ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of Institutional Support Factors on Lecturer Adoption of eLearning at a Conventional University
Author: Makhaya, Barbara Khavugwi
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,College Faculty,Educational Technology,Technology Uses in Education,Technology Integration,Self Efficacy,Value Judgment,Usability,Training,Barriers

Conventional Higher Education Institutions in Kenya are in the process of implementing eLearning projects. These initiatives are, however, fraught with challenges. At the Maseno University eCampus, an evaluation of statistics on the institutional LMS after two years of implementation revealed that many lecturers had minimal or no log-in statistics, an indication that there was a gap in the adoption of eLearning. This study investigated factors explaining lecturer adoption of eLearning. A sample of 55 lecturers was selected and a questionnaire administered on their personal and institutional support factors for eLearning adoption. The findings revealed that the lecturers had a positive perception of the usefulness of eLearning and high self-efficacy in the adoption of eLearning. The gap in eLearning adoption was perceived by respondents to be a result of inadequate institutional support. The results suggest that lecturers are likely to be better adopters of eLearning not only when knowledge management processes and policies related to eLearning are developed but also where the institution works towards building and supporting a community of eLearning adopters.
Transformational Change in Delivery at Open Polytechnic, New Zealand
Author: Seelig, Caroline
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technical Institutes,Organizational Change,Open Education,Distance Education,Electronic Learning,Adult Students,Strategic Planning,Institutional Mission,Student Needs,Vocational Education,Student Centered Learning,Program Implementation,Teacher Role,College Faculty,Summative Evaluation,Delivery Systems,Educational Technology

As long ago as 1992, Greville Rumble was writing about the &quot;competitive vulnerabilities&quot; of single-mode distance teaching institutions [universities]. In the intervening years the challenges he described have only intensified, especially so as advancing information and communication technologies have enabled increasing numbers of campus-based tertiary institutions to enter distance learning, usually targeting the part-time adult learner market that was formerly the preserve of single-mode distance learning providers. There are also wider and larger pressures at play. Disruptive digital technologies, globalisation of education, constrained government funding, shifting student expectations, and changes in demand for future skills, are all driving the need both to re-examine fundamental aspects of the ODFL (open, distance and flexible learning) model (as indeed they are for tertiary education more generally), and to re-consider the core ODFL principle of &quot;learner-centricity&quot; and what it might mean within this changing context. The Open Polytechnic of New Zealand has recently undertaken a major programme of digital and organisational transformation to meet the changing needs of its distinctive learner constituency, and to enhance the organisation's flexibility in responding to changing external factors. This institutional reengineering that disaggregates functions and unbundles processes and services, holds potential for both improved performance and enhanced partnering opportunities within a network of provision.
Making a Difference: Increasing Elementary Pre-Service Teachers&apos; Self-Efficacy in Mathematics
Author: Brinkmann, Jodie L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary Education,Preservice Teachers,Self Efficacy,Practicums,Mathematics Instruction,Teacher Education Programs

Institutions of Higher Education across the United States strive to improve the quality of teacher preparation programs. The institution where this study took place discovered an acute problem when preservice teachers were completing practicum-embedded mathematics coursework during a senior level practicum experience. Preservice teachers reported varying levels of self-efficacy in mathematics and self-efficacy in teaching mathematics, which presented significant challenges when working with elementary students in their field placements. The focus of this study was to investigate how teacher preparation programs can better prepare preservice teachers to teach mathematics in an elementary classroom. By more closely examining preservice teachers' self- efficacy in mathematics and examining specific strategies for increasing self-efficacy in teaching mathematics, teacher preparation programs can be more informed and bolster self-efficacy of teaching candidates. Findings from this study suggest growth in both participants' self-efficacy in mathematics and in teaching mathematics. These findings can shed light on how institutions of higher education can best prepare preservice teachers to be successful in an elementary mathematics classroom. This study can also be used as evidence of how universities use research to drive program development and improvements, which closely align with CAEP standards and expectations.
The Effect of an Innovative Teaching Technique on the Success and Attitudes of Sixth Grade English Language Students
Author: Kirkiç, Kamil Arif
Date: 2019-04-10
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Grade 6,Student Attitudes,Educational Innovation,Teaching Methods,Teacher Attitudes,Language Proficiency,Student Interests,Success

English language teaching is an area that the Turkish Ministry of Education (MNE) tries to enhance with utmost priority. The 21st century, also known as the Information Age, is an era during which communication is mainly established in English. The main problem encountered by students while learning foreign languages is that teachers focus mostly on correcting grammar mistakes rather than improving communication skills. This has a negative effect on students learning of English and results in the development of negative attitudes among them toward their success in English classes. The aim of this study is to identify how the Boray Technique (BT) affects sixth grade secondary school students' levels of success in their English classes and their attitudes toward English classes. This study collects and compares students' English exam scores, attitude scale scores, and the teachers' opinions about students. The findings of the study showed that BT had a positive effect on both level of success and the attitudes of students toward their English classes.
The Effect of Enriched Creative Activities Program Supported with Aytürk Technique on Creativity Level in Music Courses
Author: Ertürkler, Aysen
Date: 2019-04-10
Type: Journal Articles
Subjects: Creative Activities,Creativity,Music,Music Education,Pretests Posttests,Experimental Groups,Control Groups,Foreign Countries,Creative Thinking,Thinking Skills,Creativity Tests,Teaching Methods,Elementary School Students,Grade 4

The aim of this study is to reveal a new and unique technique that can be used in music lessons and other courses and to determine the impact of the Enriched Creative Activities Program with the Aytürk Technique, which was developed by Ertürkler, on the creative thinking abilities of students. The study was designed according to a pretest-posttest experimental model with a control group. In the spring semester of the 2017-2018 academic year, two of the fourth-year classes of Hasan Akan Primary School were randomly selected as study groups. The two classes were assigned as an experimental group and a control group. As a measuring tool, Raudsepp (1983)'s &quot;How creative are you?&quot; creativity test was used. While the control group continued with their ordinary music lessons and school education, the experimental group students were supported with the Aytürk Technique and Enriched Creative Activities Program in addition to the music lessons they attended at the school. In this context, in addition to the use of teaching methods and techniques in the literature, a new technique, which is not included in the current literature, was implemented in the learning process. It was aimed to have a participatory, creative and interactive educational environment in the activities applied to the experimental group and to give students the opportunity to imagine, create, and to express themselves. The Rhythmic Table, on which the technique is based, was used in each activity and rhythmic products or musical products were obtained. The students produced creative ideas for the intended objectives during the study and created permanent products related to the subject by using the new technique. At the end of the activity, the activities were exhibited by the students. At the end of the 10-week experiment, the experimental group students were observed to be more successful compared to the control group students.
Pastoral Education: The Missing Link in Uganda Education System
Author: Ochieng, Sidonia Angom
Date: 2019-04-10
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Knowledge,Cultural Influences,Elementary Secondary Education,Postsecondary Education,Educational History,Foreign Policy,Teacher Education,Animals,Agricultural Occupations,Mobility,Curriculum,Relevance (Education),Educational Policy

Pastoralism is a production system closely linked with cultural identity that relies on raising livestock on pastures. Studies indicate that over 30 million people in the Great Horn of Africa (Somalia, Ethiopia, Kenya, South Sudan, Eritrea, Djibouti, Sudan, Tanzania and Uganda) practice pastoralism and agropastoralism as a major source of livelihoods. Livestock are their social, cultural, spiritual and economic assets providing food and income for the family within and between generations. Yet this important production system of livelihood as well as socialisation mechanism is missing in the school or university curriculum of these countries including Uganda. With the exception of Tanzania and Ethiopia that have recently designed a curriculum on pastoral studies in their university curriculum, pastoral education has been missing in the school and University curriculum of the Great Horn of Africa school systems yet most of these countries livelihoods depend on pastoralism. From the socialisation perspective, the dynamism surrounding the livelihoods of these communities and/or families impedes peace in society. Families as social units play very important role of socialisation and recreation therefore, making pastoral education an important element not only from an African traditional context but also from the sociological perspectives. The sense and complex nature of communities and households struggling to improve on their own survival and development through the practice of pastoralism are complex yet central to the maintenance of peace and stability of the communities. The inclusion of pastoral education to the school and university curriculum as a common or cross cutting course unit would introduce undergraduate and postgraduate students to the fascinating and rich world of pastoralism. This would provide the students with knowledge and skills to analyse and understand pastoral systems as they exist today, and the options for their future development in support of national economic growth in a changing world. The curriculum would also help students from different backgrounds to understand how pastoralism functions as a system, its contributions to local, national and global economies and sustainable environmental management, and its role in promoting peace, socialisation, and harmony between pastoral and other communities.
Systematization of a Training Experience for In-Service Teachers through the Use of an Action Research Component
Author: Rodríguez-Sosa, Jorge
Date: 2019-00-00
Type: Journal Articles
Subjects: Inservice Teacher Education,Action Research,Reflective Teaching,Teacher Researchers,Foreign Countries,Beliefs,Teacher Attitudes,Outcomes of Education

The systematization of a relevant experience such as the training of 21 in-service teachers with the use of an action-research component was aimed at documenting and writing what happened, as well as explaining the results achieved as a result of the intervention. The aim was to interpret the experience critically, to learn from it and improve future practice. The study used qualitative and quantitative analysis techniques. The results suggest that the component favored teachers to question their own beliefs about teaching and strengthen their abilities to make teaching problematic. They also suggest that these changes occur in training events that include spaces for reflection and discussion about beliefs and practices.
&quot;To Build a Fire&quot;: Creative Frames, Adolescent Readers, and New Words
Author: Salas, Spencer
Date: 2019-00-00
Type: Journal Articles
Subjects: United States Literature,Literary Genres,Secondary School Curriculum,Vocabulary,English (Second Language),Second Language Instruction,Reading Materials,Teaching Methods,Secondary School Students,Learning Activities

American short stories are a window into a larger tradition of U.S. literature--and the cultural history they represent. They do not require the same sort of time commitment that reading a novel might. Classic American short stories are widely available on the internet and even accessible through American English Publications. Often in the public domain, many classic American short stories can thus be integrated into a classroom reader or grade-level curriculum without copyright concerns. A challenge for teachers who work with readers in secondary-level English classrooms is to teach vocabulary in the context of shared readings, and in ways that engage students in collaborative, motivated meaning-making. The broad and detailed strategies presented in this article are practice-based and designed to provide teachers with concrete starting points as they look for interactive, multimodal, and student-centered ways to build vocabulary for reading classroom texts. The intent of the article is to provide practitioners and learners with actual examples of dynamic, cooperative strategies for engaging adolescent readers with the new words encountered in a prescribed literature curriculum.
The Digital Imperative in the 21st Century Classroom: Rethinking the Teacher-Learner Dynamic
Author: Seward, Tomi Phoenix
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Technological Literacy,College Faculty,Secondary School Teachers,Teacher Educators,Internet,Secondary School Students,College Students,Competence,Access to Computers,Student Behavior,Safety,Plagiarism,Video Technology,Electronic Publishing,Collaborative Writing,Professional Identity,Social Media,Portfolios (Background Materials)

Jenkins (2009) asserts that it is a &quot;digital imperative&quot; for educators to develop their students' technology awareness and dexterity, but also their own. How can educators teach what they do not know? To make the digital imperative a reality in university and secondary classrooms, teacher preparation faculty can tap into the Internet and harness its inherent qualities of a &quot;participatory culture.&quot; Jenkins' explanation suggests a reciprocal teacher-learner dynamic process. The concept of a participatory culture of the Internet can be a useful tool in two ways: (1) addressing the digital imperative by further developing teachers' and students' technology awareness and dexterity; and (2) maximizing student expertise and promote teacher-learner collaboration. Jenkins considers digital literacy a social skill that can be facilitated by the participatory nature of the Internet. Strategies presented in this paper can be adapted to most teacher preparation courses. In Part I, the authors discuss potential problems and criticisms in promoting digital literacy. Part 2 presents select strategies with corresponding rationales for promoting digital literacy. Finally, Part 3 illustrates practical ways for implementing and assessing the strategies in Part 2.
Career Education Discourse: Promoting Student Employability in a University Career Center
Author: Helens-Hart, Rose
Date: 2019-02-00
Type: Journal Articles
Subjects: Career Education,Employment Potential,Career Centers,Universities,Career Counseling,College Students,Employment Services,Job Search Methods,Career Exploration,Misconceptions,Career Planning,Strategic Planning,Social Capital

In 2016, Gallup reported 80 percent of recent U.S. college graduates who had visited career services offices (CSO) rated their engagement to be somewhat to very helpful. Quantitative reports such as this provide student views of CSOs, but neither address CSO staff's perceptions of the value of their work nor the tools they use to assist students. Staff perceptions provide insight into how they communicate with students and align with emerging career education paradigms. Through in-depth interviews and participant observations, this study illuminates the communicative strategies used by CSO staff at a large U.S. Midwestern public university to support student employability. This study extends our theoretical understanding of career education and employability discourse, where staff engaged students' assumptions about careers and provided opportunities for them to diversify knowledge about themselves and work to develop their career identities. Additionally, career education activities supported the development of students' social capital and personal adaptability through staying positively focused and proactive in career exploration and job searches. Practical implications for this study are that employability discourse could (1) emphasize how institution-sponsored activities could increase student job seeker competitiveness, but also (2) instill a &quot;no guarantees&quot; academic culture where students are responsible for their employability.
Multiple Layers: Education Faculty Reflecting on Design-Based Research Focused on Curricular Integration
Author: Gallagher, Tiffany L.
Date: 2019-02-00
Type: Journal Articles
Subjects: Educational Researchers,Integrated Curriculum,Educational Research,Faculty Development,Partnerships in Education,Literacy Education,Science Education,Foreign Countries,Elementary School Teachers,Educational Planning,Assessment Literacy,Misconceptions,Interprofessional Relationship,College Faculty

What insights emerge through researcher reflections on a Design-Based Research (DBR) curricular integration project that contribute to the professional learning of education faculty/researchers? To answer this question, two researchers captured their debriefing discussions and reflections after monthly meetings with participating teachers. The meetings familiarized the teachers with DBR methods and enhanced teachers' understanding of integrating literacy and science instruction. Data were open coded, collapsed into sub-categories and interpretations were then clustered into three themes. The first theme is our acknowledgement of the layers that needed to be peeled back to understand teacher participants' planning and assessment. The second theme is the realization that the teacher participants were novices with respect to understanding and practicing curricular integration. The final theme honors the value of DBR as a research and professional learning method. Findings are discussed in light of the scant literature that describes the experience of DBR educational researchers.
The Supervisory Relationship Experiences of Turkish First-Time and Advanced Supervisees
Author: Meydan, Betül
Date: 2019-02-00
Type: Journal Articles
Subjects: Foreign Countries,Supervisor Supervisee Relationship,Novices,Undergraduate Students,Graduate Students,Doctoral Students,Counselor Training,Self Disclosure (Individuals),Anxiety,Feedback (Response),Intervention,Individual Characteristics

The aim of this study was to examine Turkish first-time and advanced supervisees' supervisory relationship experiences. A phenomenological design was preferred for examining whether undergraduate- and graduate-level supervisees' supervisory relationship experiences according to their professional developmental levels. The participants consisted of 27 supervisees enrolled in undergraduate, master's, and doctoral programs in Counseling and Guidance at a public university in western Turkey. A semi-structured interview form was used to collect data. The results of content analysis demonstrated that according to first-time and advanced supervisees, the unchanged but definitive constructs of the supervisory relationship were supervisor's facilitative and prescriptive interventions, sincere and nonjudgmental characteristics, constructive feedbacks; supervisee's self-disclosure within supervision, anxiety in the early stages of the relationship and calmness in the further stages of the relationship, development of self-awareness and professional skills. The study findings were discussed and some implications are suggested.
Using Models in the Second-Language Writing Classroom
Author: Sowell, Jimalee
Date: 2019-00-00
Type: Journal Articles
Subjects: Second Language Learning,Teaching Methods,Literary Genres,Discourse Modes,Native Language,Context Effect,Writing Teachers,Writing Instruction,Instructional Materials,Student Characteristics,Culturally Relevant Education,Difficulty Level,Writing Processes,Paragraph Composition,Student Journals,English (Second Language),Language Proficiency,Models,Rhetoric

The use of writing models with nonnative English speakers has received a certain amount of criticism--especially from teachers whose students copy models in their entirety or follow them too closely. The misuse of models has brought some teachers to the point where they believe that the best kind of pedagogy is to abandon writing models altogether. However, appropriate models are valuable teaching tools in the writing classroom. If models are used to help students understand what is expected within a genre, different ways of approaching a task, and what is considered a good piece of writing within that genre, students will be less likely to simply imitate writing models. The responsibility for helping students see a model as a resource rather than an ideal and understand how to use a writing model lies with the writing instructors.