ethanporcaro/eric-fulltext-meta huggingface dataset:
In Search of an Effective Teacher: Ghana&apos;s Move towards Achieving Sustainable Education through Teacher Education Reforms
Author: Adu-Gyamfi, Kenneth
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Effectiveness,Educational Quality,Educational Change,Teacher Educators,Teacher Attitudes,Sustainability,Admission Criteria,Elementary Secondary Education,Sustainable Development,Culturally Relevant Education,Teacher Education Curriculum,Curriculum Development,Professional Development,Partnerships in Education,Preservice Teacher Education

Ghana has experienced a number of education reforms in the post-independence era and the study examined Ghana?s attempt at understanding what constitutes an effective teacher, in relation to sustainable education, through teacher education reforms. Qualitative approaches, such as documents analysis and interviews with 10 experienced college educators, were the methodology for the research. After constant comparison, students' quality and entry requirements, changes in curriculum, and role of development partners in education reforms affected the quality of teacher education. However, cultural context, support systems, and educator professional development are means of achieving sustainable basic education. Ghana should, therefore, have teacher education policies, uninfluenced by changes in political power and ideologies, but tailored to socio-cultural and economic needs of the people; preparing motivated-teachers to accept the profession as a chosen-career.
Design and Implementation of the Sex and Gender Specific Health Multimedia Case-Based Learning Modules
Author: Cheon, Jongpil
Date: 2019-00-00
Type: Journal Articles
Subjects: Health Education,Gender Differences,Learning Modules,Program Development,Program Implementation,Case Method (Teaching Technique),Health Sciences,Multimedia Instruction,Instructional Design,Instructional Materials,Copyrights,Curriculum Development,Medical Education,Allied Health Occupations Education,Needs Assessment,Cooperative Planning,Video Technology

This case presents the design and implementation process of multimedia case-based learning modules for a Sex and Gender Specific Health (SGSH) education curriculum. The learning modules were designed to advance understanding of sex and gender differences, increase awareness of gender-specific health issues, and improve clinical knowledge of sex and gender evidence-based medicine. This paper describes the three phases of the project. In the first phase of planning, five diseases actively examined in the medical field were chosen to address sex and gender differences, and the instructional development team specifically adapted a case-based learning framework to provide more authentic and interprofessional learning opportunities for health science trainees. In the second phase, learning modules were structured with multiple revisions incorporating multimedia case-based learning strategies, such as case movie trailers, expert guides, and case solutions. In the third phase, a number of decisions regarding module interface, case videos, and server management were made. Throughout the phases, the instructional designers resolved a number of issues, such as communication with subject matter experts (SMEs), consistency of learning materials, copyright, case movie production tool, closed captioning, server configuration, and dissemination. The design process and challenges described in this paper would be useful for others developing similar instructional materials in a healthcare environment.
Designing and Developing an Online Self-Regulated Learning Course
Author: Krauel-Nix, Mariah
Date: 2019-00-00
Type: Journal Articles
Subjects: Intensive Language Courses,Second Language Learning,Second Language Instruction,English (Second Language),Metacognition,Curriculum Design,Program Evaluation,Online Courses,Independent Study,Decision Making,Universities,Teacher Education Programs,Language Teachers,Social Environment,Physical Environment,Anxiety,Learning Motivation,Time Management,Language Tests,Instructional Design

The concept of self-regulated learning has been a prominent topic in education and has been researched and applied to various educational fields. In the field of TESOL, self-regulation has been categorized into dimensions and linked with possible application tools to help ESL/EFL students better apply and develop related skills (Andrade and Evans 2013, 2015). Although these applications have seen some success, the administration of one intensive English program felt that its center's self-regulated learning program was ineffective for teachers and students. Therefore, curriculum designers evaluated the center's program, compiled data, and formed design specifications for an improved program. Their specifications were used to develop an interactive, online course for students to complete outside of the classroom. The resulting course could then be augmented within the classroom to encourage students to apply self-regulation in their various content areas. This article describes our process in developing an online, module-based supplementary instructional product for an intensive language program and can benefit developers with an interest or imperative to create a similar product.
Designing a Revision Tool to Distinguish Surface-Level and Text-Based Writing Feedback
Author: Neumann, Kalianne L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Revision (Written Composition),Feedback (Response),Web 2.0 Technologies,Peer Evaluation,Secondary School Teachers,Secondary School Students,Error Correction,Writing Improvement,Computer System Design,Usability,Visual Aids,Educational Technology,Proofreading

This paper presents a design case that describes the design, development, and user experience testing of a Google Docs revision add-on. The add-on is an instructional, peer review tool intended to help students distinguish surface-level feedback from text-based feedback in order to develop their revision task schema. Eleven secondary teachers completed a survey about using the add-on for instructional purposes, and 56 secondary students completed a survey after using the tool to provide feedback to a peer's writing and make changes to their writing based on feedback provided to them through the tool. Thematic analyses revealed recommendations for modifications and additions to the tool. Next steps include researching the effects of the updated add-on on secondary students' revision task schema development.
Exploring the Connection between Second Language Vocabulary Learning Strategies and Vocabulary Knowledge
Author: Charkova, Denitza A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Learning Strategies,Vocabulary Development,Pronunciation,Phrase Structure,Second Language Learning,Second Language Instruction,English (Second Language),Morphology (Languages),Morphemes,Language Tests,Foreign Countries,Correlation,College Students,Reading Tests,Scores

The present study sought to explore and identify vocabulary learning strategies that lead to the attainment of depth of vocabulary knowledge in a second language. For the purpose, 110 Bulgarian language learners of English took Qian and Schedl's (2004) depth of vocabulary knowledge test and completed a related survey. After dividing the sample into a limited knowledge group and a superior knowledge group, the data were analyzed through discriminant function analysis which showed eight vocabulary learning strategies as significantly associated with the superior knowledge group. These strategies were named linguistically-driven strategies since they involve regular attention to linguistic features, including: paradigmatic associations (synonyms, antonyms), morphological structure (prefixes, roots, and suffixes), syntagmatic associations (collocations) and pronunciation. The results suggest that regular use of linguistically-driven vocabulary learning strategies helps build deep knowledge of second language vocabulary.
Reflections on a Teacher-Led CPD Model for EFL Teachers
Author: Bayram, Ilknur
Date: 2018-00-00
Type: Journal Articles
Subjects: Professional Continuing Education,Teacher Leadership,Models,English (Second Language),English Teachers,Teacher Attitudes,College Faculty,Foreign Countries,Teacher Collaboration,Reflective Teaching,Instructional Improvement,Facilitators (Individuals),Collegiality,Faculty Workload

This qualitative case study aims to explore English as a Foreign Language (EFL) teachers' reflections of a teacher-led professional development (CPD) model conducted at the department of foreign languages of a foundation university in Turkey. It also aims to find out what implications this model might have for the professional development of teachers. The entire population of 35 EFL teachers took part in the study. Data were collected through observations, focus group interviews, document analysis and an evaluation survey. All the qualitative data were interpreted and coded through content analysis. Results of the study revealed that teachers reflected mostly on the process of the model, its implications for their professional development and their suggestions for future CPD practices.
The &quot;Make to Learn&quot; Electric Motor Design Sequence
Author: Bull, Glen
Date: 2018-00-00
Type: Journal Articles
Subjects: Models,Engines,Active Learning,Scientific Concepts,Technology Education,Shared Resources and Services,Program Design,Construction (Process)

&quot;Make to Learn Invention Kits&quot; allow students to reconstruct working models of historic inventions. This design case describes the development of a series of &quot;Make to Learn Electric Motor Invention Kits&quot; that spans the time frame from development of the first patented electric motor in the United States to contemporary brushless motors. The design process is described and design decisions that led to the final sequence of electric motor kits are summarized.
Empowerment and Constraint: Design of a Homecare Worker Training Program
Author: Gallup, Amber
Date: 2018-00-00
Type: Journal Articles
Subjects: Job Training,Program Design,Home Health Aides,Caregiver Training,Nontraditional Education,Outcomes of Education,Units of Study,Homework,Instructional Design

A worker education center in California requested the development of a job training pilot program for 6,000 state-remunerated homecare workers. These workers provide personal care services to Medicaid-eligible adults over 65 years of age and to adults with disabilities, enabling them to remain living at home. In recognition of the homecare workers' position as a first line of defense against health crises and costly hospitalizations, the center sought to enhance their roles by training them to be more engaged members of the care team and more knowledgeable in health and safety topics. The training design was challenging for two reasons. First, in California, consumers (recipients of care) are the legal employers of their homecare workers and are their designated job trainers. This hard-won right clashed with elements of the center's training initiative. Second, diverse linguistic backgrounds limited education and low literacy levels among homecare workers led to a non-traditional approach to worker training that required buy-in from diverse stakeholders. The design process was fast-paced and iterative, involving research around themes established by committee, coordination with an illustrator, and numerous revisions in consultation with subject matter experts, including a disability rights advocate who was also a consumer. The result was a hands-on, collaborative design rooted in social constructivist learning theory. After two years, health outcomes among consumers whose homecare workers received training were positive, leading us to infer that both the design and the efforts to address learners' needs and consumers' concerns had been effective.
Digital Competence in Primary Education: The Case of Turkish Language, Mathematics and Personal and Social Development Courses
Author: Hazar, Esin
Date: 2018-00-00
Type: Journal Articles
Subjects: Turkish,Social Development,Technological Literacy,Foreign Countries,Standards,Elementary School Curriculum,Outcomes of Education,Problem Solving,Safety,Mathematics Curriculum,Information Literacy,Guidelines,Information Security,Individual Development

This paper examines the current status of digital competence indicators in the Turkish primary school curricula. The European Commission had long been studying on developing a common digital competence framework for citizens and in 2016 a revised framework was published to be used as a reference in various sectors as well as education. In most official papers the importance of digital competence is highly stressed and studies to provide students with digital skills are carried out by Turkish Ministry of National Education (MONE) and other governmental institutes. In this paper the indicators of digital competence standards in the Turkish primary education are explored. The curricula of three compulsory subjects are identified and the learning outcomes of these curricula are analysed to understand the place of digital competence standards in curricula and in which competence areas are emphasized mostly. The review was conducted using the curricula of three subject areas in primary education: the Turkish language, mathematics and personal and social development. The analysis of the learning outcomes in these curricula shows that 7.5% of learning outcomes emphasizes digital competence in the Turkish language curriculum while the highest rate is 4% in mathematics and personal and social development subject areas. That most digital competence areas are ignored can be observed in each subject; communication and collaboration is totally excluded in all three subjects while data and information literacy was included in merely Turkish language curriculum; safety competence area was stated only in personal and social development curriculum and Mathematics curriculum contained learning outcomes merely related to the problem solving.
Enhancing Motivation to Learn in a Biology Laboratory Course through Gaming: A Design Case
Author: Owens, David C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Study,College Science,Biology,Science Laboratories,Majors (Students),Science Instruction,Educational Games,Teaching Methods,Student Centered Learning,Educational Technology,Technology Uses in Education,Instructional Design,Active Learning,Student Motivation,Teamwork,Recognition (Achievement),Cooperative Planning

In this design case, we describe our work to develop a gameful learning design for use in an introductory, undergraduate biology laboratory course for science majors. Our design team included three university-based mathematics and science educators and a biologist responsible for the management of curriculum and instruction in the course under study. The gameful learning design was employed during the four weeks of plant evolutionary life history instruction. Key challenges to the design and implementation of gameful learning included the adaptation of instruction from teacher-centered to student-centered and establishing novel learning conditions in the eight laboratory sections so as to determine the value of two different elements of game design, repeat-testing and leaderboard with badges.
ERAS: An Experiential Role-Playing Aging Simulation
Author: Romero-Hall, Enilda
Date: 2019-00-00
Type: Journal Articles
Subjects: Role Playing,Aging (Individuals),Ethnicity,Perspective Taking,Decision Making,Teamwork,Instructional Design,Teaching Methods,Empathy,Older Adults,Age Groups,Simulation

This paper describes the design and development of ERAS, an experiential role-playing aging simulation. This webbased tool was designed for psychology students to engage in a role-playing experience that serves to increase individuals' empathy toward the elderly, as they learn about aging. In ERAS, the learners take on the role of aging individuals. The aging individuals vary in their ethnicity and ages. Successful completion of the scenarios requires the learners to perform a series of role-playing and perspective-taking activities related to the daily life of the aging individual. In this paper, we described the contextual framework, design, development, and review processes. The paper also provides a reflection on the successes and challenges experienced by the design team. Overall, the paper discusses the critical design elements and decisions made by the team.
Designing for Young Children: Learning, Practice, and Decisions
Author: Kim, Yanghee
Date: 2018-00-00
Type: Journal Articles
Subjects: Instructional Design,Young Children,Robotics,Computer Oriented Programs,Affordances,Second Language Learning,English (Second Language),Educational Technology,Curriculum Design,Attention,Learner Engagement,Learning Experience

This paper presents a vignette of our development of a robot-based app sponsored by the corporation producing the robot. The discussion in this paper begins with the affordances of humanoid robots that enable transformative pedagogical approaches to address children's needs. Next, we present our design case, where we develop a humanoid robot-based English-learning curriculum for young children to learn English as a second language. This case highlights a multifaceted app development process that involves synergistic, multidisciplinary teamwork and design enhancement through repeated observations of child/robot interactions. We present a few snapshots from the design case to illustrate the teamwork and design enhancement. From our observations in repeated user-testing, the robot app seems to induce independent navigation, sustained attention and engagement, and rich learning experiences for children. The design challenges and the way we address them may be useful for others developing similar interventions for young children.
The Effect of Two Modes of Instruction: Modeling vs. Presentational
Author: Buyuktas Kara, Mujgan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Teaching Methods,Mnemonics,Modeling (Psychology),Writing Instruction,Observation,College Students,Video Technology,Peer Teaching,Direct Instruction,Cooperative Learning

We implemented an intervention of four lessons and tested the effects of two instructional modes as compared to the regular curriculum practices for completing a synthesis task at the preparatory program of a Turkish university. Participants were 48 upper-intermediate English as a Foreign Language learners (mean age = 18) assigned to three conditions. The presentational condition received direct strategy instruction supported by mnemonics; the modeling condition observed a video of a peer doing the task using the same strategies mnemonic. In the control condition, there was no explicit reference to strategies; rather, students inferred the necessary information about writing an effective synthesis text from the instruction and the lesson materials. We hypothesized that both of the experimental conditions would have a positive effect on students' synthesis text quality and writing processes and that modeling of explicit strategy use would have an effect over and above the other conditions. Results showed that students in the modeling condition improved their source use skills significantly more than students in the presentational condition, which was maintained in the delayed posttest four weeks later. No statistically significant condition effect was observed for content and authenticity of students' texts. The modeling condition also showed and reported a more process-oriented approach to writing.
The Effects of Clicker-Aided Flipped Classroom Model on Learning Achievement, Physics Anxiety and Students&apos; Perceptions
Author: Asiksoy, Gülsüm
Date: 2018-00-00
Type: Journal Articles
Subjects: Audience Response Systems,Educational Technology,Blended Learning,Academic Achievement,Physics,Anxiety,Student Attitudes,Undergraduate Students,Science Education,Science Achievement,Achievement Gains,Technology Integration,Experimental Groups,Control Groups,Science Tests,Achievement Tests

Similar to all stages of education, the use of the flipped classroom model continues to become more widespread in higher education. This paper aimed to provide insights from a pre-test and post-test experimental design-based exploration of the effects of clicker-aided flipped classroom model on learning achievement, Physics anxiety and students' perceptions. The study was conducted with the participation of 61 undergraduate students taking the Physics course. In the in-class component of the flipped classroom model, while the student response system was used with the experimental group, it was excluded during the study conducted on the control group students. The data were collected through Physics achievement test, Physics anxiety questionnaire, and semi-structured interviews, and required statistical analyses were performed: for quantitative data analysis, SPSS was applied whereas for qualitative data analysis, content analysis was performed. The gathered data were analyzed in accordance with whether the student response system was utilized in the in-class component of the flipped classroom model. The results showed that, in comparison to the control group students, the learning achievement of the experimental group students had increased and that their anxiety had decreased significantly. Furthermore, it was determined that the experimental group students had a positive perceptions of student response system's utilization in class. This study may provide aid for lecturers in integrating the student response system to the flipped classroom model.
The &quot;Safe School&quot; Perception of Class Presidents in Secondary School
Author: Arslan, Mehmet Metin
Date: 2018-00-00
Type: Journal Articles
Subjects: Presidents,Secondary School Students,Student Attitudes,School Safety,Vocational Education,Technical Education,Phenomenology,Parent School Relationship,Problem Solving,Risk,School Administration,Teacher Role,Student Role,Administrator Role,Foreign Countries

The aim of this research is to reveal the &quot;safe school&quot; perceptions of secondary class presidents. The sample of the study, which is a qualitative research and figured as &quot;phenomenology design&quot;, is constituted by eight class president students in vocational and technical secondary schools. The data were collected with a semi-structured interview form consisting of three open-ended questions to determine the opinions of the class presidents. The responses of the participants to the questions in writing were analyzed by descriptive analysis. In the study, the &quot;school safety&quot; perception was examined with the perspective of the class presidents in high schools. Some of the remarkable results of the research can be summarized as follows: The participants reply the question &quot;To what extent is a safe school environment important for you?&quot; such that they generally consider the school's physical, social and psychological environment as problematic. They indicate the importance of solving the problems of these environments in creating a safe school climate. Participants point out to the parent-school cooperation for the question regarding the duties of the school management, staff and students. Some of the participants emphasized the risks arising from the school environment.