ethanporcaro/eric-fulltext-meta huggingface dataset:
Open and Distance Education Accreditation Standards Scale: Validity and Reliability Studies
Author: Can, Ertug
Date: 2016-00-00
Type: Journal Articles
Subjects: Open Education,Distance Education,Accreditation (Institutions),Standards,Validity,Reliability,Measures (Individuals),Likert Scales,Private Education,Administrators,School Personnel,Foreign Countries,Factor Analysis,Correlation,Postsecondary Education,College Students,College Faculty

The purpose of this study is to develop, and test the validity and reliability of a scale for the use of researchers to determine the accreditation standards of open and distance education based on the views of administrators, teachers, staff and students. This research was designed according to the general descriptive survey model since it aims to develop a scale to measure the accreditation standards in open and distance education. The sample of the research comprises 196 students and 19 teachers, administrators and staff studying or working in Private Open education courses in the Kadiköy district of Istanbul during 2011-2012 school year. The research data were collected using a scale developed to measure the level of accreditation standards in open and distance education based on the views of stakeholders in open and distance education institutions. The five-point Likert type scale &quot;Accreditation Standards Scale for Open and Distance Education&quot; developed in this research consists of 47 items under eight factors, including Organizational Structure, Students' Services, Quality Assurance/Accreditation, Measurement and Assessment, Organization Mission, Distance Education Management, Distance Education Program, and Openness/Credibility/Transparency. The Cronbach Alpha internal consistency coefficient was estimated 0.9683. It was concluded that Open and Distance Education Standards Scale is a valid and reliable instrument developed to measure the open and distance education quality at post-secondary education stages in Turkey. [The page range (6344-6356) displayed on the PDF is incorrect. The correct page range is 6444-6455.]
Noospheric Pedagogy: The Expansion of the Humanitarian Space of Vocational and Pedagogical Education
Author: Sikorskaya, Galina P.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Instruction,Social Change,Models,Vocational Education,Social Values,Theories,Educational Practices,Educational Development

The relevance of this subject is due to the changed socio-economic conditions in Russia, which has led to the search for educational paradigms that are appropriate for the new socio-economic development of our country. The purpose of this article is to justify the noospheric pedagogy as an independent branch of the science of teaching that reflects both socio-natural and civilizational changes in the modern world. A leading approach to the study of this problem is a systematic analysis of theories and concepts dedicated to noospherogenesis, which allows filling the teaching science and the educational practice with new constructs and meanings of noospheric content and expanding the humanitarian space by means of new areas of the science of teaching. The study has developed a model for the formation of a new teacher type in the noospheric pedagogy paradigm. Materials of this article may be useful for the development of vocational training programs, including the development of the latter for the network use in the humanitarian space of vocational and pedagogical education.
Factors of Appeal of Tatarstan's Prospects as a Region Suitable for Youth Technical Creativity and Its Development
Author: Knyazkina, Evgeniya A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Geographic Regions,Creativity,Youth Employment,Industry,Science and Society,Innovation,Engineering Education,Human Resources,Surveys,Work Environment,Economic Development,Technology Education,Employment Opportunities

This article is devoted to the study of the attractiveness of the Republic of Tatarstan as a site for developing youth potential in a field of innovations. Modern approaches to the spread of scientific knowledge in the field of science and technology gave birth to synergies between the different structures in the development of scientific and technical creativity and successful implementation of the potential of children and youth in the Republic of Tatarstan. It creates the conditions to stimulate the interest of young people to high-tech solutions in the field of innovation of science and technology. The article presents the results of a survey conducted among young people engaged in technical creativity in the territory of the Republic of Tatarstan, practical work aimed at identifying the attractive factors of the Republic of Tatarstan youth, results of a poll helping to determine the level of attractiveness of the region and the main factors of further youth employment at the industrial sites of the Republic of Tatarstan.
The Geometric Construction Abilities of Gifted Students in Solving Real-World Problems: A Case from Turkey
Author: Yildiz, Avni
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academically Gifted,Geometry,Problem Solving,Geometric Concepts,Grade 9,Technology Uses in Education,Educational Technology,Computer Software,Interviews,Teaching Methods,Prior Learning,Creative Thinking,Case Studies

Geometric constructions have already been of interest to mathematicians. However, studies on geometric construction are not adequate in the relevant literature. Moreover, these studies generally focus on how secondary school gifted students solve non-routine mathematical problems. The present study aims to examine the geometric construction abilities of ninth-grade (15 years old) gifted students in solving real-world geometry problems; thus a case study was conducted. Six gifted students participated in the study. The data consisted of voice records, solutions, and models made by the students on the GeoGebra screen. Results indicate that gifted students use their previous knowledge effectively during the process of geometric construction. They modeled the situations available in the problems through using mathematical concepts and the software in coordination. Therefore, it is evident that gifted students think more creatively while solving problems using GeoGebra.
A Model of Critical Peer Feedback to Facilitate Business English Writing Using Qzone Weblogs among Chinese Undergraduates
Author: Xianwei, Gao
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Models,Critical Thinking,Peer Evaluation,Technical Writing,Business Communication,English for Special Purposes,Feedback (Response),Student Journals,Electronic Journals,Qualitative Research,Case Studies,Majors (Students),Taxonomy,Workshops,Novices,Input Output Analysis,Semi Structured Interviews,Writing Assignments,Electronic Learning,Computer Assisted Instruction,Data Analysis,Computer Software,Computer Mediated Communication

The purpose of this study was to explore critical thinking skills in peer feedback for Business English writing in order to facilitate the quality of peer feedback and quality of Business English writing. &quot;Critical peer feedback&quot; was conceptualized with the integration of &quot;critical thinking&quot; and &quot;peer feedback&quot; in order to improve the quality of peer feedback. This study explored the process, content and factors of critical peer feedback through Qzone weblogs, and summarized the model of critical peer feedback. A qualitative case study was conducted with a group of six junior students majoring in Business English for one semester in a Chinese university. Three models of critical thinking including Revised Bloom's Taxonomy, Paul-Elder Model and Reichenbach's Six Steps Model, were transferred to the participants in the workshops. Three kinds of data including semi-structured interview transcripts, six writing assignments and artifacts of critical peer feedback, were analyzed by QSR NVivo 8. The findings revealed that the Revised Bloom's Taxonomy is more acceptable for the beginners of critical peer feedback which provides a six-step model of critical thinking. The process of critical peer feedback in online context was summarized as four steps- &quot;intake&quot;, &quot;critical thinking&quot;, &quot;output&quot;, and &quot;post-output&quot;. Each of the four steps had several mental processes in critical peer feedback. This study may be significant for the knowledge of higher-order peer feedback to facilitate the quality of higher-level writing.
Transforming Science Teaching Environment for the 21st Century Primary School Pupils
Author: Sheikh Abdullah, Siti Hendon
Date: 2016-00-00
Type: Journal Articles
Subjects: Science Instruction,Educational Environment,Educational Change,Technology Uses in Education,Elementary School Science,Case Studies,Teacher Effectiveness,Classroom Observation Techniques,Interviews,Content Analysis,Learning Activities,Participant Characteristics,Instructional Improvement,Foreign Countries

The transformation of technology in the 21st century has produced children who are technology savvy and exposed to the internet and social networking at a very young age. These children are already in our school system. Thus teachers too need to use technology and transform the learning environment to meet the requirements of these children. This article discusses the need for transforming the primary school science teaching environment so that school children could have meaningful learning using tools familiar to them. However, while some parts of Malaysia are developing very rapidly, others are not developing as rapidly. School children in some areas are just as contented to share a single desktop computer without the Internet for a lesson. Thus teachers need to be creative to transform and improvise the learning environment to meet the pupils' needs. This article discusses a case study on seven excellent teachers of primary school science from different parts of Malaysia. The findings of the study indicated that the excellent teachers have improvised their teachings and teaching environment to meet the needs of their pupils and the curriculum for 21st century learning.
Examination of Gifted Students' Probability Problem Solving Process in Terms of Mathematical Thinking
Author: Baltaci, Serdal
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Gifted,Thinking Skills,Mathematics Skills,Sampling,Case Studies,Learning Strategies,Problem Solving,Probability,Communication Skills,Secondary School Students,Foreign Countries,Computer Software,Interviews,Qualitative Research,Grade 8

It is a widely known fact that gifted students have different skills compared to their peers. However, to what extent gifted students use mathematical thinking skills during probability problem solving process emerges as a significant question. Thence, the main aim of the present study is to examine 8th grade gifted students' probability problem-solving process related to daily life in terms of mathematical thinking skills. In this regard, a case study was used in the study. The participants of the study were six students at 8th grade (four girls and two boys) from the Science and Art Center. One of the purposeful sampling methods, maximum variation sampling was used for selecting the participants. Clinical interview and problems were used as a data collection tool. As a results of the study, it was determined that gifted students use reasoning and strategies skill, which is one of the mathematical thinking skills, mostly on the process of probability problem solving, and communication skills at least.
Relationship between Teacher ICT Competency and Teacher Acceptance and Use of School Management System (SMS)
Author: Wei, Leong Mei
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Teacher Competencies,Technological Literacy,Statistical Analysis,Teacher Surveys,Questionnaires,Secondary School Teachers,Correlation,Teacher Attitudes,Technology Integration,Integrated Learning Systems,Foreign Countries,Multiple Regression Analysis

This study aims at examining the relationship between teacher ICT competency and teacher acceptance and use of SMS in Negeri Sembilan secondary schools in Malaysia. This is a non-experimental quantitative research using survey technique through the administration of a set of questionnaire that comprised teacher demographic variables, teacher ICT competency and teacher acceptance and use of SMS. Some 417 returned questionnaires have been analyzed. The findings showed that teachers in Negeri Sembilan secondary schools rated themselves as having high level of ICT competency, and acceptance and use of SMS. Furthermore, data indicated that there was a statistically significant moderately strong positive correlation between teacher ICT competency and teacher acceptance and use of SMS. In addition, multiple regression analysis showed that smart pedagogy, professional growth and leadership, and digital citizenship were the three teacher ICT competency dimensions that are statistically significant predictors of teacher acceptance and use of SMS. The fitness indexes of the proposed structural model do not achieve the level of fitness required for RMSEA, GFI, and Ratio Chisq/df. Thus, a re-specified structural model was established for this study.
Development of the Community Impact Scale Measuring Community Organization Perceptions of Partnership Benefits and Costs
Author: Srinivas, Tejaswinhi
Date: 2015-00-00
Type: Journal Articles
Subjects: Measures (Individuals),Test Construction,School Community Relationship,Partnerships in Education,Universities,Cost Effectiveness,Psychometrics,Item Analysis,Semi Structured Interviews,Observation,Community Organizations,Grounded Theory

This article describes the development and psychometric properties of the Community Impact Scale (CIS), a measure of benefits and costs of community-university partnerships across a range of outcomes as perceived by community partners. Scale development was carried out in two phases: (a) item generation, through which the research team, in close collaboration with a long-term community partner, created scale items based on content analysis of interviews with eight community partners, observations of existing community-university partnerships, and insights from the research literature; and (b) item analysis, through which the psychometric properties of the scale were examined and the scale slightly revised based on results of administering the scale to a sample of 31 community partners. The final version of the CIS comprised 46 items across eight scale domains. The CIS may be regarded as a foundational assessment tool that has the potential to help community partners evaluate the impact of partnering with universities.
The Effect of Community Service Learning on Undergraduate Persistence in Three Institutional Contexts
Author: Reed, Susan C.
Date: 2015-00-00
Type: Journal Articles
Subjects: Service Learning,Undergraduate Students,Academic Persistence,Role,School Holding Power,Grade Point Average,Institutional Characteristics,Age Differences,Race,Student Characteristics,Regression (Statistics),Models,Educational Experience,Higher Education

This study explores the role of community service learning (CSL) in promoting undergraduate persistence relative to other experiences students have in college, their entering characteristics, and institutional features. By following the 2009 freshmen cohort at three Midwestern universities over three years, this study finds that students' experiences while in college (CSL, full-time enrollment, and GPA) have a stronger effect on the likelihood of reenrollment than students' entering characteristics (age, gender, and race). Our separate analyses for each institution allow us to consider how the differences between the three universities (student body composition, retention rate, CSL program) might lead CSL courses to play a particularly critical role in student persistence in certain types of universities.
Reflective Practice That Persists: Connections between Reflection in Service-Learning Programs and in Current Life
Author: Mitchell, Tania D.
Date: 2015-00-00
Type: Journal Articles
Subjects: Service Learning,Reflection,College Students,Alumni,College Graduates,Professional Identity,Mixed Methods Research,Online Surveys,Measures (Individuals),Data Analysis,Civics,Values

This study investigates the relationship between reflective practices in college service-learning programs and alumni's current reflective practices. Additionally, this study explores how graduates' present reflective practices help to shape their civic and professional identities. Mixed methods using survey and interview data explore reflective practice in the lives of alumni from three multi-term community engagement programs. The research reaffirms the importance of reflective practice in college-level community engagement programs in influencing reflective practice after graduation. The results of this study strongly suggest that multi-term, community engagement programs, where critical reflection is continuous and occurs in a variety of ways, support a reflective practice that persists in the lives of program graduates, helping them develop their civic and professional identities.
A Scale Development Study for the Teachers on Out of School Learning Environments
Author: Balkan-Kiyici, Fatime
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Environment,Test Construction,After School Programs,Learning Activities,Teacher Competency Testing,Teacher Behavior,Teacher Attitudes,Science Instruction,Test Reliability,Test Validity,Semi Structured Interviews,Likert Scales,Factor Analysis,Efficiency,Foreign Countries,Statistical Analysis

When teachers organize planned and systematical out-of-school learning activities, students can understand the abstract and complex terms and topics better and therefore meaningful and deeper learning can occur. Within this context this study aims to develop a valid and reliable scale to determine the attitudes, behaviors, efficiency and competence of the teachers while teaching science on using the out-of-school learning environments supporting the in-class educational activities. The scale was administered to 520 teachers to evaluate the validity and reliability. An expert opinion was asked for the face and content validity of the scale and exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were made for the construct validity. The results of the EFA displayed that the scale includes 24 items under 4 different factors. After the EFA, CFA was made to verify the structures of the scale. The fit indexes obtained from CFA were acceptable. Therefore, it was inferred that the items of the scale were in accordance with the related models. Besides, the Cronbach's Alpha coefficient was calculated as 0.89. The analyses and obtained values revealed that the scale is valid and reliable.
An Exploration of the Relationship between Students' Preferences for Formative Feedback and Self-Regulated Learning Skills
Author: Çakir, Recep
Date: 2016-00-00
Type: Journal Articles
Subjects: Correlation,Preferences,Formative Evaluation,Semi Structured Interviews,Student Attitudes,Feedback (Response),Metacognition,Mixed Methods Research,Scores,Classification,Questionnaires,Audio Equipment,Teacher Education Programs,Undergraduate Students,Foreign Countries,Likert Scales

The purpose of this study is to explore students' preferences for formative feedback and its relationship with their self-regulated learning skills. The study used a mixed methods approach in which quantitative data collection and analysis was followed by qualitative data collection and analysis. &quot;Preferences toward Formative Feedback&quot; and &quot;Self-Regulated Learning Skills&quot; instruments were utilized to gather the quantitative data and a semi-structured interview was carried out to gather the qualitative data. The quantitative data were collected from 330 students, and a semi-structured interview was carried out with 10 students. Among the various findings, one is considered critical: although students from different self-regulation capabilities; either low, average or high, frequently preferred formative feedback that are listed in the students' preferences toward formative feedback instrument, those having high self-regulated learning skills depend infrequently on formative feedback than students who have lower self-regulated learning skills. An exploration of the relationships between students' preferences for formative feedback and self-regulated learning skills may give educators better understanding to overcome the challenge of providing appropriate formative feedback in accordance with students' self-regulated learning skills. Moreover, such an understanding and awareness enable educators to enhance students' self-regulated learning skills that is an essential quality in a life-long learning era.
Effects of Video-Based Cooperative, Competitive and Individualized Instructional Strategies on the Performance of Senior Secondary Schools Students in Geometry
Author: Gambari, Amosa Isiaka
Date: 2016-00-00
Type: Journal Articles
Subjects: Video Technology,Technology Uses in Education,Cooperative Learning,Competition,Individualized Instruction,Secondary School Students,Geometry,Mathematics Instruction,Gender Differences,Mathematics Achievement,Pretests Posttests,Randomized Controlled Trials,Geometric Concepts,Foreign Countries,Achievement Tests,Statistical Analysis,Teaching Methods

This study examined the effects of video-based cooperative, competitive and individualized instructional strategies on the performance of senior secondary schools' students in geometry in Nigeria. It also examined the influence of gender on students' achievement. Pretest, posttest, experimental control group design was adopted for this study. Purposive sampling technique was used to select four secondary schools based on some criteria. 120 second year mathematics students were randomized from four co-educational schools in Minna, Nigeria. The students were assigned into cooperative, competitive, individualized, and conventional groups. Video-based instructional package on Geometry concept in Mathematics was used as treatment instrument, while Geometry Achievement Test (GAT) was employed as test instrument. Analysis of Variance, Scheffe post hoc test, and t-test statistics were used for data analysis. Findings revealed that there was significant difference in the performance of the groups in favour of cooperative group. In addition, students' gender had no influence on students' performance in cooperative and individualized groups. However, male performed better than female in competitive instructional strategy. Based on the findings, it was recommended that mathematics teachers should employ video-based cooperative instructional strategy for improving students' performance in the subject.