ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessing the Effect of Cooperative Learning on Financial Accounting Achievement among Secondary School Students
Author: Inuwa, Umar
Date: 2017-07-00
Type: Journal Articles
Subjects: Cooperative Learning,Secondary School Students,Foreign Countries,Accounting,Pretests Posttests,Control Groups,Experimental Groups,Statistical Analysis,Instructional Effectiveness,Regression (Statistics)

This study examined the effect of cooperative learning approach on financial accounting achievement among secondary school students in Gombe state, Nigeria. A pre-test-post-test-control group design was adopted. 120 students participated in the study were selected randomly from six schools. The students were divided into two equal groups, namely: experimental (i.e., cooperative learning approach) and control group (i.e., conventional approach), both at random. A Financial Accounting Achievement Test (FAAT) was used as an instrument for data collection. The study found that at the pre-test stage, there was no statistically significant difference between the achievement of cooperative learning students and conventional approach students, the results suggested that the students were initially equal in terms of their achievements. Nevertheless, at the post-test stage, the achievement of students who were exposed to the cooperative learning was found to be significantly better than the achievement of students who were exposed to the conventional approach. The findings further suggested that cooperative learning approach effectively enhanced the financial accounting achievement of the secondary school students. It is, therefore, recommended that government should encourage both curriculum planners and secondary schools' teachers to adopt cooperative learning approach as an instructional approach for teaching financial accounting in secondary schools to improve students' achievement in the subject.
Impact of Active Learning Environments on Community of Inquiry
Author: Stover, Sheri
Date: 2017-00-00
Type: Journal Articles
Subjects: Active Learning,Instructional Design,Teaching Methods,Qualitative Research,Student Attitudes,Lecture Method,Decision Making,Communities of Practice,Comparative Analysis,Statistical Analysis,College Students,Universities,Learner Engagement,Factor Analysis

Colleges and universities are beginning to invest in active learning (AL) classrooms in an effort to replace the traditional lecture style pedagogy that is frequently used by many professors in higher education (Eagan et al., 2014). This is a quantitative research study conducted at a medium-sized Midwestern university. Students were given the Community of Inquiry (CoI) Survey in three different classes. The research study compared students' perceptions of Teaching Presence (TP), Social Presence (SP), and Cognitive Presence (CP) differences from classes first taught in a traditional auditorium lecture-style format, then taught in an AL classroom. This study shows that it is not the physical structure of AL classrooms that had an impact on students' levels of TP, SP, and CP, but the instructional design of these classes that had an impact in these areas. The study also shows that when implementing AL classrooms, instructors need to make intentional design decisions to keep the levels of TP at high levels.
Promoting Technology-Based Collaboration among Pre-Service Music Educators: An Inter-University Project
Author: Matthews, Wendy
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Ethics,Legal Problems,Barriers,Computer Mediated Communication,Student Attitudes,Institutional Cooperation,Music Education,Lesson Plans,Technology Integration,Questionnaires,Pedagogical Content Knowledge,Qualitative Research,Undergraduate Students,Majors (Students),Assignments,Cooperative Learning,Music Teachers,Teaching Skills,Thinking Skills,Teaching Methods,Technological Literacy,Instructional Effectiveness

The purpose of this inter-university project was to explore pre-service teachers' perceptions of collaboration and use of online technology. Twenty-two undergraduate music education majors from two separate universities participated in an eleven-week collaborative project to develop, teach, and self-assess general music lesson plans via a variety of student-selected online technologies. To determine the participants' perceptions, the researchers administered the quantitative Technology Integration Confidence Scale and periodic qualitative questionnaires consisting of open-ended questions. Participants showed positive quantitative gains in understanding technology operations and concepts, planning and designing learning environments, applying technology, assessment, and understanding ethical and legal issues in the classroom. From the qualitative data, the researchers found four emergent themes relating to communication and pedagogical knowledge: (1) versatility and potential of collaborating through technology, (2) barriers and challenges to effective communication, (3) importance of collaborative communication, and (4) increased personal effectiveness through reflective growth. Participants reported that working through collaborative assignments increased their self-confidence and reflective thinking skills, as well as helping them recognize the value of communication in terms of curriculum and instructional effectiveness. These findings highlight the importance of identifying strategies to instruct, motivate, and evaluate preservice music teachers as they develop 21st century skills and music teaching competencies. To conclude, the co-authors discuss implications of technology-based collaborations beyond music education for the teaching profession in general.
Tackling a Tough Task: Teaching Today's Teachers to Teach English Learners
Author: Ramos, Kathleen
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,English Language Learners,Preservice Teacher Education,Educational Research,Learning Experience,Culturally Relevant Education,Teacher Educators,Whites,Program Descriptions,Monolingualism,Outcomes of Education,Small Colleges,Liberal Arts,Surveys

There is a critical need in the United States to understand how to best prepare preservice teachers for effectively teaching the steadily growing number of PK-12 English learners. The study described in this article, situated in a teacher preparation program in a small, private college in a largely monolingual, monocultural area of the northeastern United States, expands the extant research around this urgent conversation. Specifically, the effects of a set of research-based learning experiences on the readiness of 18 White preservice teachers to create culturally responsive teaching and learning environments for English learners were investigated. Results suggest that carefully constructed learning experiences can positively affect future educators' preparation for teaching English learners, even in largely monocultural, monolingual geographical areas. Outcomes will interest teacher educators in homogeneous areas who strive to prepare future educators for teaching culturally and linguistically diverse school-age learners in principled ways in countries with growing numbers of children who speak other languages.
Practicing Professional Values: Factors Influencing Involvement in Social Work Student Organizations
Author: Martindale, Dorothy
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Organizations,Social Work,Online Surveys,Undergraduate Students,Mentors,Peer Relationship,Values,Predictor Variables,Student Participation,Regression (Statistics),Statistical Analysis

One of the most promising avenues for the development of professional values is involvement in professional student organizations. A convenience sample of baccalaureate social work students (n = 482) was drawn from 15 institutions. Regression analyses revealed several predictors of involvement in social work student organizations, including student mentorship, involvement in other student organizations, and type of institution (public/private). These results suggest that involvement in professional student organizations (e.g., social work, nursing, law) may be amenable to interventions such as structured educational/social events and peer mentorship programs which, in turn, may help in the development of professional values.
Pedagogical Management of University Students' Communication Ability Development
Author: Anatolievna, Spirchagova Tatiana
Date: 2017-07-00
Type: Journal Articles
Subjects: Skill Development,Interpersonal Communication,Interpersonal Competence,Communication Skills,Narration,Teaching Methods,Instructional Effectiveness,Educational Practices,College Students,Educational Strategies,Foreign Countries

The development of social interaction forms emphasizes urgency and importance of the topic. The purpose of the study is to find out peculiarities of pedagogical management of university students' communication ability development. The leading approach to the research was the narrative approach which allows considering pedagogical management of communication ability development as the process of creating conditions for successful social psychological adaptation and effective interaction with other people. The research results are the identification of pedagogical management methods (role-personality, exercise (&quot;etude&quot;), diagnostic, training) and their effectiveness criteria. The findings revealed active cooperation arrangement and skills development: to perceive people, assess them adequately, empathize, understand; keep the steady state of the individual self. A test &quot;Do we know how to listen&quot; and other training exercises were developed for the research.
Snap, Tweet and Post: College Student Social Media Perceptions and Heutagogic Practices and Uses
Author: Nadelson, Louis S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Media,Mixed Methods Research,Undergraduate Students,Self Determination,Student Surveys,Student Attitudes,Learner Engagement,Student Participation

The nearly ubiquitous access to technology and the diversity of social media sites has provided students with easy access to a wide range of information and opportunities for interaction with other individuals. The nature of social media creates a context in which students can determine when they view information, the duration of the viewing, where they view their social media and why they choose to view the media. The conditions of social media interactions present an opportunity for self-determined learning, or heutagogy. While heutagogy takes place multiple time during a student's average day, the self-determined nature of the learning may lead to issues associated with challenges to self-regulation and anti-social behaviors. To study student self-determined perceptions and engagement with social media we developed a mixed methods survey gathering quantitative and qualitative data from 71 undergraduate students. Our results reveal students do self-determine multiple aspect of their engagement with social media including the norms they use for engagement. We also found that the students perceived that they gave up other activities to engage in social media, and were likely to spend more time studying, exercising, and bettering themselves of they did not spend time interacting with social media.
&quot;I Don't Know Why I'm Learning This&quot;: Preservice English Teachers' Engagement in a Language Development Course
Author: Ramanayake, Selena
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Observation,Surveys,Interviews,Teaching Methods,Course Content,English Language Learners,Case Studies,Second Language Learning,English (Second Language),Teaching Experience,Teacher Education,Student Attitudes,Elementary Secondary Education,Qualitative Research,Knowledge Base for Teaching,Content Analysis

Despite the increase of English learners in the U.S. and of standards for linguistically responsive teaching practices, teacher education programs often fall short of preparing preservice teachers to teach diverse learners. In this case study, specifically designed to improve a pedagogical course on English language development, the researchers used qualitative methods to examine preservice English teachers' perceptions of, and engagement in, instructional pedagogies that were designed to support their learning and apply to their current practicum experiences and teaching careers. Data were collected using observation, survey, and interview methods and were analyzed inductively. Findings indicate that preservice teachers were most engaged when course content was explicitly linked to their teaching experiences and least engaged when those connections were not made evident. The researchers argue that a lack of explicit connections between teacher preparation course content and K-12 classroom pedagogy influences preservice teachers' perceptions of the value of course content to pedagogy and hinders their linguistically responsive preparedness to teach diverse learners. Implications for teacher preparation course design are proffered.
Contributing Factors to Older Teen Mothers' Academic Success as Very Young Mothers
Author: Hernandez, Jennifer
Date: 2017-00-00
Type: Journal Articles
Subjects: Academic Achievement,Early Parenthood,Pregnancy,Pregnant Students,Adolescents,Interviews,Child Rearing,Mothers,College Graduates,Qualitative Research,Action Research

This qualitative study explores the factors contributed to 13 older teen mothers' academic success as very young mothers. The participants were older teen mothers who were pregnant and gave birth at the age of 16 years old or younger, and who have achieved a college degree from an accredited college or university while they raised their child(ren). In depth interviews were employed to document and analyze older teen mother experiences. One-on-one interviews with the participants revealed multiple factors assisted older teen mothers' academic success, including family and other individuals support, teachers, early school attendance, personal drive, and responsibilities. While further research is needed, these findings suggest that developing holistic services for teen mothers is needed to assist in developing future academic success. A holistic approach includes mind, body and spirit (Arsenian, n.d.). These recommended services could be developed within existing programs and should include activities to promote self-awareness, health and some form of exploration of values, faith and family.
Class Participation of International Students in the U.S.A.
Author: Yildirim, Ozgur
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Students,Qualitative Research,Student Participation,Class Activities,Classroom Environment,Observation,Graduate Students,Foreign Countries,Interviews

Following a qualitative research design, this study aims to explore the differences between international and American graduate students in terms of their class participation. The data for the study were collected from a graduate-level class at a university in upstate New York. There were seven participants in the study, three of the participants were American students, and the other four participants were international students, two from China, one from Iran, and one from Sudan. Main source of data was classroom observations. Three classroom sessions were observed and field notes were taken during observations. There were two phases of the data analysis process. During the first phase, field notes were reviewed after observations and five general categories of classroom participation were identified. During the second phase, the data were further analyzed in order to see the differences between American and international students in terms of their class participation according to these five categories. Results of data analysis revealed three main differences between American and international students' class participation in the observed graduate classroom setting. The first main difference involved the short answer/example and explanation categories, the second main difference involved the questions to the instructor/classmates for clarification/repetition and the questions to raise discussion categories, and the last main difference involved the answer/explanation assigned by the instructor category.
Trends in Educational Research: A Content Analysis of the Studies Published in &quot;International Journal of Instruction&quot;
Author: Egmir, Eray
Date: 2017-07-00
Type: Journal Articles
Subjects: Content Analysis,Periodicals,Statistical Analysis,Sampling,Sample Size,Qualitative Research,Foreign Countries,Journal Articles,Educational Research,Grounded Theory,Trend Analysis,Meta Analysis

The aim of this study is to analyse the studies published in &quot;International Journal of Instruction&quot; [&quot;IJI&quot;] in the last ten years. This study is a qualitative, descriptive literature review study. The data was collected through document analysis, coded using constant comparison and analysed using content analysis. Frequencies and percentages were calculated. As &quot;IJI&quot; being an international, open access journal, the results of this analysis are expected to give a clue about the research trends in the field of education. Beyond this, within this study, the topics, the techniques of sampling, the methods of research, the statistical procedures and the countries in which the researches took place and some other variables were examined. The results showed that studies in the field of education mostly employ quantitative methods, purposive or random sampling techniques, and a sample size of below 500. Data collection tools mostly consist of scales and the data are mostly analyzed using descriptive statistics. Publishing studies from 35 different countries, &quot;IJI&quot; has a high level of internationality.
Criminal Justice Majors' Basic Knowledge of U.S. Constitutional Rights and Pedagogical Implications
Author: Heuer, Janet
Date: 2017-00-00
Type: Journal Articles
Subjects: Majors (Students),Constitutional Law,Correctional Rehabilitation,Criminal Law,Undergraduate Students,Student Surveys,Freedom of Speech,Religion,Citizenship,Instructional Effectiveness,Scholarship

Criminal justice students preparing at the university level will be required to possess knowledge and understanding of applicable constitutional law, rights and responsibilities upon entering their profession to ensure the competent execution of the duties of which they will be entrusted to perform. Students majoring in the criminal justice field of scholarship at one university situated in the Great Lakes region of the United States participated in this study by completing a pre-instruction and post-instruction questionnaire designed to measure their confidence of Amendments I, IV, X, XIV, and XV of the U.S. Constitution. The intent of this study was to provide a mechanism in which to assess student understanding of basic ideas and examples of each of the amendments. The outcome of the survey study is to provide insight to the effectiveness of instructional pedagogy in a scholarship of teaching framework for undergraduate students majoring in criminal justice. The students participating this this survey were criminal justice majors and were surveyed over four academic semesters spanning two years. The results indicate a significant difference (p &lt;.001) between pre-survey and post-survey questionnaire aggregate scores at the alpha = 0.05 level with a moderate effect size of 0.45. Individual pre-survey and post-survey questionnaire scores on confidence of individual amendments were also all significant at the alpha = 0.05 level but with small effect sizes. Implications of small effect sizes are interpreted with respect to program and pedagogical implications.
Quality of HE in Private Universities of Bangladesh: The Four Fundamental Perspectives
Author: Alam, Gazi Mahabubul
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Quality,Qualitative Research,Interviews,Higher Education,Foreign Countries,Commercialization,Private Education,Educational Change,Observation,Economic Development,College Students,Student Surveys,Educational History,Semi Structured Interviews,Family Characteristics,Institutional Characteristics,Statistical Analysis

Since its inception, Higher Education (HE) has always been playing a critical role for national development through the development of skilled manpower and intellectual civic society. Continuous paradigm shifting in HE in term of institutions' pattern and course delivery mode and method has always been the part of the process of HE transformation. Consequently, private HE bears a long heritage and history. However, &quot;commercialisation&quot; of HE through private provision is relatively new and the developing nation has been experiencing this since early 1990s with rapid expansion. The modernistic concept known as &quot;commodification in HE&quot; has significantly impacted HE by changing the course curricula, targeted students', teachers' community, delivery mode, and methods of HE. The current research which is first of its kind in Bangladesh is a qualitative study using interviews, &quot;perception survey&quot; and observation conducted in private universities, which covers 71% of university students. Findings show that legislators, stakeholders, students, parents and academics consider private HE as a tool for individual gain without deliberating HE as public goods which is vital for national development.
Error Analysis of Students Essays: A Case of First Year Students of the University of Health and Allied Sciences
Author: Amoakohene, Benjamin
Date: 2017-00-00
Type: Journal Articles
Subjects: Essays,Writing Assignments,Error Patterns,Allied Health Occupations Education,Foreign Countries,Language of Instruction,English (Second Language),Communication Skills,Written Language,Academic Discourse,College Freshmen,Error Analysis (Language),Qualitative Research,Language Skills,Punctuation,Grammar,Spelling,Writing Skills

Writing is considered as a daunting task in second language learning. It is argued by most scholars that this challenge is not only limited to second language speakers of English but even to those who speak English as their first language. Thus, the ability to communicate effectively in English by both native and non-native speakers requires intensive and specialized instruction. Due to the integral role that writing plays in students' academic life, academic literacy has garnered considerable attention in several English-medium universities in which Ghanaian universities are no exception. It is therefore surprising that prominence is not given to Academic Writing and Communicative Skills at the University of Health and Allied Sciences (UHAS). In this paper, I argue for much time and space to be given to Academic Writing and Communicative Skills, a programme that seeks to train students to acquire the needed skills and competence in English for their academic and professional development. This argument is based on the findings that came out after I explored the errors in a corpus of 50 essays written by first year students of UHAS. The findings revealed that after going through the Communicative Skills programme for two semesters, students still have serious challenges of writing error-free texts. Out of the 50 scripts that were analyzed, 1,050 errors were detected. The study further revealed that 584 (55.6%) of these errors were related to grammatical errors, 442 (42.1%) were mechanical errors and 24 (2.3%) of the errors detected were linked to the poor structuring of sentences. Based on these findings, recommendations and implications which are significant to educators, policy makers and curriculum developers are provided. This study has implications for pedagogy and further research in error analysis.