ethanporcaro/eric-fulltext-meta huggingface dataset:
Google+ as a Tool for Use in Cooperative Laboratory Activities between Universities
Author: Puig-Ortiz, Joan
Date: 2015-00-00
Type: Journal Articles
Subjects: Computer Uses in Education,Social Media,Intercollegiate Cooperation,Engineering Education,Laboratories,Learning Activities,Instructional Materials,Student Surveys,Student Satisfaction,Graduate Students,Masters Programs,Pilot Projects,Program Effectiveness,Foreign Countries

The following is a proposal for collaboration between universities with the aim to improve curricula that require laboratory activities. A methodology is suggested to implement an innovative educational project involving the exchange of laboratory activities. The exchange of laboratory activities can be carried out on different levels of interaction, requiring different levels of complexity in setting up the activities. A first experience was carried out in the area of machine design. Google+ was the chosen social network. A Google+ community was used to share academic material (notes, videos, activity guides, etc.) and the activity itself was carried out using Google Hangouts. The survey administered at the end showed the students' satisfaction with the experience.
An Investigative, Cooperative Learning Approach for General Chemistry Laboratories
Author: Díaz-Vázquez, Liz M.
Date: 2012-07-00
Type: Journal Articles
Subjects: Cooperative Learning,Chemistry,Science Instruction,Learner Engagement,Science Laboratories,Educational Philosophy,Curriculum Development,Peer Evaluation,Learning Strategies,Statistical Analysis,Questionnaires,Outcomes of Education,Research Skills,Student Attitudes,Pretests Posttests,Comparative Analysis,Science Tests,Undergraduate Students,Course Descriptions,Student Role,Grades (Scholastic)

The integration of research and education is an essential component of our university's teaching philosophy. Recently, we made a curricular revision to facilitate such an approach in the General Chemistry Laboratory, to teach students that investigative approaches are at the core of sciences. The curriculum revision included new interdisciplinary experiments and a research project. Investigative, peer review, and cooperative learning strategies were introduced to enhance student learning and engagement. An environment in which students can analyze results within a laboratory session and reach comprehensive and quantitative conclusions was encouraged. To assess our results, students completed questionnaires, evaluated their peers and themselves. Instructors evaluated students through written reports, oral presentations, pre- and post test, a practical exam and a final exam. Assessments of the learning outcomes were performed to determine the level of research skills development, the improvement in laboratory techniques, and depth in analysis of concepts. The experimental designs, implementation of results, and comparisons of student performances using traditional approaches are presented.
Addressing the Shortage of Speech-Language Pathologists in School Settings
Author: Squires, Katie
Date: 2013-00-00
Type: Journal Articles
Subjects: Speech Language Pathology,Professional Personnel,Supply and Demand,Recruitment,Videoconferencing,On the Job Training,Paraprofessional Personnel,Incentives,Bachelors Degrees,Masters Degrees

There is a shortage of speech-language pathologists (SLPs) in this country. This shortage is due, in part, to the limited number of openings in graduate programs and the increased need for SLPs as their scope of practice widens, the autism rate grows, and the population ages. Schools are feeling this shortage the most. There are several reasons school districts have a hard time attracting and retaining SLPs. This paper will offer possible solutions to attract more candidates to the field including expanding graduate school options. It will also address options to fill positions such as using teletherapy services or speech-language assistants. School speech-language pathologists (SLPs) are typically licensed by a health board in the state in which they are employed, are sometimes also licensed by their state's Department of Education, are usually certified by the American Speech-Language Hearing Association, and hold Master's degrees in communicative disorders. While there are 257 academic institutions that grant Master's degrees, there is still a nationwide shortage of qualified SLPs, with New York, California, Illinois, Florida and Texas having the greatest unmet need (Wolfgang, 2011). In 10 years' time, there is predicted to be a 27% increase in job openings and employment for SLPs is expected to grow faster than the average for all other occupations (Edgar &amp; Rosa-Lugo, 2007). This scarcity of SLPs in a nationwide concern because most SLPs are employed in school settings, and when schools cannot employ enough qualified individuals the students' needs either go unmet, or students are served by untrained persons.
Evaluation of Project Based Learning in the Area of Manufacturing and Statistics in the Degree of Industrial Technology
Author: Buj-Corral, Irene
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Active Learning,Student Projects,Manufacturing,Statistics,Technology Education,Engineering Education,Instructional Effectiveness,Group Activities,Evaluation Methods,Student Surveys,Interdisciplinary Approach,Video Technology,College Students

In the subject Project I in the second year of the Degree in Industrial Technology Engineering taught at the School of Industrial Engineering of Barcelona (ETSEIB), subgroups of 3-4 students within groups of 20 students develop a project along a semester. Results of 2 projects are presented related to manufacturing, measurement of parts and the statistical treatment of data, placing emphasis on cross-curricular issues, recording of oral presentations and how this helped improving its quality, as well as evaluation of the subject by the students by means of questionnaires and open-ended questions.
Personal Reflection: Transforming Teaching Practice through Action Research: The Role of the Scholarship of Teaching and Learning
Author: Goel, Kalpana
Date: 2012-07-00
Type: Journal Articles
Subjects: Teaching Methods,Scholarship,Foreign Countries,Higher Education,Action Research,Feedback (Response),Universities,Reflection,Graduate Students

This reflective piece describes my experiences of teaching practice in an Indian University and my transformed practice as a result of enrolment in the Graduate Certificate in Education (University Teaching) in an Australian university. I enrolled in this course with hesitation, considering it time consuming and likely to detract from any focus on research. However, the experiences and learning in different modules of the graduate certificate became instrumental in producing an action researcher from a standard academic. In this essay, I will share my engagement with the scholarship of teaching and learning through an action research project which has transformed my teaching practice.
Indonesian Schools: Shaping the Future of Islam and Democracy in a Democratic Muslim Country
Author: Woodward, Kathleen E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Islam,Democracy,Role of Education,Civics,School Role,Qualitative Research,Field Studies,Interviews,Data Collection,Religious Education,Educational Practices,Futures (of Society),Cultural Pluralism,Social Attitudes,Public Schools,Parochial Schools,Elementary Secondary Education,Higher Education

This paper examines the role of schools in slowly Islamizing Indonesian society and politics. Why is this Islamization happening and what does it portend for the future of democracy in Indonesia? The research is mostly qualitative and done through field experience, interviews, and data collection. It is concluded that radical madrasahs are not the main generators of Islamization, but instead the widespread prevalence of moderate Islamic schools are Islamizing Indonesian society and politics. The government began the &quot;mainstreaming&quot; of Islamic elementary and secondary schools, most of which are private, in 1975. This has continued and grown, making them popular options for education today. The government has more recently been increasing the role of state run Islamic universities by expanding their degree offerings to include many nonIslamic disciplines. The use of Islamic schools to educate Indonesians is due to the lack of development of secular public schools and high informal fees charged for the public schools. By making Islamic schools an attractive option that prepares students for success, society has been Islamized slowly as the number of alumni increases and as these alumni play leadership roles in society, business, and government. This Islamization is not of a radical nature, but it is resulting in more Islamic focused public discourse and governing policy, and low levels of tolerance for other faiths and variant Muslim practices. The recent addition of civic education in Islamic schools, which has been exalted by Westerns, is taught with specific Islamic interpretations that change the meaning of concepts, particularly pluralism. The resulting consequence is that while Islam and democracy's compatibility are stressed in Islamic civic education, tolerance for pluralism is truncated. Islamic schools are homogenizing Islam in Indonesia and shaping the public discourse and democracy in ways that are infused with modernist Islamic values.
Using Undergraduates' Digital Literacy Skills to Improve Their Discipline-Specific Writing: A Dialogue
Author: November, Nancy
Date: 2012-07-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Computer Literacy,Content Area Writing,Writing Skills,College Freshmen,Nonmajors,Writing Improvement,Writing Assignments,Electronic Learning,Health Education,Music Education,Feedback (Response),Peer Evaluation,Student Surveys

As two lecturers from quite different disciplines--Population Health and Musicology--we faced a common instructional challenge: how to improve the standard of student writing in our first-year courses for nonmajors, and thus to invite our students into the discourses of our disciplines. We collaborated in the design of a sequence of online writing assignments for our separate courses, which would address this question. We were inspired by the high-level digital literacy skills of our students, which we sought to use in similar ways to improve the students' other literacy skills, especially discipline-specific writing skills. Drawing on educational design research methodology, we took into account our own experiences with e-learning in our previous courses and the latest literature on e-learning and literacy development. The outcomes of our research are guidelines for teachers of writing across undergraduate disciplines, and reflections on how best to mobilize students' digital literacy skills to educational ends.
Delphi Research Methodology Applied to Place-Based Watershed Education
Author: Vallor, Rosanna R.
Date: 2016-00-00
Type: Journal Articles
Subjects: Delphi Technique,Research Methodology,Place Based Education,Middle Schools,Secondary Education,Curriculum Development,Likert Scales,Educational Objectives,Conservation (Environment),Conservation Education,Curriculum Design,Resource Materials,Reliability,Validity,Teaching Guides,Scientists,Teachers,Administrators,Surveys

This research focuses on the results of the Flathead Watershed Delphi survey, a consensus-building methodology used to establish foundational knowledge, skills and dispositions for the Flathead Watershed Educators Guide, a place-based watershed curriculum for middle school grades based on the Flathead Watershed Sourcebook. Survey participants (n = 33) were chosen based on their expertise as educators, resource managers and scientists living and practicing in the Flathead Watershed in northwestern Montana, USA. Participants' responses were gathered through a three-round survey conducted by the Montana State University (MSU) research team using MSU's online course management system, Desire 2 Learn (D2L), an anonymous, asynchronous platform with distance accessibility. Round One responses gathered through the D2L discussion tool allowed participants to read responses and reply if desired. Round One discussion responses were reformatted into statements, which were then rated through two successive rounds using a 1-5 Likert scale. Of the initial 142 statements, 91 statements were retained in the final round. Final statements were cross-referenced with the Flathead Watershed Sourcebook to identify learning objectives for the Flathead Watershed Educators Guide. Final statements identified the knowledge, skills, and dispositions deemed most important for students in the Flathead Watershed to learn. Statements supported the need for place-based watershed education in fostering positive attitudes toward conservation and protection of the natural environment.
A Cross-National Study of Implicit Theories of a Creative Person
Author: Hopp, Manuel
Date: 2016-00-00
Type: Journal Articles
Subjects: Cross Cultural Studies,Creativity,Intelligence,Freehand Drawing,Foreign Countries,Gender Differences,Personality Traits,Student Attitudes,Imagination,Talent,Art,Social Influences,Language Skills,Mathematics Skills,Gifted,Learning Theories,Stereotypes,Cultural Differences,Questionnaires,Elementary School Students,Secondary School Students,Statistical Analysis,Likert Scales,Multivariate Analysis

Implicit theories can influence learning behavior, the approaches individuals take to learning and performance situations, and the learning goals individuals set, as well as, indirectly, their accomplishments, intelligence, and creativity. For this cross-cultural study, Kenyan and German students were asked to draw a creative person and rate it on a number of attributes. The data indicated considerable differences among the implicit theories according to students' gender and nationality. Kenyan girls, in particular, frequently ascribed a gender to their prototypical creative person that differed from their own, whereas the gender of the prototypical creative people drawn by German students was more equally spread. The data offer evidence that implicit theories of a creative person are multifaceted. Kenyan students value diligence as an important attribute of a creative person. In addition, social variables were seen as important, followed by talents in languages and mathematics. By contrast, German students valued imagination and talent in artistic areas, followed by diligence and social components. Their lowest rated attributes for creativity were talents in the domains of languages, mathematics and technical areas. Future studies should further examine the influence of implicit theories on the learning behavior of gifted students.
Culturally Responsive Teaching: Implications for Educational Justice
Author: Bassey, Magnus O.
Date: 2016-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Social Justice,Democracy,Teaching Methods,Social Change,Equal Education

Educational justice is a major global challenge. In most underdeveloped countries, many students do not have access to education and in most advanced democracies, school attainment and success are still, to a large extent, dependent on a student's social background. However, it has often been argued that social justice is an essential part of teachers' work in a democracy. This article raises an important overriding question: how can we realize the goal of educational justice in the field of teaching? In this essay, I examine culturally responsive teaching as an educational practice and conclude that it is possible to realize educational justice in the field of teaching because in its true implementation, culturally responsive teaching conceptualizes the connection between education and social justice and creates the space needed for discussing social change in society.
Critical Inquiry, Truth-Telling, and the Good: Problematization and Reconstruction for a Socially Just Education
Author: Pickup, Austin
Date: 2017-00-00
Type: Journal Articles
Subjects: Ethics,Social Justice,Critical Theory,Inquiry,Community Involvement,Pragmatics,Genealogy

This article extends the discussion of critical methodologies in education, arguing that critical work must exhibit both an explicit orientation toward truth and social justice and an engagement with how theoretical considerations of the good connect to material practices. More specifically, we center Colin Koopman's notion of genealogical pragmatism to suggest that critical work must focus on both problematization and reconstruction of the often dire circumstances that characterize our contemporary moment in education. We use this philosophical discussion as an introduction to the articles comprising this special issue on critical inquiry.
Conceptualising Multilingual Capabilities in Anglophone Higher Degree Research Education: Challenges and Possibilities for Reconfiguring Language Practices and Policies
Author: Liu, Wei
Date: 2016-00-00
Type: Journal Articles
Subjects: Multilingualism,Universities,Educational Policy,International Education,Higher Education,Student Mobility,Educational Practices,Second Languages,Linguistic Theory,Language of Instruction,Language Usage,English (Second Language),Second Language Learning,Foreign Countries,Linguistic Competence,Code Switching (Language),Student Research,Academic Discourse

In a context of the internationalisation of Higher Education (HE) driven by the high mobility of international Higher Degree Research candidates (HDRs), it is important to consider the value of HDRs' multilingual capabilities for their learning and making of original contributions to knowledge. This article reports on a literature study regarding conceptualisations of multilingualism and multilingual capabilities, together with multilingualism in university research education practices and policies. Key themes to emerge from the literature include divergent understandings of languages, multilingualism, and multilingual capabilities. For example, a &quot;static&quot; language construct provides a structuralist lens through which multilingual HDRs are viewed as an accumulation of monolinguals, whereas a &quot;dynamic&quot; language construct informs a socially and culturally constructed linguistic space where the multilingual resources of HDRs are valued. These divergences are manifested in the language-as-problem orientation and language-as-resource orientation in anglophone universities' HDR education policies. Informed by empirical evidence of leveraging multilingual capabilities in original contributions to knowledge, this article argues that it is urgent for pertinent stakeholders in HDR education to reconfigure language practices and policies in the HDR educational context. In doing so, the voices of HDRs would be able to leverage multilingual capabilities in their research instead of being treated as deficient English learners.
Inner-City Independent Schools Educators' Job Satisfaction and Their Motivation to Quit
Author: Maforah, Tsholofelo Paulinah
Date: 2015-00-00
Type: Journal Articles
Subjects: Job Satisfaction,Faculty Mobility,Teacher Persistence,Private Schools,Urban Schools,Statistical Analysis,Questionnaires,Need Gratification,Likert Scales,Psychological Needs,Faculty Development,Change Strategies,Teacher Attitudes,Foreign Countries

This study aims to investigate the levels of job satisfaction of educators in the inner-city independent schools of Johannesburg and their motivation for leaving their jobs. A quantitative method was used for the study. A questionnaire was distributed to 100 educators from five schools that were randomly selected from a sample of twenty inner-city independent schools that were conveniently and purposefully selected within a 5km radius of each other. The theoretical framework of the research was based on needs theories by Maslow and Alderfer. The results show that the educators have a high level of dissatisfaction, as a result of the lack or inadequate satisfaction of lower-end needs. The educators also show low motivation to perform their jobs due to inadequate satisfaction of higher end needs. A number of propositions to the principals, the directors and owners of the schools about ways that will increase the level of job satisfaction and reduce staff turn-over were made at the end of this discussion.
Becoming a Teacher: Tracing Changes in Pre-Service English as a Foreign Language Teachers' Sense of Efficacy
Author: Yüksel, H. Gülru
Date: 2014-08-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Preservice Teacher Education,Second Language Learning,English (Second Language),Self Efficacy,Longitudinal Studies,Mixed Methods Research,Data Collection,Attitude Change,Mastery Learning,Information Sources,Second Language Instruction,Language Teachers,Likert Scales,Questionnaires,Teaching Experience,Statistical Analysis

This longitudinal study aimed to trace changes in Turkish pre-service English as a foreign language teachers' self-efficacy over a year, and to detect possible sources of information influencing their efficacy. Utilizing concurrent mixed model design of Creswell (2003) both qualitative and quantitative data was collected. A total of 40 pre-service teachers participated in the study. Findings indicated that pre-service English language teachers' efficacy changed significantly over time. We also found that pre-service teachers seem to depend more on enactive mastery experience and social persuasion than on vicarious experience and affective state as sources of information. Based on our findings, measures are suggested on how to support pre-service teachers to improve their sense of efficacy. Implications for research on teaching and teacher education are discussed.
Intrinsic and Extrinsic Interlay Factors in Saudi Graduate Students' Perception of Performance and Success
Author: Maguire, Richard K.
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Attitudes,Foreign Countries,Graduate Students,Academic Achievement,Motivation,Incentives,Mixed Methods Research,Correlation,Grade Point Average,Disproportionate Representation,Females,Graduate Study,Masters Programs,Doctoral Programs,Surveys,Interviews

The natural symbiotic relationship between intrinsic and extrinsic factors and how they contribute to student success is undeniable. A plethora of work including self-determination, attribution, and social cognitive theories speak about academic achievement by students having a reciprocity relationship between the extrinsic factors that underline or accentuate intrinsic motivating factors that in turn re-enforce extrinsic factors such as familiar and societal pressures upon the student. This study examines to what extent motivating factors, including but not limited to, self-efficacy, attribution, and self-regulated goal setting have contributed to the pursuit of higher education in Saudi Arabia by traditionally underrepresented students. The recorded data was collected using mixed-method design combining quantitative and qualitative analysis. Closed-ended surveys and interviews conducted in social and traditional sensitive manners were conducted by a controlled group of research assistants at one learning institution on an advanced group of postgraduate students at another institution to gauge and identify the motivational factors that influence tendencies towards postgraduate studies. The initial pilot of the research consisted of thirty master's degree students and five doctoral students. The research results and their review have shown the strong symbiotic relationship between extrinsic and intrinsic motivating factors.