ethanporcaro/eric-fulltext-meta huggingface dataset:
A Study on Social Competence and Temperament of Pre-School Children's
Author: Pekdogan, Serpil
Date: 2016-00-00
Type: Journal Articles
Subjects: Interpersonal Competence,Personality Traits,Preschool Children,Gender Differences,Correlation,Preschool Education,Foreign Countries,Aggression,Anxiety,Withdrawal (Psychology)

The purpose of this research is to explore the social competence and temperament of 4-6 age group children attending pre-school education institutions, to identify whether their social competence levels vary by gender, and to show the relationship between the sub-dimensions of social competence and those of temperament. The study group consists of n = 148 female children and n = 180 male children in 4-6 age group receiving pre-school education. The data were collected via the Social Competence and Behavior Evaluation Scale-SCBE 30 and the Short Temperament Scale for Children. The data were analyzed via independent-samples t-test and Pearson's correlation coefficient. The findings were evaluated at 0.05-0.001 significance level. The research findings indicated that children's social competence levels significantly vary by gender (p&lt;05), and there are positive and negative significant relationships between the sub-dimensions of social competence and those of temperament (p&lt;0.05, p&lt;0.001). The findings of the research were discussed in the light of some research and literature, some suggestions have been made.
Depicting the Suffering of Others
Author: Kostouros, Patricia
Date: 2016-00-00
Type: Journal Articles
Subjects: Trauma,Altruism,Hermeneutics,Educational Strategies,Teaching Methods,Postsecondary Education,College Faculty,Course Content,College Students,Student Behavior,Student Needs,Interviews

This article offers a discussion about the depiction of traumatic materials to postsecondary human service students. Presently there is an on-going debate about trigger warnings and whether trigger warnings are necessary prior to engaging in materials that depict the suffering of others. Perhaps after depicting graphic images some teachers have seen students become active citizens. Conversely, teachers may have also seen students who tune out, or suffer themselves from these viewings; a concept known as secondary traumatic stress. If the purpose of depicting suffering is to encourage engaged caring citizenship, potentially, depicting images of suffering may not be enough to reach that outcome. These pages will challenge the notion of trigger warnings and ask teachers to look beyond this superficial behaviour and question their practices when depicting suffering. A set of questions teachers can ask themselves is included for consideration when depicting the suffering of others.
Regulation of Academia in Israel: Legislation, Policy, and Market Forces
Author: Cohen, Erez
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational History,Educational Policy,Supply and Demand,Free Enterprise System,Colleges,Admission Criteria

The rapid development of Israel's system of higher education in recent years has led to a sharp rise in the number of students, the establishment of new institutions certified to award degrees, and legislation and policy changes. The evolving circumstances are explored in the current article, which follows the sources, causes, and justifications for these changes. The study analyzes three major processes that occurred in Israel's system of higher education since its reform in the early 1990s: the increase in the number of students, admission terms to the departments, and the demand for studies. The research findings indicate that it was the government's decision to establish colleges in the early 1990s, rather than free market forces, that led to the considerable increase in enrollment for academic studies. Then again, free market forces appear to determine admission terms to the various departments in accordance with the principles of demand and supply. Furthermore, the government intervenes to regulate the supply of high-demand fields of study but does not complement this by acting to regulate demand trends, which are determined exclusively by the free will of applicants. Therefore, the research conclusion is that Israel has no clear well-formulated policy on higher education, a fact that allows the unrestrained detrimental domination of this system by free market forces.
The Pedagogic Signature of the Teaching Profession
Author: Kiel, Ewald
Date: 2016-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Foreign Countries,Teacher Attitudes,Teacher Educators,Teachers,Teaching (Occupation),Statistical Analysis,Group Discussion,Qualitative Research

Lee S. Shulman deplores that the field of education as a profession does not have a pedagogic signature, which he characterizes as a synthesis of cognitive, practical and moral apprenticeship. In this context, the following study has three goals: 1) In the first theoretical part, the basic problems of constructing a pedagogic signature are depicted. 2) In the empirical part, based on a multi-method approach, teachers' and teacher educators' beliefs and attitudes about a pedagogic signature are identified and ranked. It is argued that beliefs are of particular importance because they have a filter effect on how teachers deal with scientific knowledge. 3) The third part, the discussion, explains the findings, particularly the fact that moral aspects and aspects referring to a particular attitude play an overwhelming role. The explanation leads to some basic considerations on how to construct a pedagogic signature and on how such a signature can be turned into a viable concept for teacher education.
Facilitating Successful Online Discussions
Author: Woods, Kathryn
Date: 2016-00-00
Type: Journal Articles
Subjects: Facilitators (Individuals),Computer Mediated Communication,Asynchronous Communication,Online Courses,Electronic Learning,Best Practices,Learner Engagement,Grading,Feedback (Response),Instructional Design,Questioning Techniques,Time Management,Reflection,Skill Development,Taxonomy,Writing Assignments,Reading Assignments,Scaffolding (Teaching Technique),Class Size,Student Participation,Novices,Evidence Based Practice

As online course offerings continue to evolve, researchers have examined many strategies for improving the online learning experience for both the instructor and the student. Asynchronous, online discussions are one of the most common components of online courses. This article provides information about the best practices for facilitating successful online discussions. The suggested best practices include several strategies for increasing student engagement through online discussions, grading and providing feedback for online discussions, and overcoming specific challenges in facilitating online course discussions. The application of these best practices will enable online educators to improve discussions in online courses.
Pedagogical Considerations for Effectively Teaching Qualitative Research to Students in an Online Environment
Author: Bender, Sara
Date: 2016-00-00
Type: Journal Articles
Subjects: Qualitative Research,Online Courses,Teaching Methods,Undergraduate Students,Research Methodology,Electronic Learning,Barriers,Performance Factors,Research Skills,Educational Practices,Educational Strategies

Qualitative research aims to understand both individual meaning as well as complex systemic interactions as they apply to social problems or individual experiences. This method of research is both inductive and flexible, allowing for a holistic approach that facilitates a rich understanding of the content examined. Past research identifies a number of challenges associated with teaching qualitative methodology to undergraduate students, including: the research skills and values maintained by the instructor, the prestige associated with qualitative research in particular, as well as a number of other interpersonal and environmental factors. These challenges are further complicated, it seems, when extended into the online learning environment. This paper explores the factors related to the instruction of qualitative research in an online environment and provides recommendations for best practices in teaching.
Pedagogical Content of National Physical Behavior of Kazakh People
Author: Lesbekova, Ryskul
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Education,Physical Education Teachers,Teacher Education Programs,Knowledge Base for Teaching,Family Influence,Social Influences,Physical Fitness

Physical education significantly contributes to students' well-being; therefore, it is an instructional priority for California schools and an integral part of our students' educational experience. High-quality physical education instruction contributes to good health, develops fundamental and advanced motor skills, improves students' self-confidence, and provides opportunities for increased levels of physical fitness that are associated with high academic achievement. Mastering fundamental movement skills at an early age establishes a foundation that facilitates further motor skill acquisition and gives students increased capacity for a lifetime of successful and enjoyable physical activity experiences. Similarly, the patterns of physical activity acquired during childhood and adolescence are likely to be maintained throughout one's life span, providing physical, mental, and social benefits. The purpose of this study was to look at the development of knowledge of student physical education teachers in Kazakhstan. Results showed that knowledge important to develop, knowledge developed and knowledge which still needs to be developed at the end of the course was all related to content knowledge and pedagogical knowledge which they could apply in the immediate practical teaching situation. The results are discussed in relation to the development of student physical education teachers knowledge for teaching.
What Matters in Higher Education a Meta-Analysis of a Decade of Learning Design
Author: Lloyd, Margaret
Date: 2016-00-00
Type: Journal Articles
Subjects: Periodicals,Instructional Design,Higher Education,Meta Analysis,Educational History,Blended Learning,Web 2.0 Technologies,Technology Integration,Educational Technology,Online Courses,Educational Trends,Trend Analysis,Certification,Recognition (Achievement),Delivery Systems,Content Analysis,Intellectual Disciplines,Learning Processes,Apprenticeships,Simulation,Thinking Skills

The &quot;Journal of Learning Design&quot; (JLD) has had a relatively short history of open-access peer-reviewed publication in the broad field of multidisciplinary pedagogy and learning design in higher education with a focus on the innovative use of technology. It began in 2005 and its decade of publication has coincided with a period of great volatility in higher education largely wrought by technology and changes in the demographics and location of our student populations. During this decade, learning design has received growing attention as educational institutions have grappled with shifts to blended learning, incorporation of Web 2.0 technologies in course offerings, and conduct of fully online program suites. MOOCs, certification and badging have swept us off our feet at the same time as increasing scrutiny has been applied to ensure program quality and more efficient delivery methods. The &quot;Journal of Learning Design&quot; (JLD) has been a contemporaneous witness to this period of change and, along with others of its ilk, has provided an authentic discourse of how our authors, who identify as system leaders, academics and learning designers, have addressed the challenge of a changing learning environment.
Messy Design: Organic Planning for Blended Learning
Author: Rankin, Andrea
Date: 2016-00-00
Type: Journal Articles
Subjects: Instructional Design,Blended Learning,Technology Uses in Education,Educational Technology,Foreign Countries,Higher Education,Cooperative Planning,Teamwork

In this paper we argue that a messy design process does not mitigate against sharing and transfer of artefacts across educational domains. In fact, such a process can aid in developing a model for learning and teaching that is reusable and authentic. We describe the planning and design of an integrated and interactive blended learning environment for students while demonstrating that messiness does not necessarily preclude modelling. Drawing on the educational design literature, our aim in the project discussed in this paper was to develop sustainable designs as a key feature and to facilitate applicability across disciplines. We are proposing a planning and design process framework for blended learning that may be shareable, reusable and flexible while being neither ill-structured nor ill-defined.
An Investigation into Effective Pedagogies in a Flipped Classroom: A Case Study
Author: Kim, Minkyoung
Date: 2016-00-00
Type: Journal Articles
Subjects: Blended Learning,Teaching Methods,Instructional Effectiveness,Case Studies,Learning Activities,Student Centered Learning,Mixed Methods Research,Problem Based Learning,Instructional Design,Active Learning,Cooperative Learning,Graduate Students,Interrater Reliability,Student Surveys,Likert Scales,Semi Structured Interviews,Learning Laboratories,Student Educational Objectives,Multiple Regression Analysis,Observation

The flipped classroom is being increasingly used in a wide range of instructional situations, yet little is known about how to facilitate it. The purpose of this study is to explore what types of learning activities in a flipped classroom are perceived to be the most effective in the achievement of desired course competencies. This case study specifically focused on the classroom lab sessions--the student-centered classroom--rather than online self-learning modules. Employing a case study using a mixed method approach, this research identifies effective pedagogy in facilitating a flipped classroom. Merrill's (2002) first principles of instruction were used as a research framework. While results show that students engaged in learning activities of demonstration and application, they were barely exposed to higher-order learning activities. That leads to the conclusion that implementing problem-centered instructional activities, accompanied by desirable challenges, is highly advisable to foster deep engagement. Implications and future directions are discussed.
Validation of a Pre- and Post-Evaluation Process: A Tool for Adult Training in Food Handling
Author: Mastrantonio, Guido
Date: 2014-03-00
Type: Journal Articles
Subjects: Food Standards,Food Processing Occupations,Adult Education,Food Service,Public Health,Safety,Evaluation Methods,Audiovisual Instruction,Pretests Posttests,Scores,Health Promotion,Foreign Countries

Education in food safety is a well-recognized health intervention, which allows the prevention of a wide range of diseases. Among the strategies of control and prevention of foodborne diseases, it is indicated that food safety education has the double advantage of having low costs and high potential effectiveness, as long as it is carried out with the active participation of food handling workers. In many countries, the Food Code has made compulsory the sanitary training of food workers. However, like in many other disciplines, food science educators receive minimal training on instructional techniques before becoming teachers. One of the important questions of the problem here presented is the issue related to the methodologies of pre-evaluation and final evaluation. We describe two indices to validate the training in food safety, which could be used for the quantification of educational intervention. The results show that a better learning process involves the active participation of both the students and the educators. We concluded that the evaluation process is more complex than the single instance of accreditation though a final evaluation.
Strengthening Deeper Learning through Virtual Teams in E-Learning: A Synthesis of Determinants and Best Practices
Author: Makani, Joyline
Date: 2016-00-00
Type: Journal Articles
Subjects: Teamwork,Computer Mediated Communication,Electronic Learning,Instructional Effectiveness,Literature Reviews,Higher Education,Distance Education,Instructional Design,Learning Processes,Learning Theories,Constructivism (Learning),Social Networks,Transformative Learning,Learner Engagement,Bibliometrics

Globally, e-learning is gaining popularity as its potential contributions to economic and social development are recognised. However, its full potential has not been realised, as most e-learning practices merely replicate traditional existing teaching methods and have not fully exploited the interactive and social components of peer learning. Recently, there has been an increased focus on deeper learning in higher educational settings, in particular, a focus on the skills and knowledge that reinforce each other and together promote deeper learning (Chow, 2010). In other words research shows that to be successful all students must have access to educational opportunities that foster deeper learning. Virtual teams (VT) are said to foster &quot;deeper&quot; learning, but have not been empirically studied in the academic sphere, and little is known about their effectiveness as a learning mechanism in e-learning. In this paper the findings of a systemic review and interpretive synthesis of the body of literature on e-learning and VT are presented. The objective of the study was to identify the core skills and knowledge from research that reinforce each other and together promote deeper learning. The results from this study will strengthen e-learning program planning and delivery within higher education centres that are already engaged in e-learning, as well as convey important best practices for learning centres at the beginning stages of e-learning development. Presented is an e-learning framework, which may serve as the foundation of future empirical studies in e-learning. [Note: The volume number (32) displayed on the PDF is incorrect. The correct volume number is v31.]
Cultivating Reflective Practitioners in Technology Preparation: Constructing TPACK through Reflection
Author: Lu, Liangyue
Date: 2014-03-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Reflection,Technological Literacy,Reflective Teaching,Preservice Teachers,Student Journals,Content Analysis,Pedagogical Content Knowledge,Interviews,Technology Integration,Classroom Techniques

Teaching is a complex profession, which is further complicated by the integration of technology into classrooms. Reflection can help teachers unpack the complexity in their practice. Reflection can be an effective instructional strategy in helping preservice teachers develop technological pedagogical content knowledge (TPACK), the complex and dynamic knowledge necessary for effective technology integration into instruction. In this study, reflective activities were integrated into a Learning By Design (LBD) environment, which was created to help preservice teachers develop TPACK. This paper investigated the participants' TPACK development and examined how reflection helped them construct TPACK. Through content analysis of the participants' reflective journals, the researcher found that the preservice teachers developed initial TPACK awareness. However, their reflection in technology knowledge and the content aspects of TPACK were limited and superficial. Interviews with the participants showed reflection helped the preservice teachers remember what they learned by describing and elaborating on their in-class experiences, pushed them to think about how to apply what they learned in their future classrooms, and helped them become more reflective and open-minded about using technology in classrooms. Finally, the researcher discussed this study's implications for teacher educators and researchers.
Technologies, Democracy and Digital Citizenship: Examining Australian Policy Intersections and the Implications for School Leadership
Author: Moyle, Kathryn
Date: 2014-03-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Technology Uses in Education,Democracy,National Curriculum,Academic Standards,Budgets,Educational Opportunities,School Administration,Instructional Leadership,Decision Making,Citizenship,Social Media

There are intersections that can occur between the respective peak Australian school education policy agendas. These policies include the use of technologies in classrooms to improve teaching and learning as promoted through the &quot;Melbourne Declaration on Educational Goals for Young Australians&quot; and the &quot;Australian Curriculum&quot;; and the implementation of professional standards as outlined in the &quot;Australian Professional Standard for Principals&quot; and the &quot;Australian Professional Standards for Teachers&quot;. These policies create expectations of school leaders to bring about change in classrooms and across their schools, often described as bringing about &quot;quality teaching&quot; and &quot;school improvement&quot;. These policies indicate that Australian children should develop &quot;democratic values&quot;, and that school principals should exercise &quot;democratic values&quot; in their schools. The national approaches to the implementation of these policies however, is largely silent on promoting learning that fosters democracy through education, or about making connections between teaching and learning with technologies, school leadership and living in a democracy. Yet the policies promote these connections and alignments. Furthermore, understanding democratic values, knowing what is a democracy, and being able to use technologies in democratic ways, has to be learned and practiced. Through the lens of the use of technologies to build digital citizenship and to achieve democratic processes and outcomes in schools, these policy complexities are examined in order to consider some of the implications for school leadership.
Transforming Future Teaching through &quot;Carpe Diem&quot; Learning Design
Author: Salmon, Gilly
Date: 2014-03-00
Type: Journal Articles
Subjects: Instructional Design,Teaching Methods,Educational Change,College Faculty,Higher Education,Workshops,Faculty Development,Intervention,Instructional Effectiveness,Futures (of Society),Electronic Learning,Management Systems,Online Courses,Foreign Countries,Teacher Attitudes,Attitude Change,Cost Effectiveness

Academic staff in Higher Education (HE) need to transform their teaching practices to support more future-orientated, digital, student-centered learning. Promoting, enabling and implementing these changes urgently requires acceptable, meaningful and effective staff development for academics. We identify four key areas that are presenting as barriers to the implementation of successful staff development. We illuminate the Carpe Diem learning design workshop process and illustrate its impact on academic staff as a viable, constructive alternative to traditional staff development processes. The Carpe Diem model directly exposes and addresses the irony that educational institutions expect their academic staff to learn to design and deliver personalized, mobile and technology-enhanced learning to students, whilst wedded to &quot;one size fits all&quot; face-to-face interventions…or worse, &quot;page turning&quot; e-learning that masquerades as staff development. To avoid further frustrations and expensive, inappropriate initiatives, the spirit and practice of Carpe Diem could act as a &quot;pathfinder beacon&quot;, and be more widely adopted to enable fast, effective and fully embedded, learner-ready, future-proofed learning.