ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigating Turkish Pre-Service Teachers' Perceptions of Blogs: Implications for the FATIH Project
Author: Ocak, Mehmet Akif
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Technology Integration,Technology Uses in Education,Educational Technology,Electronic Publishing,Web Sites,Diaries,Questionnaires,Student Participation,Student Motivation,Writing Skills,Group Activities,Critical Thinking,Foreign Countries,Online Surveys,Factor Analysis

This study aimed to investigate pre-service teachers' perceptions on the use of blogs regarding ICT integration in the FATIH project in Turkey. Participants were 174 pre-service teachers continuing their education. Data collection tool was a questionnaire which measured pre-service teachers' perceptions of the blogs. Questionnaire embodied some sub-categories of blog use such as learning, motivation, active participation, writing skills, group work, and critical thinking. Findings revealed that using blogs in classes affected learning and teaching process. The obtained results also showed that the blogs contributed to the recuperation of writing and critical thinking skills. These results indicated that students found social contributions of the blogs such as sharing information and interacting with peers. Based on the findings of study, appropriate conclusions and implications were addressed within the context of the FATIH project.
Learning from Graduates and Interns: Examining Graduate and Student Experiences in the Education Administration Internship
Author: Clayton, Jennifer
Date: 2016-05-00
Type: Journal Articles
Subjects: Educational Administration,Internship Programs,Student Surveys,Student Attitudes,Administrator Education,Practicums,Instructional Leadership,Mentors,Teacher Student Relationship,Leadership Effectiveness,Graduates,Interviews,Program Descriptions,Masters Programs

The purpose of this study was to more fully understand: (1) the degree to which administrative interns are provided with the opportunity to lead administrative experiences; (2) the types of administrative experiences in which interns engage during the administrative internship experience; and (3) the value of the administrative internship to aspiring administrators. A survey instrument was designed and administered to two cohorts of aspiring administrators in one university's administrative preparation program to answer these questions. Overall, we found that recent interns indicated they had been well prepared to lead managerial tasks during their practicum experiences and that interns were increasingly seeing leadership of instructional activities and staff development. This finding runs counter to previous research conducted on interns' experiences leading instructional activities. Study respondents also highlighted the mentor/intern relationship as a key factor influencing the aspiring administrator's opportunity for leadership experience during the internship.
Applying the Uses and Gratifications Theory to Compare Higher Education Students' Motivation for Using Social Networking Sites: Experiences from Iran, Malaysia, United Kingdom, and South Africa
Author: Karimi, Leila
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Networks,Comparative Analysis,Questionnaires,Student Motivation,Cultural Differences,Student Attitudes,Cross Cultural Studies,Information Seeking,Interpersonal Communication,Gender Differences,Correlation,Statistical Analysis

Drawing from the Uses and Gratifications Theory, this study examined the Gratification Sought and the Gratification Obtained from using Social Networking Sites among Iranian, Malaysian, British, and South African higher education students. This comparison allowed to drawing conclusions about how social networking sites fulfill users' needs with different cultures. Data were collected through a quantitative study applying online and paper-based questionnaire carried out in 2013, using a representative sample (N = 320). Findings showed differences in students' motivation to join to and to use of social network sites in each country. Interestingly, the researchers found that cultural differences may determine the uses and gratifications of social networking sites.
Teachers' Perceptions of Teacher Supervision and Evaluation: A Reflection of School Improvement Practices in the Age of Reform
Author: Mette, Ian M.
Date: 2015-04-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teacher Supervision,Teacher Evaluation,Educational Improvement,Educational Change,Principals,Elementary Schools,High Achievement,Teacher Surveys,Regression (Statistics),Observation,Supervisor Supervisee Relationship,Meetings,Teacher Administrator Relationship,Likert Scales,Predictor Variables,Teacher Effectiveness,Instructional Leadership,Capacity Building

This study examined how principals in eight high-functioning elementary schools provide teacher supervision and evaluation to promote high levels of student achievement. Perceptions of teachers were measured to provide an understanding of which specific principal behaviors translated into better instructional practices within the selected schools. Schools were chosen based on their performance on both state communication arts and math standardized assessments, which were in the top 10% of all elementary schools in the state. Data were collected from 74 teachers using an online survey tool to assess perceptions about principals' supervision within pre-observation and post-observation conferences. Quantitative analyses, part of a larger inquiry previously analyzed by the authors, revealed that 64% percent of the variability in principals' pre-conference supervisory effectiveness was accounted for by discussing how students will be engaged in their learning during instruction; 65% of the variability in principals' post-conference supervisory effectiveness was accounted for by building teachers' capacity to self-reflect about teaching. Overall, this study points toward the importance of teachers and principals working together to provide engaging instruction to drive increased student achievement while implementing school reform and improvement efforts.
Analysis of the Reliability and Validity of a Mentor's Assessment for Principal Internships
Author: Koonce, Glenn L.
Date: 2014-10-00
Type: Journal Articles
Subjects: Reliability,Validity,Likert Scales,Measures (Individuals),Principals,Internship Programs,Mentors,Leadership Training,Statistical Analysis,Scores,Accreditation (Institutions),Program Improvement,Administrator Evaluation,Alignment (Education),National Standards

In this study, researchers analyzed the reliability and validity of the mentor's assessment for principal internships at a university in the Southeast region of the United States. The results of the study yielded how trustworthy and dependable the instrument is and the effectiveness of the instrument in the current principal preparation program. Study results were analyzed using reliability requirements for instruments utilized in obtaining national accreditation and to provide suggestions for program improvement. The instrument was reviewed by a panel of experts from areas outside of the research population to establish content and face validity. Internal consistency and reliability were measured using Cronbach's alpha. A total of 229 candidate internship scores were used. The reliability test resulted in an overall alpha of 0.949. The results obtained in this study indicate the instrument has a very high level of validity as well as reliability.
E-Book versus Printed Materials: Preferences of University Students
Author: Cumaoglu, Gonca
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Publishing,Books,Printed Materials,College Students,Preferences,Reading Habits,Questionnaires,Social Environment,Correlation,Departments

Reading habits, accessing resources, and material preferences change rapidly in a digital world. University students, as digital natives, are accessing countless resources, from lecture notes to research papers electronically. The change of reading habits with a great scale has led to differentiation on accessibility of resources, archiving them and usage of related technologies. The purpose of this study is to examine the e-book usage preferences versus printed material along with reading habits in a context of different variables. Additionally, different uses of e-books in a variety of faculties have been the focus of this study. The participants comprised of 222 students, studying in 36 different universities across Turkey. A questionnaire was developed specifically for the study. The questionnaire consisted of three parts: Printed book reading habits, e-book reading habits (methods of reaching e-books, aim of usage etc.), and technological knowledge (e-book related tools and file formats etc.). According to the results of study, approximately 68% of university students stated that they read one book in a week and 62% indicated that they are e-book readers. Moreover, there was a significant relationship between social environment and reading habits of students. University students put forward accessibility advantage (68%) of e-book and stated that they mostly read e-book for research (81%). E-book format which is most commonly preferred among students is Portable Document Format (pdf) (73%), while the computer is the most commonly used e-book medium (60%).
Perceived Quality of Distance Education from the User Perspective
Author: Dursun, Tolga
Date: 2014-00-00
Type: Journal Articles
Subjects: Distance Education,Educational Quality,Student Attitudes,Expectation,Student Characteristics,Student Surveys,College Students,Foreign Countries,Educational Technology,Questionnaires,Statistical Analysis

The purpose of this study is to measure the quality of distance education services received from educational institutions which are among the leading service enterprises. More specifically, the study aims to find out what the students' expectations are, to what extent the student expectations are met and whether or not the acquired findings vary according to demographical characteristics of students. Moreover, this study is an attempt to assess if there are any differences among similar higher education institutions that implement distance learning programs in terms of the perceived quality of their educational services. It is hoped to help improve the quality of existing higher distance education services by evaluations based on the results of a comparative study. Therefore, through the SERVQUAL methodology, the current study has focused on determining the level of satisfaction regarding expectations and perceptions of students as customers. The data in the study were collected through a survey administered to a total of 463 university students. The examination of partial SERVQUAL scores and relevant analyses indicate that expectations are not met for any of the five dimensions affecting service quality in the universities providing e-MBA education through distance learning.
Collaboration through Flickr &amp; Skype: Can Web 2.0 Technology Substitute the Traditional Design Studio in Higher Design Education?
Author: Fleischmann, Katja
Date: 2014-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Web 2.0 Technologies,Social Media,Design,Foreign Countries,Cooperative Learning,Distance Education,Computer Mediated Communication,Educational Technology,Photography,Visual Stimuli,Communications,Mixed Methods Research,Online Surveys,Questionnaires,College Students

Technology has not only changed the work practice of designers but also how design is taught and learned. The emergence of digital technology has made computer labs a central learning space for design students. Since this change, studio-based learning in its traditional sense appears to be in decline in higher education institutions. This is in spite of the fact that characteristics of the studio have been identified as supporting interaction, active learning, and social engagement. These, however, are also characteristics connected to the use of Web 2.0 technologies such as Facebook, Flickr, and Skype. Could these services be utilized to revitalize studio culture in a contemporary sense? How can new technologies be used to facilitate interactions between students inherent to traditional studio culture? These questions were explored in practice by documenting student reactions to using Flickr and Skype during a five week project requiring collaboration between first year creative arts students at two geographically distant institutions in Australia. Findings provide a better understanding of how to expand the studio idea into the digital environment, in particular regarding the challenging task of offering the media design major fully online in the near future.
Collective Efficacy and Its Relationship with Leadership in a Computer-Mediated Project-Based Group Work
Author: Huh, Yeol
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Computer Mediated Communication,Leadership,Correlation,Active Learning,Student Projects,High Schools,Student Attitudes,Secondary School Students,Surveys,Interviews,Self Efficacy,Teamwork,Case Studies,Mixed Methods Research,Factor Analysis

Based on Bandura's work, the four sources of efficacy shaping were examined in regard to frequency and students' perception of importance in a computer-mediated, project-based high school classroom. In a context of group work where there was no designated leader, groups' collective efficacy was examined if it has any relationship with individual's leadership traits. In addition, the relationship between the existence of group-identified leader and the groups' collective efficacy as well as the relationship between the collective efficacy and the groups' performance outcome were examined. The results from survey and interview showed that mastery experience was the most frequent and powerful source of efficacy shaping among the four sources. Moreover, the groups with identified leader showed higher collective efficacy than the groups without leaders, and the groups' collective efficacy level showed positive correlation with the groups' performance outcome.
Interview with Charles M. Reigeluth: Applying Instructional Design to Educational Reform
Author: Simsek, Ali
Date: 2013-00-00
Type: Journal Articles
Subjects: Instructional Design,Educational Technology,Educational Change,Interviews,Educational Media,Educational Research,Educational Theories,Career Development,Professional Recognition,Change Agents,Technology Uses in Education,Educational Attitudes

Charles M. Reigeluth is one of the most contributing and certainly the leading scholars in the field of educational technology and instructional design. His early contributions were about developing instructional design theories such as Elaboration Theory and Component Display Theory. He has also edited monumental books as collections of major ID theories and models. His recent work has focused on designing educational reform or transforming educational systems with a comprehensive instructional design perspective, which he calls it &quot;information-age paradigm of education.&quot; Professor Reigeluth has received awards from prestigious organizations and educational institutions such as Brigham Young University, AECT, AERA, ISPI, and Indiana University for his accomplishments and contributions in the field of educational technology and instructional design. Considering his accomplishments and contributions to the field over the years, &quot;Contemporary Educational Technology&quot; offers this interview with him.
Perceptions of Blended Learning Competencies and Obstacles among Educational Technology Students in Light of Different Anxiety Levels and Locus of Control
Author: Aldalalah, Osamah Ahmad
Date: 2014-00-00
Type: Journal Articles
Subjects: Blended Learning,Educational Technology,Technology Uses in Education,Anxiety,Locus of Control,Foreign Countries,Student Attitudes,Undergraduate Students,Statistical Inference,Comparative Analysis,Student Characteristics,Competence,Technological Literacy,Barriers,Questionnaires

The purpose of this study was to investigate the effects of locus of control and anxiety level on the Jordanian educational technology students' perceived blended learning competencies and obstacles. The independent variables were the locus of control (Internal, External) and anxiety level (Low, Moderate, High). The dependent variables were the students' perceptions of their personal blended leaning competences (Knowledge &amp; Technological) and students' perceptions of the obstacles of blended leaning. The study sample consisted of 107 undergraduate educational technology students. Inferential statistics were conducted to analyze the data. Analysis of variance and pairwise post hoc tests were carried out to examine the main effects as well as the interaction effects of the independent variables on the dependent variables. The findings of this study showed that students with internal locus of control performed significantly better than external locus of control students in blended learning competencies (Knowledge &amp; Technological) and blended learning obstacles. The findings of this study also showed that moderate anxiety students performed significantly better than low and high anxiety students in blended learning competencies (Knowledge &amp; Technology) and blended learning obstacles. Finally, the study found that there was no significant difference between the low and high anxiety students in blended learning obstacles.
Make Your Mind Strong: My Father's Insights into Academic Success
Author: Davidson, Sara Florence
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Achievement,Indigenous Knowledge,Indigenous Populations,Scholarship,Canada Natives,Educational Attitudes,Learning,Educational Practices,Traditionalism,Personal Narratives,Interviews,Story Telling,Holistic Approach,Interpersonal Relationship,Independent Study,Experiential Learning,Service Learning,Observation,Personality Traits,Religious Factors,Educational Attainment,Visualization,Parent Child Relationship

Through a series of interviews, I learned how my father drew upon his family's and community's teachings, which were deeply rooted in traditional Haida pedagogy, to achieve success. I reflected on his stories and their connections and the work of other Indigenous scholars in the field of education to thematically organize the teachings that he shared. I came to understand seven important principles of traditional Haida pedagogy: learning is authentic; learning involves making a contribution; learning occurs through observation; learning involves curiosity; learning involves aspects of spirituality and protocol; learning involves the importance of visualization; and learning involves the connection between mind and heart.
Interview with John M. Keller on Motivational Design of Instruction
Author: Simsek, Ali
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Technology,Instructional Design,Learning Motivation,Motivation Techniques,Learning Theories,Models,Educational Research,Educational Researchers,Interviews,Attention,Relevance (Education),Self Esteem,Satisfaction,Educational Psychology

John M. Keller is one of the most recognized and respected scholars in the field of educational technology and instructional design. He has worked at the junction of psychology, education, and technology. Along with many other contributions, he has developed an instructional design theory that can be used successfully both with traditional and emerging technologies to enhance instructional processes. Much of his work has focused on motivational aspects of instruction, which is a special area of concern for many instructional designers who aim to provide truly satisfying educational experiences for all learners. This indeed makes his contributions very unique and worthwhile. Although he had to build a convincing argument about the appeal of instruction in the beginning years of the Motivational Design Theory, it appears that his efforts have turned out to be fruitful so that now everybody talks about motivation as a vital component of instruction. Professor Keller's celebrated ARCS Model (which stands for Attention, Relevance, Confidence, and Satisfaction) is well-known by instructional designers all around the world. Scholars in a large number of countries have investigated the applicability and effectiveness of this model, and they generally concluded that motivation should be an integral part any of effective learning system. It also appears that Keller's model has recently been evolved to ARCS-V Model to include &quot;Volition&quot; as the fifth dimension. Considering the global influence of his contributions to the field of educational technology and instructional design, &quot;Contemporary Educational Technology&quot; offers this interview, delving into topics such as his academic career, the origin of his interests in the field, his first discoveries about motivational aspects of learning, motivation as a sustainable research area for instructional designers, Motivational Design Theory, the ARCS model, and his thoughts on the future of motivational design instruction.
Improving First Computer Programming Experiences: The Case of Adapting a Web-Supported and Well-Structured Problem-Solving Method to a Traditional Course
Author: Uysal, Murat Pasa
Date: 2014-00-00
Type: Journal Articles
Subjects: Introductory Courses,Programming,Problem Solving,Skill Development,Problem Based Learning,Quasiexperimental Design,Control Groups,Experimental Groups,Web Based Instruction,Undergraduate Students,Measures (Individuals),Comparative Analysis,Foreign Countries,Novices,Teaching Methods,Instructional Design,Hypothesis Testing,Military Personnel,Academic Achievement,Statistical Analysis,Nonparametric Statistics

The introductory computer programming (CP) course has been taught for three decades in the faculty. Besides pursuing CP technology, one major goal has been enhancing learners' problem-solving (PS) skills. However, the current situation has implied that this might not be the case. Therefore, a research was conducted to investigate the effects of a web-supported and well-structured PS instructional method on academic achievements and PS perceptions of learners. This was a quasi-experimental study with a posttest-only design that included a control group. While the web-supported and traditional approach was adopted for the control group, the experimental group was treated with the web-supported and well-structured PS method. A cluster random sampling was used and the existing 18 sections were randomly assigned to the study groups. Consequently, 6 faculty members and 433 freshman undergraduate students participated in the study for one semester. The students' PS perceptions were assessed by the Problem Solving Inventory (PSI) and their CP performances were measured by an academic achievement test. The results indicated a significant difference between the groups in terms of CP achievements. Except for one factor of the PSI, there were also significant differences between the groups in terms of their PS perceptions.
&quot;Vergara v. State of California&quot;: A Political Analysis and Implications for Principal Practice
Author: Tabron, Lolita A.
Date: 2015-04-00
Type: Journal Articles
Subjects: Principals,Court Litigation,Political Influences,Legal Responsibility,Teacher Effectiveness,Personnel Management,Policy Analysis,Instructional Leadership,School Administration,Politics of Education,Personnel Policy

This political analysis uses the Vergara case as an example of how principals can be dynamic leaders who are well prepared for and engaged in their political terrain. This will be important to decrease judicial dependency and legislative interference to better ensure that reform begins with those closest to the problem.