ethanporcaro/eric-fulltext-meta huggingface dataset:
The Common Core State Standards for Mathematics and College Readiness
Author: Kamin, David C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Common Core State Standards,Mathematics Instruction,College Readiness,College Mathematics,Alignment (Education),Elementary Secondary Education,Mathematics Skills,Educational Research

The Common Core State Standards were created with college and career readiness in mind to help prepare students to succeed upon graduation from high school. In this article, I examine college readiness as it has been described by both university mathematicians and educational researchers to precisely discern what will foster success in collegiate mathematics. This idea of college readiness is compared to the Common Core State Standards for Mathematics (CCSSM) to assess the degree to which they align with various mathematical aspects of college readiness. There is a strong alignment between what university mathematicians and educational researchers expect of college students and what the CCSSM expects of students. Faithful CCSSM-guided instruction has the potential to foster college readiness (and ultimately college success) in K-12 students.
The Process Is Just Messy: A Historical Perspective on Adoption of Innovations
Author: Orrill, Chandra Hawley
Date: 2016-00-00
Type: Journal Articles
Subjects: Common Core State Standards,Mathematics,Educational Change,Modern Mathematics,Adoption (Ideas),Educational Legislation,Federal Aid,Federal Legislation,Federal Programs

Suppose you were an alien trying to understand how people in the United States feel about the Common Core School Standards for Mathematics (CCSSM). You could look at the Internet, mass media, YouTube and all of the other venues available. Walking away from them, you would be very confused about whether the U.S. loves or hates the CCSSM, whether testing is a part of the standards, whether the standards are a requirement of No Child Left Behind, etc. In this article, I consider the adoption of the CCSSM through a historical lens. The article looks at three previous efforts to change the way students experience learning and how those efforts unfolded. Conclusions discuss those areas most important for ensuring the continued adoption of CCSSM.
Current Status of the MOOC Movement in the World and Reaction of the Turkish Higher Education Institutions
Author: Aydin, Cengiz Hakan
Date: 2017-00-00
Type: Journal Articles
Subjects: Online Courses,Large Group Instruction,Educational Technology,Technology Uses in Education,Higher Education,Foreign Countries,Surveys,Likert Scales,Questionnaires,Motivation,Objectives,Attitude Measures,Program Effectiveness,Teaching Methods,Distance Education

This manuscript intends to elaborate the current status of MOOC movement in the world and to reveal the results of a survey study in which the Turkish higher education institutions' reactions to this movement was investigated. The survey was actually a part of a larger survey study that, as a deliverable of the EU funded HOME project, was conducted to contribute to the literature by providing an insight about European perspectives on MOOCs, to gain a better understanding of the strategic reasons why a higher education institution is or isn't involved in MOOCs, and to compare these reasons with the results of similar studies in U.S. After a brief background and history of MOOC movement, following sections of the manuscript present the details (methodology and results) of the survey study on the Turkish HE institutions' strategies regarding adaptation of MOOCs. The final part of the manuscript consists of discussions and conclusions drawn in the light of the results of the study.
For Whom, and for What? Not-Yetness and Thinking beyond Open Content
Author: Collier, Amy
Date: 2017-00-00
Type: Journal Articles
Subjects: Open Education,Online Courses,Electronic Learning,Discourse Analysis,Inclusion,Power Structure,Interdisciplinary Approach,Educational Practices,Performance Factors

This article traces a line through contemporary critical perspectives on open online education, which challenge an emphasis on content and access that gives too much weight to instrumental goals of education. This article offers the concept of &quot;not-yetness&quot; as a productive lens for examining alternative meanings of openness. Not-yetness emerged as a response to a dominant discourse of technology in education--including technologies of openness--that has been characterised by rhetoric of control, efficiency, and enhancement. Not-yetness invites a rethinking of online learning and digital education in terms of risk, uncertainty, and messiness and brings our attention to the variability of open education contexts and learners. Using examples of a &quot;federated wiki&quot; and &quot;agents beyond the course,&quot; the article shows how higher education pedagogies can and should engage with boundary-crossings between openness and closure, and demonstrates the value of the perspectives that such engagements bring to the fore.
Implementing the First Cross-Border Professional Development Online Course through International E-Mentoring: Reflections and Perspectives
Author: Jayatilleke, Buddhini Gayathri
Date: 2017-00-00
Type: Journal Articles
Subjects: Online Courses,Electronic Learning,Distance Education,International Educational Exchange,Program Implementation,Faculty Development,Mentors,Pretests Posttests,Participant Satisfaction,Teacher Attitudes,Delivery Systems,Qualitative Research,Program Effectiveness,Barriers,Performance Factors,Usability,College Programs,Foreign Countries

This research paper discusses the accomplishments, issues, and challenges experienced by Open University of Sri Lanka (OUSL) academics when offering the first cross-border professional development online course to train online tutors and mentors. The course was delivered exclusively online and facilitated by OUSL academics and e-mentors from the USA. The course was comprised of 30 participants: 9 from Pakistan, 10 from Mauritius and 11 from Sri Lanka. This qualitative study is based on reflections of both faculty and participants. Data were collected using reflections and informal anecdotal records of the three OUSL academics and self-reflection instruments (pre, mid and final) administered to participants, and reflective journal entries made by participants. Participants' views were triangulated with the reflections of the OUSL academics to validate the results. While there were many accomplishments in the design and delivery of the course, the findings revealed that there were many challenges in implementing the course: pedagogical, organizational and technological aspects in particular. The paper provides recommendations to address such challenges when offering cross-border online courses in the future.
Common Core State Standards for Mathematics: Love It or Hate It, Understand Those Who Don't
Author: Wagner, Patty Anne
Date: 2016-00-00
Type: Journal Articles
Subjects: Common Core State Standards,Educational Change,Conflict,Mathematics Education,Advocacy

In this commentary, Wagner points out that the Common Core State Standards for Mathematics (CCSSM) has fueled strong reactions on either end of the spectrum, compelling its supporters and critics to argue their positions. Naturally neither side have interest in entertaining the arguments of the other. Wagner claims, however, that you develop the strongest case for your position if you clearly understand the opposition's point of view. To understand the opposition's point of view you must, at least briefly, adopt their position and seek to empathetically interpret it. Additionally, this deep understanding positions you to predict the reactions of oppositional members to subsequent policies or ideas, as well as ways in which those reactions may be contained or avoided. Wagner highlights from experience that to become an effective advocate for your position, whether that be as a critic or supporter, an understanding of the viewpoints and fundamental motivations of the opposite side is beneficial.
Lay Theories Regarding Computer-Mediated Communication in Remote Collaboration
Author: Parke, Karl
Date: 2017-00-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Rural Areas,Open Education,Distance Education,Online Courses,Learning Experience,Qualitative Research,Content Analysis,Cooperative Learning,Student Attitudes,Blended Learning,Teaching Methods,College Students,International Cooperation,Program Descriptions,Foreign Countries,Teamwork,Reports,Institutional Cooperation

Computer-mediated communication and remote collaboration has become an unexceptional norm as an educational modality for distance and open education, therefore the need to research and analyze students' online learning experience is necessary. This paper seeks to examine the assumptions and expectations held by students in regard to computer-mediated communication and how their lay theories developed and changed within the context of their practical experiences in conducting a remote collaborative project, through computer-mediated communication. We conducted a qualitative content analysis of students' final reports from an inter-institutional online course on computer-mediated communication and remote collaboration. The results show that students' assumptions were altered and indicate the strong benefits of teaching how to collaborate remotely, especially if a blended approach of theory and practical application are combined.
Measures of Student Success with Textbook Transformations: The Affordable Learning Georgia Initiative
Author: Croteau, Emily
Date: 2017-00-00
Type: Journal Articles
Subjects: College Students,State Aid,Grants,Textbooks,Costs,Shared Resources and Services,Academic Achievement,Educational Change,Outcomes of Education,Academic Failure,Dropout Rate,Withdrawal (Education),Academic Persistence,Grades (Scholastic),Hypothesis Testing,Money Management,Data Analysis,Paying for College,Qualitative Research,Surveys,Statistical Analysis

In 2014, the state of Georgia's budget supported a University System of Georgia (USG) initiative: Affordable Learning Georgia (ALG). The initiative was implemented via Textbook Transformation Grants, which provided grants to USG faculty, libraries and librarians, and institutions to &quot;transform their use of textbooks and other learning materials into using lower cost options&quot;, in other words to use open educational resources (OER) in lieu of a traditional bound textbook. The Round One Textbook Transformation Grants have already shown to be successful in that they saved students approximately $760,000. What is not known, is the collective impact on student learning. This study examines the learning gains or losses pre- and post-transformation in ALG Round One courses where traditional resources were replaced with OER. It estimates differences between pre- and post- textbook transformation across the following outcomes: 1) Drop Fail Withdraw (DFW) rates, 2) rates of completion, 3) numbers of students receiving a final grade of A or B, C and D, 4) numerical final grades as a percent, 5) final exam grades as a percent, and, 6) course-specific assessment grades measured in percent. Twenty-four data sets were analyzed for DFW rate, eight data sets for completion rate, fourteen data sets for grade distribution, three data sets for final exam grades, three data sets for course specific assessment and one data set for final grades. The null hypothesis that there would be no differences between pre- and post-transformation rates in these learning outcomes was supported. Thus, this study demonstrates that the USG's ALG initiative helped students save money without negatively impacting learning outcomes. In addition, it is the first of its kind to measure some of these learning outcomes (e.g. final exam grade, assessment grade, and distribution of letter grades) at this scale.
Building a Virtual Learning Environment to Foster Blended Learning Experiences in an Institute of Application in Brazil
Author: da Silva Marques Ribeiro, Andrea
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Virtual Classrooms,Educational Environment,Blended Learning,Learning Experience,Computer System Design,Courseware,College School Cooperation,Elementary Secondary Education,Institutes (Training Programs),College Programs,Cooperative Planning,Program Implementation,Educational Technology

Blended learning, the combination of face-to-face teaching with a virtual learning environment (VLE), is the theme of this study that aims at describing and analyzing the implementation of a VLE in the Institute of Application Fernando Rodrigues da Silveira, an academic unit of the State University of Rio de Janeiro. This study's main contribution is to reflect on the complexity of the institute that comprises schooling for basic education students and teacher education, from elementary school to postgraduate education. The wide scope of the institute encompasses face-to-face and non-presential activities, in different proportions, depending on the educational segment. Thus, starting from the assumption that blended learning teaching processes foment more student-centered educational models and facilitate interactions between individuals, a collaborative way was chosen as the VLE development method, contributing to pedagogical practices that favor meaningful learning. The VLE design was developed to meet the different needs and demands of the different educational segments. Currently there are 295 registered users. However, there are no registered basic education students so far. This can be justified by the fact that the VLE is relatively new to the community, and the participation of basic education students in the VLE depends on their teachers' enrolment and use of the VLE itself.
A MOOC Approach for Training Researchers in Developing Countries
Author: Murugesan, Ravi
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Developing Nations,Online Courses,Teaching Methods,Research Skills,Writing Skills,Researchers,Gender Differences,Professional Development,Curriculum Design,Course Content,Curriculum Implementation,Course Evaluation,Statistical Analysis,Surveys

We report on an online course in research writing offered in a massive open online course (MOOC) format for developing country researchers. The concepts of cognitive presence, teacher presence, and social presence informed the design of the course, with a philosophy of strong social interaction supported by guest facilitators. The course was developed with low-bandwidth elements and hosted on a Moodle site. It was offered twice as a MOOC and 2830 learners from more than 90 countries, mainly in the developing world, took part. The average completion rate was 53%. Female learners and learners who were active in the forums were more likely to complete the course. Our MOOC approach may be a useful model for continuing professional development training in the developing world.
Analysis of Student and Faculty Perceptions of Textbook Costs in Higher Education
Author: Martin, Michael Troy
Date: 2017-00-00
Type: Journal Articles
Subjects: College Faculty,College Students,Teacher Attitudes,Student Attitudes,Textbooks,Costs,Higher Education,Private Colleges,Decision Making,Shared Resources and Services,Money Management,Surveys

The cost of textbooks has continued to impact students in higher education. Students have reported that they make decisions on which courses to take based on the specific cost of textbooks. Faculty have reported willingness to use open textbooks to help ease the burden on students but are unsure where to find viable options. We examined the responses of 676 students and 573 faculty from a large private university (Brigham Young University, Provo, Utah) to understand the real impact of textbooks costs to students and how they are dealing with this ongoing problem. We found that 66% of students at this institution have not purchased a textbook due to cost. We also discovered that 91% of faculty at this institution would be willing to use OER alternatives and that 53% of them would welcome assistance identifying and adapting materials for their course.
Conceptualizing Community Engagement: Starting a Campus-Wide Dialogue
Author: Starke, Anthony M., Jr.
Date: 2017-00-00
Type: Journal Articles
Subjects: Community Involvement,Universities,Higher Education,Partnerships in Education,College School Cooperation,Semi Structured Interviews,Qualitative Research

Institutions of higher education are increasingly compelled to produce evidence that illustrates their contribution to society. In this age of demonstrating value, self-assessment is critical for urban and metropolitan universities. This study will explore the design and implementation of a landscape analysis--phase one of an in-depth self-assessment--at the University of Nebraska at Omaha (UNO). This process is intended to help universities gain a better understanding of how community engagement is conceptualized and institutionalized on their campus. A thorough understanding of the meaning of, and linguistics associated with, community engagement is imperative for the creation of community engagement measurement and assessment mechanisms. The authors will share the methodology and key findings, which include the discovery of domains of community engagement and acknowledgement of a spectrum of engagement.
Charting Ahead: Navigating Threats and Challenges to the Urban-Serving Research University Mission
Author: Zerquera, Desiree D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Urban Universities,Research Universities,Institutional Mission,Strategic Planning,Institutional Characteristics,Costs,Educational Finance,Financial Support,Urban Areas,Reputation,Access to Education,Disadvantaged,College Faculty,Consortia,Scholarship,Tenure

The higher education context that our CUMU institutions must navigate is complex and begets challenges resulting from the distinct mission our institutions seek to uphold. The implications of these challenges give rise to impacts on everyone within the institution and consequently our constituents within the cities we seek to serve. Bringing together literature, emerging research, and points from discussions at the 2016 CUMU conference, this paper analyzes challenges and their implications and highlights the strategies being employed to navigate them. We consider the tensions inherent in the urban-serving university's identity, the cost of serving urban regions, and the state structures that provide funding. All of these tensions have implications for commitment to mission, access for historically marginalized students, and the experiences of faculty within the institution. We also discuss strategic initiatives and efforts that reflect collaboration, strategic alignment, and innovation. This work is of value for those working within urban-serving universities, those who work to uphold their mission in higher education, and policy makers that shape the context of these institutions' work.
Undergraduate Student Research Opportunities and Economic Revitalization through Urban Agriculture Initiatives
Author: Schläppi, Michael R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Agricultural Education,Agricultural Production,School Community Relationship,Partnerships in Education,Agricultural Occupations,Gardening,Urban Environment,Metropolitan Areas,Economic Development,Sustainable Development

Through interactions with the recently formed Cooperative of the Institute of Urban Agriculture and Nutrition (CIUAN), a catalyst initiative co-governed by community organizations and academia to engage in mutually beneficial research and teaching projects, Marquette University in Milwaukee, Wisconsin, is supporting community efforts to bring healthy food to urban environments. This paper will discuss an innovative model, Sustainable Research and Economic Development model, to involve undergraduate students in interdisciplinary community-based research exploring pathways for urban agriculture and urban farmers markets to turn blighted properties into gardens, or rice paddies, as part of a larger metropolitan community economic development effort.
Collaboration Patterns as a Function of Article Genre among Mixed Researchers: A Mixed Methods Bibliometric Study
Author: Jordan, John
Date: 2017-00-00
Type: Journal Articles
Subjects: Mixed Methods Research,Researchers,Journal Articles,Cooperation,Authors,Intellectual Disciplines,Periodicals,Bibliometrics,Grounded Theory

Surprisingly, scant information exists regarding the collaboration patterns of mixed methods researchers. Thus, the purpose of this mixed methods bibliometric study was to examine (a) the distribution of the number of co-authors in articles published in the flagship mixed methods research journal (i.e., &quot;Journal of Mixed Methods Research&quot; [&quot;JMMR&quot;]) as a function of article genre (Quantitative Phase); (b) the relationship between the genre of articles published in &quot;JMMR&quot; and degree of collaboration in these articles (Quantitative Phase); (c) the difference between the number of authors in empirical research articles and non-empirical research articles published in &quot;JMMR&quot; (Quantitative Phase); and (d) select leading mixed methods researchers' collaboration experiences as a function of genre of article (Qualitative Phase). An analysis of all articles published in &quot;JMMR&quot; from 2007 (its inception) to 2015 (the latest complete year at the time that the study was conducted) revealed (a) a statistically significantly higher proportion of empirical research articles (63.2%) than non-empirical research articles (36.8%), (b) that empirical research articles were 1.4 times (95% confidence interval = 1.10, 1.78) more likely to involve multiple authors than were non-empirical research articles; and (c) that empirical research articles contained statistically significantly more authors than did non-empirical research articles. With respect to the qualitative phase, four themes (i.e., mental perception, mixed methods research, publication and research aids, and independent/group work) emerged regarding collaboration for empirical articles versus for non-empirical research articles. Implications of these findings are discussed.
Types of Interaction in Online Discussion Forums: A Case Study
Author: Khlaif, Zuheir
Date: 2017-00-00
Type: Journal Articles
Subjects: Case Studies,Interaction,Computer Mediated Communication,Online Courses,Graduate Students,Transcripts (Written Records),Qualitative Research,Statistical Analysis,Discourse Analysis,Discourse Modes,Asynchronous Communication,Incidence

The purpose of this paper is to identify the types of students' interaction, as well as their discussion patterns in an online course. The study took place in a large Midwestern University and 17 graduate students participated in the study. The primary data was obtained from students' discussion forum postings. The researchers used both qualitative and quantitative approaches to describe and analyze the types of discussion and interaction. The researchers developed a coding scheme based on theories and models. The findings of the study reveal that computer mediated communication (CMC) has a positive potential to increase interaction among students. Furthermore, the findings confirm the effectiveness of asynchronous online environment in supporting online learning community. Participants were engaged in social interaction to build their knowledge. This study recommends two-way interaction for achieving sustainable discussion and promoting higher level of interaction.