ethanporcaro/eric-fulltext-meta huggingface dataset:
The Emerging Role of Universities in Collective Impact Initiatives for Community Benefit
Author: Smith, Jason
Date: 2017-11-00
Type: Journal Articles
Subjects: College Role,School Community Relationship,Case Studies,Urban Universities,School Community Programs,Educational Change,School Business Relationship,Partnerships in Education

Universities are increasing their efforts to more clearly demonstrate their social value. This article illustrates how higher education administrators can incorporate collective impact partnerships in their community benefit strategies. The article explores two of the more familiar paradigms for community benefit--community engagement and anchor institution. Collective impact principles and practices are then presented. Finally, a case study provides a tangible example of how one university's role in a collective impact initiative transitioned in response to the community. We end the article with ten takeaways and an invitation for higher education administrators to identify their own learning and action steps that can help shift focus from proving to improving their institution's value to the community.
The Miscalculation of Interrater Reliability: A Case Study Involving the AAC&amp;U VALUE Rubrics
Author: Szafran, Robert F.
Date: 2017-12-00
Type: Journal Articles
Subjects: Interrater Reliability,Case Studies,Scoring Rubrics,Behavioral Objectives,Error of Measurement,Evaluation Problems,Correlation,Test Reliability,Higher Education,Writing Assignments

Institutional assessment of student learning objectives has become a fact-of-life in American higher education and the Association of American Colleges and Universities' (AAC&amp;U) VALUE Rubrics have become a widely adopted evaluation and scoring tool for student work. As faculty from a variety of disciplines, some less familiar with the psychometric literature, are drawn into assessment roles, it is important to point out two easily made but serious errors in what might appear to be one of the more straightforward assessments of measurement quality--interrater reliability. The first error which can occur when a third rater is brought in to adjudicate a discrepancy in the scores reported by an initial two raters has been well-documented in the literature but never before illustrated with AAC&amp;U rubrics. The second error is to cease training before the raters have demonstrated a satisfactory level of interrater reliability. This research note describes an actual case study in which the interrater reliability of the AAC&amp;U rubrics was incorrectly reported and when correctly reported found to be inadequate. The note concludes with recommendations for the correct measurement of interrater reliability.
An Evaluation of Normal versus Lognormal Distribution in Data Description and Empirical Analysis
Author: Diwakar, Rekha
Date: 2017-12-00
Type: Journal Articles
Subjects: Statistical Inference,Statistical Distributions,Research,Foreign Countries,Probability,Politics,Graphs,Numbers

Many existing methods of statistical inference and analysis rely heavily on the assumption that the data are normally distributed. However, the normality assumption is not fulfilled when dealing with data which does not contain negative values or are otherwise skewed--a common occurrence in diverse disciplines such as finance, economics, political science, sociology, philology, biology and physical and industrial processes. In this situation, a lognormal distribution may better represent the data than the normal distribution. In this paper, I re-visit the key attributes of the normal and lognormal distributions, and demonstrate through an empirical analysis of the &quot;number of political parties&quot; in India, how logarithmic transformation can help in bringing a lognormally distributed data closer to a normal one. The paper also provides further empirical evidence to show that many variables of interest to political and other social scientists could be better modelled using the lognormal distribution. More generally, the paper emphasises the potential for improved description and empirical analysis of quantitative data by paying more attention to its distribution, and complements previous publications in &quot;Practical Research and Assessment Evaluation&quot; (PARE) on this subject.
Noticing and Knowledge: Exploring Theoretical Connections between Professional Noticing and Mathematical Knowledge for Teaching
Author: Thomas, Jonathan
Date: 2017-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Preservice Teachers,Elementary Education,Mathematics Education,Teaching Skills,Models,Educational Theories

For the past two decades, the development of preservice elementary teachers' mathematical knowledge and skills has been central to mathematics education research. Two frameworks that researchers have drawn upon to examine such development are mathematical knowledge for teaching and professional noticing (of children's mathematical thinking). We have identified shared theoretical space between these two frameworks, and we hypothesize that effective professional noticing occurs at the intersection of developed mathematical knowledge for teaching and a high level of responsiveness with respect to the mathematical activities of students.
Factors Influencing Elementary Mathematics Teachers&apos; Beliefs in Reform-Based Teaching
Author: Sawyer, Amanda Gantt
Date: 2017-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Mathematics Teachers,Teacher Attitudes,Beliefs,Influences,Educational Change,Mathematics Instruction,Interviews,Observation,Grade 1,Learning,Mathematics

I investigated a reform based teachers' beliefs about the nature of mathematics, teaching mathematics, and learning mathematics, and the factors leading to their formation. I interviewed and observed a reform-based elementary mathematics teacher with 13 years' experience teaching first grade. She held a Platonist/problem solver view of mathematics, explainer view of teaching, and an active view of learning and was influenced by her husband, preschool son, past teachers, certification, professional development, and teaching experience. I found personal factors outside of education could significantly support beliefs in reform-based teaching and speculate that reflection on personal factors could initiate belief change. [Publication year printed on the pdf is incorrect, the correct publication year is 2017.]
Selecting and Using Mathematics Methods Texts: Nontrivial Tasks
Author: Harkness, Shelly Sheats
Date: 2017-00-00
Type: Journal Articles
Subjects: Textbook Selection,Preservice Teacher Education,Teacher Educators,Teacher Surveys,Selection Criteria,Methods Courses,Mathematics Education,Literacy,Educational Strategies

Mathematics methods textbooks/texts are important components of many courses for preservice teachers. Researchers should explore how these texts are selected and used. Within this paper we report the findings of a survey administered electronically to 132 members of the Association of Mathematics Teacher Educators (AMTE) in order to answer the following research questions: What criteria do mathematics teacher educators use when they select texts? How do they use the texts in their methods courses? What strategies (e.g., literacy strategies, reflection strategies, etc.) do mathematics teacher educators use in order to help preservice teachers engage with the texts? Findings suggest that mathematics teacher educators use varied criteria to select methods texts and they use texts in a variety of ways. Some use texts to show and tell about standards-based practices and some want to help preservice teachers use texts to shape their own visions of standards-based practices. Additionally, results indicate that mathematics teacher educators ask preservice teachers to participate in discussions about the texts they select and use in their courses. We propose additional research related to the literacy strategies that mathematics teacher educators use in their methods courses in order to help preservice teachers engage with the texts that they select and use.
Undergraduates&apos; Attitude towards the Use of Social Media for Learning Purposes
Author: Williams, Cheta
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Social Media,Foreign Countries,Social Networks,Technology Uses in Education,Questionnaires,Information Technology,Educational Technology,Statistical Analysis

The study investigated Undergraduates' attitude towards the use of social media for learning purposes. It was conducted at the University of Port Harcourt, Rivers State, Nigeria. Two objectives and two null hypotheses was used to investigate the study. The population used were Undergraduate students from three faculties at the University of Port Harcourt. A sample of 300 students were randomly selected from three Faculties. Simple random stratified sampling techniques was used for the study and the instrument used to collect data was a structured questionnaire entitled Undergraduates' attitude towards the use of social media for learning purposes (UATUSMLP) with 42 items. Mean score, ANOVA, Z-test and Scheffe's model were the statistical tools for the study. The Instrument was given to experts in the field of educational technology to ensure its validity. Test retest was applied to ensure reliability of the instrument and a reliability coefficient of 0.84 was obtained. It was found that social media are used for educational purposes in terms of quick growth in knowledge and information. It addition it was found that undergraduates bound with close and prospective groups for change. It is recommended that Universities should be acquainted with students want and concern in the schools.
The Relationship between Quality of Life and Eating Attitudes in Turkish High School Students
Author: Kumcagiz, Hatice
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Quality of Life,Eating Habits,Student Attitudes,Adolescents,High School Students,Public Schools,Student Surveys,Correlation,Statistical Analysis,Questionnaires,Regression (Statistics)

The aim of this study is to examine the relationship between quality of life and eating attitudes of adolescents. This study was designed as a correlational study. Participants were 640 voluntarily participating 15-18 years old students studying at public high schools in Samsun, Turkey. Data was collected with the Quality of Life Scale for Children and Eating Attitudes Test. In the data analysis process, descriptive analysis and Pearson correlation analysis for the relationship between life quality and eating attitudes were used. Simple linear regression analysis was also employed to see whether life quality predicts eating attitude scores. According to the study findings, there was a negative and statistically weak relationship between life quality and eating attitudes. Also, it was revealed that adolescents' quality of life scores predicted their eating attitude scores. The study results were discussed with previous literature.
Concepts and Roles of Faculty in the Palestinian Universities in the Light of Knowledge Economy
Author: Awajneh, Ahlam Mustafa Hasan
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Knowledge Economy,College Faculty,Teacher Attitudes,Teaching Experience,Teacher Role,Fundamental Concepts,Gender Differences,Institutional Characteristics,Educational Attainment,Statistical Significance,Questionnaires,Likert Scales,Predictor Variables,Statistical Analysis

The study aims to recognizing the concepts of knowledge economy and the roles of faculty members in the light of knowledge economy from the perspectives of its members, it was clear that the concept of the knowledge economy was high, it was (2.7,) and there were differences in years of experience in favor of (1-5 years) class, and in favor of the associate teacher in the educational degree, and the university in favor of Bier Ziet University. Whereas the mean of the faculty members' roles was (2.26) with differences in gender in favor of the females and as for the university, in was in favor of Bier Ziet University.
Awareness and Usage of E-Learning Materials among Students of National Open University of Nigeria (NOUN)
Author: Nwana, S. E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Open Universities,Educational Technology,Technology Uses in Education,College Students,Distance Education,Student Surveys,Check Lists,Use Studies,Knowledge Level,Instructional Materials

The study focused on awareness and usage of e-learning materials among students in the distance education programme of the National Open University of Nigeria (NOUN). The study is a descriptive survey which was guided by two research questions. The population for the study comprised of the 1, 512 year three students out of which 400 were sampled and used for the study. The instrument for data collection was a 30-item self-constructed checklist titled, &quot;Distance Education Students' Awareness and Usage of E-Learning Materials&quot; (DESAUELM). It was validated by experts and the reliability co-efficient stood at 0.86. The data collected were analysed using frequencies and percentages. The findings showed that, the students are aware of majority of the e-learning materials. Also, the result on usage indicated that the students do not use majority of the e-learning materials. There was general low usage of the e-learning materials as revealed by the findings.
Formative Value of an Active Learning Strategy: Technology Based Think-Pair-Share in an EFL Writing Classroom
Author: Demirci, Cavide
Date: 2017-00-00
Type: Journal Articles
Subjects: Active Learning,Coding,Learning Strategies,Writing Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Formative Evaluation,Scoring Rubrics,Outcomes of Education,Computer Assisted Instruction,Questionnaires,Qualitative Research,Revision (Written Composition),Student Attitudes,Usability,Grammar,Cooperative Learning,College Students,Foreign Countries,Case Studies

Think-Pair-Share (TPS) activities in classrooms provide an opportunity for students to revise, practice and reproduce previously learned knowledge. Teachers also benefit from this active learning strategy by exploiting new learning materials, saving time by minimizing presentations and using it as a formative assessment tool. This article explores how a teacher can employ the strategy to both promote active learning and conduct formative assessment in a time-efficient way. To do this, a TPS activity was designed on an online platform along with an assessment rubric for student products. In 60 minutes, students thought individually on the topic provided, discussed and collaborated in groups and finally wrote down their paragraphs on the online tool. Each group shared paragraphs simultaneously. The teacher examined the paragraphs in terms of the predefined learning outcomes and determined the points to be revised. The students answered an open-ended online questionnaire a day later and the qualitative data were analyzed through a coding system. The assessment results successfully showed the learning points to be revisited and the results of the questionnaire supported the assessments of the teacher. The majority of the students revealed that they were satisfied and willing to do the activity again in the future.
Should I Stay or Should I Go? Persistence in Postsecondary Mathematics Coursework
Author: Ntow, Forster D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,College Mathematics,Academic Persistence,Self Determination,College Students,STEM Education,Majors (Students),Phenomenology,Barriers,Semi Structured Interviews,Decision Making,Value Judgment,Competence,Student Attitudes,Academic Support Services,Personal Autonomy,Secondary School Mathematics,High Schools

This paper draws on self-determination theory (SDT) to explore reasons for college students' decisions to either continue or change directions (and hence their persistence) from their STEM-intending majors. We therefore sought to gain insight into why some college students persisted in their STEM-intending degree programs while others, faced with the same challenge(s), changed majors. Using a phenomenological design, three students were purposefully selected and interviewed using a semi-structured interview guide. A finding from this study is that while challenges are a part of life, individual responses to academic challenges vary depending on how they judge the situation. For the three focal students, decisions about whether to persist in their STEM-intending degree programs involved a complex mix of factors. These were whether they found the challenge worthwhile (i.e., perception of autonomy), had a desire to engage in the STEM program because they found the program worthwhile (i.e., perception of competency) or had adequate support systems available (i.e., perception of relatedness). Implications for university authorities and college professors are highlighted.
Fostering Foreign Language Learning with Twitter: Reflections from English Learners
Author: Taskiran, Ayse
Date: 2018-01-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Social Media,Student Motivation,College Students,Student Attitudes,Extracurricular Activities,Questionnaires,Handheld Devices,Telecommunications,Student Participation,Student Satisfaction,Barriers,Statistical Analysis

Education in 21st century is dominated by the generation of digital natives who are greatly exposed to and participate in technology in their social and educational lives. There is no doubt that anything experienced in social life directly affects learners' educational experiences. Highly popular social networks are being used in almost every educational area. In the process of teaching English as a foreign language social networking sites enhance active participation of learners for real purposes. This helps them gain motivation and real life experience through gaining different roles, such as authors and readers. One of the most widely used social networking sites is Twitter, a microblogging platform. This study focuses on use of twitter as a microblogging platform by learners of English as a foreign language (EFL) at Anadolu University School of Foreign Languages. The study aims to gain insights about learners' perceptions of the use of Twitter in language learning process and how participants feel about their tweeting as an extra-curricular activity throughout 4 weeks, each consisting of three different hot topics either determined by the class teachers or by students themselves. The study based on voluntary participation, and the content had no relation with the curriculum. The participants answered a questionnaire and evaluated Twitter along with language learning process. The results reveal that Turkish learners had mostly positive opinions on using Twitter and stated that twitting messages facilitated their language learning experience. Including extracurricular activities, such as Twitter, into language teaching is suggested as a result of this study.
Examining the Relationship between the Levels of Digital Citizenship and Social Presence for the Graduate Students Having Online Education
Author: Elcicek, Mithat
Date: 2018-01-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Masters Programs,Distance Education,Electronic Learning,Online Courses,Social Cognition,Likert Scales,Correlation,Regression (Statistics),Citizenship,Predictor Variables,Statistical Analysis

The aim of this study is to determine the levels of digital citizenship and social presence of the graduate students having distance education and to reveal the relationship between these two variables. The research was carried out with 50 women (35%) and 93 men (65%) graduate students enrolled in distance education master programs of Karadeniz Technical University. Individual Information Form, Social Presence Scale and Digital Citizenship Scale were used to collect data. Descriptive statistics were used in the study to determine the levels of digital citizenship and social presence of the students. Correlation analysis for the relationship between variables and linear regression for the predictive power were used. The results indicated that graduate students enrolled in distance education master programs had high levels in digital citizenship and social presence. Furthermore, the mentioned levels were comprehended to have significant and positive relationship among themselves. While the levels of digital citizenship and social presence didn't differentiate significantly in terms of gender, social presence levels differentiated in favour of Educational Sciences Institute. Also the level of social presence for the graduate students was concluded to be significantly predictive for digital citizenship level.
Helping Students with ADHD in the Age of Digital Distraction
Author: Hart Barnett, Juliet E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Attention Deficit Hyperactivity Disorder,Student Needs,Attention,Educational Environment,Computer Oriented Programs,Teaching Methods,Technology Uses in Education,Educational Technology,Classroom Techniques

A substantial number of students struggle with sustained attention in today's schools, including those with Attention Deficit Hyperactivity Disorder (ADHD). Both traditional and technology-driven strategies and tools are available to address the attention needs of students with ADHD and other students who struggle with attention in the classroom. By incorporating targeted environmental, organizational, and instructional techniques and tech apps into their everyday instructional and classroom management practices, teachers can improve the sustained attention and academic performance of all students. In doing so, teachers can create an equitable and enhanced learning environment in this age of increasing digitalization.
Corporate Image of Public Higher Education Institutions: Relevant Factors to Distance Learning Students
Author: da Costa, Fabio R.
Date: 2018-01-00
Type: Journal Articles
Subjects: Higher Education,Distance Education,Public Colleges,Foreign Countries,Statistical Analysis,Case Studies,Questionnaires,Factor Analysis,Correlation,Teacher Effectiveness,Virtual Classrooms,Undergraduate Study,Internet,Undergraduate Students,Student Surveys

Technological advances are generating a significant increase in the supply of distance learning (DL) courses via the Internet, increasing the importance of this type of education for the university's structure. This article identifies factors associated with perceptions of the public higher education institutions' image from the perspective of DL students. This is a field study that is exploratory, descriptive and quantitative in nature. The units of analysis are institutions in the Higher Education Distance Learning Centre of the state of Rio de Janeiro (Centro de Educacao Superior a Distancia do Estado do Rio de Janeiro - CEDERJ) consortium that offer undergraduate courses, and the observation units are students enrolled in the Sao Fidelis Centre (Polo de Sao Fidelis). The data were collected by means of a survey, then tabulated and analyzed using the SPSS program. The results indicate that the image is a snapshot, generated from the current stimuli projected by the organization and translated by the public, based on relevant cognitive and affective aspects, according to the individual's manner of observing the environment. The study demonstrates the multidimensionality of the image and that the studied institutions' global image is associated most strongly with their affective image. Furthermore, the results show that the amount of time that a member of the public interacts with an organisation does not affect her perception of that organization's image.