ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;We Need to Change What We&apos;re Doing.&quot; Using Pedagogic Action Research to Improve Teacher Management of Exemplars
Author: Sambell, Kay
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Change,Action Research,Workshops,College Freshmen,Metacognition,Difficulty Level,Inferences,Learning Activities,Attitude Change,Peer Evaluation,Feedback (Response),Team Teaching,Teacher Collaboration,Self Evaluation (Individuals),Course Content,Child Development

This paper outlines two cycles of pedagogic action research exploring the pre-emptive formative use of exemplars which were embedded into teaching sessions mid-way through a module entitled 'Perspectives on Childhood.' Students were asked to bring their own formative work to a workshop in which exemplars-based activities were provided. The activities were intended to enable first-year students to perceive the quality of their conceptual grasp of important subject-matter, giving them a timely opportunity to change and improve their approaches to study if necessary. The research question was: how could the teaching team improve their pedagogic practices surrounding exemplar use to develop their students' capacity to identify the quality of their own formative work and hone their self-regulatory learning skills? The first cycle of action research revealed that a surprisingly high proportion of participating students experienced considerable difficulty in drawing valuable inferences and, hence, in using the exemplars-based activities effectively to review and adjust their own current task-related performance. These findings productively disturbed the teaching team's assumptions and practices about managing the exemplars-based activities, leading to important transformations in their thinking and the subsequent management of the exemplars in the second cycle and beyond. The paper reports the fresh insights, conceptual changes and practice-developments this process of collaborative enquiry promoted. These include the pedagogic transformations that were collaboratively developed amongst the team in the highly situated local context, but also the theoretical inferences that may be drawn for the sector more widely. The implications for teacher management of exemplars, and, especially, the value of adopting an 'inner feedback' (Nicol, 2018) perspective -- focusing on students using exemplars explicitly to make comparisons to simulate the pedagogically-valuable elements of the processes of peer review (Nicol, 2019) -- are particularly highlighted.
The Professional Doctorate by Portfolio: Alternative Assessment for Advanced Practitioner-Led Scholarship?
Author: Holgate, Peter
Date: 2020-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Teaching Methods,Portfolio Assessment,Foreign Countries,Educational Practices,Ethnography,Architectural Education,Faculty Development,College Faculty,Professional Education,Education Majors,Comparative Analysis,Doctoral Students,Student Attitudes,Alternative Assessment

The Scholarship of Teaching and Learning (SoTL) offers a bottom-up, locally situated and contextualized approach to enhancing educational practice. It has been championed for several years, yet remains curiously undervalued within the academy, despite clear benefits for curricular development and staff engagement. This paper reflects upon the production of an auto-ethnographic reflective evaluation of SoTL activities relating to architectural education, forming part of the first author's portfolio-based assessment for a Professional Doctorate in Education (Ed D). The paper evaluates the challenges and potential of undertaking this doctoral assessment path, which appears to be seldom employed, at least in the UK. Particular attention is placed on negotiated assessment by portfolio as a key driver for practical value, and the flexibility that this route affords for academics to shape their professional development through SoTL activities. Affordances and challenges of this pathway for practitioner-led scholarship and doctoral recognition are illuminated.
Factors That Influence Instructors&apos; Integration of Social Media Platforms into Higher Education Pedagogy in Ghana
Author: Ananga, Patricia
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Integration,Social Media,Higher Education,Access to Education,Academic Rank (Professional),Usability,Motivation,Internet,Computer Mediated Communication,Teaching Methods,Evaluation Criteria

Higher Education (HE) institutions have been exploring new approaches that will enable them to manage with the increasing demand of access to education. One key area is in the usage of new models, new innovations, and new ways of delivering the curriculum, connecting students with their instructors such as the use of Social Media (SM) in teaching. This paper examined the factors that influence instructors' use of SM in Ghanaian HE pedagogy. The study employed the concurrent triangulation mixed method approach using questionnaire and semi-structured interview guide to obtain data from two hundred and thirty-five (235) instructors who were selected using the multistage sampling technique from the University of Education, Winneba (UEW) and the Ghana Technology University College (GTUC). The key findings point to the fact that instructors' professional rank, intrinsic drive, functionality of SM platforms, user friendliness, motivation, ease of use of the SM platforms, access to internet connection and ease of communication in using the platforms were the factors that influenced instructors use of SM for teaching. The study concludes by indicating the implications of the findings for policy on the use of SM for delivering instruction in Ghana and recommends the need for HE authorities to come up with motivational packages that would encourage instructors to integrate SM into the pedagogy of HE in Ghana.
Promoting Cross-Cultural Understanding and Communication: International Chinese Students&apos; Use of Laughter as a Means to Modify the Meaning of Speech
Author: Wang, Jianli
Date: 2020-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Humor,Student Mobility,Cultural Differences,Study Abroad,Second Language Learning,Second Language Instruction,Intercultural Communication,Speech Communication,College Students,Foreign Countries,Asians,Communication Strategies

Student mobility across national borders has been increasing at an extraordinary pace. Correspondingly, much research has been conducted into issues concerning learners that move internationally to pursue learning in a culturally different country. To a great extent, vigorous debate and research did promote cross-cultural diversity, understanding and communication. However, few studies have looked into international Chinese students' use of laughter in much detail, given that laughter plays a significant part in shaping or molding meaning. This article demonstrates with examples of a group of ICSs on how their use of laughter alters the meaning of utterance in speech. The findings offer insights that aim at promoting cross-cultural understanding and communication so that a much smoother and a more inclusive and successful adjustment of these learners can be facilitated.
The Effects of Peer Feedback, within an &apos;Assessment as Learning&apos; Approach, on the Learning and Development of Student-Teachers
Author: Quirke-Bolt, Nigel
Date: 2020-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Feedback (Response),Undergraduate Students,Student Teachers,Preservice Teacher Education,Student Teacher Attitudes,Educational Benefits,Skill Development

This paper describes a study that examined the effects of peer feedback on the learning and development of a group of eighty-one second-year undergraduate post-primary student-teachers on a four-year concurrent initial teacher education (ITE) course, studying a compulsory education module. The students were asked to complete a component of their assessed coursework from this module by engaging in a peer review process. This study investigated the student-teachers experiences and attitudes towards peer feedback and explored the benefits to the students of both giving and receiving feedback from their peers. Peer feedback was found to be a useful and beneficial addition to the college's ITE programme. It provided an opportunity for the student-teacher to receive quality feedback, which was relevant to them, which they could usefully draw on to improve their work in a timely manner, and help them to develop their capacity and skills in providing feedback to others.
Bottom Up! Establishing a University Wide Community of Practice for Exemplars and Exploration of Its Affect in Enhancing the Quality of Student Assessment
Author: Headley, Jane
Date: 2020-00-00
Type: Journal Articles
Subjects: Communities of Practice,Student Evaluation,Formative Evaluation,Foreign Countries,College Faculty,Feedback (Response),College Students,Instructional Materials

This paper reflects upon the development of the Harper Adams University Community of Practice for Exemplars (CoPfE). The University's aspiration for greater use of formative feedback was the catalyst for the creation of the CoPfE. Through informal monthly sessions members share experience, expertise and findings from their use of exemplars. Results from CoPfE members' investigations on the impact on students have been overwhelmingly positive, with students identifying growth in confidence in their academic skills and gaining a clearer understanding of the requirements of assessment. Results of a staff survey showed exemplars were mainly being used with assignments, and most commonly with first years. Staff noted both students' understanding of quality increased and they had greater transparency of staff expectations. Facilitators and members of the CoPfE promote the use of exemplars throughout the institution and seek opportunities for dissemination through conferences and published papers. This paper shares the process of establishing a Community of Practice (CoP) to encourage others to consider this bottom up approach.
Grappling with Complexity: Faculty Perspectives on the Influence of Community-Engaged Teaching on Student Learning
Author: Heasley, Chris
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,College Faculty,School Community Relationship,Theory Practice Relationship,Attitude Change,College Students,Community Involvement,Service Learning,Teaching Methods,Partnerships in Education

The purpose of this qualitative study is to examine college and university faculty members' perspectives on whether and how community-engaged teaching influences their students' learning. We grounded our study in the tradition of interpretative study, as well as the conceptualization of learning put forth by Neumann (2005). Based on interviews with 14 faculty members (across a range of institution type, rank, discipline, geographic location, and demographics) who have conducted community-engaged teaching currently or within the past 5 years, participants' narratives highlighted a metatheme of their students learning to grapple with complexity. Grappling with complexity consists of three subthemes of learning: recognizing the intricacies of applying theory to real-world problems, shifting from deficit to asset thinking, and confronting power structures in society. Implications for theory and practice are included. [Note: The print ISSN (1534-6104) shown on the PDF is incorrect. The correct ISSN is 1534-6102.]
Is Technology in Our Classrooms? EFL Teachers&apos; Beliefs and Engagement with Technology in the Classroom
Author: Hol, Devrim
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Teachers,Technology Integration,Technology Uses in Education,Teacher Attitudes,Foreign Countries,English (Second Language),Second Language Instruction,Positive Attitudes,Beliefs,Gender Differences,Individual Differences,Faculty Development

This study aims to investigate the beliefs of Turkish EFL teachers about implementing digital technology in the classroom and the underlying factors which affect their beliefs. Quantitative research design was selected and online Beliefs Questionnaire was used for data collection. The participants of the study consisted of 563 Turkish in-service EFL teachers working at state schools, private schools or colleges in various parts of Turkey. Descriptive statistics and correlation analysis were performed to determine whether the participants' four categorized beliefs about the use of digital technology (i.e. importance, use, expertise, and context) interrelated with each other, and if any of the participants' demographic and background factors (i.e. age, gender, level of education, years of teaching experience) predicted the reported beliefs. The results indicated that teachers shared positive views on the use of digital technology in EFL classrooms in terms of importance, use, expertise, and context. It was also found that gender, age and teaching experience did not create any significant change on teachers' beliefs.
Student Engagement and Deep Learning in Higher Education: Reflections on Inquiry-Based Learning on Our Group Study Program Course in the UK
Author: Archer-Kuhn, Beth
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inquiry,Active Learning,Study Abroad,College Students,Constructivism (Learning),Learner Engagement,Critical Thinking,Transformative Learning,Social Work

A group study program in the UK provides the setting for understanding deep learning in social work education through inquiry-based learning (IBL). Thirteen undergraduate and graduate students from a large university in Western Canada participated in a 15-day learning journey complete with a research methods conference and multiple exchanges with academics, service providers, and service users during their experiential inquiry. Two student coauthors and a faculty member discuss this unique active learning experience in this reflective essay using a constructivist lens to illustrate and make connections between IBL, student engagement, critical thinking, and deep learning. Students' deep-learning experiences are shared in relation to Sawyer's (2006) six deep-learning activities, adding to our knowledge about how IBL can support student learning preferences. Implications for consideration for social work education conclude the essay. [Note: The print ISSN (1534-6104) shown on the PDF is incorrect. The correct ISSN is 1534-6102.]
The Effect of 8-Week Balance Training on the Agility, Strength, Balance Performance and Tennis Skills of 10-14 Year-Old Tennis Players
Author: Ergin, Esin
Date: 2020-00-00
Type: Journal Articles
Subjects: Psychomotor Skills,Training,Physical Activities,Racquet Sports,Early Adolescents,Pretests Posttests,Foreign Countries,Athletes

The present study aimed to examine the effect of an 8-week balance training on the agility, strength, balance performance and tennis skills of tennis players aged 10-14. The study was participated by 19 tennis players (10 males and 9 females) playing in the EA Tennis Academy. The participants were selected randomly and divided into two groups as experimental group (9 players) and the control groups (10 players). Firstly, vertical jump, pro-agility, dynamic balance and ITN tennis skills tests were applied to all the participants. After all the test were completed, the experimental group were applied 8 weeks of balance and tennis training while the players in the control group continued tennis training only. The same tests were applied to the participants at the end of the 8 weeks. The findings of the study showed statistically significant improvement in the agility, balance index and tennis skills tests in the pre-test and post-tests of the experimental group (p = 0.034, p = 0.025, p = 0.003), whereas improvement was seen only in the tennis skills test of the control group (p = 0.000). In addition, no statistically significant difference was found in the vertical jump performance used to determine the explosive strength both in the experimental and control groups. As for the difference between groups, a significant difference was found only in the pro-agility post-tests of the experimental and control groups (p &lt; 0.05). Based on these findings, it was revealed that balance training would improve agility and balance in 10-14 year-old children as well as contributing to their tennis skills. Therefore, it is considered that balance training should be included in training plans.
The University Classroom Observation Program: Connecting Middle and High School Teachers with University Instructors
Author: Vinson, Erin L.
Date: 2020-00-00
Type: Journal Articles
Subjects: College School Cooperation,High School Teachers,Middle School Teachers,College Faculty,Observation,STEM Education,Faculty Development,Teacher Attitudes,Teaching Methods,Reflective Teaching

In the University Classroom Observation Program (UCOP), middle and high school teachers spend time on campus observing science, technology, engineering, and mathematics (STEM) classes and engaging in discussions with colleagues and college instructors. The program provides a unique and reciprocal professional learning opportunity. Middle and high school teachers learn to use an observation protocol to collect data in STEM classrooms. These data serve as feedback for individual college instructors; help provide an aggregate snapshot of teaching throughout the university; and contribute to faculty professional learning opportunities, new teaching and learning initiatives, and the larger discipline-based education research (DBER) literature. UCOP offers middle and high school teachers discussion and networking opportunities to reflect on their own teaching and on ways to better prepare their students for college. Here we describe the program, articulate the benefits for stakeholders, reflect on lessons learned, and discuss important considerations for the development of similar programs. [Note: The print ISSN (1534-6104) shown on the PDF is incorrect. The correct ISSN is 1534-6102.]
The College Students&apos; Perspective on What Makes an Educator Well-Qualified
Author: Asio, John Mark R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Qualifications,Correlation,College Students,Student Attitudes,College Faculty,Student Evaluation of Teacher Performance,Foreign Countries,Teacher Effectiveness,Teacher Characteristics,Innovation,Daily Living Skills,Communication Skills

The educators of the 21st century have a great task ahead. In today's world, the educators are expected to have a great deal of professional and personal qualities, and extraordinary skills. This descriptive-correlational study aimed to determine perceptions of college students on a well-qualified educator. The study included 123 selected college students from different colleges in Central Luzon, Philippines using a convenience sampling technique. As data collection tool, a questionnaire prepared by the researcher team was used. Some of the findings of the study include: (1) the respondents answered agree on the context of professional and personal qualities that a teacher should have; (2) while in terms of the skills exhibited by an educator, it got an answer to Very Satisfactory. We also found significant differences in professional qualities, learning and innovation skills and life and career skills when grouped according to the respondent's profile. There was low-to-moderate evidence of the relationship that existed between the qualities and skills of an educator. The results further confirmed the relationship through regression analysis and found that communication skills affect the qualities of an educator. Based on the results, we discussed and recommended practical suggestions on professional, personal and skills improvements of an educator.
Virtual Reality in Science Education: A Descriptive Review
Author: Durukan, Alper
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Simulation,Science Education,Educational Research,Technology Integration,Educational Technology,Science Laboratories,Journal Articles,Research Methodology,Outcomes of Education,Undergraduate Students,Preservice Teachers,Physics,Chemistry,Biology,Foreign Countries

The term &quot;Virtual Reality&quot; currently refers to a profound sensory immersion of the user in a synthetically generated virtual environment. It is foreseen that virtual reality will gain a substantial role in the instruction of science. In this literature review, the purpose was to investigate the research on the utilization of virtual reality in the science education context, according to several criteria. The articles published in peer-reviewed journals and academic conferences/symposiums that are available in the databases of ERIC, WOS, and Google Scholar have been reviewed. Consequently, a total of 30 eligible articles reviewed and findings presented under every respective criterion. Partially, findings revealed the dominance of journal article type publications, the USA and Turkey found to be most prominent origins, experimental studies being preferred mostly, undergraduate students and pre-service teachers were the most studied groups, the contexts of the studies were prominently general, and the learning outcomes investigated mostly.
Using HOTS-Based Chemistry National Exam Questions to Map the Analytical Abilities of Senior High School Students
Author: Harta, Johnsen
Date: 2020-00-00
Type: Journal Articles
Subjects: Chemistry,Science Tests,National Competency Tests,Test Items,Scientific Concepts,Thinking Skills,Evaluative Thinking,Problem Solving,21st Century Skills,High School Seniors,Foreign Countries

High Order Thinking Skills (HOTS) are a significant part of the implementation of the 2013 Curriculum to develop student competencies in the 21st century. Not only in the context of learning are HOTS considered important. They contribute to the National Examination held in Indonesia, so careful preparation for this exam is needed. Chemistry has basic concepts that require students to search and find facts, understand concepts, apply them procedurally, and analyze deeply. This study aims to map the analysis ability of students in Yogyakarta in working on HOTS-based chemistry national exam questions. This research is a quantitative-qualitative descriptive study with XII year students at a senior high school in Yogyakarta. The instruments used in this study were HOTS essay questions, interview sheets, and questionnaire sheets, analyzed with the Rasch Model. The results show that the students' analysis ability was still relatively low, with person reliability values of 0.56 and 0.39, and a Cronbach's alpha of 0.78. The quality of the HOTS questions was very good, with item reliability 0.97 and 0.95. Not many students in the two senior high schools have good analysis ability, so students must be better trained to optimize their potential in HOTS-based chemistry learning.
Targeted Linguistic Simplification of Science Test Items for English Learners
Author: Noble, Tracy
Date: 2020-10-00
Type: Journal Articles
Subjects: Science Tests,Language Usage,English Language Learners,School Districts,Multiple Choice Tests,Scores,Test Items,Visual Aids,Culture Fair Tests,Test Construction,Item Analysis,Grade 5,Elementary School Students

In this experimental study, 20 multiple-choice test items from the Massachusetts Grade 5 science test were linguistically simplified, and original and simplified test items were administered to 310 English learners (ELs) and 1,580 non-ELs in four Massachusetts school districts. This study tested the hypothesis that specific linguistic features of test items contributed to construct-irrelevant variance in science test scores of ELs. Simplifications targeted specific linguistic features, to identify those features with the largest impacts on ELs' test performance. Of all the linguistic simplifications used in this study, adding visual representations to answer choices had the largest positive effect on ELs' performance. These findings have significant implications for the design of multiple-choice test items that are fair and valid for ELs.