ethanporcaro/eric-fulltext-meta huggingface dataset:
Language Teacher Educators' Pedagogical Knowledge: Validating a Proposed Model
Author: Moradkhani, Shahab
Date: 2017-07-00
Type: Journal Articles
Subjects: Language Teachers,Pedagogical Content Knowledge,English (Second Language),Second Language Learning,Second Language Instruction,Questionnaires,Teacher Educators,College Faculty,Educational Theories,Scores,Teacher Education Programs,Semi Structured Interviews,Teacher Attitudes,Foreign Countries,Mixed Methods Research,Factor Analysis

The aim of the current study was twofold: identifying the constituent components of language teacher educators' pedagogical knowledge, and investigating possible differences among teachers, teacher educators, and university professors' opinions about these components. Data were collected from 436 participants using a questionnaire. The results of factor analysis showed that teacher educators' pedagogical knowledge comprised of eleven components: teacher education, ELT-related theories, relevant disciplines, technology, context, research, social relations, language-related issues, reflection, teachers, and socio-political issues. Furthermore, the results of multiple sets of one-way ANOVA indicated significant rating differences in five of these components, with teachers registering lower scores, compared to teacher educators and university professors. The components of language teacher educators' pedagogical knowledge are discussed in light of the proposed model and the available literature. The differences between the three groups of stakeholders' ideas are also attributed to their job descriptions. This eleven-component questionnaire can be used to assess teacher educators' pedagogical knowledge. The discrepancy between the three groups of stakeholders' ideas also shows that a more dialogic approach should be adopted in teacher education programs.
The Integrated Curriculum, University Teacher Identity and Teaching Culture: The Effects of an Interdisciplinary Activity
Author: Sáez, Israel Alonso
Date: 2017-07-00
Type: Journal Articles
Subjects: Integrated Curriculum,College Faculty,Professional Identity,Interdisciplinary Approach,Organizational Culture,Discussion Groups,Learning Modules,Instructional Innovation,Teaching Methods,Semi Structured Interviews,Administrator Surveys,Teacher Surveys,Student Surveys,Transformative Learning,Educational Practices,Foreign Countries,Case Studies,Participant Observation,Qualitative Research

The results of an investigative process are reported that centre on the impact that modular curricular organization and its interdisciplinary activity are having on the teaching culture in the Degree in Social Education at the University of the Basque Country (UPV/ EHU). This understanding of the curriculum is a seminal change for teaching staff and affects their professional identity by encouraging co-responsibility throughout the process. Communicative methodology is employed, which assists in the integration of the people in the investigation, so that they form part of the process of study under equal terms. The production of data was done through in-depth interviews, discussion groups, and documental analysis. The Interdisciplinary Activity Module (IAM) was developed in small groups, of 12-15 individuals, through active methodologies, and the university teachers needed to incorporate it into their discourse and relations with other colleagues and with their students. The results show that an integrated curriculum provides a worthwhile training opportunity to achieve learning of greater significance and depth, and that it happens through changes in their ways of relating and acting as teachers.
Family Relationship and Bullying Behaviour among Students with Disabilities in Ogbomoso, Nigeria
Author: Adegboyega, Lateef Omotosho
Date: 2017-07-00
Type: Journal Articles
Subjects: Foreign Countries,Family Relationship,Bullying,Secondary School Students,Disabilities,Student Behavior,Correlation,Questionnaires,Parent Child Relationship,Sibling Relationship,Family Environment

This paper examined family relationship and bullying behaviour among secondary school students with disabilities in Ogbomoso South, Oyo State, Nigeria. The research design employed for this study was descriptive method of the correlational survey type. The population for this study comprises all secondary school students with disabilities in Ogbomoso South, Oyo State. Two questionnaires were used to collect the necessary data. Bullying Prevalence Questionnaire (BPQ) was adopted from Rigby and Slee (1994). To measure family relationship, the instrument in this section was adopted from Nuhu (2013). Percentage was used to answer the research questions, while Pearson Product Moment Correlation (PPMC) statistical technique was used to test the generated hypothesis. The finding of this study revealed that majority of the respondents' family relationship was negative. The finding also revealed that the majority of the respondents' bullying behaviour was low. Also, the finding of this study revealed that there is a significant relationship between family relationship and bullying behaviour among secondary school students with disabilities in Ogbomoso South, Oyo State, Nigeria. It was recommended that for bullying to be reduced, the Ministry of Education is responsible for the welfare of people and their development.
Social Learning Analytics in Higher Education. An Experience at the Primary Education Stage
Author: Díaz-Lázaro, José Javier
Date: 2017-07-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Cooperative Learning,Electronic Learning,Social Media,Pilot Projects,Electronic Journals,Participant Observation,Educational Research,Data Collection,Interaction,Learning Processes,Comparative Analysis,Information Dissemination,Statistical Analysis,Qualitative Research

The concept of Learning Analytics, as we understand it today, is relatively new but the practice of evaluating user behavior is not innovative. For years, technological development, along with other educational aspects, have encouraged, developed and facilitated this practice as a way of providing a personalized quality experience to students. The main goal of this study, carried out in the Primary Education Degree of the University of Murcia, was to research, from the perspective of Social Learning Analytics, how students learn and collaborate in online environments, specifically through their use of social media. With the idea of improving and optimizing future teaching experiences, a pilot study was conducted using weblog, Twitter and Facebook to work with different topics on the subject. The method used in this research was a participant observation and the analysis performed was both quantitative, based mainly on the data gathered from the learning analytics, and qualitative (analyzing students' content from comments). Results show that there was greater interaction on Facebook than weblogs, where students interacted to deal with aspects related to the learning process and the topic of the subject. This exchange of information grew during the development of the experience. In addition, learning analytics shows that there is a relationship between group members and their interaction and behavior in networks.
High School Graduates' Readiness for Tertiary Education in Saudi Arabia
Author: Khoshaim, Heba Bakr
Date: 2017-07-00
Type: Journal Articles
Subjects: Foreign Countries,High School Graduates,College Readiness,Barriers,College Students,Student Adjustment,College Preparation,Transitional Programs,Statistical Analysis,Grade Point Average,Mathematics Achievement,Secondary School Curriculum,College Freshmen,English (Second Language),Language Proficiency,Language of Instruction,Program Evaluation,Program Effectiveness,Private Colleges

There has been a huge improvement in the education system in Saudi Arabia quantitatively and qualitatively. Nevertheless, many researchers indicated that high school graduates are not ready for higher education. Especially when considering mathematical compensations, high-demanded skills for tertiary academic programs, Saudi students have been found deficient. Lots of them fail--and hence, quit--from the very first year. There have been several approaches that addressed the challenge of transition from secondary education to higher education. Some of these attempts addressed school curricula. Others focused on improving students' competencies during their first year at university. This paper elaborates on [Kingdom of Saudi Arabia] KSA recent movements to address the challenges that students face when moving to higher education institutions. It then, explains the performance of students at a private university in Saudi Arabia during the transition period and particularly when they complete the mandatory preparatory year program.
Actions and Achievements of Self-Regulated Learning in Personal Environments. Research on Students Participating in the Graduate Program in Preschool Education at the University of Granada
Author: Chaves-Barboza, Eduardo
Date: 2017-07-00
Type: Journal Articles
Subjects: Preschool Education,Likert Scales,Questionnaires,Statistical Analysis,Independent Study,Active Learning,Self Management,Educational Environment,Student Characteristics,Academic Achievement,College Students,Correlation,Influence of Technology,Technology Uses in Education,Learner Engagement,Foreign Countries

This paper is intended to study the self-regulated learning (SRL) process in personal learning environments (PLEs) among students participating in the Graduate Program for Preschool Education at the University of Granada (Spain). The study is focused on self-regulatory actions carried out by students, and on their self-regulated learning achievements, during the phases of action and reflection of this process. A Likert scale questionnaire was applied to a random cluster sample of the population. Descriptive and inferential statistical analyses were performed based on the collected data, as were non-parametric correlation and analysis of variance tests. The results confirm the importance of individual learning in the self-regulated process, and highlight the importance of digital tools in all three phases of self-regulation. Furthermore, the results show that teachers' suggestions are related to the use of digital tools and recording of reflections on the learning process, and establish relationships between learning management tools and cognitive and metacognitive processes. The results also permit classification of students into three subgroups, based on their achievements. Analyses are consistent with the theory that explains the cyclical nature of self-regulated learning and the influence of social relationships on individual self-regulatory processes.
Why Are the Mathematics National Examination Items Difficult and What Is Teachers' Strategy to Overcome It?
Author: Retnawati, Heri
Date: 2017-07-00
Type: Journal Articles
Subjects: Standardized Tests,National Standards,Mathematics Tests,Test Items,Difficulty Level,Phenomenology,Mixed Methods Research,Focus Groups,Teacher Attitudes,Student Attitudes,Mathematical Concepts,Computation,Foreign Countries,Junior High School Students

The quality of national examination items plays an enormous role in identifying students' competencies mastery and their difficulties. This study aims to identify the difficult items in the Junior High School Mathematics National Examination, to find the factors that cause students' difficulty and to reveal the strategies that the teachers and the students might implement in order to overcome them. The study is phenomenological research with the mixed methods. The data were collected using documentation of students' responses and focus group discussion (FGD) of teachers. The data analysis was conducted using Milles &amp; Hubberman steps. The results of the study showed that there were 4 difficult items of the 40 test items for the students. The students' difficulties were the lack of concept understanding, difficulties in calculating, difficulties in selecting information, being deceived by the distractors, being unaccustomed to completing complex and non-integers test items, and completing contextual test items that have been presented in the form of figures or narrative texts.
Experiences of Earned Success: Community College Students' Shifts in College Confidence
Author: Bickerstaff, Susan
Date: 2017-00-00
Type: Journal Articles
Subjects: Community Colleges,Two Year College Students,Self Efficacy,Attitude Change,Student Motivation,Academic Persistence,Academic Achievement,Semi Structured Interviews

Confidence and related constructs such as self-efficacy have been previously identified as important to college student persistence and performance (e.g., Cox, 2009; Wood &amp; Turner, 2011), but existing research gives little indication of how confidence is shaped by students' day-to-day interactions in class and on campus. Using data from nearly 100 interviews of community college students attending three colleges, this paper examines students' descriptions of their confidence upon entering college and the shifts in confidence they experienced in their first few semesters. Findings reveal that student confidence is continually shifting as a result of interactions with peers, faculty, and others. The analysis demonstrates how academic confidence can impact student motivation, commitment to academic pursuits, and behaviors associated with success. This paper identifies the nature of experiences that positively reinforce student confidence, events that we term experiences of earned success. We use these data to identify a set of approaches that instructors and other post-secondary educational professionals can employ to positively influence student confidence and improve student success.
Investigating Teacher Questions within the Framework of Knowledge Building Pedagogy
Author: Kiss, Tamas
Date: 2017-00-00
Type: Journal Articles
Subjects: Questioning Techniques,Teaching Experience,Inquiry,Active Learning,Classroom Communication,Elementary School Teachers,Instruction,Foreign Countries,Cognitive Processes,Social Studies,Observation,Interviews,Teacher Attitudes

This study is designed to investigate the impact of teacher experience and cognition on teacher questioning in the framework of Knowledge Building (KB) pedagogy. We already know that teachers ask the most questions in a classroom and that the majority of their questions have little impact on learning since they focus on classroom management (Almeida, 2010; G. Brown &amp; Wragg, 1993; Floyd, 1960; Hogan &amp; Gopinathan, 2008; Kerry, 2002). However, there is relatively little research done to discover how inquiry-based and dialogic classroom discourse would influence a teacher's approach to using questioning strategies. In this paper, we present a research project that was conducted in a Singapore primary school, and we argue that teaching experience has a powerful influence on the questioning teachers use in their classrooms. Furthermore, the implementation of Knowledge Building pedagogy has a positive impact on teacher questioning and contributes to creating an effective learning environment.
Teaching English to a Student with Autism Spectrum Disorder in Regular Classroom in Indonesia
Author: Padmadewi, Ni Nyoman
Date: 2017-07-00
Type: Journal Articles
Subjects: Foreign Countries,Autism,Pervasive Developmental Disorders,Inclusion,Teacher Competencies,English (Second Language),Second Language Instruction,Case Studies,Observation,Interviews,Individualized Education Programs,Team Teaching,Individualized Instruction,Peer Teaching,Teaching Methods,Receptive Language,Teacher Attitudes,Administrator Attitudes,Photography,Pictorial Stimuli,Grade 3

The recognition of students with special needs has been increasing significantly in Indonesia recently and the better understanding as well as supportive school programs is urgently needed. It was found out that schools and teachers in Indonesia had very limited preparedness either in teaching skills or material development to meet the actual needs of the students. This study then aimed at investigating appropriate strategies of teaching English to a student with Autistic Spectrum Disorder (ASD) included in a regular classroom. This research was in the form of a case study conducted in North Bali Bilingual School. The data were collected through observations and interviews. The findings show that the Individual Education Plan (IEP) provided with visual media through co-teaching, differentiated instruction and also through a &quot;buddy program&quot; are found appropriate to help the student learn English as a foreign language. These strategies are effective to be implemented in an inclusive classroom program.
Differences in Brain Activation between the Retrieval of Specific and Categoric Autobiographical Memories: An EEG Study
Author: Ros, Laura
Date: 2017-00-00
Type: Journal Articles
Subjects: Memory,Recall (Psychology),Psychopathology,Brain Hemisphere Functions,Young Adults,Tests,Visual Stimuli,Cues,Diagnostic Tests,Statistical Analysis,Behavior,Eye Movements,Foreign Countries

Difficulty in retrieving specific autobiographical memories is known as overgeneral autobiographical memory (OGM). OGM has been related with clinical psychopathology (e.g., depression, schizophrenia, etc.). People presenting an OGM style usually recall more repetitive summary-type memories, so-called categoric memories, (e.g., &quot;each time I saw her&quot;) rather than specific memories (events occurring on a specific day whose duration does not exceed 24 hours; e.g., &quot;the day I met her&quot;). Differences in brain activation in the search phase of the retrieval process of specific and categoric autobiographical memories are examined using EEG techniques. Fourteen younger adults performed an Autobiographical Memory Task. Results show significant differences in the activation between specific and categoric memories mainly in frontal areas during the 2.5 seconds before the memory recovery. Specific memories were associated with an increased activation of the left prefrontal cortex, while brain activation for categoric memories was less intense. These results support the idea that the activation of prefrontal areas is required to facilitate the process of elaborating specific memories.
Validating the Persian Version of Reflective Thinking Questionnaire and Probing Iranian University Students' Reflective Thinking and Academic Achievement
Author: Ghanizadeh, Afsaneh
Date: 2017-07-00
Type: Journal Articles
Subjects: Validity,Questionnaires,Indo European Languages,Reflection,Academic Achievement,Grade Point Average,English (Second Language),Second Language Instruction,Second Language Learning,College Students,Student Attitudes,Correlation,Gender Differences,Cognitive Style,Translation,Factor Analysis,Foreign Countries,Multivariate Analysis,Statistical Analysis

Scholars in higher education deem reflective thinking as integral to the development of professional disciplinary practices. One of the major issues in studying reflective thinking pivots around its conceptualization and assessment. Over the years, researchers have used several methods and scales to measure reflective thinking. One of the most widely known scales of reflective thinking was constructed and validated by Kember et al. (2000). It is entitled &quot;Reflective Thinking Questionnaire (RTQ)&quot; and includes 16 items measuring four types of reflective thinking: understanding (UND); reflection (REF); critical reflection (CREF); habitual action (HA). The present study aimed at validating the Persian version of RTQ among one hundred ninety-six English as a foreign language (EFL) university students. It then scrutinized the role of reflective thinking in academic achievements measured by grade point average (GPA). The association of learners' reflective thinking style with their educational level and gender was also estimated. To conduct the research, the scale was first translated into Persian and its validity (computed via confirmatory factor analysis, convergent, and divergent validity estimates) and reliability (computed via Cronbach's alpha) were substantiated. It was indicated that among the comprising factors of reflective thinking, UND received the highest mean followed by REF and CREF.
Production of False Memories in Collaborative Memory Tasks Using the DRM Paradigm
Author: Saraiva, Magda
Date: 2017-00-00
Type: Journal Articles
Subjects: Memory,Recall (Psychology),Accuracy,Cooperation,Inhibition,Models,Interaction,Experiments,Word Lists,College Students,Foreign Countries,Portuguese,Statistical Analysis

Studies on collaborative memory have revealed an interesting phenomenon called collaborative inhibition (CI) (i.e., nominal groups recall more information than collaborative groups). However, the results of studies on false memories in collaborative memory tasks are controversial. This study aimed to understand the production of false memories in collaborative memory tasks by applying the &quot;turn-taking&quot; method to the DRM paradigm. Experiment 1 aimed to analyse the production of false memories in collaborative memory tasks by controlling for the backward associative strength (BAS) of the presented word lists. In Experiment 2, we intended to define the limits of the collaborative inhibition effect when the nominal recall task followed the &quot;turn-taking&quot; method. The results of both experiments revealed that, in addition to the existence of the collaborative inhibition effect, collaborative recall produced significantly fewer false memories than nominal recall. However, collaborative inhibition was not affected by the &quot;turn-taking&quot; method of retrieval.
The Psychometric Toolbox: An Excel Package for Use in Measurement and Psychometrics Courses
Author: Ferrando, Pere J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Psychometrics,Courseware,Instructional Materials,Learning Modules,Usability,Computer Graphics,Program Descriptions,Measurement,Measurement Objectives,Educational Technology

The Psychometric Toolbox (PT) is a user-friendly, non-commercial package mainly intended to be used for instructional purposes in introductory courses of educational and psychological measurement, psychometrics and statistics. The PT package is organized in six separate modules or sub-programs: Data preprocessor (descriptive analyses and data transformations); Guttman scaling (item analysis and individual scoring based on Guttman's model); Classical Item Analysis (CTT-based item analysis and reliability estimation); Item Factor Analysis (FA-Based Item Analysis and omega reliability estimation); Scoring and Norming (linear and nonlinear score transformations and normative tables); and Item Response Theory-Basic analysis (item calibration and test scoring based on the one and two parameter logistic models). Because they have been designed for instructional use, these modules are intended to (a) be very easy to use, (b) provide clear and well explained results, and (c) make use of graphical displays whenever possible.
Urgency and Opportunity in Difficult Times: Elevating Voices and Widening the Circle of SLCE Leadership
Author: Stanlick, Sarah E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Service Learning,Publications,Educational History,Trend Analysis,Barriers,Organizational Effectiveness,Organizational Objectives

This essay welcomes readers to the third in an ongoing series of special sections in the &quot;Michigan Journal of Community Service Learning&quot; devoted to sharing the work of the Service-Learning and Community Engagement Future Directions Project (SLCE-FDP). In this essay, the authors, the five curators of the SLCE-FDP, both introduce the thought pieces that comprise this special section and share their team's critical examination of the project's history and their sense of its own best future directions.