ethanporcaro/eric-fulltext-meta huggingface dataset:
Faculty Attitudes and Knowledge Regarding Inclusion and Accommodations of Special Educational Needs and Disabilities Students: A United Arab Emirates Case Study
Author: Benkohila, Amel
Date: 2020-08-00
Type: Journal Articles
Subjects: Teacher Attitudes,Positive Attitudes,College Faculty,Knowledge Level,Inclusion,Students with Disabilities,College Students,Special Education,Student Needs,Academic Accommodations (Disabilities),Public Colleges,Teacher Student Relationship,Teaching Experience,Severity (of Disability),Faculty Workload,Faculty Development,Foreign Countries

: University students with Special Educational Needs and Disabilities (SEND) might have lower attendance and graduation rates and lower academic performance when faculty show negative attitudes toward their inclusion at university. Limited research examines faculty's attitudes and willingness to provide students with disabilities reasonable accommodations for their successful inclusion in university in the UAE. The goal of this study was to investigate factors associated with faculty's attitudes and willingness for university students with disabilities' inclusion and accommodations. The impact of teaching experience, prior contact with students with disabilities, and severity of disability on the faculty attitudes and willingness were studied. One hundred twenty-five faculty members were recruited at a public university in Abu Dhabi to participate into a one-year quantitative study that explored their attitudes and willingness. Findings showed that the faculty had positive attitudes and willingness to provide students with disabilities with accommodations under three conditions: (1) their inclusion was fair and beneficial, academically and socially; (2) learning environment, curriculum and teaching, enhance their inclusion when faculty have less teaching load and more time; and (3) more faculty training is needed for using accommodations in classroom. Policy and practice implications concerning the students' inclusion and reasonable accommodations are discussed.
Investigating Students&apos; Attitudes, Motives, Participation and Performance Regarding Out-of-Class Communication (OCC) in a Flipped Classroom
Author: Cui, Tristan
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Student Motivation,Student Participation,Academic Achievement,Flipped Classroom,Graduate Students,Teacher Student Relationship,Foreign Countries,Electronic Learning,Learner Engagement

In a flipped classroom, students engage in active learning during class time and have individual informationtransmission outside class time. University students need to complete the pre/post-class activities to fully benefit from flipped classroom. It is important that teachers adopt practical methods including teacher-student out-of-classroom communication (OCC) to help students manage their time effectively and stay on task. This research examines the practice of OOC in a flipped first-year postgraduate Business Law course at an Australian university that comprises a large overseas student cohort. By means of a questionnaire, the researcher collected data about student perceptions of OCC, their motives for engaging in OCC, and the change of the motives in a flipped classroom. Student demographics, online participation, and academic performance data were exported from the university database. The student answers, participation, and performance were measured and compared with t-tests. The preliminary results show that in a flipped classroom, students were more motivated to engage in OCC. Moreover, the short-term online participation improved for the students who were communicated by the teacher outside classroom. However, an analysis of the data indicated no statistically significant difference in students' academic performance. In the concluding sections of this paper, the limitations of this study are acknowledged, followed by several recommendations for future research.
Factors Predicting Integration of E-Learning by Preservice Science Teachers: Structural Model Development and Testing
Author: Olugbara, Cecilia Temilola
Date: 2020-00-00
Type: Journal Articles
Subjects: Electronic Learning,Technology Integration,Predictor Variables,Preservice Teachers,Undergraduate Students,Young Adults,Science Education,Positive Attitudes,Motivation,Intention,Technological Literacy,Foreign Countries

This study investigated the possible factors that predict e-learning integration into the teaching and learning of science subjects among preservice science teachers. A unified e-learning integration model was developed in which factors such as attitude, intention, skill and flow experience served as precursors of e-learning integration. This was done to help close the gap that no previous studies have developed a structural model to statistically explain the interactions among the most influential factors in various technology integration models. The survey method was used to gather data from 100 preservice science teachers and partial least square structural equation modelling technique was applied for structural path analysis and testing of the developed model. Results revealed a good model fit and hypotheses formulated in this study were faithfully supported. The results also revealed that all factors investigated were found to be significant predictors of e-learning integration with skill standing out as the most significant and strongest factor that predicts the integration of e-learning by preservice science teachers.
Engagement with and Participation in Online Role Play Collaborative Arguments: A Sociocultural Perspective
Author: Najjemba, Josephine Lutaaya
Date: 2020-00-00
Type: Journal Articles
Subjects: Learner Engagement,Student Participation,Role Playing,Cooperative Learning,Internet,English (Second Language),Persuasive Discourse,Preservice Teachers,Foreign Countries,Web 2.0 Technologies,Electronic Learning,Teaching Methods,Second Language Instruction,Student Motivation

Digitally mediated role plays indicate potential for collaboration, social exchange of information and knowledge as well as motivation for learning beyond classroom time. These elements are critical for ESL learners' development of language and argumentative writing practices. The aim of this research project was to investigate how students' engagement with and participation in online role play collaborative arguments shaped their literacy practices, and influenced their beliefs and thinking regarding particular societal issue. This qualitative research project based on a larger ethnographic case study and tools of action research investigated students' interactions and experiences before, during and after the online role play. The study involved 20 ESL pre-service students at one university in Uganda and was conducted in both the real and online spaces. The real space involved face-to-face sessions aimed at building students' confidence in using blogs for online role play. While the online space involved non-participant observations to gain understanding of the social dynamics of students' engagement in online role play, and the opportunities for students to engage in literacy practices related to online argumentative compositions. The study findings indicated that engagement in online role play using blog platform provided a rich environment for learners to exercise their creativity, orchestrate multiple ways of meaning-making and build tactical relations for purposes of collective action. Furthermore, the use of online role play collaborative arguments facilitated a shift from &quot;ascribed&quot; to &quot;achieved&quot; identities where students did not only become aware that they were dealing with issues larger than individual perspectives, associated with school, family, culture and the legal system, but also that there need for them to take part in the civic action.
Learning Analytics in Flipped Classrooms: A Scoping Review
Author: Algayres, Muriel
Date: 2020-00-00
Type: Journal Articles
Subjects: Learning Analytics,Flipped Classroom,Literature Reviews,Best Practices,Technology Uses in Education,Outcomes of Education,Learner Engagement,Integrated Learning Systems

The Flipped Classroom (FC) is an instruction method, where the traditional lecture and homework sessions are inverted. Online material is given to students in order to gain necessary knowledge before class, while class time is devoted to application of this knowledge and reflection. The hypothesis is that there could be deep and creative discussions when teacher and students physically meet, which has known a significant surge of popularity in the past decade. A marked recent trend in the FC is the increased use of Learning Analytics (LA) to support the development of the FC and students' reflexive learning. The aim of this paper is to investigate the literature on applications of LA in FCs, and to determine the best practices and needs for technological development supporting LA in the FC by means of a scoping review. This literature review revealed that there is potential in using LA in the FC, especially as a means to predict students' learning outcome and to support adaptive learning and improvement on the curriculum. However, further long-term studies and development is necessary to encourage self-directed learning in students and to develop the whole of the FC for a more diverse population of students. We anticipate an increased and expanded use of LA to come, with focus on predictive and prescriptive analytics providing more adaptive learning experience. We also anticipate that LA will expand beyond data mining to correlate student performance and online engagement with the aim to include a wider range of possibilities of interventions and adaptation of the learning experience.
A Systematic Meta-Analytic Review of Thinking beyond the Comparison of Online versus Traditional Learning
Author: Woldeab, Daniel
Date: 2020-06-00
Type: Journal Articles
Subjects: Meta Analysis,Electronic Learning,Conventional Instruction,Educational Policy,Curriculum Development,Online Courses,Higher Education,Educational Quality,Learner Engagement

This study analyzes empirical evidence that compared face-to-face and online education. A meta-analysis points to various gaps in research, including how policy and curriculum development should be guided in this fast-moving education medium. Significant gaps remain, especially in the area of adaptability of both faculty and students to various forms of online education. Conversely, as students are increasingly diverse, bringing a range of backgrounds, expectations, and culturally specific interactions to the table, how is online learning shaping the new classroom? Using a systematic review of the literature, we attempt to answer this question. Our findings showed no significant difference between onsite and online courses. The study also affirmed that the most important aspects when considering online education are the course design and delivery -- specifically, through greater alignment between technology and pedagogy.
Toward Best Practices for Promotion to Full Professor Guidelines at Research Universities
Author: Freeman, Sydney, Jr.
Date: 2020-00-00
Type: Journal Articles
Subjects: Faculty Promotion,College Faculty,Academic Rank (Professional),Faculty Handbooks,Tenure,Research Universities,Guidelines,Criteria,Expectation,Personnel Policy,Career Development,Women Faculty,Minority Group Teachers,Disproportionate Representation,Barriers,Scholarship,Faculty Publishing

Many scholars that study the professoriate and faculty careers have found a lack of clarity regarding policies for promotion to full professor at American colleges and universities. This issue is significant and needs further investigation because various studies have reported evidence of faculty career stagnation as a growing number of associate professors are not being promoted to the rank of full professor. This stagnation particularly affects women and people of color. Full professorship is often viewed as an important prerequisite for future opportunities and professional growth in academic leadership. The purpose of this study was to identify best practices in presenting clear promotion guidelines for the rank of full professor at U.S. research universities. Utilizing content and rhetorical analysis as research methodologies, the authors analyze the promotion to full professor policies at institutions classified by as R2: Doctoral universities with high research activity.
Developing and Presenting a Framework for Meeting Industry, Student and Educator Expectations in University Degrees
Author: Vitale, Connie
Date: 2020-06-00
Type: Journal Articles
Subjects: Alignment (Education),Higher Education,Labor Needs,Student Needs,Curriculum Development,Curriculum Implementation,Quality Assurance,Professional Education,Employment Potential

This paper identifies the narrow interpretation of the constructive alignment model (Biggs, 1996), which has permeated higher education programs internationally, as a key source for this continuing disconnect between higher education and the needs of employers, students and society. Furthermore, a systematic framework extending the traditional constructive alignment model is proposed to enable curriculum development, implementation and assurance decisions to be made with explicit reference to the needs of a variety of stakeholders. This paper is relevant for educators involved in professional degree programs, professional employers and university administrators.
Targeted Funding: What Missouri Data Tells Us about the Impact Various Factors Have on Student Outcomes
Author: Koenig, Kelsey
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Educational Finance,Outcomes of Education,School District Wealth,Student Characteristics,Academic Achievement,Low Income Students,Teacher Salaries,Teacher Student Ratio,Taxes,Expenditure per Student

This paper uses data from the Missouri Department of Elementary and Secondary Education to study various input data and their effect on student outcomes. The data pulled were related to school district, local, and personal wealth; student demographics; classrooms and classroom teachers. A multi-factor regression was then completed to assess which of these factors was significant in relationship to the percentages of students scoring proficient or advanced in English Language Arts and mathematics, as well as the districts' overall Annual Performance Report score. The goal of this research was to identify which input data were significantly related to student outcomes and use that information to discuss school district implications.
Leadership Can&apos;t Stand Alone: Why School Districts Need Policy to Increase Teacher Retention
Author: Sulit, Aimee
Date: 2020-00-00
Type: Journal Articles
Subjects: Board of Education Policy,Policy Formation,Teacher Persistence,Teacher Attitudes,Teacher Leadership,Leadership Styles,School Administration,Principals,Participative Decision Making,Teacher Administrator Relationship,Elementary School Teachers,Middle School Teachers,Suburban Schools,Teacher Responsibility,School Culture,Teacher Student Relationship,Family Work Relationship

Current educational research identifies the significant relationship between principal leadership and teacher retention. In recent years, distributive leadership has been praised as a supportive leadership framework for school improvement. Given its success with transforming schools, distributive leadership has been suggested as a positive framework for increasing teacher retention. This research-based article concerns itself with qualities of distributive leadership that may support teacher retention. Results from the research call upon districts to develop policy in support of teacher retention. Specifically, this article provides current research from a recent study in Arizona that focused on the impact of distributive leadership with elementary and middle school teacher retention. This research was limited to a large school district in Arizona, though it revealed multiple areas where policy may support teacher retention. Ultimately, this article offers specific policy and practice considerations to mitigate teacher retention.
Using a Three-Stage Framework to Evaluate the Adoption of Service Learning of Agribusiness Students
Author: Xu, Pei
Date: 2020-09-00
Type: Journal Articles
Subjects: Adoption (Ideas),Service Learning,Agribusiness,Business Administration Education,College Students,Student Satisfaction,Value Judgment,Program Effectiveness,Evaluation Criteria,Reflection,Critical Thinking,Age Differences,Gender Differences,Racial Differences,State Universities

This study develops a three-stage adoption framework to measure the impact of selected factors on a student's learning experience and evaluates the effectiveness of service learning in each learning stage. The agribusiness service-learning course utilized in this study matches groups of students with non-profit agribusiness entities to identify current business challenges and propose suitable solutions. A survey instrument was developed to gather student opinion data during the 2017-18 academic year and the multivariate Probit statistical method was used to analyse the data. The results demonstrate that service-learning helps students relate how course subject matter is used in everyday business operations and reveals that students commented positively about experiential learning throughout their projects. The analysis also demonstrates that younger, male, or white students are more likely to obtain a positive service-learning experience versus older, female, or non-white students.
Teamwork for Business Majors -- The Impact of Peer Evaluation
Author: Andrade, Maureen
Date: 2020-09-00
Type: Journal Articles
Subjects: Teamwork,Business Administration Education,Majors (Students),Peer Evaluation,Feedback (Response),Formative Evaluation,Scoring Rubrics

The purpose of the study was to determine if peer feedback at midterm helped students improve their teamwork skills, and to identify variations in teamwork skills across course delivery modalities. This study focuses on peer evaluation of teamwork in an introduction to organizational behaviour course required for all business majors. The course is offered face-to-face and online, both of which include the high impact practices of service learning and a team ePortfolio. Findings indicate that teamwork skills, as assessed by peers, increased from midterm to final, which suggests the value of formative peer evaluation. No differences existed between delivery modalities.
The Rules of Engagement: A Test of Instructor Inputs and Student Learning Outcomes in Active versus Passive Learning Environments
Author: McDonald, DeShannon
Date: 2020-06-00
Type: Journal Articles
Subjects: Learner Engagement,Outcomes of Education,Active Learning,Conventional Instruction,College Faculty,Learning Processes,Graduate Students,Undergraduate Students,Nontraditional Students,Teaching Methods,Technology Uses in Education,Student Motivation,Cognitive Processes,Psychological Patterns

As a guide or advocate in the classroom, professors more actively engage students in the learning process and capture their interest. Students' performance expectations of themselves are also impacted based on the learning environment created by instructors and the classification of the student. Instructors will learn the best way to complement the learning experiences of traditional vs. non-traditional students and graduate vs. undergraduate students. The importance of the study centers on how the current tech-savvy student learns best and what teaching methods instructors should consider in order to be optimally effective.
Understanding Factors That Influence Attitude and Preference for Hybrid Course Formats
Author: Baker, David Mc. A
Date: 2020-06-00
Type: Journal Articles
Subjects: Student Attitudes,Preferences,Blended Learning,College Students,Attendance Patterns,Videoconferencing,Student Participation,Instructional Materials

Over the last decade, online learning has grown to become an important part of higher education. However, hybrid formats that blend online learning with direct face-to-face contact with instructors have emerged as a popular course delivery format. These hybrids format aims to take full advantages of the benefits of both online and face-to-face course offerings. This study examines the factors that influence college students' attitudes toward hybrid courses. Data from 300 students at a college of business is used to examine relationships between their perceptions of hybrid course formats and their attitudes and preference for such formats. Specifically, perceptions of flexibility afforded by hybrid formats, improvement in attendance through such formats, expectations of GPA in online formats, requirement to participate in online web conferencing through technologies like Zoom, and availability of course material online were analyzed. The results show that hybrid formats are preferable because they allow students to have flexible schedules, likely improve their attendance, and have online course material for anytime access. Expectations of earning a higher GPA in online environments and required participation were not found to be significant. There was no significant difference between demographics based on gender or age for hybrid formats.
Could Proactive Local Policy Improve Principals&apos; Building-Level Leadership of Special Education Services?
Author: Hughes, Thomas
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Policy,Principals,Leadership,Special Education,Leadership Effectiveness,Leadership Training,Problem Solving,Graduate Students,Critical Thinking,Conflict Resolution,Teacher Persistence

Special education is a vital and challenging area of service within American education. The services it provides and the processes which are employed are highly articulated and regulated by an extensive network of federal and state laws. Policy tends to drive decision making processes and accountability more than it guides instruction, decisions about leadership or efforts to promote unity among stakeholders in the schools. Those remaining responsibilities rest with onsite administrators who may not always have an abundance of training or experience in the area of special education. This article focuses on practical issues, enhancements, and voluntary policy considerations that could help promote greater harmony and therein contribute to greater special education success. Starting with findings from an Arizona study that confirmed training oversights, the article illuminates the types of situations that can slow progress and even overwhelm untrained leaders. The article concludes by suggesting changes in the way administrators approach special education coupled with proactive policy recommendations intended to nurture a greater sense of collaboration throughout American schools.