ethanporcaro/eric-fulltext-meta huggingface dataset:
Students&apos; Success in English Vocabulary Acquisition through Multimedia Annotations Sent via WhatsApp
Author: Cetinkaya, Levent
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Vocabulary Development,Multimedia Instruction,Multimedia Materials,Hypermedia,Computer Mediated Communication,Synchronous Communication,Asynchronous Communication,Second Language Instruction,Instructional Effectiveness,Secondary School Students,Grade 9,Computer Oriented Programs

The purpose of this study is to determine the effects of the multimedia annotations which were sent through instant messaging application WhatsApp on students' success in English vocabulary acquisition together with their opinions on the educational use of WhatsApp and the multimedia annotations. In the study, mixed method model, which combines both quantitative and qualitative data, was employed. Results of the variance analysis of the quatitative data indicated that the multimedia annotations sent through WhatsApp yielded a meaningful increase in students' vocabulary acquisition. Multiple comparison test to identify the reason of this increase revealed that 'Text+Picture+Audio' and 'Text+Picture' multimedia annotations increased students' vocabulary acquisition meaningfully when compared to other learning multimedia annotations. Although 'Text+Audio' multimedia annotation contributed to the success of students more than the students who received only 'texts', it wasn't found meaningful. In the qualitative aspect of the study, students expressed their willingness to go on the treatment. They stated that similar researches in their other courses could be useful. They also added that they could learn unconsciously and expressed positive opinions towards the use of the pictures and audio annotations in particular. However, a few students reacted negatively againts the irrelevant posts and stated that the posts occupied a lot of space on their phones.
Survival and Risk Analysis in MOOCs
Author: Labrador, Manuel Medina
Date: 2019-10-00
Type: Journal Articles
Subjects: Large Group Instruction,Online Courses,Student Characteristics,Risk,Student Attrition,Dropout Rate,Academic Persistence

The most significant disadvantage in the use of MOOCs is their high drop out rates, which reaches between 88.3% and 90%. This research examined the desertion from 15 MOOCs, the following factors and their relation to desertion were assessed, characteristics of the students (gender, language, educational level, age, interest in the final certificate) and aspects of the courses (data lost at the time of registration, duration of the MOOC, course discipline, number of total questions and by evaluation). The results, based on survival analysis, indicate the probability of desertion is the highest on the first and last weeks of the MOOC. Our findings show that the probability of dropout is affected by the number of questions in each evaluation, the educational level of the participants, their age and their interest in the certificate. Missing data in the registration form was found to be associated with desertion being a significant pre-dictor of risk of quitting. Finally, the lack of interest in the certificate was found to be a predictor of the highest risk of dropping out. Possible strategies to reduce the desertion behavior at MOOCs are discussed.
Branding Culturally Relevant Teaching: A Call for Remixes
Author: Hollie, Sharroky
Date: 2019-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Teacher Education Programs,Cultural Relevance,Educational History,Naming,Educational Methods,Teacher Competencies,Language Usage

What is in a name? This question is a quandary for culturally relevant teaching (CRT). As a way of grappling with the dilemma, this article raises three essential questions to address if CRT is being applied in name only, or has it evolved in ways that are beyond just terminology with distinguishable types of CRT? First, a historical accounting or literature review of various well-known brands of CRT is presented. Next, a survey of names used for CRT in some of California's teacher education programs and the meanings associated with those names are examined. Last, a current, successful brand of CRT is offered as an example of a specific name for CRT being aligned with a precise way of being culturally and linguistically responsive. The conclusion is a call for a collective reflection on the state of CRT in teacher education. Is it not time for more remixes?
Building a Classroom Community That Supports Students&apos; Social/Moral Development
Author: Watson, Marilyn
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Development,Social Development,Moral Development,Elementary School Students,Elementary School Teachers,Classroom Techniques,Discipline,Program Effectiveness,Academic Achievement,Teacher Education Programs,Empathy,Public Schools,Trust (Psychology),Poverty,At Risk Students,Elementary Education

This article contains four parts. It begins with a description of the Child Development Project, a research project aimed at discovering ways to integrate a focus on students' social and moral development in elementary schools. Then we describe the project's mixed results in helping teachers successfully apply its approach to classroom management, called &quot;Developmental Discipline.&quot; Next, the successful use of Developmental Discipline by one teacher, Laura Ecken, is described, along with the gradual moral and academic growth of her students. Lastly, faculty from two teacher preparation programs describe their use of Laura's example to support their students' ability to manage their classrooms in ways that foster social/moral and academic growth.
Improving Exam Performance in an Undergraduate Statistics Course for At-Risk Students through Peer Tutoring
Author: Elbulok-Charcape, Milushka
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Improvement,Undergraduate Students,At Risk Students,Peer Teaching,Tutoring,Academic Achievement,Introductory Courses,Urban Universities,Public Colleges,Attendance,Help Seeking,Self Efficacy,Scores,Psychology,Young Adults,Tests,Gender Differences,Ethnicity,Statistics,Instructional Program Divisions

Peer tutoring is an effective method of improving undergraduate students' academic performance, especially for those at-risk for poor grades. Peer tutoring has seldom been explored in undergraduate statistics, a difficult but required course for many college majors. The current study investigated the benefits of peer tutoring for 180 demographically-diverse undergraduate students enrolled in an introductory psychology statistics course at an urban public university. We investigated the predictive value of attendance at peer tutoring sessions for in-class examination performance. We also studied the role of help-seeking and self-efficacy. Results indicated that peer tutoring attendance was associated with higher grades for in-class examination among at-risk students. Help-seeking and self-efficacy were not associated with in-class examination scores. Peer tutors can help at-risk students increase scores in statistics courses. Departments offering undergraduate introductory statistics courses should allocate resources to allow for funding of peer tutoring programs.
Integrating Social-Emotional Learning and Culturally Responsive Teaching in Teacher Education Preparation Programs: The Massachusetts Experience so Far
Author: Donahue-Keegan, Deborah
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Development,Emotional Development,Culturally Relevant Education,Teacher Education Programs,Skill Development,Teacher Competencies,Student Diversity,Teacher Educators,Teacher Role,Cultural Awareness,Elementary Secondary Education,Advocacy,Faculty Development

In this article, we present an integrated approach to social-emotional learning and culturally responsive teaching (SEL/CRT), a framework that has guided the advocacy and practical work of teacher educators (including the authors of this article) in Massachusetts. Hailing from a range of higher education programs across the state, this group has organized to advocate for systematic integration of culturally responsive SEL in all teacher preparation programs in Massachusetts.
Challenges and Opportunities of Infusing Social, Emotional, and Cultural Competencies into Teacher Preparation: One Program&apos;s Story
Author: Nenonene, Rochonda L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Preservice Teacher Education,Elementary Secondary Education,Social Development,Emotional Development,Faculty Development,Communities of Practice,Teacher Competencies,Cultural Awareness,Participative Decision Making,Teacher Collaboration,Program Effectiveness

This article details one teacher education department's process of addressing the social-emotional learning of preservice teachers and, ultimately, their P-12 learners. We used an innovative social-emotional learning framework utilizing the professional learning communities model for faculty development and program implementation. It uses multiple project artifacts to retell the narrative of faculty development and analyze key factors in implementation. The insights shared in this article have implications for others infusing social-emotional learning into their teacher education programs or utilizing professional learning communities for faculty development.
Intrinsic Motivation as the Foundation for Culturally Responsive Social-Emotional and Academic Learning in Teacher Education
Author: Ginsberg, Margery B.
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Motivation,Culturally Relevant Education,Student Characteristics,Social Development,Emotional Development,Teacher Education Programs,Politics of Education,Inclusion,Positive Attitudes,Competence,Instructional Design,Adult Education,Faculty Development

The article conceptualizes coursework in teacher education through the lens of intrinsic motivation. Authors theorize a pragmatic heuristic known as the motivational framework for culturally responsive teaching to achieve that goal. Then, using two illustrative examples, one of which is shadowing high school students, authors show how the framework's four motivational conditions can enhance teacher motivation to regularly gather data to know their students as unique and valuable members of the classroom community rather than as problems that need to be solved.
Writing to Reduce Anxiety and Improve Outcomes in Introduction to Statistics for Psychology Majors
Author: Modiano, Yosefa
Date: 2019-00-00
Type: Journal Articles
Subjects: Introductory Courses,Psychology,Majors (Students),Statistics,Mathematics Anxiety,Undergraduate Students,Scientific Literacy,Required Courses,Negative Attitudes,Writing Across the Curriculum,Writing Assignments,Group Activities,Outcomes of Education,Student Projects,Peer Evaluation

Psychology ranks fourth on the list of most common undergraduate majors and is increasing in popularity (McFarland, 2018). The most recent American Psychological Association (APA) guidelines for the undergraduate psychology major list scientific inquiry among its most important goals. In order to demonstrate literacy in psychological science, the APA recommends that students learn to interpret and communicate statistical findings as well as interpret, design, and conduct basic psychological research (American Psychological Association, 2016). To that end, statistics for behavioural sciences is often a required course in undergraduate psychology curricula. Teaching statistics to an undergraduate population of non-math majors, such as those studying psychology, poses challenges, including negative beliefs and attitudes about statistics (Freeman et al., 2008 Gal et al., 1997; Holmes, 2012). Undergraduate statistics is often the only quantitative course required of many psychology majors, and, in light of negative perceptions and anxieties, it may be the only such course they complete throughout their undergraduate education. Accordingly, course objectives should be carefully considered to maximise student benefit and reduce negative experiences (Garfield, 1995). Primary aims of a statics course for psychological sciences could include: (1) preparing students to competently engage with the statistical concepts and applications that they are likely to see in other classes; (2) familiarising students with the key research and statistical methods used in the discipline; and (3) teaching students how to be responsible consumers of quantitative information they are likely to encounter outside of school. In this article, the authors propose that utilising best practices drawn from the Writing Across the Curriculum (WAC) tradition can address the the primary aims, reduce negative classroom experiences, and lead to improved learning outcomes in introductory statistics courses for psychology majors.
On the Other Side: Learning about Being a Service User or Carer during Simulation Training on a Clinical Psychology Doctorate Programme
Author: Nel, Pieter W.
Date: 2019-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Clinical Psychology,Simulation,Foreign Countries,Role Playing,Vignettes,Reflection,Learning Activities,Graduate Students

Training clinical psychologists to be able to work with those who will use their services in ways that are not 'othering' or stigmatising and that facilitate a safe, compassionate and accepting place from where psychological therapy can be undertaken, is an essential task for trainers. Although simulation training is widely used in some healthcare professions, it is a relatively new method in clinical psychology training. In this article we describe a simulation training exercise as one effective way to achieve the goals described above.
Trust Your Team: Our Journey to Embed Social and Emotional Learning in a Teacher Education Program Focused on Social Justice
Author: Swanson, Patricia
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Development,Emotional Development,Teacher Education Programs,Social Justice,Masters Programs,Program Development,Teacher Competencies,Culturally Relevant Education,Interdisciplinary Approach,State Universities,Beginning Teachers,Credentials,Trust (Psychology),Teacher Educators,Elementary Secondary Education

This case describes one university's journey to embed social, emotional, and cultural learning (SEC) deeply into a three-semester combined multiple-subject credential and MA program centered on social justice. The authors describe stages of program development and point to key anchor competencies they believe essential for beginning teachers and critical to enabling them to teach social-emotional learning skills in culturally sustaining classrooms. The authors describe course activities, readings and assessments and the development of &quot;throughlines&quot; connecting key concepts and essential practices across courses, concluding with the challenges of integrating the many theories that inform this work.
Psychology Internship as Partnership: Four Perspectives
Author: Stiles-Smith, Benita
Date: 2019-00-00
Type: Journal Articles
Subjects: Internship Programs,Psychology,Psychologists,Partnerships in Education,Supervisors,Administrator Attitudes,Student Attitudes,Coordinators,Universities

Internships for psychologists are intended to provide grounding and training for practice in the field. We posit that this, though certainly bringing focused attention to content and competencies, is best completed within collaborative working relationships intentionally nurtured between educational and practice settings on behalf of the intern to greater degrees than are normally present in most internships. This article brings views from four perspectives: Those of the University Programme Co-ordinator in overview, the Intern Psychologist, the Psychologist Site Supervisor, and the Psychologist University Supervisor. Using a mountaineering metaphor, we present a chronicle of the experience, useful learnings, and practical recommendations. The four authors worked together through the internship year, with the intern working in an on-campus student health centre. Internship detail of this setting is provided to anchor the narrative, but the learnings generalise across internship settings.
Back to the Chalkboard: Lessons in Scaffolding Using SOLO Taxonomy from School Teachers for University Educators
Author: Sprecher, Eva A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Scaffolding (Teaching Technique),Taxonomy,College Instruction,Individualized Instruction,Lecture Method

This paper has been developed from a practical oral presentation given by the author as a bursary winner at the second annual DART-P Conference which took place at the University of Cardiff in June 2019. Objectives: The aim of this paper is to share practical strategies for teaching techniques, that are common to the school classroom, adapted to the context of university education. Specifically, this paper will examine how lecture-based teaching can be differentiated for university students at different stages in their learning journeys in the same lecture hall. Background: There is a truism in educational circles that the older the individuals who teachers hope to educate, the less the availability of evidence-based pedagogical research to guide their teaching practice. It is widely accepted that despite the similarity in age between university students in the same cohort there are often stark differences in learner profiles. However, there is precious little training or research to inform university lecturers on how to differentiate their teaching to suit the level of a wide range of students. Methods: Four strategies for scaffolding and differentiation, originating from school-based pedagogy but adapted for the lecture theatre environment, will be presented with examples and modelling. Each strategy will be linked to the Structure of Observed Learning Outcome (Biggs &amp; Collins, 1982) model. Conclusions: This paper will provide practical strategies for university lecturers and educators to test in their own practice to assist in ensuring that no student is left behind in their teaching.
Use and Impact of the Open Source Online Editor Etherpad in a Psychology Students&apos; Statistics Class
Author: Bebermeier, Sarah
Date: 2019-00-00
Type: Journal Articles
Subjects: Open Source Technology,Collaborative Writing,Editing,Technology Uses in Education,Cooperative Learning,Graduate Students,Masters Programs,Psychology,Statistics,Mathematics Instruction,Student Participation,Foreign Countries,Student Attitudes

The Etherpad is an open source online editor providing the possibility for collaborative writing and discussions in real-time via a shared link. Previous research has shown that the use of technology in higher education can be effective and that online editors can facilitate collaborative learning. This article outlines the use of the Etherpad in a psychology Master's students' statistics class. During the lecture, students asked and answered questions in the Etherpad, followed the discussion of others, and/or gave general comments on the lecture and its topics. A tutor and the lecturer acted as moderators of the Etherpad. For evaluative purposes, students' participation in the Etherpad and their feedback in a mixed-methods survey were investigated. In all, 50 out of 90 students attending the course sessions participated in the evaluation. Students' commitment and feedback were very positive. We conclude by discussing implications of the Etherpad use for lecturers teaching statistics.
The Co-Authorship and Subject Areas Network in MOOCs&apos; Scientific Production in Web of Science
Author: Asadzandi, Shadi
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,Online Courses,Authors,Scientific Research,Social Networks,Institutional Cooperation,International Cooperation,Universities,Electronic Learning,Open Educational Resources,Interdisciplinary Approach,Faculty Publishing

Massive Open Online Courses (MOOCs) is a new phenomenon in online learning which are held by higher education institutions and universities. MOOCs is larger than normal classes and it is free as well. The present study aims to specify the authors' structure of co-authorship and the required indicators in analyzing co-authorship, co-authorship network of countries, organizations and subject areas in MOOCs. All productions regarding scientific areas of MOOCs were extracted from the &quot;Web of Science&quot; from the beginning till 2016. There are 2195 extracted documents that were saved as txt and isi formats. Co-authorship drawing networks were prepared by website software CiteSpace version 5.1.R8 SE and Gephi version 0.9.2. MOOCs co-authorship network is regarded as spare that means the number of ties is less than nodes. This indicates that authors in this area have fewer tendencies for scientific relations. European countries play the main role in this area and their co-authorship is considerable. Harvard University has considerable co-authorship in this domain. According to the results of this study, MOOCs' network suffers from the lack of collaboration.
Developing Creative Thinking Skills in Adolescents through Play-Based Pedagogic Planning Principles
Author: Mawtus, Bridget
Date: 2019-00-00
Type: Journal Articles
Subjects: Creative Thinking,Thinking Skills,Skill Development,Adolescents,Play,Foreign Countries,Secondary School Students,Student Centered Learning,Instructional Effectiveness,Secondary School Teachers,Educational Planning

It is becoming clear that in the 21st century, a focus on skill development in education is necessary to complement the curriculum, particularly with regards to creative problem solving. The emerging Pedagogy of Play seems to provide a framework to facilitate this but is not easily applicable in the mainstream UK due to difficulties in empowering teachers to use it on an everyday basis. In response to this, a simple methodology was developed to encourage teachers to implement a Pedagogy of Play approach in the secondary UK classroom, and a control experimental Student Focused method was explored in a similar way. A classroom evaluation of the two methods was undertaken along with a control teaching as usual group. This was done in a classroom timeframe collecting pre- and-post measurements of creative thinking using the Widening, Connecting and Reorganising model of creativity, in addition to teacher generated attainment at the same time points. Results indicated that teachers showed clear appreciation of, and engagement with, the approach for both innovative methods. The use of Pedagogy of Play led to significant enhancements of creative thinking while the Student Focused method did not, although this group did show a significant improvement in subject attainment. This indicates it is possible to enhance creativity within the school curriculum and that Pedagogy of Play may be a way of doing this. Future research should focus on the exploration of a hybrid methodology to enhance both creative thinking and increase subject attainment.