ethanporcaro/eric-fulltext-meta huggingface dataset:
Analysis of the Views of Preschool Teachers on Their Professional Work
Author: Zelyurt, Hikmet
Date: 2018-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Teacher Attitudes,Work Attitudes,Educational Attitudes,Teaching (Occupation),Gender Differences,Employment Level

The general objective of the present study was to assess the views of pre-school teachers on their professional work. Since the research aimed to describe the current status of professional work, it was designed with the survey model. The study group included 105 pre-school teachers determined with the single-stage sampling method. The data were collected with Views on Professional Work Questionnaire for teachers (MEB, 2006). The data obtained in the study were analyzed using the SPSS 21.0 software. The Mann-Whitney U-Test and the Independent Samples t-Test were used to compare the differences between the quantitative data when there are two groups, and one-way ANOVA was used to compare the group parameters between more than two groups. The study results demonstrated that the views of pre-school teachers on professional work were at a good level in terms of both the beginning and the end of the year professional work and the fulfillment of teachers' needs by the professional work. However, the views of pre-school teachers on the beginning and the end of the year professional work and the fulfillment of teachers' needs by the professional work did not demonstrate a significant difference based on gender, seniority in the teaching profession, place of employment and participation in activities on vocational studies during the previous three years variables.
Appraisal of Managerial Roles of Study Centre Coordinators of College of Distance Education, University of Cape Coast
Author: Segbenya, Moses
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Distance Education,Human Relations,Grievance Procedures,Human Resources,Student Attitudes,Coordinators,Colleges,Tutors

The study assessed how students and course tutors on distance education programmes of the College of Distance Education, University of Cape Coast appraised their study centre coordinators' performance in terms of human relations, behaviour, organising teaching and learning facilities; and handling complaints. This type of appraisal, where students and tutors representing customers and subordinates respectively, is usually referred to as the 360-feedback method in human resource management. Concurrent embedded study design from the pragmatists' epistemic approach was adopted for the study. Simple random and purposive sampling technique were respectively used to sample 1228 final year students and 217 course tutors from 53 study centres; and five coordinators from each of the three Zones across the ten regions of Ghana for triangulation purposes. Data was analysed with descriptive statistics, independent t-test and a one-way between-groups analysis of variance. The study found that coordinators' behavior and human relations were rated higher as compared to complaints handling and organising study centre activities. This was blamed on lack of capacity to address most of students and tutors challenges; and teaching load of coordinators. It was recommended that the management of College of Distance Education should increase the capacity of coordinators for district and regional study centres as well as the Zones in terms of resources and technology to be able to take immediate steps to solve students and tutors' complaints.
Critical Incident Analysis Technique to Examine the Issues Faced by the Individuals with Learning Disabilities
Author: Alanazi, Adel S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Critical Incidents Method,Learning Disabilities,Social Isolation,Attitudes toward Disabilities,Stereotypes,Individual Development,Peer Relationship,Foreign Countries

The aim of this paper is to examine the relevance and significance of critical incident analysis technique to examine the issues faced by the individuals with learning disabilities. For this purpose, a narrative incident experienced by a teacher for individuals with learning disability has been examined and evaluated to address the identified research aim. Based on the overall findings and the examination of the incident, it has been concluded that the core issues aggravating the social exclusion of the children with learning disabilities are the prejudices and stereotypes attached by the people with such students, which not only restricts their social freedom and independence and acceptance in the society but also prevents their personal and social growth in the society.
Diagnostic Test for Number Concept Development during Early Childhood
Author: Bezuidenhout, Hanrie S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Diagnosis,Diagnostic Tests,Mathematics Tests,Number Concepts,Early Childhood Education,Test Construction,Test Items,Item Response Theory,Goodness of Fit,Elementary School Students,Grade 1

Background: This article presents the Afrikaans translation of an originally German diagnostic test for early number concept development. The process of 'importing' a test to South Africa by considering linguistic-, functional-, cultural and metric equivalence is outlined. A theoretical model describes five levels of young children's hierarchical number concept development which collectively contribute to early mathematical understanding. The five-level hierarchical structure has previously been confirmed by testing the theoretical model in a one-dimensional Rasch analysis in Germany. Aim: The current study aimed to determine whether the individual items, allocated to test the concepts of each level of the Afrikaans translation of the diagnostic test, confirm the hierarchical structure of the theoretical model. Setting: A Rasch analysis indicated that the model was fit for the Afrikaans translation. A sample of 165 Afrikaans-speaking grade one children was tested in six Afrikaans medium primary schools in Gauteng. Methods: Analysis of fit values, person and item reliability and a person-item map was used as part of a Rasch analysis. Results: The theoretical model of hierarchical number concept development holds for the Afrikaans MARKO-D. Five levels were clearly distinguishable on a Write map and the individual items tested the concepts according to the levels of the theoretical model. Conclusion: The Afrikaans MARKO-D can now successfully be used to describe young Afrikaans children's number concept development. A five-level theoretical model is a useful tool for teachers using the MARKO-D to assess young children's numerical competence.
An Effective Rubric Norming Process
Author: Schoepp, Kevin
Date: 2018-09-00
Type: Journal Articles
Subjects: Scoring Rubrics,Norms,Higher Education,Methods,College Faculty,Teacher Collaboration

Within higher education, rubric use is expanding. Whereas some years ago the topic of rubrics may have been of interest only to faculty in colleges of education, in recent years the focus on teaching and learning and the emphasis from accrediting bodies has elevated the importance of rubrics across disciplines and different types of assessment. One of the key aspects to successful implementation of a shared rubric is the process known as norming, calibrating, or moderating rubrics, an oft-neglected area in rubric literature. Norming should be a collaborative process built around knowledge of the rubric and meaningful discussion leading to evidence-driven consensus, but actual examples of norming are rarely available to university faculty. This paper describes the steps involved in a successful consensus-driven norming process in higher education using one particular rubric, the Computing Professional Skills Assessment (CPSA). The steps are: 1) document preparation; 2) rubric review; 3) initial reading and scoring of one learning outcome; 4) initial sharing/recording of results; 5) initial consensus development and adjusting of results; 6) initial reading and scoring of remaining learning outcomes; 7) reading and scoring of remaining transcripts; 8) sharing/recording results; 9) development of consensus and adjusting of results. This norming process, though used for the CPSA, is transferable to other rubrics where faculty have come together to collaborate on grading a shared assignment. It is most appropriate for higher education where, more often than not, faculty independence requires consensus over directive.
Analytic or Holistic: A Study of Agreement between Different Grading Models
Author: Jönsson, Anders
Date: 2018-09-00
Type: Journal Articles
Subjects: Grading,Models,Reliability,Validity,Holistic Approach,Comparative Analysis,Interrater Reliability,Teachers,Evaluation Criteria

Research on teachers' grading has shown that there is great variability among teachers regarding both the process and product of grading, resulting in low comparability and issues of inequality when using grades for selection purposes. Despite this situation, not much is known about the merits or disadvantages of different models for grading. In this study, a methodology for comparing two models of grading in terms of (a) agreement between assessors (reliability) and (b) justifications for the grades assigned (validity) was used with a small sample of teachers (n = 24). The design is experimental, with teachers being randomly assigned to two conditions, where they graded the same student performance using either an analytic or a holistic approach. Grades have been compared in terms of agreement and rank correlation, and justifications have been analyzed with content analysis. Findings suggest that the analytic condition yields substantively higher agreement among assessors as compared to the holistic condition (66 versus 46 percent agreement; Cohen's kappa 0.60 versus 0.41), as well as higher rank correlation (Spearman's rho 0.97 versus 0.94), without any major differences in how the grades were justified. On the contrary, there was a relatively strong consensus among most raters in the sample.
Engaging Language Learners with Biography-Based Lessons, Units, and Courses
Author: La Luzerne-Oi, Sally
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Textbooks,Biographies,Prereading Experience,Reading Comprehension,Cues,Vocabulary Development,Teaching Methods,Reading Tests,Units of Study,Writing Instruction,Listening Skills,Oral Language

English language teaching (ELT) textbooks, especially reading textbooks, often include biographical reading passages (Tomas, Kostka, and Mott-Smith 2013) with accompanying pre-reading questions, post-reading comprehension questions, vocabulary exercises, and prompts for writing or discussion. Teachers often begin reading lessons by providing background information, vocabulary instruction, and pre-reading activities. Students then read the textbook passage and answer comprehension questions. Unfortunately, lessons built solely on these routines frequently resemble reading-comprehension test-preparation activities. With relatively little effort on the part of the teacher, however, biography-based reading lessons can become more engaging, foster deeper understanding of the text, and provide valuable language practice with speaking, listening, and writing--in addition to reading. This article shows how stand-alone biographies, like those found in English-language textbooks, can be enhanced with integrated-skills practice. The article details how to build content-based units of instruction around biographies, and it describes courses developed around a series of biography-focused units. Sample activities and resource materials are shared as well.
Experiential Learning with Dvolver
Author: McKinney, Charles, IV.
Date: 2018-00-00
Type: Journal Articles
Subjects: Experiential Learning,Student Developed Materials,Film Production,Scripts,Writing (Composition),Animation,Technology Uses in Education,Lesson Plans,Skill Development,Extracurricular Activities,Vocabulary Development,English Instruction

Dvolver is a free moviemaking platform that allows users to employ animated characters to develop fun, concise scripts in a digital format. The author and a co-teacher created a 45-minute lesson plan for teaching students at the upper-beginner and lower-intermediate skill levels. The purpose of this article is to describe the utility of Dvolver for instructors and students alike as a way to maximize its language-learning potential in the classroom. The article is a step-by-step guide that provides educators with a road map to incorporate such technology into their language teaching, for both curricular and extracurricular purposes.
Developing Reading Fluency by Combining Timed Reading and Repeated Reading
Author: Lynn, Ethan M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Reading Fluency,Reading Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Intensive Language Courses,Grammar,Vocabulary Development,Student Motivation,Goal Orientation,Reading Rate,Metacognition,Self Esteem,Teaching Methods

The author is responsible for teaching reading classes and overseeing the reading curriculum at an intensive English program in the United States. The institution strives to make reading fluency a priority in the classroom, but after conducting a basic overview of the literature on the topic, the author realized that the approach could be improved through simple modifications. Specifically, the literature mentions that fluency activities ought to be easy (Anderson 2013; Millett 2008; Nation 2009)--that is, grammatical structures should be understandable, and there should be no unknown vocabulary. However, the fluency materials used at the institution were not necessarily easy. Because the institution spent money on and developed some of these materials, which were already embedded into the curriculum, the author decided that modifying the use of these materials would be the best option. In this article, the author presents an activity can be an effective way to begin most reading classes. The author uses it to start two of four weekly classes. After the activity, the author likes to review student progress and give praise to students as they progress. Because students set goals and record their progress, they become self-aware of and motivated by their progress. The author has noticed that this activity helps students become more fluent readers, and has noticed that students feel that this activity is a good use of time. Another benefit of this activity is that students receive regular opportunities for reading practice.
Gamify Online Courses with Tools Built into Your Learning Management System (LMS) to Enhance Self-Determined and Active Learning
Author: Chen, Cheng-Chia
Date: 2018-09-00
Type: Journal Articles
Subjects: Management Systems,Computer Games,Educational Games,Costs,Instructional Effectiveness,Student Attitudes,Academic Achievement,Graduate Students,Active Learning,Statistics,College Students,Control Groups,Student Motivation,Learning Activities,Biology,Self Determination,Independent Study,Online Courses

&quot;Gamified&quot; active learning has been shown to increase students' academic performance and engagement and help them make more social connections than standard course settings. However, the costs to use an educational game design with efficient delivery of the game/course plan can be problematic. Our first objective was to evaluate the effectiveness of gamification by using existing techniques (e.g., simple HTML-based games) and readily available collaborative tools (e.g., wikis) from a typical learning management system (LMS), such as Blackboard. Our second objective was to examine students' attitudes toward gamification (e.g., perceived usefulness). An online survey was given to 80 graduate students who took an entry-level biostatistics course from 2015 to 2017 at a midwestern university in the United States. Our study was conducted using an experimental group (class with implementation of gamification) and control group (class without implementation of gamified activities) that were randomly selected from graduate-level statistics courses. A Welch's independent &quot;t&quot;-test revealed a significant difference (p &lt; 0.001) in the mean exam scores of the experimental and control groups. The difference favored classes with gamification. The findings suggest that using built-in LMS tools to design gamified learning activities can enhance students' academic performance and the competencies gained, as well as provide more diversified learning methods and motivation, and offer easy modifications for different learning needs.
Emerging Technologies: It&apos;s Not What &quot;You&quot; Say -- It&apos;s What &quot;They&quot; Do
Author: Cook, Vickie S.
Date: 2018-09-00
Type: Journal Articles
Subjects: Educational Technology,Online Courses,Teaching Methods,Technology Uses in Education,Outcomes of Education,Artificial Intelligence,Access to Education,Disabilities,Computer Simulation,Futures (of Society),Educational Opportunities

This paper is provided for the &quot;Online Learning&quot; journal 2018 Special Conference Edition. It was initially presented at the 2018 OLC Innovate Conference in Nashville Tennessee. In this article, we will explore various emerging technologies. It is important to note that the authors believe that learning is not a complete circle when evaluated by what educators do, the technologies we use, or how we communicate our knowledge to our students. Learning is only successful when we fully assess the impact of our preparations and presentations on student outcomes. Students need the opportunity to actively participate in the &quot;doing&quot; of learning. Modeling the literacies needed to enable us to skillfully meet the needs of our future world through strong use of technologies in a heutagogical setting enables learning success.
Increasing Interpersonal Interactions in an Online Course: Does Increased Instructor Email Activity and Voluntary Meeting Time in a Physical Classroom Facilitate Student Learning?
Author: Cung, Bianca
Date: 2018-09-00
Type: Journal Articles
Subjects: Online Courses,Interpersonal Relationship,Interaction,Electronic Mail,Classrooms,Calculus,College Faculty,College Mathematics,College Students,Scores,Grades (Scholastic)

Distance learning is expanding rapidly in universities. While theoretical and qualitative literature stress the critical role of effective interpersonal interactions in motivating students and facilitating learning in online environments, quantitative evidence on the benefits of increased interpersonal interactions on student learning outcomes is limited. This study examines the effect of providing a voluntary in-person meeting time in a physical classroom and increasing instructor email activity in a fully online precalculus course at a public university. We examine student final exam score and course grade as outcome variables. Student selection into courses was minimal since students only had access to one treatment condition at a time. We further used a propensity score matching strategy to address demographic variations in student characteristics across cohorts. Our results indicate that the increased interpersonal interaction opportunities increased final exam scores by 0.22 standard deviations and improved passing rates by 19 percentage points. Rosenbaum's sensitivity analysis indicates that it is unlikely that these results are due to omitted variable bias.
Increasing Undergraduate Success: A Randomized Controlled Trial of &quot;U-Pace&quot; Instruction
Author: Fleming, Raymond
Date: 2018-09-00
Type: Journal Articles
Subjects: Undergraduate Students,Academic Achievement,Teaching Methods,Instructional Effectiveness,Randomized Controlled Trials,Mastery Learning,At Risk Students,Electronic Learning,Grades (Scholastic),Study Skills,Online Courses,Introductory Courses,Outcomes of Education,Integrated Learning Systems

&quot;U-Pace&quot; instruction, comprised of concept mastery and amplified assistance, has shown promise in increasing undergraduate success. To evaluate the efficacy of &quot;U-Pace&quot; instruction for students at risk for college noncompletion and students not at risk and to determine whether concept mastery, amplified assistance, or both &quot;U-Pace&quot; components are responsible for the greater learning associated with &quot;U-Pace&quot; instruction, an experiment was conducted with four instructional conditions (&quot;U-Pace&quot;, concept mastery, amplified assistance, and face-to-face). At a public university, 914 undergraduates (576 at risk) participated. &quot;U-Pace&quot; instruction produced greater learning on a proctored cumulative assessment than the comparisons. Additionally, &quot;U-Pace&quot; instruction produced greater academic success in terms of final course grades than face-to-face instruction. The percentage of final grades of A or B did not differ for concept mastery, amplified assistance, and &quot;U-Pace&quot; students. No interaction between instructional condition and risk status was found for final course grades or learning. The efficacy of &quot;U-Pace&quot; instruction for both at-risk students and students not at risk was supported.
Scaffolding Progressive Online Discourse for Literary Knowledge Building
Author: Nachowitz, Marc
Date: 2018-09-00
Type: Journal Articles
Subjects: Scaffolding (Teaching Technique),Computer Mediated Communication,English Instruction,Discussion (Teaching Technique),Direct Instruction,Secondary School Students,Computer Uses in Education

Drawing on research from online, knowledge-building, and discussion-based learning, this design-based experiment captures the instructional moves theorized to develop student capacity in progressive, literary discourse. The experiment employed Knowledge Forum and its unique capacity to scaffold student learning of progressive discourse that results in an explanatory model, theory, or literary interpretation. Analysis of student discussion posts within and between two iterative phases suggest that explicit instruction in progressive discourse, combined with regular classroom debriefings of online discussion, contributed to student mastery. Additionally, the use of sentence starters aligned with each Knowledge Forum scaffold for progressive discourse provided positive outcomes. Implications for using online, progressive, literary discourse scaffolds to inculcate disciplinary thinking and discussion appropriate to the secondary English/Language Arts class are discussed.