ethanporcaro/eric-fulltext-meta huggingface dataset:
Questioning Faculty Use of Information Technology by Context of NETS-T Standards in Bologna Process
Author: Elmas, Muzaffer
Date: 2013-04-00
Type: Journal Articles
Subjects: International Cooperation,Student Mobility,Higher Education,Foreign Countries,College Faculty,Standards,Information Dissemination,Information Technology,Computer Literacy,Age Differences,Gender Differences,Learning Experience,Educational Policy,Technology Uses in Education,Surveys,Teacher Attitudes,Critical Thinking,Computer Mediated Communication,Teaching Methods

Using technology in and out of class has been becoming more and more important recently. University settings also become more dependent to technology. Bologna process requires university and faculty diffuse and
disseminate information quickly. In this research it is aimed to examine faculty use of information technology in bologna process in the context of NETS-T standards. Results show that faculty are experienced computer and
internet users and they can use information technology to foster their students learning experiences. Their use of technology is not differing by gender, age category, computer experience and internet experience. (Contains 8 tables.)
Pre-Service Teachers' Opinions about the Micro-Teaching Method in Teaching Practise Classes
Author: Saban, Aslihan
Date: 2013-04-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Microteaching,Student Attitudes,Opinions,Semi Structured Interviews,Student Surveys,Secondary Schools,Qualitative Research

The main purpose of this study is to examine microteaching practices on the contribution of teacher qualifications according to pre-service teachers' views based on their teaching experiences. In this way, it is investigated that if there is any differences about pre-service teachers' views of after micro-teaching practices. The participants of the study are 10 undergraduate students who are in the Department of Computer and Instructional Technology Education in the 2011-2012 education years. Ten students made a presentation with using micro-teaching methods at the secondary school. At the end of the practice, semi-structured interview form and the survey were used to learn the views of pre-service teachers about teaching in the classroom. The results of the interviews show that the pre-service believed that the micro-teaching method gives a chance to evaluate their strong and weak aspects in teaching. At the same time, the interview results show that pre-service teachers are developed timing, planning, asking questions, management of class, using different materials and examples and physical appearance during the teaching process. (Contains 1 figure.)
The Effects of Extensive Reading via E-Books on Tertiary Level EFL Students' Reading Attitude, Reading Comprehension, and Vocabulary
Author: Chen, Chin-Neng
Date: 2013-04-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Books,Electronic Publishing,College Students,Experimental Groups,Control Groups,Difficulty Level,Reading Attitudes,Attitude Change,Reading Comprehension,Questionnaires,Measures (Individuals),Likert Scales,Statistical Analysis,Vocabulary Development,Educational Technology,Pretests Posttests

This study investigates the effects of extensive reading of e-books on tertiary level EFL students' English reading attitude, reading comprehension and vocabulary. Eighty-nine participants were assigned in two groups, with 46 students in the experimental group and the other 43 students in the control group. In addition to a traditional curriculum for both groups, a ten-week e-book extensive reading program was conducted for the experimental group by encouraging students to read the materials freely from three e-book library collections categorized on the basis of level of difficulty. In contrast, the control group did not engage in any extensive reading program. Stokmans's Reading Attitude questionnaire and TOEFL reading comprehension and vocabulary test were employed to collect the data. The findings of the study showed that the experimental group exhibited significantly better reading attitude, reading comprehension and vocabulary than the control group. Therefore, integrating e-books extensive reading program into EFL teaching program helps improve tertiary level EFL students' reading attitude, reading comprehension and vocabulary learning. (Contains 2 tables.)
Engagement with and Participation in Online Discussion Forums
Author: Mokoena, Sello
Date: 2013-04-00
Type: Journal Articles
Subjects: Foreign Countries,Learner Engagement,Student Participation,Distance Education,Open Universities,Grounded Theory,Program Effectiveness,Computer Mediated Communication,Group Discussion,Discussion Groups,College Students,Educational Technology,Interpersonal Relationship,Case Studies

This article reports on a small-scale study that examined student engagement with and participation in a university online discussion forum site. The main aim of the study was to identify factors that encourage or 
discourage student participation in the forum. The study involved the tasks posted on the forum site with which students could engage and provide answers. The content of the discussion forums provided data for this study. 
The study used a post-graduate module with relatively high student numbers offered by an open and distance learning (ODL) institution of higher education in South Africa. A grounded theory approach was used for data 
analysis. The results show that participation does not mean that the discussion forums are being used effectively, and it certainly does not indicate that student learning is being enhanced. Discussion forum effectiveness and student interaction are increased by greater social presence on the part of lecturers, especially in the form of technical support, providing constructive feedback, and by setting clear expectations to help students understand what is expected of them. (Contains 1 table and 4 figures.)
Effectiveness of Laptop Usage in UAE University Undergraduate Teaching
Author: Awwad, Falah
Date: 2013-04-00
Type: Journal Articles
Subjects: Foreign Countries,Laptop Computers,Computer Uses in Education,Educational Technology,Undergraduate Students,Program Effectiveness,Student Attitudes,Questionnaires,Females,Lecture Method,STEM Education,Teaching Methods

Laptop use for undergraduate students is increasingly becoming commonplace, and is often deemed a necessity. Students are using laptops for academic as well as non-academic activities. Researchers are debating the effect of this trend on students' educational and learning outcomes, thus, there is a need for investigation to determine how efficient the use of laptops is in the educational process. The main purpose of this study is to investigate the effectiveness of the use of laptops in enhancing learning at the undergraduate level. This is achieved by collecting data from a random sample of students at the United Arab Emirates University's Colleges of 
Engineering, Science, and Information Technology. The data are also analyzed to explore if students perceive that instructors should have control over the use of laptops in their classes, students' Information Technology 
(IT) knowledge and the effect of the use of laptops in class on the consultation of text books.
Examining the Influence of Technology and Project-Supported Thinking Journey on Achievement
Author: Baran, Medine
Date: 2013-04-00
Type: Journal Articles
Subjects: Foreign Countries,Influence of Technology,High School Students,Energy,Control Groups,Experimental Groups,Pretests Posttests,Classification,Achievement Tests,Experiments,Student Attitudes,Computer Uses in Education,Grade 11,Mixed Methods Research,Semi Structured Interviews

The purpose of this study was to investigate the influence of the technology and project-supported Thinking Journey on 11th grade high school students' achievements in the subject of electricity units. The participants were 68 high school 11th grade students from two different science classes. Control and experimental groups were selected at random. The data collection tools were the Electricity Achievement Test consisting of 39 multiple-choice questions and a semi-structured interview form. In the study, the experimental group was taught using the technology and project-supported Thinking Journey while the control group was taught using teacher-centered teaching methods. The Electricity Achievement Test was applied as pre-test and post-test to both experimental and control groups. The data were analyzed with independent group t-tests. Findings suggest that a significant difference was found between the experimental and control group students' Electricity Achievement post-test mean scores in favor of the experimental group with respect to sub-dimensions of Bloom's taxonomy. According to the analysis of the interviews, the experimental group students reported their satisfaction with the applications in the study. (Contains 2 figures and 3 tables.)
Voicing on Virtual and Face to Face Discussion
Author: Yamat, Hamidah
Date: 2013-04-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Preservice Teachers,Preservice Teacher Education,Interpersonal Communication,Observation,Student Journals,Teaching Methods,Discussion (Teaching Technique),Feedback (Response),Interaction,Qualitative Research

This paper presents and discusses findings of a study conducted on pre-service teachers&apos; experiences in virtual and face to face discussions. Technology has brought learning nowadays beyond the classroom context or time zone. The learning context and process no longer rely solely on face to face communications in the presence of a teacher. This study was conducted to understand 30 pre-service teachers&apos; experience in using face-to-face 
(FTF) and virtual discussion. Data was gathered through observations and reflective journals. The finding showed that FTF discussion is still relevant and suitable to be used in the classroom and act as a complement to virtual discussions.
Twitter Usage of Universities in Turkey
Author: Yolcu, Ozgu
Date: 2013-04-00
Type: Journal Articles
Subjects: Foreign Countries,Social Networks,Educational Technology,Colleges,Internet,Technology Uses in Education,Telecommunications,Computer Mediated Communication,Access to Information,Educational Administration,Web Sites,Content Analysis

Universities are among the users of the most popular social media networks. Usage of social media by especially students and many other people and institutions, which constitutes the target audience for universities, encourages the universities to effectively use this environment. Twitter is among these social media networks which facilitate the communication by providing a faster, easier and economical means to interact with target audience in different parts of the world. In order to contribute to effective use of Twitter, tweets of the top ten most followed state and foundation universities in Twitter were examined in our research. These tweets were then compared with each other by their subjects, by tools they use, and by the participation of users to the tweets posted. Differences among them were attempted to be identified by using the content analysis method. (Contains 10 tables.)
Ethics for the New Political Economy: What Can it Mean to be Professionally Responsible? Presidential Address
Author: Gunzenhauser, Michael G.
Date: 2013-00-00
Type: Journal Articles
Subjects: Ethics,Presidents,Speeches,Educational Philosophy,Politics of Education,Moral Values,Teacher Role,Professional Identity,Neoliberalism,Entrepreneurship,Social Responsibility,Public Education,Social Change,Power Structure,Federal Legislation,Accountability

In this address, the author builds the case that a new political economy of  education, dominated by what Pauline Lipman calls the &quot;neo-liberal social  imaginary,&quot;  is changing the moral context in which educators imagine their  professional roles. The author argues that educators are placed in relation to others in rather complicated ways, leading to new and stunning moral problems and twisted versions of old and stunning moral problems. Two moral problems are named: first, the valorization of the educator-as-entrepreneur, and second, the normalization of the educated self. Taken together, the author believes the two problems point to a fundamental danger now facing the United States, the potential privatization (or elimination) of social responsibility for public education. These moral problems highlight moral concerns that certainly extend beyond the scope of the individual educator's moral actions. Nevertheless, drawing from Michel Foucault, James Brassett, and Christopher Holmes, the author argues for a professional ethics: one that engages rather than opposes power so that there may be a chance at creating and sustaining some notion of professional responsibility in light of current challenges brought about by a changing political economy. (Contains 72 footnotes.)
Locating Dewey&apos;s &quot;Lost Individual&quot; through 21st-Century Education
Author: Mason, Lance E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Self Concept,Physical Environment,Social Environment,Educational Philosophy,Inquiry,Reflection,Democratic Values,Skill Development,Educational Objectives,Individual Development,Educational Attitudes

The author argues that Dewey&apos;s conception of the lost individual and his proposed solutions for reconstruction can help both schooling and society address problems of depoliticization and individualization. He first examines Dewey&apos;s notion of formation of the self, forged through transactions with one&apos;s physical and social environments. Next, he explores Dewey&apos;s process of growth achieved through the acquisition and modification of &quot;habits&quot; by way of inquiry and reflection. The development of democratic habits is neglected in the prevailing vision of 21st-century education, increasingly focused on a narrow set of core content and skills. While Dewey is not averse to content or skill acquisition, he identifies habit formation as a central feature of education. The author maintains that by focusing on overly narrow measures and neglecting student growth, the prevailing model of US education contributes to the production of &quot;lost individuals.&quot; (Contains 51 footnotes.)
Does Social Justice Ground Democracy in Education or Does Democracy Ground Social Justice?
Author: Fraser-Burgess, Sheron
Date: 2013-00-00
Type: Journal Articles
Subjects: Social Justice,Democracy,Conflict,Theory Practice Relationship,Sociocultural Patterns,Criticism,Conflict Resolution,Educational Philosophy,Political Influences,Groups,Self Concept,Educational Policy,Educational Administration

The author examines one particular systematic and normative theorization of social justice in Barry Bull&apos;s &quot;Social Justice in Education.&quot; Bull  embarks on a timely and ambitious theory-to-practice project of grounding an educational theory of social justice in Rawls&apos;s seminal, liberal, distributive justice tome. The author argues that in Bull&apos;s formulation of social justice principles, he fails adequately to take sociocultural identity into account, particularly with respect to the role it plays in the provenance of conflicts and in what is considered a &quot;fair&quot; resolution. She first defines Rawls&apos;s concept of distributive justice, its relation to political liberalism, and how it relates to Bull&apos;s concept of social justice. She then focuses her critique of these concepts&apos; meaning and significance for resolving group and identity-based conflict about various educational goods upon Bull&apos;s educational principles. (Contains 36 footnotes.)
Assumptions of Multiple Regression: Correcting Two Misconceptions
Author: Williams, Matt N.
Date: 2013-09-00
Type: Journal Articles
Subjects: Multiple Regression Analysis,Misconceptions,Reader Response,Predictor Variables,Error of Measurement,Least Squares Statistics,Statistical Inference,Statistical Bias,Evaluation Research,Simulation,Evaluation Problems,Weighted Scores,Test Reliability,Test Validity,Item Analysis

In 2002, an article entitled &quot;Four assumptions of multiple regression that researchers should always test&quot; by Osborne and Waters was published in &quot;PARE.&quot; This article has gone on to be viewed more than 275,000 times (as of August 2013), and it is one of the first results displayed in a Google search for &quot;regression assumptions&quot;. While Osborne and Waters' efforts in raising awareness of the need to check assumptions when using regression are laudable, we note that the original article contained at least two fairly important misconceptions about the assumptions of multiple regression: Firstly, that multiple regression requires the assumption of normally distributed variables; and secondly, that measurement errors necessarily cause underestimation of simple regression coefficients. In this article, we clarify that multiple regression models estimated using ordinary least squares require the assumption of normally distributed errors in order for trustworthy inferences, at least in small samples, but not the assumption of normally distributed response or predictor variables. Secondly, we point out that regression coefficients in simple regression models will be biased (toward zero) estimates of the relationships between variables of interest when measurement error is uncorrelated across those variables, but that when correlated measurement error is present, regression coefficients may be either upwardly or downwardly biased. We conclude with a brief corrected summary of the assumptions of multiple regression when using ordinary least squares. (Contains 2 figures, 2 tables, and 1 footnote.)
For Community Sake
Author: Dunn, Jeffery W.
Date: 2013-00-00
Type: Journal Articles
Subjects: Religious Education,Public Education,Curriculum,Citizenship Education,International Relations,Cultural Pluralism,Public School Teachers,Educational Change

This article examines whether religious education plays a role in the promotion of harmonious international relations, arguing that a broad religious education with a dialogical approach goes to the heart of what it means to be a citizen in a global community. Christian theologian Hans Kung argues in his book &quot;Judaism: Between Yesterday and Tomorrow&quot; that: (1) there will be no peace between nations if there is no peace between religions; (2) there will be no peace between religions without dialogue between the religions; and (3) there will be no dialogue between the religions without investigation of the foundations of the religions. However, democratic societies, which observe a separation of religion and state, are weary of introducing religious education in public institutions of learning. In this article, the author states that he moves toward Kung&apos;s vision of dialogue as it relates to Walter Feinberg&apos;s discussion of liberal pluralism&apos;s requirements, and sketches what such a movement might mean if public schools are to adopt intentional curricular practices that enable this type of religious dialogue, and how this might shape the ethos of schools and shape implications for the &quot;souls&quot; of teachers. (Contains 36 footnotes.)
The Relationship between Collegiate Band Members' Preferences of Teacher Interpersonal Behavior and Perceived Self-Efficacy
Author: Royston, Natalie Steele
Date: 2013-09-00
Type: Journal Articles
Subjects: Self Efficacy,Questionnaires,Student Attitudes,Music Activities,College Students,Majors (Students),Gender Differences,Musical Instruments,Teacher Student Relationship,Correlation,Statistical Analysis,Cooperation,Teacher Behavior

The purposes of this study were to describe collegiate band members' preferred teacher interpersonal behaviors and perceptions of self-efficacy based on the gender, year in college, instrument, and major and to measure the relationship between preferences of interpersonal teacher behavior and self-efficacy scores. The sample (N = 1,020) was composed of band members at 12 universities from different regions of the United States. Participants completed the Teacher Interaction Preference Questionnaire (TIPQ) and the Self-Efficacy Questionnaire (SEQ). Descriptive statistics were calculated for each of the questionnaires. Results for the TIPQ showed that all sub-groups most preferred the dominant-cooperative behaviors, followed by submissive-cooperative behaviors, and least preferred the dominant-oppositional behaviors. Results for the SEQ showed subtle variations for all subgroups. Three Pearson product-moment correlation coefficients were calculated to measure the relationship between the three teacher interaction styles and students' perceived self-efficacy. Implications are discussed. (Contains 2 tables.)
A Community of Peer Interactions as a Resource to Prepare Music Teacher Educators
Author: Shin, Jihae
Date: 2013-09-00
Type: Journal Articles
Subjects: Music Teachers,Music Education,Teacher Education,Graduate Students,Doctoral Programs,Peer Relationship,Communities of Practice,College Faculty,Goal Orientation,Teacher Educators,Interviews,Teacher Student Relationship,Case Studies,Qualitative Research

The purpose of this study was to investigate interactions between two doctoral students and their colleagues in a graduate music education program and determine how a community of peer interactions functions as a resource to prepare music teacher educators. Results of this study showed that peer interactions between two participants and other students in graduate classes demonstrated characteristics of communities of practice (Wenger, 1998). The domain was the commonality of working as full-time music educators at the college-level and wanting to be better music teacher educators. While reflecting on this common goal, they developed a shared repertoire including their own strategies and skills related to class materials, which was closely related to the practice. The development of a community was greatly affected by the structure of the cohort program, similar career backgrounds, group work, and faculty members as facilitators. Suggestions for building a strong sense of belonging and mutual commitment beyond graduate classes are discussed. (Contains 1 figure.)
Curriculum Reform in Rural China: An Exploratory Case Study
Author: Riley, Patricia E.
Date: 2013-09-00
Type: Journal Articles
Subjects: Foreign Countries,Music,Music Education,Music Teachers,Curriculum Development,Student Attitudes,Teacher Attitudes,Administrator Attitudes,Elementary School Teachers,Educational Change,Constructivism (Learning),Educational Innovation,Music Activities,Cooperation,Creativity,Problem Solving,Thinking Skills,Musical Composition,Context Effect,Cultural Context,Mentors,Elementary School Students,Teacher Surveys,Educational Environment,Rural Areas,Rural Schools,Case Studies

This case study consisted of an examination of the perspectives of students, teachers, and administrators at the Shuangling Primary School, a rural Chinese school in Shaanxi Province, as they relate to themes of China's most recent curricular reform efforts. The intent was to understand these perspectives and determine how to best assist teachers in rural primary schools in Shaanxi Province, and perhaps more broadly in other rural Chinese primary schools, in implementing the themes outlined in the reform document (Ministry of Education of the Peoples' Republic of China, 2010). Researcher narrative describes this exploration, and data include student, teacher, and administrator reflections, notes and statements. Results indicate that participants reacted positively toward lessons embodying the active, child-centered pedagogy that school reform efforts call for. These include constructivism, diversity of activity, innovation, communication, cooperation, collaboration, exploration, creativity, analysis, problem-solving, and independent thinking.