ethanporcaro/eric-fulltext-meta huggingface dataset:
An Application of Extreme Value Theory to Learning Analytics: Predicting Collaboration Outcome from Eye-Tracking Data
Author: Sharma, Kshitij
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Research,Statistical Distributions,Theories,Eye Movements,Data Collection,Computer Mediated Communication,Problem Solving,Cooperative Learning,Predictor Variables,Statistical Analysis,Pretests Posttests,Comparative Analysis

The statistics used in education research are based on central trends such as the mean or standard deviation, discarding outliers. This paper adopts another viewpoint that has emerged in statistics, called extreme value theory (EVT). EVT claims that the bulk of normal distribution is comprised mainly of uninteresting variations while the most extreme values convey more information. We apply EVT to eye-tracking data collected during online collaborative problem solving with the aim of predicting the quality of collaboration. We compare our previous approach, based on central trends, with an EVT approach focused on extreme episodes of collaboration. The latter provided a better prediction of the quality of collaboration.
Maori Mentors: Expectations and Perceptions
Author: Barnett, Shirley
Date: 2017-00-00
Type: Journal Articles
Subjects: Pacific Islanders,Distance Education,Mentors,Peer Teaching,Interviews,Program Effectiveness,Educational Technology,Technology Uses in Education,Foreign Countries,Cultural Relevance,Academic Achievement,Educational Attainment,Mixed Methods Research,Collegiality,Student Attitudes

This article is informed by a kaupapa Maori methodology and reports on a &quot;by Maori for Maori&quot; peer mentoring programme. The programme, offered by the College of Business at Massey University, focuses on Maori students who are studying at a distance. We outline the programme and the experiences and perceptions from kanohi ki te kanohi (face-to-face) interviews and discussions with seven Maori student mentors who are studying internally. Using Durie's (2009) model of Maori student success we identify a number of attributes that mentors developed by participating in this programme and providing help and support to distance students. Results suggest that mentoring programmes can provide mentors with opportunities to develop in areas such as leadership, which may not have been previously identified and discussed in the literature.
In Search of Conversational Grain Size: Modelling Semantic Structure Using Moving Stanza Windows
Author: Siebert-Evenstone, Amanda L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Semantics,Discourse Analysis,Models,Epistemology,Network Analysis,Comparative Analysis,Cooperative Learning,Engineering,Engineering Education,College Students,Internship Programs

Analyses of learning based on student discourse need to account not only for the content of the utterances but also for the ways in which students make connections across turns of talk. This requires segmentation of discourse data to define when connections are likely to be meaningful. In this paper, we present an approach to segmenting data for the purposes of modeling connections in discourse using epistemic network analysis. Specifically, we use epistemic network analysis to model connections in student discourse using a temporal segmentation method adapted from recent work in the learning sciences. We compare the results of this study to a purely conversation-based segmentation method to examine the affordances of temporal segmentation for modeling connections in discourse.
Reflections of a New Educational Designer
Author: Nichols, Mark
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Design,Faculty Development,Novices,Expertise,Case Studies,Personal Narratives,Journal Writing,Reflective Teaching,Mentors,Personality Traits,Teaching Experience,Content Analysis,Coding,Developmental Stages

Educational design is an area of growing significance in tertiary education. However, the career pathway to educational design is varied. Because few specific qualifications are available, educational designers (EDs) tend to take up their roles with little experience or in-depth knowledge. The purpose of this study is to investigate one new ED's development from new-to-role to experienced practitioner, in order to identify what new EDs might expect as they develop. In the early stages of her role Nicky Meuleman, ED at the Open Polytechnic of New Zealand, captured significant encounters and recorded ongoing reflection. This paper summarises and discusses the key themes from those reflections, providing insight into one ED's journey from beginner to proficient practitioner.
Implementation of the Flipped Classroom Model in the Scientific Ethics Course
Author: Urfa, Mehmet
Date: 2017-00-00
Type: Journal Articles
Subjects: Scientific Literacy,Ethics,Classroom Techniques,Teaching Methods,Curriculum Implementation,Teaching Models,Class Activities,Classroom Observation Techniques,Focus Groups,Structured Interviews,Qualitative Research,Statistical Analysis,College Students,Student Attitudes,Student Participation,Barriers,Computer Science Education,Blended Learning,Foreign Countries

In the present study, the purpose was to determine students' views about the application of Flipped Classroom Model (FL), in which, different from the traditional method, homework is replaced by in-class activities and which has frequently been mentioned recently. The study was carried out with 24 students from the department of Computer Education and Instructional Technologies within the scope of the Scientific Ethics Course for in a period of 11 weeks in 2016. In the research process, study groups were formed to let the students carry out the in-class applications collaboratively. In the study, the research data were collected via structured observation form, observation, structured interview form and focus group interview. The study was carried out on qualitative basis with quantitative support. In the quantitative dimension of the study, descriptive statistics was applied, and in the qualitative dimension, thematic analysis method was used. In the study, for the collection and analysis of the data, Rogers's Diffusion of Innovations Theory was used as the theoretical framework. In this respect, with the data collected from the participants, the advantages and disadvantages of the FL model were determined. The findings obtained in the study revealed that the participants had positive views about their collaborative learning thanks to the FL model within the scope of the Scientific Ethics Course; that the model increased their motivations; that the model should be used more commonly; and that they wanted to prefer to teach with this model in their future professional lives. [For the Online Submission version of this article, see ED577873.]
The Two Towers: The Quest for Appraisal and Leadership Development of Middle Leaders Online
Author: Bassett, Martin
Date: 2017-00-00
Type: Journal Articles
Subjects: Middle Management,Leadership Training,Online Courses,Access to Education,Professional Education,Leadership Role,Administrator Evaluation,Educational Needs,Course Descriptions,Management Development,Qualitative Research,Foreign Countries

This paper sets out to examine the role of middle leaders and their quest for effective appraisal and leadership development online--the two towers. Research that focuses on the role of middle leaders, in terms of their appraisal and leadership development, suggests there is a crisis in the &quot;middle.&quot; Currently, middle leaders do not have access to a specific national programme that focuses on leading from the middle. Moreover, they are not supported by those who are able to assess the gap in their leadership needs and provide the appropriate development. A lack of effective appraisal of middle leaders, and significantly deficient leadership development, suggest the need for an immediate call to action. Consequently, this paper explores the need for an online middle leadership programme that provides accessibility for these leaders in the unique contexts of their organisations, schools, and kura.
Fifty Years of Learning by Older Adults in Aotearoa New Zealand
Author: Tobias, Robert
Date: 2017-11-00
Type: Journal Articles
Subjects: Older Adults,Foreign Countries,Community Education,Cultural Influences,Economic Factors,Political Influences,Social Change,Higher Education,Educational Policy,Aging (Individuals),Government Role,Educational History

This paper reflects on the history of adult and community education (ACE) in Aotearoa New Zealand with special reference to older people's learning. The paper adopts a critical framework and draws on both primary and secondary sources. Key economic, political, social, demographic and cultural forces are discussed along with the huge growth in tertiary education, the increasing pressures on people to continue their education in later life, and the impact of social movements on this expansion. This growth in tertiary education has not been paralleled by a comparable growth of ACE, and I argue that the history of ACE is in fact more complex and subtle, with many different stories being told. I then discuss the history of older adults' learning and report briefly on some ACE programmes which have emerged over the years and some trends in government policy with special reference to the New Zealand Positive Ageing Strategy and its implications for older people's learning. In the light of the positive ageing rhetoric I also raise questions about the very limited government investment in ACE generally and in particular in older people's learning.
Promising Ideas for Collective Advancement of Communal Knowledge Using Temporal Analytics and Cluster Analysis
Author: Lee, Alwyn Vwen Yen
Date: 2017-00-00
Type: Journal Articles
Subjects: Multivariate Analysis,Time Perspective,Discourse Analysis,Qualitative Research,Inservice Teacher Education,Teachers,Knowledge Level,Graduate Study

Understanding ideas in a discourse is challenging, especially in textual discourse analysis. We propose using temporal analytics with unsupervised machine learning techniques to investigate promising ideas for the collective advancement of communal knowledge in an online knowledge building discourse. A discourse unit network was constructed and temporal analysis was carried out to identify promising ideas, which are improvable perceptions of significant relevance that aid in the understanding of discourse context and content. With the aid of a degree centrality-betweenness centrality (DC-BC) graph, more promising ideas were discovered. An additional analysis using multiple DC-BC graph snapshots at different discourse junctures illustrates the transition of these promising ideas over time. Machine learning in the form of k-means clustering further categorized promising ideas. Cluster centroids were calculated and represented the foci of discussions, while the movement of discourse units about cluster centroids reflected how ideas affected learning behaviours among the participants. Discourse units containing promising ideas were qualitatively verified. Overall, the results showed that the implementation of temporal analytics and clustering provided insights and feedback to users about idea-related processes in the discourse. The findings have implications for teachers, students, and researchers.
Sharpening the Focus on Numbers and Counting: Preschool Educators Differentiating Aspects of Mathematical Knowledge for Teaching
Author: Björklund, Camilla
Date: 2017-00-00
Type: Journal Articles
Subjects: Numbers,Computation,Preschool Teachers,Foreign Countries,Focus Groups,Mathematics Instruction,Faculty Development,Reflection,Knowledge Base for Teaching,Early Childhood Education,Teaching Methods,Pedagogical Content Knowledge,Models,National Curriculum,Mathematics Activities

This article reports a study of educators differentiating aspects of mathematical knowledge for teaching in preschool as part of a further-education programme. Eight Swedish preschool educators participated in focus group discussions about documentations from their own practice during a school year, to enhance their awareness of their mathematics education practice. The object of learning for the participants is more specifically how numbers and counting are made content for learning in preschool practice. The educators' authentic documentations are reflected upon in focus group meetings and further analysed by the researchers to find out what aspects the educators differentiate during the programme. Results show that educators' learning about content for children's learning in preschool is a complex process. This process involves several aspects necessary to discern for a professional development to occur, but the collaborative approach seems prosperous in that new aspects are brought to the fore, influencing their reflective practice.
Collective but Diverse: Preschool Teachers Networking to Develop Toddler Mathematics
Author: Palmér, Hanna
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Teachers,Faculty Development,Mathematics Education,Toddlers,Knowledge Base for Teaching,Observation,Networks,Teacher Attitudes

This article focuses on professional development among teachers within a Swedish national network on toddler mathematics education. The activities within this network can be understood as participant-oriented collective professional development based on a knowledge of practice approach. An inventory of toddler mathematics was performed within this network through observations of authentic mathematical activities. The inventory made diversity in the participating teachers' perceptions of toddler mathematics visible; different activities were labelled similarly and opposite, similar activities were labelled differently. The inventory made clear the need for theoretical influence and discussions in practical inquiry. The addition of theoretical notions made previous invisible diversity among the network members visible, and strengthened the opportunities for further collective professional development. Diversity becoming visible contributed to the knowledge of practice approach, as well as the development of the professional language of the participating teachers.
Developing Pre-Service Teachers&apos; Knowledge for Teaching in the Early Years: Selecting and Sequencing
Author: Livy, Sharyn
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Competencies,Theory Practice Relationship,Mathematics Instruction,Multiplication,Pedagogical Content Knowledge,Thinking Skills,Elementary School Teachers,Manipulative Materials,Teaching Methods,Student Teacher Attitudes,Coding,Mathematics Activities,Sequential Approach,Mathematical Logic,Mathematical Concepts,Foreign Countries,Qualitative Research,Case Studies

Developing pre-service teachers' (PSTs') knowledge of pedagogical practices can be particularly challenging within university classrooms. Teacher educators are well placed to provide PSTs with theoretical perspectives on pedagogical practices; what is particularly challenging, however, is linking theory with practice and developing PSTs' breadth and depth of knowledge in mathematical concepts. In this article, we describe the experiences undertaken by two cohorts of PSTs during their tutorials designed to assist them to notice and discuss Year 2 students' responses to an array task. Open-coding was used to analyse PSTs' selection and sequencing of five different work samples. Findings indicated that while the authentic work samples assisted the PSTs to make connections with the students' mathematical understandings, the lesson also provided an insight into the PSTs' own foundation knowledge of mathematical understandings relating to children's development of multiplicative thinking.
An Exploration of Hybrid Spaces for Place-Based Geomorphology with Latino Bilingual Children
Author: Martínez-Álvarez, Patricia
Date: 2014-02-00
Type: Journal Articles
Subjects: Bilingual Students,Cultural Influences,Language Usage,Culturally Relevant Education,Creative Teaching,Communities of Practice,Pretests Posttests,Student Surveys,Earth Science,Science Instruction,Foreign Countries,Indigenous Knowledge,Spanish Speaking,English,Bilingual Education,Language of Instruction,Elementary School Students,Learning Activities,Photography,Qualitative Research

Latino bilingual children hold rich understandings, which are underexplored and underutilized in the geoscience classroom. Oftentimes, young Latinos possess unique cultural land experiences shaping their place identities. We consider science as language and culture, and propose place-based geoscience hybrid space explorations that are culturally and linguistically relevant. We explore the different elements that help bilingual children learn geoscience using pre- and postsurvey of their understanding of the processes of erosion, transportation, and deposition; children's marks, drawing, and writing on a photograph; and graphic organizers with children's notes. Several different instructional elements for working with Latino bilinguals, organized around five tenets of culture, arise from our analysis: (1) Utilizing multiple linguistic resources, (2) making explicit connections to alternative interpretations of words, (3) using culturally relevant examples, (4) using alternative and creative ways of operationalizing hybrid spaces, and (5) learning in a community of practice.
Where Are You From? Writing toward Science Literacy by Connecting Culture, Person, and Place
Author: Seraphin, Kanesa Duncan
Date: 2014-02-00
Type: Journal Articles
Subjects: Scientific Research,Scientific Literacy,Science Instruction,Earth Science,Indigenous Knowledge,Indigenous Populations,Teacher Effectiveness,Science Activities,Cognitive Style,Writing (Composition)

The ways in which people view the world, and by extension the ways in which they learn, are shaped by cultural context. As educators striving to build scientific literacy among our students, it is critical to bridge the gaps among disparate cultures, traditional ways of knowing, and Western science. Understanding the value of traditional knowledge and welcoming the discourse and novel viewpoints associated with cultural and place-based practices is the first step in opening the door of scientific literacy not only for indigenous students but also for students struggling to find personal relevance in science. Sharing ideas and thoughts is a powerful force in aligning the wealth of knowledge in traditional settings with Western science. This paper discusses the utility of personal science writing as a tool for increasing science teaching effectiveness by connecting science learning with culture. Evidence from students' writing has shown that a variety of techniques are effective in eliciting personal responses and creating personal connections to science learning. Students who participate in personal science writing activities report that they enjoy the products of their writing and benefit from written exchange with the teacher in an environment that is meaningful but not penalizing. Reflective science writings also chronicle content knowledge and bring out hidden misconceptions. In addition, writing provides a venue for students to improve their critical thinking skills and for teachers to gain a deeper, nuanced understanding of their students.
Using Large Marine Ecosystems and Cultural Responsiveness as the Context for Professional Development of Teachers and Scientists in Ocean Sciences
Author: Sigman, Marilyn
Date: 2014-02-00
Type: Journal Articles
Subjects: Oceanography,Marine Education,Ecology,Culturally Relevant Education,Faculty Development,Elementary School Teachers,Secondary School Teachers,Scientists,Alaska Natives,Indigenous Knowledge,Teacher Workshops,Lesson Plans,Scoring Rubrics,Mentors,Cultural Awareness,Curriculum Development,School Districts,School Community Relationship,Place Based Education,Science Curriculum,Knowledge Base for Teaching,Educational Strategies,Workshops

During 2010-2012, three professional development workshops brought together K-12 educators and scientists conducting research in the geographic and ecological context of Alaska's three large marine ecosystems (Bering Sea/Aleutians, Gulf of Alaska, and Arctic Ocean). Educators successfully applied new scientific knowledge gained from their interactions with scientists through the collaborative development of lesson plans that were place-based and culturally responsive to Alaska Native cultures. Over the course of the three workshops, we refined a model for incorporating cultural responsiveness into workshop design, employed an innovative systemic traditional knowledge framework, and developed a rubric to evaluate the lesson plans in terms of cultural responsiveness. Key factors that increased the impact of a single professional development workshop on the ability of the K-12 educators to produce culturally responsive lesson plans included (1) participation of experienced teachers as mentors, (2) opportunities for workshop participants to interact with community members and culture bearers, and (3) embedding the training within a longer-term program of curriculum development and professional development in a school district for which cultural responsiveness was a high priority.
Drawings as a Tool for Understanding Geology in the Environment
Author: Martínez-Peña, Maria Begoña
Date: 2014-11-00
Type: Journal Articles
Subjects: Freehand Drawing,Geology,Grade 10,Secondary School Students,Preservice Teachers,Biology,Environmental Education,Foreign Countries,Illustrations,Field Trips,Questionnaires

This study analyses graphic representations of landscapes, produced by 46 Spanish 10th-grade secondary students and 92 teacher-training students in the last year of their course at the Faculty of Education, and the descriptive power of these drawings in connection with questions posed on the systems being represented. The constituent parts of a suitable description of a landscape as a natural system should include geological, as well as biological, elements. The absence of geological elements makes it difficult for students to build an environmental model. Few of the students who produced drawings represented rocks or geological aspects of the landscape. In general, the students represent the environment as an accumulation of elements, which may or may not be shown as ordered. In only a few cases do the drawings provide a description of the landscape that can be used subsequently, for example, to answer questions about environmental management. Causal relationships are hardly shown in either the drawings or the descriptions. This study uses a tool to analyze students' drawings that can be used to promote the learning of models by producing drawings.