ethanporcaro/eric-fulltext-meta huggingface dataset:
Seeing Google through the Eyes of Turkish Academicians
Author: Alakurt, Turgay
Date: 2017-07-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Educational Technology,Online Systems,Online Vendors,Online Surveys,Qualitative Research,Questionnaires,Figurative Language,Information Sources,Access to Information,Barriers,College Faculty,Technology Uses in Education

With its new variety of IT products and services created in the last decade for students, teachers and schools, Google has changed the face of education. Google technologies that can be used completely free of charge via a single account in any device offer innovative alternatives to meet the needs of education. These technologies also help continuously improve digital competencies of students and teachers. On the other hand, criticisms against the monopolization of the company as well as its privacy and transparency policies have been increasing. In the light of these developments, the current study aims to examine academicians' metaphorical perceptions related to Google. The study was designed based on metaphorical analysis as a method of qualitative research. The study group was comprised of academicians working at education faculties of four state universities located in the middle west of Turkey. The data were collected through a closed web-based questionnaire consisting of open-ended questions. Results revealed that large majority of the academicians have a positive perception of Google. A group of participants also views it as a threat. Results offer important insights about the academicians' perceptions of Google and how and why they make use of Google products.
Initial Perceptions of Open Higher Education Students with Learner Management Systems
Author: Altunoglu, Asu
Date: 2017-07-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Student Surveys,Open Education,Database Management Systems,Courseware,Usability,Distance Education,Educational Change,Higher Education,Questionnaires,Semi Structured Interviews,Focus Groups,Individualized Instruction,Sense of Community,Barriers,Qualitative Research

Learner management systems (LMS) are used in open education as a means of managing and recording e-learning facilities as well as improving student engagement. Students benefit from them to become active participants in the decision-making process of their own learning. This study aims to investigate the initial perceptions of students experiencing the LMS for the first time in the Open Education System of Anadolu University with the purpose of identifying the effective and ineffective aspects of it from their perspective and their demands and suggestions for how to improve their the engagement in the system. To do this, an interpretive qualitative case study research design was used in order to focus on individual contexts and perceptions formed within those contexts. According to the findings, students were found to have highly personalized and customized user habits and engagement levels with the LMS depending on their varying ages, occupational statuses, IT capacities, and educational backgrounds. In terms of their satisfaction with the LMS, the quality, quantity and variety of content in LMS was found to have a major influence on their initial perceptions of satisfaction.
Students' Media Preferences in Online Learning
Author: Kobayashi, Michiko
Date: 2017-07-00
Type: Journal Articles
Subjects: Online Courses,Electronic Learning,Preferences,Social Media,Student Attitudes,Student Characteristics,Self Efficacy,Technological Literacy,College Students,Student Surveys,Demography,Correlation

This study examined students' preferred media in online learning and its relationship with learner characteristics and online technology self-efficacy. One hundred six college students in a mid-size U.S. university responded to a survey. The frequency analysis showed that students did not necessarily favor rich media over lean media in online learning. They preferred recorded online slide presentations with audio to Internet-based live video lectures in two-way video and audio interactions. Online discussion boards and chat groups were less favored than other types of media. As expected, online technology self-efficacy was correlated with a type of media requiring a relatively higher level of technology skills. The paper presents the results and discusses their implications of the study.
Stress and Coping Strategies among Distance Education Students at the University of Cape Coast, Ghana
Author: Kwaah, Christopher Yaw
Date: 2017-07-00
Type: Journal Articles
Subjects: Stress Variables,Stress Management,Coping,Distance Education,Undergraduate Students,Foreign Countries,Questionnaires,Likert Scales,Time Management,Incidence,Tests,Financial Problems,Family Environment,Marriage,School Counseling,Time Factors (Learning),Statistical Analysis

This study was designed to identify the causes of stress and coping strategies adopted among distance education students at the College of Distance Education in the University of Cape Coast. A total of 332 diploma and post-diploma final year students in 2014/2015 academic year were selected from two study centers using random sampling procedure to respond to self-administered questionnaire. The questionnaire which was adapted to suit the study context was pre-tested to ensure that it elicited valid response. The results of the study showed that &quot;academic workload,&quot; &quot;high frequency of examinations,&quot; &quot;financial problems,&quot; &quot;family/marriage problems&quot; were the major causes of stress among the students. The study also found some statistical significant differences between married and unmarried students with married students feeling more stressed with &quot;financial problems&quot; and &quot;family/marriage problems&quot; than unmarried students. Students used multiple strategies, mainly praying/meditating, self-distracting activities such as watching TV and listening to music to cope with stress. Other important stress coping strategies were emotional and instrumental support from family, friends and lecturers. The study recommended among others that the need for the counseling unit at College of Distance Education of UCC to organize frequent stress management programs for students and assign academic counselors to students.
Exploring Graduate Students' Perspectives towards Using Gamification Techniques in Online Learning
Author: Alabbasi, Daniah
Date: 2017-07-00
Type: Journal Articles
Subjects: Graduate Students,Online Courses,Electronic Learning,Educational Games,Teaching Methods,Educational Technology,Database Management Systems,Student Surveys,Likert Scales,Instructional Effectiveness,Barriers,Student Attitudes

Teachers and educational institutions are attempting to find an appropriate strategy to motivate as well as engage students in the learning process. Institutions are encouraging the use of gamification in education for the purpose of improving the intrinsic motivation as well as engagement. However, the students' perspective of the issue is under-investigated. The purpose of this research study was to explore graduate students' perspectives toward the use of gamification techniques in online learning. The study used exploratory research and survey as the data collection tool. Forty-seven graduate students (n = 47) enrolled in an instructional technology program studied in a learning management system that supports gamification (TalentLMS). The average total percentages were calculated for each survey section to compose the final perspective of the included students. The results showed a positive perception toward the use of gamification tools in online learning among graduate students. Students require effort-demanding, challenging, sophisticated learning systems that increase competency, enhance recall memory, concentration, attentiveness, commitment, and social interaction. Limitations of the study are identified, which highlights the need for further research on the subject matter.
E-Coaching, E-Mentoring for Lifelong Professional Development of Teachers within the System of Post-Graduate Pedagogical Education
Author: Kovalchuck, Vasyl
Date: 2017-07-00
Type: Journal Articles
Subjects: Coaching (Performance),Mentors,Faculty Development,Foreign Countries,Lifelong Learning,Professional Continuing Education,Information Technology,Comparative Analysis,Strategic Planning,Research Methodology,Teacher Surveys,Technology Uses in Education,Graduate Students,Graduate Study

The research considers the readiness of teachers and postgraduate pedagogical educational establishments to use e-coaching and e-mentoring which can provide continuous professional development of teachers. The use of theoretical methods of systematization and comparison of scientific statements, experience in implementing e-coaching, e-mentoring has identified the possibility of using e-coaching and e-mentoring in postgraduate pedagogical education in continuous professional development of teachers. Monitoring and questioning have proved the idea that teachers require the new content of postgraduate education for their own professional development. They are interested in mastering new technologies, delivering master-classes and demonstration lessons. The results of the discussion in focus groups including representatives of the administration of educational establishments, teachers and lecturers of postgraduate pedagogical educational establishments are shown in the SWOT-analysis. The experts confirmed the need and possibility of the e-coaching and e-mentoring implementation in postgraduate pedagogical education. The major risks of e-coaching and e-mentoring implementation in postgraduate pedagogical education are e-coaches' and e-mentors' training and ICT competence. The Internet services, e-coaching and e-mentoring applications and programs are able to provide continuous professional development of teachers. The educational and professional e-coaching and e-mentoring programs require further studying in postgraduate pedagogical education.
Collaborative Work Competency in Online Postgraduate Students and Its Prevalence on Academic Achievement
Author: Castillo, Marisela
Date: 2017-07-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Cooperative Learning,Teamwork,Online Courses,Academic Achievement,Masters Programs,Check Lists,Competency Based Education,Correlation,Skill Development,Group Discussion,Computer Mediated Communication,Qualitative Research

The purpose of this research was aimed to establish a relationship between the level of collaborative work competency and the academic performance of students in an online master's degree program. An ex-post-facto investigation was conducted through a quantitative methodology and descriptive analysis. A collaborative competency checklist was designed to evaluate 46 teams in order to estimate their collaborative work competency level. This competency was assessed through interactions and performance, registered in discussion forums. Results confirmed a positive correlation between high level of collaborative work competency and academic achievement. Didactic recommendations of this study included collaborative learning activities as one way to promote useful academic and personal skills development. For future research, experimental approaches could be applied to get higher level of certainty about collaborative competency benefits.
Mentor Teacher Training: A Hybrid Model to Promote Partnering in Candidate Development
Author: Childre, Amy L.
Date: 2015-03-00
Type: Journal Articles
Subjects: Teacher Education Programs,Mentors,Teacher Role,Evidence Based Practice,Rural Schools,Elementary Secondary Education,Special Education,Online Courses,Educational Technology,Learning Modules,Continuing Education,Distance Education,Program Evaluation,Teacher Surveys,Teacher Competencies

In order to promote high quality clinical experiences for teacher candidates, one of the recent changes to educator preparation accreditation standards specifically targeted clinical faculty qualifications. Qualified mentor teachers are critical clinical faculty because they serve as the model for training practices for teacher candidates, the tangible link between research and practice. For optimal training outcomes, educator preparation programs must ensure mentor teachers are skilled in both mentoring teacher candidates and in modeling practices central to candidate preparation. This article describes a hybrid mentor teacher training designed to promote mentor teacher awareness of training program requirements and mentoring responsibilities as well as proficiency in evidence-based practices. Resources, online tools, and collaborative partnerships to support implementation by rural training programs are discussed. Mentor teacher evaluation of the pilot program is reported. Considerations are shared for establishment of P-12 partnerships in clinical faculty preparation and development of sustainable training models.
Merging Expertise: Preparing Collaborative Educators
Author: Altieri, Elizabeth M.
Date: 2015-03-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Training Methods,Rural Education,Context Effect,Educational Practices,Educational Change,Cooperative Planning,Cooperative Learning,Team Teaching,Graduate Surveys,Program Effectiveness,Program Descriptions,Regular and Special Education Relationship

In this article, teacher education faculty of a medium-size university, historically grounded in teacher preparation within a rural context, describe their ongoing work to transform their practice in order to prepare special and general educators who co-plan, co-teach, and co-assess with their counterparts in the field. Follow-up research with their graduates revealed insights into the impact of a collaborative preparation model on teachers and students and suggested positive effects on teacher retention problems. These insights inform their continuing program transformation and their recommendations for the field of teacher preparation.
Linguistically Diverse Students' Attitudes towards Writing in English
Author: Bustamante, Analynn
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Attitudes,Academic Discourse,Content Area Writing,Electronic Publishing,STEM Education,Humanities,Spanish,Hispanic American Students,Bilingual Students,English Language Learners,High School Students,Student Surveys,Writing Attitudes,English (Second Language),Statistical Analysis

This study investigated attitudes of linguistically diverse students towards writing in English in four different domains: general academic writing, writing in humanities, writing in science-related subjects (STEM), and writing in electronic communication. A total of 77 Hispanic bilingual/ELL adult students at an alternative high school in Southwest Texas participated in a survey. Based on self-identified information, they were divided into an English-dominant group (n = 29) and a Spanish-dominant group (n = 48). The main part of the survey consisted of 22 attitude questions with a Cronbach's alpha of 0.799. Results of a Mixed ANOVA showed statistically significant findings in the main effect of writing domains; between-group differences of English-dominant and Spanish-dominant groups; and in an interaction of domain and dominant language. When all four domains were compared, participants' attitudes were significantly more positive towards writing in electronic domain than in others. As for academic writing, attitudes towards general writing were significantly more positive than subject specific writing in humanities and science subjects. Additionally, the English-dominant group showed an increase in positive attitudes towards electronic writing and caused a significant interaction effect. There was no significant language group difference found in the other domains. This study discusses implications of these statistical results and suggests the teaching of writing as a means of communication as opposed to an abstract skill set as conceptualized in the current test-driven environment.
Early Literacy in Cuba: Lessons for America
Author: Abel, Carolyn Davidson
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Emergent Literacy,Illiteracy,Educational Change,Educational Improvement,Educational Strategies,Educational Practices,Adoption (Ideas),Success,Teaching Models

How did Cuba erase illiteracy in a single year? How did they combine both a phonics approach with the constructivist meaning-based model for teaching reading that we cannot seem to manage here in the states? This paper seeks to shed light on Cuba's impressive 1961 National Literacy Campaign and reflects upon implications for early literacy development in America.
Professional Learning, Instructional Shifts, and Missed Opportunities
Author: Risko, Victoria J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Literacy,Teaching Methods,Evidence Based Practice,Professional Education,Instructional Innovation,Expertise,Faculty Development,Educational Opportunities,Text Structure,Classroom Techniques,Educational Practices,Educational Strategies,Teaching Skills

In this article, Victoria Risko discusses the power of professional learning that is supported by knowledgeable others and recommends a multi-talented approach that draws on the expertise of reading specialists, literacy coaches, and classroom teachers. Next, she discusses the challenges one faces when implementing professional learning opportunities and identifies elements that are evidence-based and most likely to support optimal professional learning. Finally, she identifies possible dilemmas one faces when implementing responses to current shifts in literacy instruction. These dilemmas may be best described as missed opportunities.
A Model for Teaching Literary Analysis Using Systemic Functional Grammar
Author: McCrocklin, Shannon
Date: 2017-00-00
Type: Journal Articles
Subjects: Middle School Teachers,Story Grammar,Teaching Methods,Text Structure,Literary Criticism,Literature Appreciation,Cognitive Processes,English Literature,Educational Strategies,Teaching Models

This article introduces an approach that middle-school teachers can follow to help their students carry out linguistic-based literary analyses. As an example, it draws on Systemic Functional Grammar (SFG) to show how J.K. Rowling used language to characterize Hermione as an intelligent female in &quot;Harry Potter and the Deathly Hallows.&quot; Using a simplified SFG analysis, the authors show how teachers can help students find and use language data that can support their intuition about characters or can uncover other patterns in the text. This type of SFG analysis approach can be particularly useful for English language learners and struggling readers as it provides students with useful tools for text analysis.
The Scholars Project: Maine&apos;s Distance Education Model for Preparing Early Childhood Special Educators to Work with Young Children with Disabilities
Author: Rooks-Ellis, Deborah L.
Date: 2017-06-00
Type: Journal Articles
Subjects: Preschool Teachers,Early Childhood Education,Young Children,Disabilities,Distance Education,Educational Technology,Technology Uses in Education,Early Intervention,Special Education Teachers,Mentors,Graduate Study,Curriculum Development,Feedback (Response),Special Education,Rural Education,Supervision,Teacher Education Programs,Teacher Competencies

The Early Childhood Opportunity (EChO) Scholars project was designed to address the following significant needs in Maine: (a) prepare highly qualified early interventionists and early childhood special educators through distance education, (b) develop a system of support through a mentor network, (c) provide a graduate-level early childhood special education (ECSE) curriculum emphasizing current evidence-based practices (EBPs), and (d) develop a feedback loop designed to assess candidate knowledge, skills, and implementation of EBPs. This article describes the results of a 4-year Office of Special Education Programs project designed to support early childhood special educators across rural Maine. Key program components, successes, and future directions for continuous improvement are highlighted.
Increasing Rural Special Education Teacher Candidates' Ability to Implement Evidence-Based Practices: A Program Description of the Boise State University TATERS Program
Author: Johnson, Evelyn S.
Date: 2015-03-00
Type: Journal Articles
Subjects: Rural Schools,Special Education,Special Education Teachers,Evidence Based Practice,Program Descriptions,Preservice Teacher Education,Preservice Teachers,Pedagogical Content Knowledge,Teaching Skills,Mentors,Feedback (Response),Evaluation Methods,Online Courses,Program Implementation,Outcomes of Education,Program Effectiveness,Capacity Building,College School Cooperation

The Technology Accentuated Teacher Education for Rural Specialists (TATERS) program aimed to: (a) prepare highly qualified special education teachers across a state comprised of more than 70% rural districts, (b) develop a system of support through a mentor network and institutions of higher education collaboration to address the needs of teacher candidates in rural areas, (c) ground special education teachers in the use of evidence-based practices to improve the instructional services that students with disabilities in Idaho receive, and (d) develop a mechanism to evaluate and provide feedback on teacher candidates' implementation of evidence-based practices. This article describes the application of a special education teacher evaluation system to a teacher preparation program designed to improve special education teachers' ability to implement evidence-based practices for students with disabilities in rural areas. Key program components are described and future directions for continuous improvement are highlighted.
Using Research to Make Informed Decisions about the Spelling Curriculum
Author: Putman, Rebecca
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Research,Teaching Methods,Spelling Instruction,Comparative Analysis,Decision Making,Difficulty Level,Language Patterns,Alphabets,Morphemes,Syllables,Literacy Education,Emergent Literacy

Learning how to spell is important. Most people would agree that the ability to spell correctly is an essential trait of literate people, and that students must be taught how to spell correctly; however, there is still debate among parents, educators, and the public as to how spelling should be taught in the schools. This paper reexamines and compares the research on the traditional spelling curriculum with the research on word study in order to help educators make an informed decision about spelling instruction.
Building the Foundation for Close Reading with Developing Readers
Author: Baker, Sheila F.
Date: 2017-00-00
Type: Journal Articles
Subjects: Reading Skills,Reading Strategies,Educational Technology,Technology Uses in Education,Teaching Methods,Text Structure,Early Reading,Reading Instruction,Reading Comprehension,Computer Software Reviews,Instructional Material Evaluation,Elementary Education,Early Childhood Education

Close Reading utilizes several strategies to help readers think more critically about a text. Close reading can be performed within the context of shared readings, read-alouds by the teacher, literature discussion groups, and guided reading groups. Students attempting to more closely read difficult texts may benefit from technologies and platforms that support their diverse reading levels, abilities, and special needs during close reading activities. The authors identify technologies which enable teachers to embed multimedia, interactive activities, and questions and activities that promote critical thinking and which guide readers to take a closer look at the content of their texts.