ethanporcaro/eric-fulltext-meta huggingface dataset:
Enhancing Students&apos; Accuracy in Tests and Understanding of the Main Ideas of Reading Materials by Retrieval Cues in the Textbook
Author: Zhang, Hanmu
Date: 2019-00-00
Type: Journal Articles
Subjects: Test Items,Textbook Preparation,Retention (Psychology),Recall (Psychology),Cues,Reader Text Relationship,Student Evaluation,World History,Secondary School Curriculum,Accuracy,Timed Tests,High School Students,Reading Tests,Foreign Countries,English,Language of Instruction,Memorization,Error Patterns,Multiple Choice Tests,Reading Comprehension,Test Results

Since understanding reading assignments is important to succeeding in school, improving the way that text is arranged in books would be an efficient way to help students better understand the material and perform well on tests. In this study, we asked students to read two original and two rearranged historical passages, in which rephrased questions from the test of the passage were embedded in the reading. Those restated questions were embedded into the corresponding sections in the text where the answers for the questions were located. After the reading, they were tested on their understanding of the material with multiple choice questions. All participants took an identical test. According to the results, both groups' accuracy was higher for the questions of the two rearranged passages in each group. In other words, the textbook makers should consider putting retrieval cues for the test into the textbook in order to make the textbooks more readable. Thus, the students' retrieval of the concept and their performance on the test will be enhanced.
Self-Determination Theory as a Framework for an Intermediate/Senior Mathematics Preservice Course
Author: Irvine, Jeff
Date: 2019-05-00
Type: Journal Articles
Subjects: Self Determination,Theories,Models,Preservice Teachers,Preservice Teacher Education,Mathematics Achievement,Student Motivation,Theory Practice Relationship,Content Analysis,Mathematics Education,Foreign Countries,Pedagogical Content Knowledge,Knowledge Level,Middle School Mathematics,Secondary School Mathematics,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12

One of the primary goals of teacher education is to aid preservice candidates in formulating a personal philosophy of teaching that is research-based. Teacher candidates should recognize that their philosophy of teaching and learning must be grounded in research-affirmed theory, certain dimensions of which (e.g., motivation) are critical to student success. Such a theory into practice stance must be transparent in teacher candidates' preservice courses and modeled by instructors. This study used content analysis (Krippendorff, 2013) to investigate one such instance of modeling theory into practice through the use of self-determination theory as the framework for a preservice mathematics course for preservice teachers of grades 7 to 12.
The Effectiveness of Closed Caption Videos in Classrooms: Objective versus Subjective Assessments
Author: Jae, Haeran
Date: 2019-05-00
Type: Journal Articles
Subjects: Video Technology,Instructional Effectiveness,College Students,Positive Attitudes,Classroom Techniques,Multimedia Instruction,Learning Processes,Marketing,Foreign Countries,College Curriculum,Student Experience,Educational Media,College Faculty,Consumer Economics,Civil Rights Legislation,Disabilities,Federal Legislation,Assistive Technology,Evaluation Methods

The extant research has focused on investigating the effectiveness of the use of closed caption videos for hearing impaired or English as second language learners. Yet, the research about whether such usage can be beneficial for other students is limited. This paper explores the effectiveness of closed caption videos (same-language subtitles) in a college classroom. Results from objective and subjective assessments find that showing a closed caption video versus noncaption video in a classroom resulted in better understanding of video contents and higher positive attitudes toward viewing closed caption videos in class.
The Building Blocks of a Model Learning System for Nigerian Schools
Author: Nwokeocha, Steve
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Models,Foreign Countries,Curriculum Development,Student Characteristics,Educational Resources,Educational Strategies,Teacher Competencies,Evaluation

The paper was written as part of the efforts to find solution to the the falling standard of education in Nigeria. The education stakeholders and government alike strongly held the view that the standards had fallen and recently the Minister of Education called for the declaration of a state of emergency in education in order to take extraordinary measures to restore the education system to its glorious past. Against that background, the paper was written to draw attention to the fundamental issues, principles and practices which largely determine the standards of education across the world. Often, the school system in Nigeria had paid less than required attention to such fundamental issues while focusing disproportionately on matters of funding and lack of infrastructure and facilities. It is the position of the paper that though funding, infrastructure and facilities are indispensable, a proper understanding of the fundamentals of the learning system and their proper management can empower schools to record high academic achievements irrespective of their settings and material circumstances. The paper therefore addressed themes such as learner characteristics, curriculum development, instructional resources, instructional strategy, teacher competency, learning assessment and reward system.
The Teacher-Leader&apos;s Image: Between Personal Characteristics and Strategies Empowering Learners
Author: Nissim, Yonit
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Teacher Leadership,Preservice Teachers,College Graduates,Leadership Qualities,Student Attitudes,Foreign Countries,Individual Characteristics,Personality Traits,Instructional Leadership,Masters Degrees,Graduate Students,Administrator Education,Student Empowerment

The present article aims to throw some light and clarify the image of the &quot;teacher leader&quot; as it is seen from the viewpoint of graduates and trainees in the M. Ed. program at the Ohalo Academic College. This research offers a porthole through which it is possible to observe their future role. The main research questions examined (1) How is the image of the teacher-leader visualized by the research's population? (2) What is the desired image of the teacher-leader as described by the respondents? Which leadership traits are seen by the respondents as the most dominant/meaningful? (3) Is there a difference between the respondents' perception of the term &quot;teacher-leader&quot; and their perception of the term &quot;teacher&quot;? (4) Is it possible to identify a main pattern that emerges from the analysis of all the respondents' answers to the statements and the open-ended questions? The responses to the research questions were derived from mixed method data collection and analysis. The research instrument was a validated questionnaire that was distributed to graduates and trainees in the studied program (N = 137). 54 questionnaires were completed. The main findings indicate that all the indices investigated in the quantitative part of the questionnaire, received high grades. Thus, the image of the teacher-leader is described as an exalted role, with distinguished characteristics and especially personal relations with pupils and their staff. The mean personal relationship index was the characteristic that received the highest grades (4.76). The reliability of the indices, as measured by Cronbach's a (a = 0.853) was found to be very high. In the qualitative part of the questionnaire, respondents were asked to conduct a deep observation and express it in their own authentic words: the respondents' &quot;voice&quot;. Analysis of the responses found that the most dominant categories related to the index of personal characteristics (49) in relation to the &quot;teacher-leader&quot; and the teacher. Two main axes were identified from the processing of the different findings: a high level for the index of interpersonal relations with pupils and colleagues, and the central position of personal characteristics. In short, analysis of all the findings identified that there was a main trend whereby the graduates and trainees of the program see the image of the teacher-leader as holding distinct personality traits for leadership. These characteristics were translated in practice into strategies for educational work that could empower pupils, which would be expressed in improved learning achievements.
Evaluation of Learning Outcomes through Multiple Choice Pre- and Post-Training Assessments
Author: Samuel, Thomas
Date: 2019-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Multiple Choice Tests,Pretests Posttests,Training Methods,Guessing (Tests),Employer Employee Relationship,Work Environment

Training programs, in industry, are a common way to increase awareness and change the behavior of individuals. The most popular way to determine the effectiveness of the training on learning outcomes is to administer assessments with Multiple Choice Questions (MCQ) to the participants, despite the fact that in this type of assessment it is difficult to separate true learning from guessing. This study specifically aims to quantify the effect of the inclusion of the 'I don't know' (IDK) option on learning outcomes in a pre-/post-test assessment construct by introducing a 'Control Question' (CQ). The analysis was performed on training conducted for 1,474 participants. Results show a statistically significant reduction in the usage of the IDK option in the post-test assessment as compared to the pre-test assessment for all questions including the Control Question. This illustrates that participants are learning concepts taught in the training sessions but are also prone to guess more in the post-test assessment as compared to the pre-test assessment.
Relationship between Teacher Job Satisfaction and Productivity in the Asante Akim South District of the Ashanti Region of Ghana
Author: Senyametor, Felix
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Job Satisfaction,Teacher Attitudes,Productivity,Awards,Teacher Motivation,Correlation,Teacher Salaries,Elementary School Teachers,Junior High School Teachers

The aim of this study was to assess how basic school teachers' job satisfaction relates to their productivity in the Asante Akim South District of the Ashanti Region of Ghana. The descriptive design was employed in conducting the study. The population covered all the Basic School teachers in the Asante Akim South District. The sample size was 217, made up of 179 males and 38 females. A questionnaire was used to collect data from respondents. Data analysis was done, using frequency and percentage counts as well as the Pearson Product Moment correlation. Key findings of the study indicated that majority (71.9%) of the respondents perceived that the government's District Best Teacher award scheme only motivates a few teachers at the expense of the majority of teachers. Teachers' level of job satisfaction shows a strong positive correlation with teacher productivity (r = 0.870, p = 0.020). In order to enhance teacher job satisfaction and productivity, it was recommended that the District Best Teacher award scheme should be made to cover at least 20% of teachers in the district instead of an individual so that majority of them would not feel unmotivated, neglected and unrecognized. Government should make teacher promotions and salaries relatively equitable and competitive with that of workers in other analogous institutions in the country in order to enhance their job satisfaction and productivity.
Semantic Mapping or Rote Memorisation: Which Strategy Is More Effective for Students&apos; Acquisition and Memorization of L2 Vocabulary?
Author: Badr, Haytham M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Semantics,Rote Learning,Memorization,Language Acquisition,Second Language Learning,English (Second Language),Vocabulary Development,Retention (Psychology),High School Students,Learning Strategies,Outcomes of Education

The present paper aimed to compare the influence of two vocabulary teaching strategies on students' vocabulary retention--roughly used in this paper to refer to the process of acquisition and memorisation. In particular, the strategies of semantic mapping and rote memorisation were compared and contrasted within a trail of evidence-based data gathered systematically from two ESL classes in an international school in the Emirate of Sharjah in the United Arab Emirates (UAE). The participants of the study were 30 male students who were in grade 12, the last stage of high school in the UAE educational system. The participants were randomly divided into two groups: a control group and an experimental group. In order to measure the impact of the two strategies under investigation on the students' vocabulary retention, the two groups sat for a pre-test and a posttest. The intervention that took place between the two tests lasted for three weeks. The results showed that the students' retrieval of the target vocabulary words improved as a result of implementing both strategies, but that the improvement which resulted from the use of semantic mapping overrode that which ensued from rote memorisation.
Students&apos; Out-of-Class Web 2.0 Practices in Foreign Language Learning
Author: Kuznetsova, Natalya
Date: 2019-06-00
Type: Journal Articles
Subjects: College Students,Second Language Learning,Informal Education,Web 2.0 Technologies,Social Media,Incidence,Independent Study,Learning Activities,Academic Standards,Spanish,German,Russian,French,Semitic Languages,English,Italian,Video Technology,Web Sites,Electronic Learning,Technology Uses in Education

The scholarship on foreign language (FL) learning and teaching shows various ways Web 2.0 technologies are used to promote and ease communication and gives access to and cultural exchange of information, which are the main purposes of language learning. Despite prolific examination of strategies and impact of Web 2.0 to enhance language learning, researchers have not yet sufficiently examined technology practices initiated by students themselves to support their FL experiences and the awareness of this use. The present study reports on the findings of an exploratory survey research project that investigated university students' activities to use Web 2.0 sites to support their FL learning and awareness of those practices. Moreover, the study attempts to analyze students' reported actions through the framework of 5 Cs (communication, comparison, communities, cultures, connections) of ACTFL (American Council of Teaching on Foreign Languages). The data collected from 137 FL students revealed that students are moderately engaged with Web 2.0 technologies in their FL learning practices and use such tools primarily for comparing the foreign language and culture to the native language and culture in different mediums. Video sharing and Social Networking were reported as favorite tools to support students' foreign language learning experience.
Testing ERE Cycle in Teaching Business Communication Courses: Experiential Learning Strategies
Author: Akhtar, Rana Naeem
Date: 2019-06-00
Type: Journal Articles
Subjects: Business Communication,Learning Strategies,Oral Language,Written Language,Communication Skills,Business Administration Education,Teaching Methods,Experiential Learning,Learning Theories,Grades (Scholastic),Undergraduate Students,Scores,Foreign Countries,College Faculty,Reflection

Effective communication skills demonstrate the capacity and efficacy of any business graduate; however, the business industries have continuously raised their concerns on the lack of effective business communication (BC) skills, to serve the requirements of rapidly growing communication within and outside the organizations. Among many factors, teaching methods at higher education have been identified as a major factor that does not allow working skills to be developed. Scholars and researchers have tried to explore and test Experiential Learning (EL) techniques in teaching different courses of business administration programs. EL theory presents a playfield where learners can learn the best by doing (Kolb, 1984). Although business education around the world has already inculcated EL strategies into its system, in Pakistan EL theory is at its initial stage. In this regard, the researcher developed an ERE cycle which was based on Kolb's (1984) EL theory and tested its impact on the grades of the students of oral and written communication skills. The study was conducted using one sample t-test in the paradigm of quantitative research. Three classes of BBA and MBA from oral and written communication courses were selected for this study. This research compared mean scores of these classes with the population mean over the last three years. The results showed a significant positive difference between the sample mean scores and population mean. The study proved that EL based ERE cycle could prove very effective in the enhancement of the skills of business communication students that were reflected in their performance in exams. The study aimed to provide communication faculty, trainers and institutes the opportunity to explore and utilize the effectiveness of the ERE cycle and perform further researches to extend the utilities of EL based teaching methods.
Effect of Pre-Term Course Access on Online Learner Performance
Author: Bailie, Jeffrey L.
Date: 2019-05-00
Type: Journal Articles
Subjects: Online Courses,Instructional Materials,Access to Education,Academic Achievement,Asynchronous Communication,Graduate Students,Business Administration Education,Grades (Scholastic)

Asynchronous delivery of instructional content makes access to online course material ahead of the official start of the academic term possible. Online courses can be &quot;flipped&quot; to provide enrolled students with an opportunity for access to the instructional content (course announcements, calendar dates, assigned readings, individual/group learning activities, select graded assignments, etc.) ahead of the official start of the term. This paper presents the findings of an investigation that sought to determine the influence of learner pre-term access to graduate level courses delivered entirely online. The study employed a causal-comparative research design, analyzing archival data of the pre-term login patterns of online graduate students in an examination of early access to course materials presented asynchronously. The results of this investigation offer online practitioners further insight into the potential benefit of providing early access to online courses ahead of the official beginning of the term.
Contemporary Classroom Innovation: Exploration
Author: Vrba, Tony
Date: 2019-05-00
Type: Journal Articles
Subjects: Classroom Techniques,Educational Innovation,Relevance (Education),Education Work Relationship,Educational Environment,Student Diversity,College Students,Generational Differences,Social Media,Artificial Intelligence,Handheld Devices,Influence of Technology,Online Courses,Student Attitudes

Today's students expect more than lectures more from higher education. Contemporary students are searching for the education they need to advance in the workplace, though they want their education to be engaging, applicable, and relevant to the real-world. Technology and innovation are in the news almost every day and people automatically think about their phones, computers, and self-driving cars. Innovation is the &quot;the design, invention, development and/or implementation of new or altered products, services, processes, systems, organization structures or business models for the purpose of creating new value for customers&quot; (DasGupta, 2017, p. 345). Innovation keeps businesses relevant and successful. Having an innovative organizational culture is becoming vital to the success and relevancy of business and thus, in education today. In secondary and post-secondary education, usage of technology has increased dramatically in online education. This paper and will explore the iterative process that the researchers are taking toward incorporating innovation and technology into the classroom.
Promoting Soft Skills with the HOT (Higher Order Thinking) Sheet Assignment
Author: Otty, Robyn
Date: 2019-05-00
Type: Journal Articles
Subjects: Thinking Skills,Skill Development,Teaching Methods,Scoring Rubrics,Assignments,Student Evaluation,Health Personnel,Creativity,Clinical Diagnosis,Citations (References),Communication Skills,Work Environment,Self Motivation,Taxonomy,Instructional Design,Course Descriptions

An innovative assignment to capture soft-skills and create opportunities for a health profession program is presented. A full description of this semester-long assignment will be highlighted, including the associated rubric and a student example. Assessment results provide initial insight as to how the HOT Sheet supported opportunity for soft skill development.
The Project for Simulation to Enhance Business Skills
Author: Coleman, Phillip D.
Date: 2019-05-00
Type: Journal Articles
Subjects: Computer Software,Teaching Methods,College Students,Skill Development,Business Administration Education,Student Projects,Computer Simulation,Grades (Scholastic),Comparative Analysis,Instructional Effectiveness,Scores

Some students struggle with Excel and Access skills, especially in a business environment. What follows are the results of these skills being taught at a medium-sized Midwest University. While the number of Excel and Access projects provided to the student has been increased to provide greater breadth, students are still wrestling with the depth that some of the projects present. Additionally, students have a difficult time when it comes to advanced skillsets in Excel including data tables and statistical forecasting. Four classes were used for this research. Two classes used simulation training for Excel and Access projects. Two other classes did not use simulation training. The classes using simulation are being conducted so that the student must do one of the simulation projects in the classroom. It is hypothesized that the simulation classes will not only have a better overall average/project but will have a better midterm and final grade for the Microsoft Excel and Microsoft Access projects. While the students in the simulation classes did earn a higher grade on three of the most difficult projects when compared to the non-simulation classes, the midterm composite grade was about 8% higher for the non-simulation class. The simulation class did score higher on the Access midterm by over 9%. This is significant if non-equal variances were assumed.