ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Elementary Student Perceptions of Writing Feedback
Author: Marrs, Sarah
Date: 2016-00-00
Type: Journal Articles
Subjects: Elementary School Students,Student Attitudes,Writing Evaluation,Feedback (Response),Emotional Response,Social Cognition,Data Analysis,Qualitative Research,Grade 3,Grade 4,Grade 5

The purpose of this descriptive qualitative investigation was to explore elementary students' (N = 867) perceptions of the feedback they receive on their writing. After responding to the closed-ended question, &quot;Do you like to receive feedback about your writing?&quot; students were branched to the appropriate follow-up open-ended question, &quot;Why do/don't you like to receive feedback about your writing from your teacher?&quot; The majority of students reported liking writing feedback and provided reasons related to mastery and positive affective responses to feedback. A sizeable number of students reported not liking feedback and provided reasons related to avoidance of receiving feedback and negative affective responses associated with feedback. Qualitative findings highlight the range of both positive and negative views about writing feedback, as well as the power of listening to student voices.
Reflecting on Online Course Evaluations: Five Must-Do&apos;s for Faculty and Students
Author: Cicco, Gina
Date: 2016-00-00
Type: Journal Articles
Subjects: Online Courses,Course Evaluation,Graduate Study,Counselor Educators,Evaluation Methods,Guidelines,Counselor Training,Virtual Classrooms,Academic Standards,Teacher Student Relationship,Interaction,Computer Mediated Communication,Student Educational Objectives,Interpersonal Communication,Reliability,Teacher Responsibility,Student Responsibility

This article will review the experiences of a graduate counselor educator in teaching and evaluating her online courses. The author will summarize her most effective instructional and assessment mechanisms, based on student performance through achievement of course objectives as well as students' feedback and comments on specific online counseling courses and methods. The article will then provide five guidelines or must-do's that have demonstrated success for faculty members and students in fully online courses at the graduate education level. These five must-do's emerged from a thorough and comprehensive review of ten online graduate counseling courses taught at a metropolitan university in New York City within the past three years. The data collected is currently being analyzed and synthesized into a research report. The five recommendations proposed by the primary instructor include Presence, Interaction, Clarity, Consistency, and Availability, which create the acronym, &quot;PICCA&quot;, to summarize a proactive and creative approach to teaching and learning in online courses (Cicco, 2013; Cicco, 2015). Underlying the faculty and student roles in a PICCA-based online course is the understanding that each individual has a responsibility to remain attentive and engaged throughout the duration of the course and should hold an authentic commitment to strive for an optimal learning experience. The article will also include suggestions on specific ways to adapt and implement PICCA in the virtual classroom.
Perceived Implementation Barriers of a One-to-One Computing Initiative in a Large Urban School District: A Qualitative Approach
Author: Simmons, Brandon
Date: 2016-00-00
Type: Journal Articles
Subjects: Urban Schools,School Districts,School District Size,Barriers,Computer Uses in Education,Technology Integration,Qualitative Research,Interviews,Administrators,Planning,Faculty Development,Educational Finance,Financial Support,Self Efficacy,Attitudes,Behavior,Elementary Secondary Education

One-to-One Computing initiatives are K-12 Educational environments where student and teacher have Internet-connected, wireless computing devices in the classroom and optimally at home as well (Penuel, 2006). One-to-one computing has gained popularity in several schools and school districts across the world. However, there is limited research exploring the barriers of implementing one-to-one computing, especially on a large scale. This study utilizes a qualitative approach by interviewing six senior administrators on identifying the barriers to implementing one-to-one computing. Solutions are recommended by the senior district leadership to help secure a successful and sustainable district-wide implementation of a one-to-one computing initiative. Results from this study have implications that could drive the planning of future initiatives in large school districts across the world.
Andragogical Teaching Methods to Enhance Non-Traditional Student Classroom Engagement
Author: Allen, Pamela
Date: 2016-00-00
Type: Journal Articles
Subjects: Andragogy,Teaching Methods,Nontraditional Students,Learner Engagement,Educational Trends,Higher Education,Active Learning,Technology Uses in Education,Blended Learning,Cooperative Learning,Intelligent Tutoring Systems,Electronic Publishing,Books,Computer Simulation,Teaching Models,Online Courses,Computer Games,Educational Games,Multimedia Materials

The aim of this study was to provide a reflection of current trends in higher education, identify some of the changes in student behavior, and potential identification of non-traditional classroom facilitation with the purpose of strengthening active learning and use of technology in the classroom. Non-traditional teaching is emerging in the form of blended classrooms, flipped classrooms, active learning, and team based learning. Incorporation of classroom technology, includes interactive tutorials, eBooks, Toolwire simulations, and embedding media into course content. The result of the study identified the potential paradigm shift that supports the proposal of new Non-Traditional Adult Teaching Models to help faculty in post-secondary education demonstrate diverse methods of teaching from the perspective of andragogy.
Requisite for Honing the Problem Solving Skill of Early Adolescents in the Digital Era
Author: Sumitha, S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Early Adolescents,Problem Solving,Skill Development,Gender Differences,Family Characteristics,Rural Schools,Foreign Countries,Questionnaires,Student Surveys,Institutional Characteristics,Adolescent Development

Problems can be the cause of stress, tension, emotional instability and physical strain. Especially, adolescents should have the skill of solving a problem in order to reach his/her desired ambitions in life. The problem solving skill requires some abstract thinking to arrive at a clear solution. Problem solving ability helps them to meet their challenges in their real life situations. This study aims at investigating the problem solving skill of early adolescents. The major objectives of the study is to find out the problem solving skill of early adolescents based on their gender and type of family and the problem solving skill of early adolescents who belong to aided, matriculation, and government schools located in the rural areas of Kanyakumari District, Tamil Nadu, India. The sample of 100 early adolescents was randomly selected for the study. Survey method was employed for the study. A questionnaire, which consisted of 26 items on problem solving skills was developed by the investigators and used as an instrument for the purpose of study. Reliability was established and the tool was validated by the experts in the field of Education. The analysis of data was computed and it revealed that (i) female students are better than the male students, nuclear family students are better than the joint family students in their problem solving skills and (ii) type of school does not influence the problem solving skill of early adolescents.
Effectiveness of an Interactive Multimedia Learning Package in Developing Attitude towards Mathematics
Author: Muthulakshmi, P.
Date: 2016-00-00
Type: Journal Articles
Subjects: Multimedia Instruction,Mathematics Instruction,Technology Uses in Education,Experimental Groups,Control Groups,Educational Technology,Teaching Methods,Conventional Instruction,Pretests Posttests,Statistical Analysis,Scores,Attitude Change,High School Students,Foreign Countries

The present study has been designed to investigate the effectiveness of an interactive multimedia learning package in developing attitude towards Mathematics. After establishing homogeneity with reference to the students' quarterly marks in Mathematics and the scores of intelligence test, they were divided into 21 learners in control group and 21 in Experimental group. The selected topics from the standard IX Mathematics book was taught through traditional method to the sample selected for the control group whereas, experimental group was given treatment through Interactive Multimedia Learning Package developed by the investigator. Attitude towards mathematics inventory developed by the investigator was used to collect the data. Pre-test and post-test were conducted to both groups before and after the treatment. The data obtained were statistically analyzed by calculating arithmetic mean, standard deviation and t-test. The results indicated that, there is a significant difference in the post-test scores between the control and experimental groups with regard to the attitude towards mathematics.
Whether Experience and Training of Teachers Affect Their Attitude towards Continuous and Comprehensive Evaluation (CCE)?
Author: Sahanowas, S. K.
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teaching Experience,Faculty Development,Program Effectiveness,Attitude Measures,Secondary School Teachers,Predictor Variables,Educational Change,Program Attitudes,Student Evaluation,Evaluation Methods,Foreign Countries

Teaching experience and training of the teachers are important variables for teaching and evaluating effectively having an immense impact to their inclination, attitude and perfection. West Bengal Board of Secondary Education (W.B.B.S.E), India, has taken the initiative to implement Continuous and Comprehensive Evaluation system up to class VIII level. The present study explores the effect of experience and training on the attitude of the teachers towards CCE. 100 teachers under W.B.B.S.E were selected from 20 schools from Kolkata and South 24 Parganas district, West Bengal, India. Attitude scale towards CCE by Sood &amp; Anand (2011) was adopted. t- test result showed that, teaching experience and training have no effect on the attitude of teachers towards CCE. Few orientations were suggested and discussed in the light of the matter.
Can Item Analysis of MCQs Accomplish the Need of a Proper Assessment Strategy for Curriculum Improvement in Medical Education?
Author: Pawade, Yogesh R.
Date: 2016-00-00
Type: Journal Articles
Subjects: Test Items,Item Analysis,Multiple Choice Tests,Curriculum Development,Medical Education,Difficulty Level,Discriminant Analysis,Testing,Test Construction,Statistical Analysis

Item analysis of Multiple Choice Questions (MCQs) is the process of collecting, summarizing and utilizing information from students' responses to evaluate the quality of test items. Difficulty Index (p-value), Discrimination Index (DI) and Distractor Efficiency (DE) are the parameters which help to evaluate the quality of MCQs used in an examination. This study has been postulated to investigate the relationship of items having good p-value and DI with their DE and their utility to frame &quot;ideal questions&quot;. This study further evaluates the MCQs as a tool of assessment so as to improve the curricula in Medical Education. In this study, 20 test items of &quot;Type A&quot; MCQ tests of assessment were selected. The p-values, DI and DE were estimated. The relationship between the p-value and DI for each test item was determined by Pearson correlation analysis. Mean p-value and DI of the test were 66.53 ± 16.82% and 0.41 ± 0.16% respectively. Only 20% of total test items crossed the p-value of 80% indicative of their easy difficulty level. 95% of the test items showed acceptable (&gt; 0.2) DI. 12 out of 20 test items showed excellent DI (= 0.4). 8 (40%) test items were regarded as &quot;ideal&quot; having p-value from 30-70, and DI &gt; 0.24. Correlation studies revealed that, DI associated with p-value (r = -0.288; P = 0.219). Mean DE of the test was 76.25 ± 22.18%. The DE was directly related to the DI. Items with good and excellent DI had DE of 66.67 ± 14.43% and 83.33 ± 19.46% respectively. In conclusion, an acceptable level of test difficulty and discrimination was maintained in the type A MCQ test. The test items with excellent discrimination tend to be in the moderately difficult range. There was a consistent spread of difficulty in type A MCQ items used for the test. Much more of these kinds of analysis should be carried out after each examination to identify the areas of potential weakness in the type A MCQ tests to improve the standard of assessment.
Critical Thinking Ability of Higher Secondary School Students
Author: Devika, R.
Date: 2016-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Secondary School Students,Foreign Countries,Gender Differences,Statistical Analysis,Hypothesis Testing,Scores,Student Surveys

Critical thinking ability is one among the life skills enlisted by the World Health Organisation. Citizens who can think critically are the need of the nation. The new era warrants persons who can think and evaluate the information correctly. It is the duty of education to inculcate the skill of critical thinking in the students, the future citizens. The study was conducted using the normative survey method. The sample for the present study consisted of 640 secondary school students from different schools of Palakkad district. A tool, namely Critical Thinking Ability Test for Higher Secondary School Students was constructed and standardized by the investigators for the study. The study investigated the influence, the effect of gender, type of management and the optional subject on the critical thinking ability of higher school students. Statistical measures such as t-test and ANOVA were used to analyze the data. The result of the analysis shows that a significant difference exists in the mean scores of critical thinking ability with respect to gender, type of management and optional subjects of students.
Exploring the Use of Tablets for Student Teaching Supervision
Author: Johnson, Joseph A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Handheld Devices,Telecommunications,Educational Technology,Technology Uses in Education,Teaching Methods,Student Teacher Supervisors,Supervision,Preservice Teachers,Case Studies,College Faculty,Elementary Secondary Education,Qualitative Research,Semi Structured Interviews,Statistical Analysis,Observation,Feedback (Response),Communication Strategies,Reflection,Cooperation

While research on the use of tablets in the field of education is emerging, existing research on the use of this tool for the purposes of student teaching supervision is very limited. This study aimed to explore the application of iPad tablets for student teacher supervision in a teacher preparation program at a large state university in the Northeastern United States, with the purpose of improving practice in the supervision and effectiveness of implementation of the digital tool. Employing a case study methodology to analyze data from five participating professors who supervise pre-service teachers' teaching practice in actual school settings, this study revealed several strengths of this tool in terms of facilitating communication, collaboration, and organization for supervisors and for encouraging effective reflective practice among student teachers. It also revealed limitations in implementation, including access to necessary infrastructure on-site at K-12 schools and the structure of the implementation program. These findings can inform similar technology integration in other teacher preparation programs.
Motivating Struggling Middle School Readers: Digital Images as an Aid for Self-Monitoring and Enhancing Retellings of Text
Author: Parenti, Melissa A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Reading Difficulties,Special Needs Students,Middle School Students,Story Telling,Reading Comprehension,Reading Motivation,Reading Achievement,Reading Improvement,Technology Uses in Education,Technology Integration,Imagery,Self Management,Metacognition,Culturally Relevant Education,Computer Graphics

The benefits of motivation, mental imagery, self-monitoring and guided retellings on reading comprehension have long been lauded as effective methods for improving reading achievement. At a time when technology continues to flourish, yet secondary reading performance remains at a level far below proficiency, identifying strategies that assist in efforts to advance middle school readers via digital resources is critical. This work, therefore, links these influential ideas and presents a promising approach for working with struggling readers. The use of technological devices during mental imagery activity and self-monitoring tasks is introduced and encouraged as a best practice when reading narrative and informational text. As narrative story elements and/or expository text structures are encountered, struggling middle school readers curate digital images that represent mental pictures that are internally and socially constructed during the reading process. This collection of digital images is then utilized as a motivating resource and aid for adequately supporting and enhancing retellings of text.
Teacher Candidates Implementing Universal Design for Learning: Enhancing Picture Books with QR Codes
Author: Grande, Marya
Date: 2016-00-00
Type: Journal Articles
Subjects: Picture Books,Preservice Teachers,Access to Education,Information Technology,Telecommunications,Coding,Technology Uses in Education,Undergraduate Students,Literacy Education,Teacher Education,Handheld Devices,Influence of Technology,Case Studies,Pretests Posttests,Books,Childrens Literature

The purpose of this study was to investigate if teacher candidates could gain knowledge of the principles of Universal Design for Learning by enhancing traditional picture books with Quick Response (QR) codes and to determine if the process of making these enhancements would impact teacher candidates' comfort levels with using technology on both students with and without disabilities. Participants were undergraduate students seeking teacher certification for children from birth through grade six. Data sources included a pre and post survey, discussion forum, final presentations, and the enhanced picture books. Results indicated that the process of using QR codes to adapt a book resulted in candidates being significantly more comfortable in using technology with students with disabilities although there were no significant differences on their comfort level using technology for students without disabilities. In addition, teacher candidates were able to identify ways to use QR codes to adapt picture books for literacy development, but were limited in their ability to link text enhancements to the principles of Universal Design for Learning. Suggestions for using QR codes in teaching these principles to teacher candidates are offered as well as suggestions for future research.
E-Learning in Higher Education: Focus Groups and Survey among Students in Central Europe
Author: Tuševljak, Marko
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,College Students,Technology Uses in Education,Technology Integration,Student Attitudes,Readiness,Mixed Methods Research,Student Surveys,Distance Education,Focus Groups

Despite a great deal of time and energy went into digitalisation of the world around us, education has been lagging behind. A question therefore arises to what extent higher education institutions should introduce e-learning as part of their programmes. The purpose of this study is to add to the body of knowledge on e-learning by examining perceptions and intentions of students regarding e-learning. There are two broader research objectives pursued in order to achieve the purpose. The first objective is to identify students' knowledge and perception of e-learning, along with their attitudes and experience with it. The second research objective is to assess readiness of students to engage in e-learning and determine their willingness to pay for it. This study uses mixed method research design. First, results of two focus groups are reported, followed by results of survey on 104 respondents in a country of Central Europe. Results show that, students are in general positively inclined towards e-learning and would be willing to take online courses. However, there are still some reservations connected to it and the preference is towards the blended format. In spite of e-learning's European roots, the majority of students do not want the full integration of Information Technology into the study process, meaning that the traditional learning methods combined with IT are preferred.
Online Education to Improve Workforce Skills: The Experience in the United States
Author: Robertson, Robert W.
Date: 2016-00-00
Type: Journal Articles
Subjects: Skilled Workers,Job Skills,Skill Development,Electronic Learning,Online Courses,Job Training,Web Based Instruction

The forces of globalization and technological advances are driving a need for skilled workers. In many countries, there is a &quot;skill gap&quot; that must be acknowledged. Individuals must increasingly embrace lifelong learning to remain competitive in turbulent times. This paper provides an introduction to the skills gap issue. In addition, the paper assesses the need for skilled workers in the United States. In many instances, this need for skilled workers is being addressed by using online technology and training.
The &quot;Intentionality Measurement Instrument&quot; [or &quot;IMI&quot;]: A Comprehensive Psychometric Instrument Based upon the Dual Quadrant Scalar Model of Intentionality That Is Designed to Measure Intent, Motive Type, and Disposition
Author: Osler, James Edward, II
Date: 2016-00-00
Type: Journal Articles
Subjects: Measures (Individuals),Intention,Motivation,Personality,Models,Epistemology,Psychometrics,Statistical Analysis,Computation,Sequential Approach,Correlation,Validity,Measurement

The overall aim of this paper is to provide an epistemological rational for the measurement of intentionality. The purpose of this narrative is to identify &quot;Intentionality&quot; as an arena of action in the dispositional learning domain can be measured using an &quot;Intentionality Measurement Instrument&quot; [also referred by the acronym &quot;IMI&quot;] based upon a dual scalar model similar to the measurement of the correlation coefficient. The methodology of the &quot;IMI&quot; is to statistically test intentionality via specific psychometric instruments. The IMI as an educational science statistical metric has universal applicability and is ideally suited for measurement of purposive content (the subject matter area), purposive capability (the psychomotor domain), and purposive knowledge (the cognitive domain) based directly upon disposition (the affective domain-which determines the will, purpose, and reason behind the identified event). This methodology is a novel approach to much needed dispositional statistical data analysis. It adds considerable value to the methods designed to assess rationale and reason through specific instrument validity and reliability. A sequential computational methodology for IMI statistical analysis through a model is provided to clarity the metrics that are procedurally used in a step by step fashion that illustrates the entire process of intentionality inquiry.