ethanporcaro/eric-fulltext-meta huggingface dataset:
Science Instruction through the Game and Physical Activities Course: An Interdisciplinary Teaching Practice
Author: Boyraz, Celal
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Science Instruction,Educational Games,Physical Activities,Interdisciplinary Approach,Science Achievement,Grade 3,Elementary School Students,Experimental Groups,Control Groups,Comparative Analysis,Pretests Posttests,Achievement Tests,Statistical Analysis,Effect Size,Foreign Countries,Quasiexperimental Design

The purpose of this study was to examine the effect of science instruction given through the game and physical activities course in accordance with interdisciplinary teaching approaches on students' science achievement and retention. The participants were 82 third grade students from a public elementary school. Three classes were chosen as experimental groups and one class was chosen as a control group in the school. The instruction period lasted for five weeks in all groups. The data were collected by an achievement test and an education portal achievement (EPA) test. The pretest-posttest control group design was used in the study. Data obtained from the tests were analyzed through one-way analysis of variance and post-hoc analyses. The findings indicated that some of the experimental groups were more successful than the control group with large effect sizes. The results suggested that the game and physical activities course incorporating interdisciplinary teaching approaches could be used in increasing students' science achievement and retention of science knowledge.
The Influence of Teacher Training for the Attention of Students with Intellectual Disabilities in the Transitional Period to Adulthood
Author: Carrascal, Silvia
Date: 2017-00-00
Type: Journal Articles
Subjects: Intellectual Disability,Inclusion,Teacher Competencies,Teacher Education,Mainstreaming,Interdisciplinary Approach,Social Values,Cultural Influences,Skill Development,Attitudes toward Disabilities,Teacher Role,Teacher Effectiveness,Faculty Development,Teacher Surveys,Foreign Countries,Transitional Programs,Statistical Analysis

Nowadays, inclusive schools should be characterized by a high level of commitment in teacher training. To achieve this goal, teachers should be trained in teaching competences in contexts of a great diversity. Their task will be to teach intellectually disabled students by adapting the educational contents through the use of educational resources. In this context, an interdisciplinary training based on integrating social and cultural values is to develop capacities and skills which are related to comprehensive attitudes towards students; attitudes to promote dialogue, as well as a reflection on teacher training combined with an interdisciplinary collaboration. By this way, teachers will assume an educational role based on promoting a more effective teaching process. In the following paper, different renewing methodological proposals are exposed in order to promote the habit to research among teachers. Thus, a more functional learning process in students with intellectual disability will be facilitated according to the features of their educational stage of &quot;Transitional period to adulthood.&quot; The goal of this proposal is to carry out the teacher training in educational strategies by adapting didactic resources to the particular student's environment with especial educational needs. Consequently, the appropriate assistance of diversity in classrooms will be finally suited.
The Effect of Situated Learning on Students Vocational English Learning
Author: Özüdogru, Melike
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Semi Structured Interviews,Experimental Groups,Control Groups,Comparative Analysis,Achievement Tests,Accounting,Information Systems,Vocational English (Second Language),Second Language Learning,Student Attitudes,Pretests Posttests,Foreign Countries,Coaching (Performance),Scaffolding (Teaching Technique),Scores,Second Language Instruction,College Students,Mixed Methods Research

The current study aimed to find out the effect of situated learning on students' Vocational English learning. This research employed a mixed method research design. In the quantitative part of the study, pre-tests and post-tests were implemented to investigate the differences in students' vocational English learning between the experimental and the control group. Besides, the qualitative part of the research consisted of semi-structured interviews in order to explore students' perceptions about situated learning. This study involved 116 second grade students who were studying in the department of Accounting Information Systems. The data were gathered through an achievement test, developed by the researchers, and semi-structured interviews. A paired samples t-test and independent samples t-test were employed in order to analyze the quantitative data. Furthermore, descriptive analysis was carried out to analyze the qualitative data. According to the findings of the study, the average score of the achievement test for control group was found to be lower than the experimental group; however, a significant difference was not obtained. It was also unearthed that the perceptions of students about situated learning were mostly positive. Thus, it can be concluded that situated learning can be used successfully in teaching students vocational English.
The Challenges of Teaching EFL Listening in Iraqi (Kurdistan Region) Universities
Author: Avci, Rauf
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Listening Skills,Higher Education,Barriers,Vocabulary,Grammar,Self Esteem,Anxiety,Questionnaires,Student Surveys,College Students,College Faculty,Teacher Surveys,Student Attitudes

The article is dedicated to the issue of teaching EFL listening in Kurdistan region of Iraq. The important role of listening skills in a FL learning is presented, and the difficulties of listening are analyzed, including language (vocabulary, grammar) and psychological (low motivation and self-confidence as well as a high level of listening anxiety) factors. The article involves a questionnaire survey with participation of 98 students from 8 universities in Kurdistan Region of Iraq and 28 teachers from 7 universities in the same region (universities mostly overlap, so totally 9 universities are involved). The survey shows that the level of listening anxiety among the students is quite high.
The Opinions of the Turkish Teacher Candidates about the Webquest
Author: Akçay, Ahmet
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Teacher Attitudes,Internet,Web Based Instruction,Qualitative Research,Semi Structured Interviews,Data Analysis,Content Analysis,Educational Benefits,Teaching Methods

Webquest, first introduced by Dodge in 1995, is a research and inquiry tool that uses the Internet as a resource. The interest of the students regarding the characteristics is included in the related literature according to the researches made. There is a need for studies to be regarded by the teacher candidates for the webquests regarded by the teachers and students. The purpose of this research is to determine the opinions of Turkish teacher candidates who have knowledge about Webquest and have designed the Webquest about the Webquest and the difficulties they faced in Webquest design process. For this purpose, an interpretive basic qualitative research patterns was used in the research. The study group of the research consisted of 46 teacher candidates. The study group is composed of teacher candidates who have knowledge about the Webquest and designed Webquest before the interview. Semi-structured interview form was applied to collect data in the research. In analyzing the data, both content and descriptive analysis techniques were used together. As a result of the research, it has been found that the teacher candidates think that the webquests have many advantages for both students and the teachers, as well as there are some limitations in Webquests, and they have experienced various difficulties in the Webquest designing process, focusing on Internet resources.
The Investigation of Human Values Perceived from the Use of Social Media of Secondary School Students
Author: Kara, Ahmet
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Media,Educational Technology,Technology Uses in Education,Secondary School Students,Values,Grade 7,Grade 8,Statistical Analysis,Foreign Countries,Student Surveys,Gender Differences,Age Differences,Student Attitudes

This research has been carried out to investigate the relation between social media usage of secondary school students and their perceived human values. The population of the research consisted of 1952 students, of which 48% were female and 52% were male, 7th and 8th grade students attending secondary schools in central Adiyaman in 2014-2015 academic years. Nine secondary schools were selected randomly. Data for the research were collected through &quot;Human Values Scale&quot; developed by Dilmaç, and &quot;Social Media Usage Motivation and Satisfaction Scale&quot; developed by Ök. Data were analyzed with SPSS using independent samples t-test and one-way-ANOVA analyzes. The research showed that the longer social media usage led to the lower total points from &quot;human values scale&quot; in certain subscales and the higher points in others; and the gender was determined to be significant in favor of male students in social media usage and satisfaction. In the light of results some suggestions were made for researchers.
Exploring the Impact of Reality Pedagogy: Understanding Its Implementation on Urban Immigrant Students
Author: Taher, Tanzina
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Urban Areas,Immigrants,Ethnography,Case Studies,Science Instruction,Social Capital,Student Attitudes,Communities of Practice,Team Teaching,High School Students,Qualitative Research,Human Resources,Semi Structured Interviews,Grounded Theory,Observation

This ethnographic case study follows two urban immigrant students in their yearlong journey in an urban science classroom where the first two pedagogic tools of reality pedagogy (cogenerative dialogue and co-teaching) were implemented. This study examines the role reality pedagogy plays in the science classroom for these two students, while focusing on their social capital and how distributed cognition is used to frame understanding. The three emergent themes that were generated and observed among the two participants indicated that the implementation of the first two tools of reality pedagogy increased the two immigrant students' participation within their science classroom, increased opportunities for voice in the classroom, and increased ability to access the human and physical resources of the classroom for the participants' own benefit. The study revealed that both students' social capital was impacted and the frame of distributed cognition played a role in their science classroom participation. Implications relate to the importance of developing community within science classrooms for immigrant students.
Media with Captions and Description to Support Learning among Children with Sensory Disabilities
Author: Rodriguez, Juanita
Date: 2017-00-00
Type: Journal Articles
Subjects: Hispanic American Students,Reading Skills,Mixed Methods Research,Visual Impairments,Hearing Impairments,Reading Motivation,Auditory Stimuli,Visual Stimuli,Deafness,Intervention,Academic Accommodations (Disabilities),Interviews,Questionnaires,Spanish Speaking,Grade 5,Grade 6,Grade 7,Grade 12,Program Effectiveness,Teacher Attitudes,Educational Technology,Technology Uses in Education

The basis of this exploratory research was to study the benefits of using accessible media to enhance students from Hispanic origin with sensory disabilities' reading skills. A mixed method was used to explore the results of the use of captions and description in educational audiovisual content to enhance reading by increasing the vocabulary of students who are sensory disabled (Deaf-D/Hard of Hearing-HH or Visually Impaired-VI/Blind-B) and to motivate them to read by accessing media material. In the intervention teachers of the HH and of the VI/B explored the previous knowledge their students have on the topic presented, and following Discovery en la Escuela strategy for literacy acquisition using media, combined with accessibility features training, students were asked what they know and what they did not know about the video content. This piece aims to provide appropriate attention to the needs of children with sensory disabilities from Hispanic backgrounds through controlled strategies. Accessible media in Spanish to Hispanic students with hearing or visual challenges, open a new alternative to access information that otherwise is unavailable to them. Based on the results of this research study, it is recommended that teachers of students with sensory disabilities, and regular education teachers who have students with sensory disabilities in their classroom, be trained to use this strategy to provide equal access to the information taught.
If You Build It, They Will Come
Author: Sierra, Kristin
Date: 2017-00-00
Type: Journal Articles
Subjects: Shared Resources and Services,School Libraries,Library Services,Librarians,Cooperative Planning,Middle Schools,Program Development

The author has always loved libraries. She has has always loved books and the experience of learning. Her idea of the best kind of library has changed over the years. Encouraging reading is just a part of what the 21st-century school library does. As a fledgling school librarian just starting to learn how to fly, the author wanted to create a nest in the school library that was equal parts warm, welcoming, interesting, and exciting. She wanted students to want to be at the school library. She wanted them to own it, feel that it is their library. She dove head first into the implementation of a makerspace the moment she was introduced to the concept at the Washington Library Association's October 2015 conference. It was just the thing to bring in the students, the author was convinced. Like any good librarian, she started doing research. She read all she could find by others who were already doing what she wanted to do. The author connected with like-minded colleagues online and in person at conferences and meetings. To learn even more she joined Twitter and followed experienced school librarians and others implementing makerspaces around the country. The ideas started flowing, and Baker's makerspace--home of Baker's Makers--would soon turn into reality at the Baker Middle School Library. This article presents how the author started a makerspace from scratch.
Shifting Tides: Reflecting on Regional Aspects of Our Roles as Comparative and International Educators
Author: Shah, Ritesh
Date: 2017-00-00
Type: Journal Articles
Subjects: Comparative Education,International Education,Feedback (Response),Student Attitudes,Foreign Countries,Universities,Course Objectives,Epistemology,World Views,Foreign Policy,Indigenous Knowledge,Teacher Education,Educational Research,Teacher Educators

In this paper, we critically interrogate the way in which comparative and international education coursework at two large institutions in Australia and New Zealand embody or challenge teleological, colonial, and Western/Northern-centric perspectives on education and development. Embedded within a broader and introspective examination of our roles as comparative and international educators in these universities, we deconstruct the intent behind our course objectives, readings, lecture content and assessment tasks, and place them into conversation with our own pedagogical self-reflections, observations of practice and student feedback. In doing so, we highlight ways in which we believe we are beginning to prepare a new generation of more critically conscious, and regionally-minded set of teachers, development practitioners and researchers. Specifically, by &quot;making the familiar strange,&quot; and encouraging our students to co-construct knowledge, we argue we can begin to create actionable spaces which encourage an alternative reading of the world; something colleagues from across Oceania and further afield have long argued for as part of the decolonizing process. We also highlight how this process has led us to better recognize our own positionalities and epistemologies as CIE educators, in hopes that it can lead to an ongoing space for dialogue between educators and researchers within and beyond the region.
Employers&apos; Perceptions of the Benefits of Employment Electronic Portfolios
Author: Leahy, Ronda L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Employer Attitudes,Electronic Publishing,Portfolios (Background Materials),Portfolio Assessment,Job Applicants,Personnel Selection,Recruitment,Statistical Analysis,Job Search Methods,Employment Experience,Hypothesis Testing,Surveys,Likert Scales

The purpose of this study was to examine employers' perceptions of the effectiveness of employment electronic portfolios (ePortfolios) when evaluating potential job candidates. For the purpose of this study, ePortfolios were defined as a collection of electronic files that demonstrates one's qualifications, abilities, and experiences that are applicable to the workplace. Eighty-five recruiters completed a survey about their perceptions of the use of ePortfolios. Independent sample t tests were conducted on two groups based on length of recruiting experience and length of employment. Recruiters with less than two years of recruiting experience were significantly more likely to visit ePortfolio links on students' cover letters or e-mail signatures than recruiters with three or more years of experience recruiting. In addition, 85 percent (72/85) of recruiters reported that if students followed up with them via e-mail with a link to a relevant part of their ePortfolio, they would visit the link. Overall, recruiters had moderately favorable perceptions of the use of ePortfolios in the job search process.
Changing Their Mindsets: ePortfolios Encourage Application of Concepts to the Self
Author: Singer-Freeman, Karen
Date: 2017-00-00
Type: Journal Articles
Subjects: Self Concept,Portfolios (Background Materials),Intervention,Minority Groups,Disproportionate Representation,Assignments,Worksheets,Introductory Courses,Student Attitudes,Essays,Grading,Two Year College Students,Summer Programs,Metacognition,Technology Uses in Education,Outcomes of Education,Qualitative Research,Statistical Analysis

We describe the ePortfolio delivery of a mindset intervention to college students. In Study 1, 38 underrepresented ethnic minority (URM) students who were enrolled in a summer research program completed a mindset intervention as a worksheet (n = 17) or as an ePortfolio (n = 21). Students who completed ePortfolios were more likely than students who completed worksheets to demonstrate conceptual mastery, describe a shift in mindset, and describe personal grit. In Study 2, students in an introductory college course completed the mindset intervention in a graded ePortfolio (n = 54) or a graded paper (n = 56). Students in both groups reported a stronger endorsement of a growth mindset after completing the assignment and were equally likely to produce complete answers. Although students who completed papers provided more conceptual content, students who completed ePortfolios were more likely to describe themselves as having a growth mindset and displaying grit than students who completed papers. Positive effects of the ePortfolio intervention were present for both URM and non-URM students. We conclude that ePortfolios add value to assignments that are intended to evoke personal reflection and application of core concepts to the self.
An Embedded ePortfolio in a Master&apos;s Degree: Is It Working?
Author: Munday, Jennifer
Date: 2017-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Technology Uses in Education,Masters Programs,Case Studies,Attitude Change,Student Attitudes,Foreign Countries,Education Majors,Educational Philosophy,Educational Planning,Graduate Students,Metacognition,Program Descriptions,Interviews,Curriculum

ePortfolios are embedded into several degree programs at Charles Sturt University in Australia to maximize the value of ePortfolio purposes for students working in or towards a profession. ePortfolio design has been embedded into a Master of Education curriculum for five years. Graduates of this degree program are classroom teachers, and some have leadership positions in education. The aim of this article is to report findings of a research project investigating continued use of the Master of Education ePortfolio processes; it ascertains whether the ePortfolio capstone task was an effective means for students to: draw together key elements of their study within the Masters program; and to reflect and identify changes in philosophy, thinking, or practice in professional work. Finally, the project studies whether recognizing the skills they used to create the ePortfolio encouraged the students to use those skills with their peers and colleagues or in teaching situations. The research took a Case Study approach, collecting graduate interviews and capstone ePortfolios. Analysis provided details about effective aspects and processes that embedded the ePortfolio into the higher degree program. ePortfolio curriculum and design require considerable planning if academic educators are to support the use of ePortfolios in Higher Education.
ePortfolio Assessment as Faculty Development: Gathering Reliable Data and Increasing Faculty Confidence
Author: Marshall, Margaret J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Portfolio Assessment,Faculty Development,Data Collection,Teacher Attitudes,Self Esteem,Scoring Rubrics,Summative Evaluation,Generalizability Theory,Interrater Reliability,Statistical Significance,Teacher Improvement,Teacher Evaluation,College Faculty,Surveys,Likert Scales,Nonparametric Statistics

An ePortfolio Assessment Institute (AI) structured as a faculty development opportunity was undertaken to increase faculty confidence in teaching and assessing ePortfolios and to collect reliable data about student performance on four learning outcomes associated with an institutionwide ePortfolio initiative. Faculty raters participated in the two-day AI and received more than a day of training to use a summative rubric consistently. Faculty were asked to rate their own confidence in teaching and scoring each of the outcomes before coming to the AI and at the end of the AI. Generalizability-theory was used to estimate rater pair consistency. After establishing that the data were reliable, we analyzed the data to reveal a wide range in performance across ePortfolios. The survey of faculty showed statistically significant improvement in confidence across both teaching and evaluating for all outcomes. The study thus demonstrates that structuring an AI as a professional development activity increases faculty confidence in teaching and assessing outcomes related to ePortfolios. The study also demonstrates that ePortfolio initiatives can be successfully assessed even if commercial platforms that standardize and privilege assessment are not used and the ePortfolios themselves remain in the control of students rather than the institution.