ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Approaches and Performance in Element Sequencing Tasks Using 2D and Augmented Reality Formats
Author: McCord, Kieren H.
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Simulation,Engineering Education,Civil Engineering,Design,Visualization,Worksheets,Sequential Approach,Construction Management,Undergraduate Students,Documentation,Industry

In civil and construction engineering education research, a focus has been on using 3D models to support students' design comprehension. Despite this trend, the predominant mode of design communication in the industry relies on 2D plans and specifications, which typically supersede other modes of communication. Rather than focusing on the presentation of less common 3D content as an input to support students' understanding of a design, this paper explores more common 2D inputs, but compares different visualization formats of student output in two educational interventions. In the first intervention, students document a construction sequence for wood-framed elements in a 2D worksheet format. In the second, students work with the same wood-framed design, but document their sequence through an augmented reality (AR) format where their physical interactions move full-scale virtual elements as if they were physically constructing the wood frame. Student approaches and performance were analyzed using qualitative attribute coding of video, audio, and written documentation of the student experience. Overall, results showed that the 2D worksheet format was simple to implement and was not mentally demanding to complete, but often corresponded with a lack of critical checks and a lack of mistake recognition from the students. The AR approach challenged students more in terms of cognitive load and completion rates but showed the potential for facilitating mistake recognition and self-remediation through visualization. These results suggest that when students are tasked with conceptualizing construction sequences from 2D documentation, the cognitive challenges associated with documenting a sequence in AR may support their recognition of their own mistakes in ways that may not be effectively supported through 2D documentation as an output for documenting and planning a construction sequence. The results presented in this paper provide insights on student tendencies, behaviors, and perceptions related to defining construction sequences from 2D documentation in order for educators to make informed decisions regarding the use of similar learning activities to prepare their students for understanding the 2D design documents used in industry.
Assessment for Learning: The University of Toronto Temerty Faculty of Medicine M.D. Program Experience
Author: Tait, Glendon R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Medical Education,Undergraduate Study,Program Evaluation,Program Implementation,Evaluation Methods,Alignment (Education),Medical School Faculty,Faculty Development,Program Improvement,Curriculum Development

(1) Background: Programmatic assessment optimizes the coaching, learning, and decision-making functions of assessment. It utilizes multiple data points, fit for purpose, which on their own guide learning, but taken together form the basis of holistic decision making. While they are agreed on principles, implementation varies according to context. (2) Context: The University of Toronto MD program implemented programmatic assessment as part of a major curriculum renewal. (3) Design and implementation: This paper, structured around best practices in programmatic assessment, describes the implementation of the University of Toronto MD program, one of Canada's largest. The case study illustrates the components of the programmatic assessment framework, tracking and making sense of data, how academic decisions are made, and how data guide coaching and tailored support and learning plans for learners. (4) Lessons learned: Key implementation lessons are discussed, including the role of context, resources, alignment with curriculum renewal, and the role of faculty development and program evaluation. (5) Conclusions: Large-scale programmatic assessment implementation is resource intensive and requires commitment both initially and on a sustained basis, requiring ongoing improvement and steadfast championing of the cause of optimally leveraging the learning function of assessment.
Simulating Electronic Absorption Spectra of Atmospherically Relevant Molecules: A Systematic Assignment for Enhancing Undergraduate STEM Education
Author: Stelz-Sullivan, Eleanor J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Computation,Chemistry,Science Education,Simulation,Undergraduate Students,College Science,Science Curriculum,Scientific Concepts,Computer Simulation,Computer Assisted Instruction,Science Laboratories,Hands on Science,Spectroscopy,Curriculum Development

Computational and atmospheric chemistry are two important branches of contemporary chemistry. With the present topical nature of climate change and global warming, it is more crucial than ever that students are aware of and exposed to atmospheric chemistry, with an emphasis on how modeling may aid in understanding how atmospherically relevant chemical compounds interact with incoming solar radiation. Nonetheless, computational and atmospheric chemistry are under-represented in most undergraduate chemistry curricula. In this manuscript, we describe a simple and efficient method for simulating the electronic absorption spectral profiles of atmospherically relevant molecules that may be utilized in an undergraduate computer laboratory. The laboratory results give students hands-on experience in computational and atmospheric chemistry, as well as electronic absorption spectroscopy.
An Analysis of Student Anxiety Affecting on Online Learning on Conceptual Applications in Physics: Synchronous vs. Asynchronous Learning
Author: Phanphech, Parinda
Date: 2022-00-00
Type: Journal Articles
Subjects: Vocational Education,Students,Electronic Learning,Synchronous Communication,Asynchronous Communication,Computer Mediated Communication,Videoconferencing,Video Technology,Anxiety,Comprehension,Knowledge Level,Foreign Countries

This study examines the impact of students' anxiety, due to online learning, in different learning environments: a synchronous (Zoom) and asynchronous learning environment (YouTube) to compare students' conceptual understanding of electric circuits. Multiple linear regression and factor analyses were conducted to examine the factor of students' anxiety and conceptual understanding. A sample of 99 vocational students participated in the study, including YouTube (n = 49) and Zoom (n = 50) groups. The DIRECT was used to diagnose test for conceptual understanding in the electric circuits, and OTAI was used to assess anxiety in online learning test. The OTAI consists of three factors: psychological, physiological, and online. The results showed that students' anxiety, in some factors, affected their conceptual understanding of the electric circuits in both groups. However, there was a significant increase in conceptual understanding in both treatment groups. Although the students' conceptual understanding had a slight increase, online learning has to improve to reduce the anxiety of learners.
The Relationship between Professional Environmental Factors and Teacher Professional Development in Israeli Schools
Author: Hilel, Anat
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Work Environment,Faculty Development,Communities of Practice,Self Efficacy,Professional Identity,Transformational Leadership,Principals

(1) Background: This paper examines the elements essential to effective teacher professional development (TPD) and the relationship between various professional environmental factors (professional learning community perceptions, self-efficacy, professional identity, principal's transformation leadership patterns), TDP in primary education schools, and TDP prediction. (2) Methods: Data were collected during the 2020 school year from 412 teachers in primary education schools in five Israeli districts. The professional learning community, self-efficacy, professional identity, transformation leadership patterns, and TPD scales were used to collect data. Descriptive statistics, Pearson moment-product correlation, and multiple regression analysis were used for data analysis. (3) Results: Overall, participants' TPD was high (4.12 ± 0.83). Statistically significant correlations were observed between TPD and four independent variables (0.41-0.64; p &lt; 0.0001). No significant associations were seen between TPD and work-related characteristics. TPD differences were observed in participants with different educational levels (F = 4.63; p = 0.003). Higher TPD levels were predicted by perceptions of the principal's transformation leadership patterns, self-efficacy, the professional learning community, and education (F-ratio = 57.85; adjusted R2 = 0.50; p &lt; 0.001). Conclusions: The present study attests to the importance of the school principal's leadership patterns for TPD, alongside the contribution of self-efficacy, professional learning community, and professional identity.
Tales of Doctoral Students: Motivations and Expectations on the Route to the Unknown
Author: Diogo, Sara
Date: 2022-00-00
Type: Journal Articles
Subjects: Doctoral Students,Doctoral Programs,Educational Change,Student Motivation,Enrollment Influences,Student Satisfaction,Supervisor Supervisee Relationship,Foreign Students,STEM Education,Social Sciences,Languages,Humanities,Student Attitudes

This paper provides a reflection on the way changes taking place in doctoral education are being perceived and internalized by doctoral students. The Doctoral perceptions are analyzed through Ph.D. candidates' motivations to enroll in the program and to their levels of satisfaction with the supervision experience. Comparisons between national and international students, as well as differences according to doctoral programs' scientific areas, i.e., between students enrolled in Science, Technology, Engineering and Mathematics (STEM) and in Social Sciences, Languages and Humanities (SSLH) are established. Based on a case study developed in a Portuguese university, conclusions point to the dominance of a romanticized, traditional view of doctoral education, with the academic profession at its core. This view is mostly shared by international students and those from SSLH scientific areas. In turn, national Ph.D. candidates and those from STEM areas have incorporated a more instrumental view of doctoral education, aiming for training participants to professions outside academia.
Examining the Knowledge Produced in Educational Administration Doctoral Theses with Respect to Functions of Science
Author: Tonbul, Yilmaz
Date: 2022-06-00
Type: Journal Articles
Subjects: Educational Administration,Doctoral Dissertations,Content Analysis,Scientific Concepts,Concept Formation,Theories,Models,Scientific Methodology,Scientific Enterprise,Foreign Countries

This study examines the contribution of the knowledge produced in educational administration doctoral theses to the functions of science, concept and model development, theory formation, scale development/adaptation and application. Content analysis, one of the qualitative methods, was used in conducting the research, which analyzed 122 doctoral theses dated between 2017 and 2020. These compositions were produced at 27 universities that ranked in the top 500 globally in CWUR (Center for World University Ranking) 2020. The results showed that the knowledge produced in the theses was mostly descriptive. However, there were a few experimental theses that reached the control level and contributed to the application with a concept, model, theory creation and scale development/adaptation. The findings offer implications that can guide future research in the field of educational administration.
Knowledge Production in the Field of Educational Administration in Turkey: Evaluation of Dissertations within the Context of Habermas&apos;s Knowledge Taxonomy
Author: Mavi, Duran
Date: 2022-06-00
Type: Journal Articles
Subjects: Doctoral Dissertations,Educational Administration,Epistemology,Taxonomy,Databases,Universities,Gender Differences,Research Methodology,Foreign Countries,Discourse Analysis

In recent years, significant efforts have been made by Turkish researchers to contribute to knowledge production in the field of educational administration to match the scholarly endeavor of their international peers. The main purpose of these scientific studies, including dissertations, is to produce knowledge and offer original alternatives to solving problems through several philosophical approaches. Consistent with this effort, the present study aims to evaluate the dissertations produced in the field of educational administration epistemologically as well as ontologically, in respect of Habermas's knowledge taxonomy. The research was conducted using document and discourse analysis, which are qualitative research methods, and 215 dissertations prepared in 23 different universities accessed from Council of Higher Education Thesis Center database were analyzed. The results show that Eskisehir Osmangazi, Hacettepe and Ankara Universities take the lead in the production of dissertations. It was found the number of males was higher in both researcher and supervisor positions, that mainly quantitative research methods were used, and that empirical-analytical knowledge was produced. The limitation of historical-hermeneutical/interpretative and critically oriented knowledge types is another original finding. The dataset included only dissertations and excluded other sources from Turkey. The authors believe that this study will serve as basis for a better understanding of the current features of the field. In addition, this study, which was conducted in a non-Western country, is expected to affect the knowledge production trend in the field of educational administration and support the diversity of knowledge in dissertations, which are detailed studies shedding light on the future.
The Effect of Movement and Play-Based Music Education on Musical Skills of Students Affected by Mental Disability
Author: Güdek, Bahar
Date: 2022-00-00
Type: Journal Articles
Subjects: Play,Teaching Methods,Music Education,Moderate Intellectual Disability,Movement Education,Instructional Effectiveness,Game Based Learning

The research aims to determine the effect of movement and game-based music education on the musical (exercising dynamics, playing the body, singing) skills of students with moderate intellectual disability. Within the framework of this purpose, it was aimed to improve the musical dynamics application skills, body playing skills and singing skills of students with special needs. In the study, the inter-behavioral multiple probe model, which is one of the single-subject experimental designs, was used. A student affected by moderate intellectual disability participated in the study. The findings showed that the effects of Movement and Play Based (MPBME) music education on the musical dynamics practice skills, body playing skills and singing skills of students with moderate intellectual disability were statistically significant and positive. He has shown that he has developed his skills and that he can demonstrate these skills with different applications and that his skills continue.
The Effect of Quality of Faculty Life on Student Loyalty
Author: Özdogru, Mehmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Quality of Life,College Faculty,Student Attitudes,Undergraduate Students,Foreign Countries,Predictor Variables,Values

The purpose of this research is to determine the effect of faculty life quality on student loyalty according to student perceptions. The study was designed in a descriptive relational survey model. The participants of the research consist of randomly selected 342 undergraduate students studying at Kütahya Dumlupinar University, Faculty of Education in the 2021-2022 academic year. In the study &quot;Quality of faculty life scale&quot; and &quot;Student loyalty scale&quot; were used. In the study, it was found that students' perceptions of the quality of faculty life and student loyalty levels were high. The study also revealed a highly positive and significant relationship between the quality of faculty life and student loyalty. In addition, it has been determined that the quality of faculty life is an important predictor of student loyalty. Universities and the Council of Higher Education (CoHE) can periodically measure the perceptions of university students regarding the quality of faculty life and their loyalty, and by evaluating the results they carry out necessary improvement studies.
The Evaluation of the Invalidated Teacher Guidebooks in Accordance with Teachers&apos; Opinions
Author: Epçaçan, Cahit
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Guides,Textbooks,Textbook Evaluation,Teacher Attitudes,Foreign Countries,Program Termination,Turkish,Language Teachers,Secondary School Teachers,Lesson Plans,Educational Benefits,Use Studies

The use of teacher's guidebooks, which were prepared to assist teachers based on the curriculum implemented within the framework of the constructivist model, was discontinued in the 2018-2019 academic year. This study was based on a case study and prepared to examine the teacher's guidebooks that were removed from the curriculum in the 2018-2019 academic year. The study group consists of 20 teachers who work in Siirt and have at least 5 years of experience in public schools. The data were collected with a semi-structured interview form prepared by the researcher and the content analysis technique was used in the analysis of the data. The research findings revealed that most of the teachers felt the lack of guidebooks and could not perform their learning-teaching strategies in a healthy way after the removal of the guidebooks, listening education, which is one of the basic language skills, was largely neglected and the implementation of the guidebooks by the Ministry of Education would be beneficial in the education and training process.
The Relationship of Academicians with Technostress Levels and Job Satisfaction in the COVID-19 Process
Author: Toraman, Çetin
Date: 2022-00-00
Type: Journal Articles
Subjects: Stress Variables,College Faculty,COVID-19,Pandemics,School Closing,Distance Education,Job Satisfaction,Technology Uses in Education,Educational Technology,Faculty Workload,Barriers,Teacher Characteristics,Institutional Characteristics,Foreign Countries

The aim of this research is to determine the technostress levels experienced by academicians who carry out distance education activities during the COVID-19 process and to examine the relationship between this stress level and job satisfaction. The research is a relational comparison type of research. The participants of the research consisted of 1450 academicians working in different disciplines, determined according to the purposeful sampling method. Technostress scale, job satisfaction scale and open-ended question form were used as data collection tools in the research. Descriptive statistics, multiple linear regression, MANOVA and inductive content analysis were used in the analysis of the data. According to the research findings, it was determined that academicians were exposed to intense technology use in distance education during the COVID-19 process, their workload increased, and this situation negatively affected the private lives, work performance and job satisfaction of academicians. It has been determined that the job satisfaction of academics with higher seniority and title, working at public universities that provide distance education during the COVID-19 process, was higher. In the study, it was determined that gender, type of institution in which academicians work, title and seniority from the main effects, and their interaction made a significant difference on the level of technostress of academicians. According to the results of the research, it has been determined that distance education negatively affects private life in the COVID-19 period, however, it has some useful aspects with difficulties in practice. Based on the results of the research, it is recommended to improve the online learning and technology literacy skills of academicians, to run some of the courses in universities with distance education to be ready for online and emergency distance education, and to improve the employment conditions of academicians working in private universities.
Using Dale Carnegie&apos;s Principles to Teach Nursing Informatics Online during a Pandemic
Author: Luo, Shuhong
Date: 2022-00-00
Type: Journal Articles
Subjects: Nursing Education,Nursing Students,Electronic Learning,Online Courses,Asynchronous Communication,COVID-19,Pandemics,Course Evaluation,Student Satisfaction,Teaching Methods,Interpersonal Relationship,Graduate Students,Outcomes of Education,Positive Attitudes,Feedback (Response),Learning Motivation

The coronavirus disease of 2019 (COVID-19) pandemic makes it vital for nursing students to have access to online education. Dale Carnegie's principles were used as a teaching strategy by the same instructor in one of the two text-based online asynchronous courses on nursing informatics in the summers of 2020 and 2021. Students (n = 108) were randomly divided into two different sessions. Students' final grades and feedback to surveys on course and faculty at the end of the semester were collected and analyzed. Students' final grades and ratings on the course and faculty evaluation surveys in the intervention group that incorporated Carnegie's principles were higher than those in the control group. There were more positive and fewer negative comments in the intervention group than in the control group in both surveys. A positive learning environment created by Carnegie's principles helps instructors increase students' satisfaction and learning outcomes during stressful times.
The Role of Intelligence and Self-Concept for Teachers&apos; Competence
Author: Blömeke, Sigrid
Date: 2022-00-00
Type: Journal Articles
Subjects: Intelligence,Self Concept,Early Childhood Teachers,Pedagogical Content Knowledge,Teacher Competencies,Correlation,Foreign Countries,Mathematics Instruction

Research on intelligence and competence has developed widely independent of each other. The present paper aims at relating these traditions and at integrating the dominant models to fill gaps in the respective theories. We test the structural models derived from this integration in a series of confirmatory factor analyses and a latent moderated structural equations approach using teachers as an example. The data reveal that both fluid intelligence (&quot;gf&quot;) and domain-specific knowledge affect teachers' ability to solve the domain-specific items. Teachers' academic self-concept related to mathematics explains individual differences beyond &quot;gf.&quot; An interaction effect between &quot;gf&quot; and self-concept exists for teachers' pedagogical content and general pedagogical knowledge, but not for their mathematics knowledge. This finding indicates that a positive self-concept cannot compensate for a lack of &quot;gf,&quot; but it supports the acquisition of domain-specific knowledge in case of high &quot;gf,&quot; probably because it facilitates overcoming challenges.