ethanporcaro/eric-fulltext-meta huggingface dataset:
TOJDE: Electronic Publishing and a Review of Ten Years' Experience in Turkey
Author: Ozarslan, Yasin
Date: 2012-07-00
Type: Information Analyses
Subjects: Foreign Countries,Content Analysis,Distance Education,Educational Research,Electronic Publishing,Electronic Journals,Journal Articles,Literature Reviews,Bibliometrics,Classification,Ethics,Scholarship,Institutional Mission,Indexing,Statistical Data,Tables (Data)

This review examines &quot;The Turkish Online Journal of Distance Education&quot; (TOJDE) over a ten years period from 2000-2010. The study provides an opportunity to examine publishing activities such as number of published articles, authors, research topics and methods, and analyses of TOJDE's website such as time users stay on site and user profiles. After a content analysis, the articles are reviewed according to the selected criteria. These data were categorized according to emerging themes. Most parts of the data were analysed using descriptive statistics, and presented with tables and figures. The results can be used to review current distance education research trends and to explore potential research directions. (Contains 16 tables and 12 figures.)
Exploring an Appropriate Instructional Design Model for Continuing Medical Education
Author: Omrani, Soghra
Date: 2012-07-00
Type: Journal Articles
Subjects: Learning Motivation,Lifelong Learning,Teaching Methods,Instructional Design,Medical Education,Foreign Countries,Electronic Learning,Scores,Models,Professional Continuing Education,Comparative Analysis,Physicians,Quasiexperimental Design,Questionnaires,Statistical Significance,Control Groups,Experimental Groups,Pretests Posttests,Measures (Individuals),Likert Scales,Correlation

Instruction, even when designed and based on sound instructional principles, oftentimes does not stimulate learners' motivation to learn. The result may be that learners may not be motivated to pursue lifelong learning and use the knowledge and skills learned to deliver patient care. The purpose of this study was to identify an appropriate integrated instructional design model for Continuing Medical Education using electronic learning method and compare it with traditional method. In this quasi-experimental study 60 General physicians and assistants according to the recall of Kermanshah University of Medical Sciences in Iran and by available sampling method in two 30-staff groups were participated. One group learned through traditional learning method and the other group by e-learning method and by Macromedia flash CS5 software that was based on the integration of instructional and motivational design models; consisting of slides and case studies focusing on the pathogenesis, diagnosis, and clinical management of Acute Respiratory Failure. The data were collected by pretest, posttest, and physicians' motivation questionnaires. There was no significant difference between pretest scores of the two groups (11.37 plus or minus 1.42 VS. 11.73 plus or minus 0.69, P greater than 0.05) but there was significant difference between posttest learning scores (15.2 plus or minus 1.29 VS. 17.53 plus or minus 0.94, p less than 0.05) and motivation of physicians (126.10 plus or minus 3.97 VS. 160.63 plus or minus 22.41, p less than 0.05) in both groups. The physicians' learning and motivation were different in these two instructional methods; therefore, it is recommended that instructional and motivational design be used in future electronic continuing medical education programs. (Contains 3 tables.)
Professional Development between Iranian Distance Education PNU EFL University Teachers and Traditional Non-PNU EFL University Teachers
Author: Soleimani, Hassan
Date: 2012-07-00
Type: Journal Articles
Subjects: Factor Analysis,English (Second Language),Foreign Countries,Faculty Development,Distance Education,Second Language Instruction,Universities,College Faculty,Teacher Attitudes,Second Language Learning,Questionnaires,Likert Scales,Language Teachers

Professional Development is a critical necessity in today's educational environment. The present research was based on the idea that teachers are professionals and they need professional development consisting of various processes of ongoing growth. We examined university teachers' attitude to professional development in a type of distance learning educational system in Iran and examined their attitudes with their counterparts teaching in on-campus educational systems. To this end, 70 Payame Noor EFL instructors and 70 non-Payame Noor EFL instructors from other public universities in Tehran, Iran were selected to conduct the research. A five-scale Likert questionnaire was designed and evaluated using confirmatory factor analysis (CFA) in order to determine to what extent PNU EFL instructors are involved in professional development and whether there is any significant difference between the level of professional development between them and non-PNU EFL instructors. Data were analyzed with SPSS 18.0 using both parametric and non-parametric statistical tests. The outcomes of this study identified that although PNU EFL teachers believed in increasing their professional development level, this belief wasn't very prevalent and a significant difference occurred between the extent of professional development between them and non-PNU EFL instructors. Therefore, PNU EFL teachers need to develop a greater awareness of teaching in distance learning university systems while maintaining a high level of motivation to teach English in order to keep up with the changes of English language teaching in the world. (Contains 4 tables and 1 figure.)
Interactions Quality in Moodle as Perceived by Learners and Its Relation with Some Variables
Author: Abdelraheem, Ahmed Yousif
Date: 2012-07-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Distance Education,Web Based Instruction,Open Source Technology,Technology Integration,Integrated Learning Systems,Computer Assisted Instruction,Grade Point Average,Student Attitudes,Interaction,Learning Experience,Undergraduate Students,Gender Differences,Student Experience,Learner Controlled Instruction,Study Skills,Elective Courses,Computer Mediated Communication,Instructional Effectiveness,College Instruction,Questionnaires,Statistical Analysis

The aim of this study was to identify learners' perceptions of the quality of interaction in Moodle and investigate the effects of gender, grade point average (GPA), individualized learning experiences and their experiences in using Moodle factors in perceiving the quality of interaction. A questionnaire was used to collect data after being validated. It was distributed to 57 undergraduate students. Results show that students perceived the quality of interaction positively and that there were no significant differences in the means for the four variables dealt with in this study which means that the wide diffusion of computers into educational fields and into the society at large in the last few years enabled students to develop more positive perceptions of information technology applications independent from their basic individual differences such as gender, GPA, computer experience, and individualized learning experience. In terms of ranking of interaction types learners show that their interaction with themselves comes in first, then with the instructors and finally with content. The study recommends that higher education institutions should continue using Moodle and encourage faculty members to adopt it in their teaching because of its distinctive features. (Contains 4 tables.)
Education Systems and Academic Satisfaction: A Study on Rural and Urban Students of Traditional vs Open Education System in India
Author: Singh, Shashi
Date: 2012-07-00
Type: Journal Articles
Subjects: Student Motivation,Foreign Countries,Urban Schools,Open Education,Rural Schools,Traditional Schools,Comparative Analysis,Satisfaction,Undergraduate Students,Measures (Individuals),Questionnaires

A satisfaction and dissatisfaction level within an individual influences the motivation level and his/her performance throughout the life. When an individual is satisfied with his/her work, he/she gets pleasure and feels motivated. Obtaining satisfaction from their education system is very important for students as this will lead to better learning possibilities. This paper aims to compare the level of academic satisfaction among the students of Traditional Education System and Open Education System. This paper also investigates academic satisfaction of urban and rural based students and comparing them over traditional (Urban: 110; Rural: 90), and open (Urban: 80; Rural: 71) education system. Statistical tests demonstrate that there is significant difference in the level of academic satisfaction among the students of Open Education System (OES) and Traditional Education System (TES). (Contains 12 tables and 5 figures.)
Using RTI within a Comprehensive SLD Evaluation: A Review of a State&apos;s First Year Efforts
Author: Johnson, Evelyn S.
Date: 2012-09-00
Type: Journal Articles
Subjects: Identification (Psychology),Response to Intervention,State Programs,Evaluation,Student Reaction,Program Implementation,Academic Achievement,Learning Disabilities,State Departments of Education,Intervention,Regular and Special Education Relationship,Reading Fluency,Eligibility

The Idaho State Department of Education (SDE) recently revised its SLD identification policy to include a requirement to document a student's response to intervention coupled with a comprehensive evaluation. To implement this policy, the SDE is using multiple implementation drivers. In this article, we describe how and why the new policy was developed and review baseline data from the first year of implementation. The review of first year implementation efforts indicates a need for wide-scale support, particularly in the areas of progress monitoring, academic achievement and psychological processing assessment. The SDE's action plan resulting from this process is presented and implications for continued implementation are discussed. (Contains 3 tables and 3 figures.)
School-Wide Student Outcomes of Response to Intervention Frameworks
Author: Mellard, Daryl F.
Date: 2012-09-00
Type: Journal Articles
Subjects: Response to Intervention,Educational Change,Statistical Data,Improvement Programs,Academic Achievement,Reading Achievement,Fidelity,Elementary Schools,Measures (Individuals),Outcomes of Education,Validity,Program Effectiveness

Although response to intervention (RTI) has been widely discussed in education literature and is increasingly being implemented in schools throughout the U.S., few studies provide empirical evidence of improved school-wide student outcomes. Presented here are data and an effect size analysis of school-wide student reading gains in five elementary schools implementing RTI components and processes. One school that began the year with below norm skills generally closed the performance gap. Four schools began the year with above norm skills; three of these schools accumulated even greater advantage while one school's advantage diminished. Even as this study offers empirical data on the student outcomes in an RTI setting, more studies are needed before evidential and consequential validity claims can be made about RTI as a school improvement program. (Contains 9 tables.)
The School Implementation Scale: Measuring Implementation in Response to Intervention Models
Author: Erickson, Amy Gaumer
Date: 2012-09-00
Type: Journal Articles
Subjects: Academic Achievement,Writing Achievement,Measures (Individuals),Response to Intervention,Educational Change,Integrity,Intervention,Models,Evaluation,Educational Improvement,Disabilities,Learning Disabilities,Correlation,Reading Achievement,Likert Scales

Models of response to intervention (RTI) have been widely developed and implemented and have expanded to include integrated academic/behavior RTI models. Until recently, evaluation of model effectiveness has focused primarily on student-level data, but additional measures of treatment integrity within these multi-tiered models are emerging to facilitate understanding of implementation of essential elements for effective school systems that produce student-level academic and behavioral success. The valid and reliable &quot;School Implementation Scale,&quot; a 33-item cost-effective online implementation measure, was designed for all school staff to complete and utilize in school improvement efforts. Moderate correlations were found between scale results and reading and writing achievement of students with disabilities. (Contains 5 tables.)
Examining the Role of the Special Educator in a Response to Intervention Model
Author: Mitchell, Belinda B.
Date: 2012-09-00
Type: Journal Articles
Subjects: Disabilities,Teaching Methods,Response to Intervention,Special Education Teachers,Special Education,Teacher Role,Teacher Behavior,Instructional Effectiveness,Evidence,Learning Disabilities,Observation,Interrater Reliability,Educational Practices,Interviews,Educational Diagnosis,Cooperation

The purpose of this study was to examine the role of the special educator within a response-to-intervention (RTI) framework and to examine what instructional behaviors special educators evidence most frequently in the advanced RTI tiers (i.e., tiers beyond tier 1). Specifically, these two issues were investigated with regard to: (a) proportion of the special educator's time spent in the four key roles as defined by the literature (i.e., collaborator, interventionist, diagnostician, manager); (b) the behaviors special educators evidence most frequently within each role; (c) instructional practices that are used most frequently by special educators; and (d) instructional practices used by special educators that are aligned with effective instructional practices that have been identified in the empirical literature. Seven special educators participated in this study. Over 7000 minutes of observational data were collected focusing on role components and instructional practices. Interviews were also conducted with all participants. Role component observational data showed that special educators are required to perform a wide array of tasks in various settings in collaboration with multiple professionals, students and parents. Instruction observational data showed that special educators are using their limited amount of instructional time in practices which produce the greatest effects, but there were little differences noted between instructional practices in the advanced tiers of instruction. (Contains 7 tables and 2 figures.)
Embedding Multi-Tiered System of Supports/Response to Intervention into Teacher Preparation
Author: Prasse, David P.
Date: 2012-09-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Clinical Experience,Response to Intervention,Teacher Education,Evaluation,Formative Evaluation,Summative Evaluation,Professional Development,Outcomes of Education,Teacher Education Programs,Academic Achievement,Core Curriculum,Beliefs,Intervention,Higher Education

Teachers today are called on to have an ever expanding knowledge base and skills that support working within a multi-tiered system of supports, including Response to Intervention (MTSS/RtI). Yet, most teachers do not possess these skills. Current field-based professional development initiatives focus on the existing teacher corps. However, Pk-12 schools require an entering teacher corps that has acquired this knowledge and skills during their teacher preparation program. This article addresses the need for initial teacher preparation programs to prepare teacher candidates who graduate with this knowledge base and clinical skills, presents an overview of RtI domains of knowledge and practice that should guide pre-service preparation programs, and describes a teacher preparation program's efforts to accomplish this goal.
Interaction, Transference, and Subjectivity: A Psychoanalytic Approach to Fieldwork
Author: Andersen, Linda Lundgaard
Date: 2012-00-00
Type: Journal Articles
Subjects: Field Studies,Psychological Patterns,Interpersonal Relationship,Research Methodology,Data Interpretation,Data Analysis,Psychiatry,Social Science Research,Ethnography,Case Studies,Human Services,Foreign Countries

Fieldwork is one of the important methods in educational, social, and organisational research. In fieldwork, the researcher takes residence for a shorter or longer period amongst the subjects and settings to be studied. The aim of this is to study the culture of people: how people seem to make sense of their lives and which moral, professional, and ethical values seem to guide their behaviour and attitudes. In fieldwork, the researcher has to balance participation and observation in her attempts at representation. Consequently, the researcher's academic and life-historical subjectivity are important filters for fieldwork. In general, fieldwork can be understood as processes where field reports and field analysis are determined by how the researcher interacts with and experiences the field, the events and informants in it, and how she subsequently develops an ethnography. However, fieldwork is also subjected to psychodynamic processes. In this article, I draw upon a number of research inquiries to illustrate how psychodynamic processes influence research processes: data production, research questions and methodology, relations to informants, as well as interpretation and analysis. I further investigate through a case study how the psychoanalytical concepts of &quot;transference&quot; and &quot;institutional transference&quot; can provide insight into the dynamics of efficiency and democracy at a number of Danish human service organisations.
Institutional Barriers to Research on Sensitive Topics: Case of Sex Communication Research among University Students
Author: Noland, Carey M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Communication Research,Sexuality,Social Science Research,Evaluation Methods,Research Problems,Data Collection,Evaluators,Experiments,Ethics,Barriers,Power Structure,Research Methodology,Role,Institutional Role,Attitudes,Anxiety,Teacher Researchers,Qualitative Research,Experimenter Characteristics

When conducting research on sensitive topics, it is challenging to use new methods of data collection given the apprehensions of Institutional Review Boards (IRBs). This is especially worrying because sensitive topics of research often require novel approaches. In this article a brief personal history of navigating the IRB process for conducting sex communication research is presented, along with data from a survey that tested the assumptions long held by many IRBs. Results support some of the assumptions IRBs hold about sex communication research, but do not support some other assumptions. (Contains 3 tables.)
Practice-Near and Practice-Distant Methods in Human Services Research
Author: Froggett, Lynn
Date: 2012-00-00
Type: Journal Articles
Subjects: Human Services,Social Science Research,Research Methodology,Reflection,Psychiatry,Hospitals,Art Activities,Mixed Methods Research,Foreign Countries

This article discusses practice-near research in human services, a cluster of methodologies that may include thick description, intensive reflexivity, and the study of emotional and relational processes. Such methods aim to get as near as possible to experiences at the relational interface between institutions and the practice field. Psychoanalytically informed approaches to research are particularly fruitful here. In this article these are discussed in relation to the reflective practice and critical reflection traditions which have been widely discussed within social work, healthcare, education, and allied fields. Drawing on Clifford Geertz's distinction between experience-near and experience-distant inquiry, this article also discusses the relationship between practice-near and practice-distant approaches. These may be used in parallel to investigate different but related objects of interest and can be used to triangulate different data when focussing on the same object; finally practice-near and practice-distant methods can be combined in interpretive procedures which depend on an oscillation between immersion within and distancing from the field. It is within such interpretive activity that habits of attention and interpretation developed in clinical settings, and described in the work of Wilfred Bion, can be brought to bear usefully on data analysis. (Contains 2 tables and 1 figure.)
A Psychoanalytic Approach to Fieldwork
Author: Ramvi, Ellen
Date: 2012-00-00
Type: Journal Articles
Subjects: Field Studies,Ethnography,Research Methodology,Psychiatry,Educational Research,Junior High Schools,Secondary School Teachers,Learning,Teaching Experience,Teacher Student Relationship,Emotional Experience,Educational Researchers,Interpersonal Relationship,Foreign Countries

This article focuses on what both psychoanalysis and anthropology have in common: the emphasis on the researcher's own experience. An ethnographic fieldwork will be used to illustrate how a psychoanalytical approach unfolds the material when studying conditions for learning from experience among teachers in two Norwegian junior high schools, and also the strong methodological implications of this approach. The researcher's struggle to remain open is elaborated. Here &quot;openness&quot; is regarded as something more than a principle for research practice. It is a way to relate both to oneself and the other, to emotions as well as actions, to the inner as well as the external world.
Using Psychodynamic Interaction as a Valuable Source of Information in Social Research
Author: Schmidt, Camilla
Date: 2012-00-00
Type: Journal Articles
Subjects: Interviews,Personal Narratives,Preservice Teachers,Interpersonal Relationship,Interaction,Researchers,Social Science Research,Foreign Countries

This article will address the issue of using understandings of psychodynamic interrelations as a means to grasp how social and cultural dynamics are processed individually and collectively in narratives. I apply the two theoretically distinct concepts of inter- and intrasubjectivity to gain insight into how social and cultural dynamics are processed as subjective experiences and reflected in the interrelational space created in narrative interviews with trainee social educators. By using a combination of interactionist theory and psychosocial theory in the analysis of an interview with a student of social education, I demonstrate how the often conflicting demands and expectations are being played out in the interrelational tension between the researcher (myself) and the interviewee or narrator. In a confrontation with &quot;inner&quot; expectations and concerns regarding a future profession and one's ability to cope, and the &quot;outer&quot; socially and culturally embedded discourses as they are played out in the objectives of self-development and education, the narrative about a forthcoming internship is filled with tension and contradiction. In this article I will demonstrate how such tensions and contradictions are valuable sources of information in understanding the process of becoming a social educator.