ethanporcaro/eric-fulltext-meta huggingface dataset:
Proposal for Saudi Universities Governance in the Light of Principles of Organization for Economic Cooperation and Development
Author: Alsharif, Talal A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Governance,Universities,Deans,Administrator Attitudes,Foreign Countries,Economic Development,Participative Decision Making,Models,Benchmarking,Guidelines,Advisory Committees,Disclosure,Ethics,Barriers,Student Rights,Teacher Rights,College Faculty,College Students,Accountability,Reputation,Institutional Evaluation,Government School Relationship,Standards

The current study aimed at identifying the indicators of practicing governance in Saudi universities in the light of the principles of Organization for Economic Cooperation and Development (OECD). It also underlined the challenges facing governance practice and introduced a proposal for governance principles in Saudi universities. Descriptive approach utilized and a questionnaire applied to a random stratified sample consisting of 113 Deans from various Saudi universities. Results indicated that the indicators of practicing governance in Saudi universities in the light of (OECD) principles are (medium). Challenges facing the practice of governance in Saudi universities obtained a high degree. Education experts agree on the appropriateness of the proposed principles for university governance by 99%. The study recommended the necessity of activating the practice of governance principles in various activities and processes of universities.
The Impact of Integrating a MOOC Platform on the Teaching of Computer Science Course: A Case Study
Author: Hakami, Mohssen
Date: 2019-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Online Courses,Technology Integration,Synchronous Communication,Computer Science,Foreign Countries,College Students,Blended Learning,Access to Information,Electronic Learning,Instructional Design,Technological Literacy,Cooperative Learning,Student Satisfaction,Internet

The present study reports an attempt to identify and evaluate the effectiveness of integrating teaching MOOC platform into traditional learning system to teach a face-to-face course. It investigated students' opinions of Sharurah College of Science and Arts about the benefits and challenges based on their learning experiences in a hybrid learning environment. The researcher used both quantitative and qualitative methods to address the research questions. The study shows the following findings: a MOOC platform, as a new source for learning, supports teaching and learning in a hybrid learning environment; it can be used to support traditional learning; students like and are interested in a hybrid MOOC learning environment; and, finally, the most challenges affecting the hybrid MOOC environment are Internet drop/low speed connections and limited time for discussion in the MOOC.
Randomize It: Fair Procedures When Constructing Multiple-Choice Test-Keys
Author: Joseph, Dane Christian
Date: 2019-00-00
Type: Journal Articles
Subjects: Test Construction,Multiple Choice Tests,Guessing (Tests),Test Wiseness,Answer Keys,Test Interpretation,Guidelines,Science Tests,Biology,Test Format,Undergraduate Students

Multiple-choice testing is a staple within the U.S. higher education system. From classroom assessments to standardized entrance exams such as the GRE, GMAT, or LSAT, test developers utilize a variety of validated and heuristic driven item-writing guidelines. One such guideline that has been given recent attention is to randomize the position of the correct answer throughout the entire answer key. Doing this theoretically limits the number of correct guesses that test takers can make and thus reduces the amount of construct-irrelevant variance in test score interpretations. This study empirically tested the strategy to randomize the answer-key. Specifically, a factorial ANOVA was conducted to examine differences in General Biology classroom multiple-choice test scores by the interaction of method for varying the correct answer's position and student ability. Although no statistically significant differences were found, the paper argues that the guideline is nevertheless ethically substantiated.
Supporting and Challenging Student Cognitions in the Classroom
Author: Fisher, Amy K.
Date: 2019-00-00
Type: Journal Articles
Subjects: Cognitive Development,Undergraduate Students,Introductory Courses,Experiential Learning,Skill Development,Supervision,Internship Programs,Role Playing,Problem Solving,Reflection,Social Work,Self Evaluation (Individuals)

This article reports results of a mixed methods exploration of the effects of reflective supervision on cognitive growth in undergraduate students. Students were enrolled in two sections of an introductory skills practice course containing an experiential exercise designed to enhance skill development. One group received supervision; the other did not. Pretest and posttest analyses of measures used to assess cognitive development showed no statistically significant gains for either group. However, the group receiving supervision made more gains, and analysis of qualitative data revealed evidence of cognitive growth for this group. The research supports further investigation of educational interventions that may promote cognitive development in undergraduate students in helping professions and allied health fields.
Universal Design for Learning (UDL): Student and Faculty Perceptions
Author: Kennette, Lynne N.
Date: 2019-00-00
Type: Journal Articles
Subjects: Access to Education,Student Attitudes,Teacher Attitudes,College Students,Foreign Countries,College Faculty,Educational Principles,College Instruction

Universal design for learning (UDL) ensures that content is accessible to the largest audience by removing learning impediments (CAST, 2011a). However, few scholars have surveyed students about how much UDL they encounter in their courses or how important they perceive these course modifications to be, especially in a post-secondary context. To this end, students at a Canadian college were surveyed. In a follow-up survey, faculty were also asked to report on how they thought their students perceived and valued their UDL usage. UDL perceived usage and perceived usefulness data were compared across both students and faculty and there was much agreement across the samples. Disagreements are discussed. [Note: The volume number (1) and issue number (2) shown on the PDF are incorrect. The correct citation is v2 n1.]
Bringing a Learning Strategies Project to Scale in a First-Year Seminar
Author: Steiner, Hillary H.
Date: 2019-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Learning Strategies,Intervention,First Year Seminars,College Freshmen,Program Implementation,Metacognition,Time Management,Motivation,Self Control,Questionnaires

This paper describes the impact of a learning strategies intervention conducted in first-year seminar courses that, 1) disaggregated components of academic skills into meaningful components for first-year students, 2) taught students academic skills within an authentic context, and 3) scaled-up the intervention for implementation at a programmatic level. This work is grounded in research on metacognition, self-regulation, and motivation, as well as literature on the academic transition to college. Results reinforced earlier findings indicating significant improved use of metacognitive learning strategies, even when the intervention was expanded to include multiple instructors in multiple course sections. Further research is needed to determine the precise factors precipitating improvement when the project was brought to scale.
&quot;Nothing Is Set in Stone&quot;: Incorporating Futurology into College Courses
Author: Davidson, Skylar
Date: 2019-00-00
Type: Journal Articles
Subjects: Futures (of Society),Active Learning,Undergraduate Students,College Faculty,College Environment,Outcomes of Education,Class Activities,Course Content

&quot;Futurology&quot; is the process of forecasting or designing the future, whether that be the near future or far future. College courses rarely explicitly include futurology, even though the content of many courses has implications for the future. To build knowledge on how future-oriented content can be incorporated into educational curriculum, I studied a college course in which students used futurology activities as part of an active learning setup. My study suggests that future-oriented content is appealing to students and helps students develop a sense of control over the future. In order to better introduce students to futurology, instructors must attend carefully to students' unfamiliarity with structured future-oriented thinking, as well as to fatalistic attitudes about the future.
The Effects of Gaming on University Student Quiz Performance
Author: Andzik, Natalie R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Learner Engagement,Evaluation Methods,Video Games,Undergraduate Students,Tests,Student Evaluation,Scores,Computer Assisted Testing,Student Attitudes,Technology Uses in Education

The use of competitive games to increase classroom engagement has become common practice among many teachers and university professors. However, it is unclear if using games, as an assessment tool, is a viable way to increase student performance. This study examined the effects of administering point-earning quizzes through a game-based system, Kahoot!, visible to all in the classroom versus privately on an electronic device. The quiz scores of 56 undergraduate students, enrolled in one of two special education courses, were evaluated. A linear regression was used to compare student scores across the two conditions as well as performance over the course of a 15-week semester. No significant difference in quiz scores was found between the two conditions, and quiz scores in both conditions improved similarly over time. Sixty-eight percent of the students reported preferring to take the quiz privately on an electric device as opposed to on Kahoot! Limitations and recommendations for practitioners are discussed.
Using Text Mining and Data Mining Techniques for Applied Learning Assessment
Author: Cook, Jessica
Date: 2019-00-00
Type: Journal Articles
Subjects: Experiential Learning,Learning Analytics,College Students,Statistical Analysis,Student Evaluation of Teacher Performance

In a society where first hand work experience is greatly valued many universities or institutions of higher education have designed their Quality enhancement plan (QEP) to address student applied learning. This paper is the results of a university's QEP plan, called Experiencing Transformative Education Through Applied Learning or ETEAL. This paper will highlight the research that was conducted using text mining and data mining techniques to analyze a dataset of 672 student evaluations collected from 40 different applied learning courses from fall 2013 to spring 2015, in order to evaluate the impact on instructional practice and student learning. Text mining techniques are applied through the NVivo text mining software to find the 100 most frequent terms to create a document-term matrix in Excel. Then, the document-term matrix is merged with the manual interpretation scores received to create the applied learning assessment data. Lastly, data mining techniques are applied to evaluate the performance, including Random Forest, K-nearest neighbors, Support Vector Machines (with linear and radial kernel), and 5-fold cross-validation. Our results show that the proposed text mining and data mining approach can provide prediction rates of around 67% to 85%, while the decision fusion approach can provide an improvement of 69% to 86%. Our study demonstrates that automatic quantitative analysis of student evaluations can be an effective approach to applied learning assessment. [Note: The volume number (1) and issue number (2) shown on the PDF are incorrect. The correct citation is v2 n1.]
Students as Co-Producers of Queer Pedagogy
Author: Wymer, Kathryn
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Developed Materials,Textbook Content,Textbook Preparation,Homosexuality,Teacher Student Relationship,Black Colleges,African American Students,Student Empowerment,Educational Change,Guides,Language Usage,Sex Stereotypes,Partnerships in Education,Workshops

Responding to concerns about a textbook reading that students perceived as heteronormative, cisnormative, and antifeminist, we formed a partnership between students and faculty to reflect on the situation and to workshop ways to move forward. Our discussions were informed by our situation: a public HBCU in North Carolina, a state that had been in the headlines for anti-LGBT legislation. Many students reported that prior to our work they had not felt they had power to challenge the authoritative nature of texts in a classroom, even when they found those texts to be incorrect or inappropriate. This project empowered students to work with faculty and the publisher to change the textbook itself as well as the way certain rhetorical content was taught in our institution.
Promoting Significant Learning: A Case Study in Computational Chemistry
Author: Parra, Ruben D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Students,College Science,Chemistry,Computation,Elective Courses,Learning Activities,Curriculum Design,Science Curriculum,Learner Engagement,Writing Assignments,Essays,Science Process Skills,Learning Experience,Mastery Learning,Student Projects,Research Projects,Science Achievement,Outcomes of Education

This paper describes pedagogical efforts implemented to promote significant learning in a computational chemistry course. The taxonomy of significant learning advanced by Fink (2013) is used as a framework to discuss the results. Fink identifies six categories of learning: foundational, application, integration, human dimension, caring, and learning how to learn. Significant learning occurs when all six kinds of learning are promoted. In the computational chemistry course, the learning outcomes are aligned with these kinds of learning, and students are provided with learning activities to get them engaged with the course content. These activities purposefully activate students' prior knowledge, increase their motivation, develop basic skills, apply and integrate what they learn in realistic situations, develop an appreciation for computational chemistry as an ally in science, and further their ability to work independently and with others, and to continue learning about the subject matter beyond the course. [Note: The volume number (1) and issue number (2) shown on the PDF are incorrect. The correct citation is v2 n1.]
Mentors, Self-Efficacy, or Professional Development: Which Mediate Job Satisfaction for New Teachers? A Regression Examination
Author: Renbarger, Rachel
Date: 2019-00-00
Type: Journal Articles
Subjects: Mentors,Self Efficacy,Job Satisfaction,Beginning Teachers,Teacher Persistence,Faculty Mobility,Correlation,Barriers,Faculty Development,Teacher Attitudes,Teacher Surveys,Administrator Surveys,Scores,Teacher Characteristics,Goodness of Fit,Models,Elementary Secondary Education

Research has shown that new teachers have struggles in the classroom, leading to high attrition rates for this population. Factors such as job satisfaction, self-efficacy, and mentorship programs have all been found to impact teacher attrition. This study aims to examine the relationship between these variables along with another common issue teachers face: barriers to professional development (i.e., cost, time). This study utilized the Teaching and Learning International Survey of beginning teachers in the United States. Using multiple regression, results indicated there was a positive relationship between job satisfaction and self-efficacy and the presence of a mentor. There was a negative relationship between barriers to professional development and job satisfaction. Limitations, implications, and areas for future research are discussed.
University Students&apos; Perception and Utilization of Technology for Learning: The Case of Haramaya University
Author: Wondemetegegn, Sisay Awgichew
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Attitudes,Technology Uses in Education,Foreign Countries,Influence of Technology,Gender Differences,Computer Assisted Instruction,Information Technology,Rural Urban Differences,Telecommunications,Undergraduate Students,Educational Technology,Government School Relationship

As technology has become more prevalent and accessible to students in their personal lives, learning experiences and interaction, it has encouraged students to engage and generate innovative and creative ideas and sharing learning experiences. This paper examines university students' perceptions and utilization of technology for learning at Haramaya University in Ethiopia. The researcher used survey research design with a questionnaire as principal data collection instrument. The participants (n=298) were sampled using purposive, heterogeneity and systematic random sampling techniques. The finding of the study revealed that there was no statistically significant mean difference between male and female students' perceptions towards technology utilization for learning (t (296) = t -0.102, p&gt;0.05, p=0.919). This was the same for students who came from rural and urban areas (t (296) = t= -0.126, p&gt;0.05, p=0.900) and students have positive perception towards technology assisted learning.
Comprehensiveness of Learning Outcomes Formulated in the Newly Designed Ethiopian Primary School Teacher Education Courses
Author: Negash, Melese
Date: 2019-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Teacher Education Programs,Foreign Countries,Educational Objectives,Course Descriptions,Teacher Educators,Teacher Attitudes,Psychomotor Skills,Affective Behavior,Cognitive Development,Pedagogical Content Knowledge,General Education,Practicums,Ethical Instruction,Teacher Education Curriculum,Program Development,Time Management,Supervision,Articulation (Education),Elementary School Teachers,Curriculum Evaluation

This study aimed to analyze the comprehensiveness of learning objectives formulated in the newly developed primary school teacher education courses in Ethiopia. Data were collected using documents of 124 course syllabi and questionnaire from 23 teacher educators, and interview with a curriculum consultant. Findings revealed that the three learning outcomes were not given equal attention by course developers. The cognitive domain was overemphasized, whereas psychomotor and affective were found to be de-emphasized in the 10 fields of study, Pedagogical Content Knowledge, Content Knowledge, general education, bridging, practicum and common courses and six departments. Moreover, the learning outcomes formulated in Civic and Ethical education, Art, Music and Health and Physical Education courses did not meet expectations. Results also revealed that only 22% of the courses were found to be comprehensive in their learning objectives. Implications suggest that course and program developers were not critically concerned about the issue of learning outcome comprehensiveness for different reasons such as lack of knowledge, experience, professional concern, commitment and shortage of time on the part of course designers and absence of close professional supervision and less attention given for issue on the part of the Ministry of Education.
In-Service and Pre-Service Teachers&apos; Orientations to Linguistic, Cultural and Worldview Diversity
Author: Kimanen, Anuleena
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Teacher Attitudes,World Views,Culturally Relevant Education,Second Language Learning,Self Concept,Teaching Methods,Teacher Education,Self Evaluation (Individuals),Gender Differences,Multicultural Education,Professional Recognition,Student Needs,Factor Analysis,Cultural Pluralism,Self Efficacy,Professional Identity,Foreign Countries,Immigrants,Language Teachers,Finno Ugric Languages,Second Language Instruction,Faculty Development,School Counselors,Counselor Training,Special Education Teachers,Elementary School Teachers,Secondary School Teachers,Multilingualism,Student Diversity

Culturally and linguistically responsive education takes the learners' diverse identities and languages into account in many ways. This article explores the orientations that emerge when pre-service and in-service teachers evaluate their preparedness to conduct certain culturally and linguistically responsive practices. Exploratory factor analysis was conducted on survey data from 181 respondents. In general, teachers' orientations towards culturally and linguistically responsive pedagogy were positive. Three orientations were identified: orientation to culture, to language and learning, and to affirming identities, with the last being the strongest. Gender, training on multicultural education and current professional status had a significant influence on respondents' orientations. The results give valuable information for developing teacher education to better respond to the needs of those teaching diverse learners.
Master&apos;s Thesis as Part of Research-Based Teacher Education: A Finnish Case
Author: Eklund, Gunilla
Date: 2019-00-00
Type: Journal Articles
Subjects: Masters Theses,Teacher Education Programs,Foreign Countries,Case Studies,Elementary School Teachers,Research Methodology,Faculty Development,Scientific Research,Futures (of Society),Teacher Researchers,Masters Programs,Student Teacher Attitudes

The aim of the current case study is to investigate the master's theses written in 2016 and 2017 by primary school student teachers at a teacher education department in Finland. 111 theses were analyzed focusing on four distinct aspects of the thesis: topic, perspective, research approach and data collection method. The aim is further to discuss how to develop the master's thesis within teacher education in order to promote teachers' professional development. According to the findings, students wrote master's theses of high scientific quality, although an explicit reflection on the relevance and transfer of the knowledge they had gained from the master's thesis to their professional practice did not seem so obvious. The master's thesis is an important part of research-based teacher education and should be developed to encourage students to adopt a research approach in their future work and enhance their profession in this direction.
The Relationship between the Perceptions of Personality Traits and Social Loafing Behaviors of Candidate Teachers
Author: Tok, Türkay Nuri
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Social Behavior,Personality Traits,Preservice Teachers,Measures (Individuals),Foreign Countries,Personality Measures,Teacher Education Programs,Prediction,Student Behavior,Group Dynamics,Age Differences,Gender Differences

The aim of this study is to investigate the relationship between the personality traits (i.e., neuroticism, extroversion, openness, compatibleness and conscientiousness) and social loafing behaviors of candidate teachers. A correlational survey model was used. The sample consisted of 166 students who attend faculty of education and 155 students who attend a teaching certificate program at a state university in Turkey. Five Factor Personality Scale and Social Loafing Scale were used as the data collection tools. In the data analysis, as descriptive analyses, t-tests and Pearson correlation test were used. Statistically significant differences on some study variables were detected regarding demographic traits. Correlational findings showed that there were significant and negative correlations among social loafing behaviors and personality traits of neuroticism, compatibleness and conscientiousness among candidate teachers. Moreover, Stepwise Multiple Regression Analysis was conducted to examine to what extent personality traits predict social loafing behaviors. According to findings, conscientiousness and compatibleness were significant predictors of social loafing behaviors.