schools is recommended to confirm findings from the present study.