ethanporcaro/eric-fulltext-meta huggingface dataset:
Efficacy of Teaching Methods: An Evaluation by the Sifundzani High Learners
Author: Yasmin, Hena
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Student Attitudes,Teaching Methods,Science Instruction,Instructional Effectiveness,Preferences,Learning Motivation,Student Behavior

The study was undertaken to elicit the perception of the High School students of Sifundzani, Swaziland, regarding the prevailing system of teaching methods, to evaluate the extent to which they are benefited by these and to obtain the views and suggestions of students about various aspects of the current Science Education. 115 students were selected from grade 10, grade 11 and grade 12 in the second term of the year 2018 for this study. A set of questionnaires were administered and directed to choose the appropriate option as per the likert scale. The response were collected and analyzed. 43.96% of the total respondents agreed that the presentation of the topics during normal lectures were interesting. Surprisingly 76 % students stated that lecture method is the most effective method of teaching followed by tutorials, 59 % and group discussion, 56%. Reasons given for lecture being one of the best methods was that the teacher provides all knowledge related to topic, time saving, students attentively listen lecture and take notes. The group discussion was rated as the second best method of teaching because of; more participation of students, the learning is more effective, the students don't have to rely on rote learning, and this method develops creativity among students. Sifundzani students stated that 67.07% of the teachers have good communication skill and 62.96% of them found that the teachers are easily approachable, 82.83% of the participants agreed that white board teaching as the better mode of teaching, and in the opinion of 55.87% students, audio visual aids is the useful mode of teaching presentation for auditory and visual learners, 56.10% of the participants agreed that the number of practical classes should be more than the theory classes. Students' perception and ratings about the interesting and effective teaching methods is a way to suggest improvements in teaching/ learning process. One interesting finding was that none of the Method can be 100% effective because sometimes they just don't want to learn. Few interesting results regarding misbehaviour during class learning time was also revealed.
Teaching and Applying Creative Problem Solving: Implications for At-Risk Students
Author: Treffinger, Donald J.
Date: 2013-06-00
Type: Journal Articles
Subjects: Creative Thinking,Problem Solving,At Risk Students,Critical Thinking,Thinking Skills,Teaching Methods,Learning Activities

We identify five reasons why it is important for at-risk students to learn and be able to apply Creative Problem Solving (CPS). CPS builds on both creative and critical thinking (in harmony with each other). The CPS Version 6.1™ framework incorporates guidelines and specific tools for generating ideas (&quot;creative&quot; thinking) and focusing ideas (&quot;critical&quot; thinking), and involves four components (Understanding the Challenge, Generating Ideas, Preparing for Action, and Planning Your Approach) and eight specific stages (Constructing Opportunities, Exploring Data, Framing Problems, Generating Ideas, Developing Solutions, Building Acceptance, Appraising Tasks, and Designing Process). Teaching and applying CPS involves instruction in foundational tools, working on realistic problems and challenges, and dealing with real problems. Following this model, CPS can be incorporated in and across many curriculum or content areas, and more importantly, to a wide range of real-life opportunities and challenges. In some developmentally appropriate ways, CPS can be applied by individuals and groups across cultures and ages; it may also provide life skills that are vital for at-risk students now and in the future.
Use of Open-Ended Questions in Measurement and Evaluation Methods in Distance Education
Author: Benli, Ibrahim
Date: 2018-06-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Evaluation Methods,Measurement Techniques,Student Evaluation,Natural Language Processing,History Instruction,Computer Assisted Testing,High School Students,Grade 11

In the 21st century, which is characterized as the Information Age, information access, knowledge quick learning is vital to the development of individuals and societies. With the use of technological innovations in the field of education in the information society, it will be possible to acquire a lasting place in the globalizing world. Distance Education refers to a model of the education system that students and teachers carry out through their learning and teaching activities by communicating via technologies and postal services. According to the year 2015 data, 68 out of 184 higher education institutions in Turkey offer an open and distance learning program. 47 of them are undergraduate, 17 are graduate, 11 are graduate completion and 56 are in master degree level. In total there are 505 different programs. The measurement and evaluation process of results of training is as important as developing content in distance education applications. When question types used in Distance Education Measurement and Assessment are examined, the use of Open-ended Questions is less than other methods. However, it is well-known fact that these type of questions are good predictors of the students' knowledge. The biggest problem that arises with the usage of open-ended questions is the evaluation part. The different answers that students will give to the questions, their personal narrative skills, or the interpretations they will answer in response to the questions make the evaluation process difficult. At this point, it would be better to interpret the answers recorded in the database with Text Mining methods and Natural Language Processing techniques. In this work, we implement an algorithm for evaluation of open-ended question. The experimental results showed that a correlation was found between 0,89 - 0,96 when evaluating open-ended questions of our system by teacher evaluation.
Google Scholar through the Eyes of Academics
Author: Pekdemir, Esadiye
Date: 2018-00-00
Type: Journal Articles
Subjects: Computer Software,College Faculty,Teacher Attitudes,Scientific Research,Feedback (Response),Universities,Student Research,Foreign Countries,Search Engines,Usability,Access to Information

Known and used extensively worldwide, Google Scholar is an search engine offered by Google that specifically enables academics and students alike to conduct academic and scientific research. In this sense, it is important that we investigate how researchers and academics view Google Scholar, as well as look not only how they use it and the issues that they face when using it, but also obtain their feedback in terms of how it could better be improved. Hence, this study aims to evaluate Google Scholar through the lens of their viewpoints. In order to reach our objective, we examined and disclosed how academics viewed Google Scholar in general, how they used it, both the benefits that they felt they had received from, alongside the kinds of issues that faced while using it. We also had asked the participants for feedback as to how Google Scholar could better be improved upon. Our research was qualitative in nature due to the fact that it set out to assess people's personal opinions. We likewise used criterion sampling in order to establish our sample population. Hence, those interviewed included 15 academics employed at a Turkish university between 2018 and 2019 during its spring semester. First, we used semi-structured interviewing to collect the target data. We then examined that data using descriptive analysis. Finally, we then presented our findings in accordance with the objectives outlined in study.
The Achievement Gap and the Education Conspiracy against Low Income Children
Author: Renzulli, Joseph S.
Date: 2013-06-00
Type: Journal Articles
Subjects: Achievement Gap,Low Income Students,At Risk Students,Educational Practices,Underachievement,Student Centered Learning,Student Motivation,Creativity,Creative Teaching,Learner Engagement,Educational Change,Change Strategies,Teaching Methods,Intervention,21st Century Skills,Student Needs,Teacher Education

Despite changing rhetoric, fifty years of educational reforms have largely relied on deductive, didactic pedagogy focused on rote memorization and knowledge consumption. This article focuses on inductive, investigative approaches to schooling that lead to enjoyment, engagement, and enthusiasm for learning. The Enrichment Triad Model and Prism Model, for reversing underachievement, are based on students' strengths and interests and the promotion of joyful learning. As such, these counterintuitive approaches to school improvement offer promising alternatives to &quot;drill and kill&quot; approaches that have left vulnerable at-risk students bored and alienated. Our goals are to minimize boredom and to improve achievement and creative productivity by the infusing of enrichment experiences into any and all aspects of the curriculum. Judicious use of technology and professional development can help make enjoyable enrichment learning a reality, developing in young people an enduring passion for learning. Infusion of this type has been shown to improve the culture and atmosphere of a school, to expand the repertoire of teachers, and change the mindsets of students.
Motivation for Participation in Extracurricular School Clubs for Students with Severe Disabilities
Author: Pence, Alicia
Date: 2021-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Clubs,Student Motivation,Severe Disabilities,Extracurricular Activities,Disproportionate Representation,Social Influences,Environmental Influences,Student Characteristics,Special Education Teachers,Teacher Attitudes,Parent Attitudes,Student Attitudes,Familiarity,Student Participation

The participation of students with severe disabilities in school-based extracurricular activities provides students with opportunities to experience a full inclusive school event. Typically, however, students with severe disabilities remain underrepresented in extracurricular involvement as compared to their peers without disabilities (Agran et al., 2017; Cadwallader, et al., 2003). Understanding factors influencing students' decisions to participate, or not to participate, in extracurricular activities is a concept frequently investigated in the existing literature for students without disabilities; however, participating in extracurricular school events is seldom explored for students with disabilities. Research highlights two factors when considering participation by students without disabilities in why these students select extracurricular school activities; these factors include individual and social-environmental motivational influences.
Examining Risk and Resilience through Multiple Lenses: An Integrated Approach
Author: Polyzoi, Eleoussa
Date: 2014-08-00
Type: Journal Articles
Subjects: At Risk Students,Resilience (Psychology),Disadvantaged Youth,Family Environment,School Effectiveness,Holistic Approach,Student Development,Models

The current article presents a multifaceted model of risk and resilience that employs selected lenses to reveal insights from a variety of disciplines. This enhanced model, originally based on Bronfenbrenner's (1989) ecological framework, was developed to interpret the results of an ongoing study, conducted by the first two authors, of students' resilience in the face of adverse circumstances. The model that we developed allowed us to consider the following aspects: how the combination of school, family, and community supports can function as protective factors for students who face considerable adversity; the way that epigenetics can explain the powerful influence particularly of schools and families on child outcomes even as late as adolescence; how schools can mobilize social and cultural capital for students' benefit; the cascading positive effects of small gains that can ripple and expand over several years; and the way that socio-economic gradients can assess the effectiveness of policy interventions. The proposed model incorporates multiple informative perspectives including the biogenetic basis of resilience; developmental cascades; economic, social and cultural capital; and socio-economic status (SES) gradients that, taken together, address the limitations of Bronfenbrenner's original framework.
Problem Solving Style and Creative Productivity
Author: McCoy, Frederick H.
Date: 2014-08-00
Type: Journal Articles
Subjects: Problem Solving,Creativity,Productivity,College Freshmen,Teamwork,Cooperative Learning,Multimedia Materials,Cues,Education,Instruction,Learning,Student Projects,Cognitive Style

Freshmen education students created five-to ten-minute multimedia presentations in response to one of several prompts about education, learning, and teaching. Students who completed &quot;VIEW: An Assessment of Problem Solving Style&quot; were assigned to working teams based on their &quot;VIEW&quot; scores such that team members were similar on the three dimensions of problem solving style (Orientation to Change, Manner of Processing, and Ways of Deciding). Students' presentations were scored for clarity of prompts used, for supporting details, and for use of multi-media to enhance the presentations. Generally, on Orientation to Change, Developer-dominated teams received higher ratings on clarity of prompt expressed in their presentations. In addition, &quot;style-matched&quot; teams received higher ratings than randomly-created teams but this result had low statistical power, so results must be considered suggestive only. Additional research on problem-solving style and creative productivity is essential.
STEAM: STREAM into Online Play Groups--How Children Adapt to Play in a Rapidly Digitized World
Author: Horrace, Rebecca
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Art Education,Technology Integration,Play,Electronic Learning,Reading Instruction,Educational Technology,Toys,Creative Development,Thinking Skills

The purpose of this article is to explore the relationship between technology integration and play from a whole child perspective, specifically through online play groups. As play continues to decline and vanish from our schools completely, the author believes we must reexamine the countless benefits of play across STREAM education. With current digital advancements, children will adapt to online play and continue to develop their creative and analytical skills. The author suggests that with continued support from parents and educators, children who are encouraged to have a say in what and how they learn can use online play to build a solid STREAM foundation.
Best Practices for Training New Communication Graduate Teaching Assistants
Author: Broeckelman-Post, Melissa A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Assistants,Graduate Students,Graduate Study,Training,Best Practices,Introductory Courses,College Instruction,Teaching Methods,Mentors,Role Playing,Classroom Techniques,Grading,Feedback (Response),Professional Autonomy,School Policy,Student Personnel Services,Student Evaluation,Time Management,Curriculum Design

Graduate Teaching Assistants (GTA) are often the first college instructors that new students meet when they arrive for their first day of class, and as instructors and as students, GTAs are the future of the discipline. As such, GTAs need to receive comprehensive training in a variety of pedagogical, procedural, and professional areas to help graduate students continue to develop as instructors and, eventually, into full-time faculty. To assist basic course directors, department chairs, and faculty in creating and supporting a comprehensive and ongoing GTA training program, this article provides 10 best practices for training new GTAs who will be teaching introductory communication courses.
Classroom Ideas for Promoting Social Justice: Encouraging Student Activism in Intercultural and Gender Communication Courses
Author: Sanford, Amy Aldridge
Date: 2018-00-00
Type: Journal Articles
Subjects: Class Activities,Social Justice,Activism,Intercultural Communication,Gender Differences,Consciousness Raising,Best Practices

Communication courses (e.g., intercultural communication and gender communication) dedicated to the promotion of social justice often result in students' raised consciousness regarding privilege and the oppression of people who have been marginalized historically. Affected students, however, often are at a loss about what to do with the newly acquired knowledge; consequently, they may experience anger and frustration that causes them to feel overwhelmed and leaves them with a sense of hopelessness. This essay provides 10 suggestions to help communication pedagogues guide students from anger and hopelessness to action and empowerment. Tips offered center on classroom discourse, curriculum choices, and potential assignments.
Integrating Service-Learning in the Public Speaking Course
Author: Munz, Elizabeth A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Service Learning,Public Speaking,Rhetoric,Best Practices,Integrated Curriculum

This best practices article endorses incorporating service-learning into the foundational public speaking course. The article explains connections between service-learning and the rhetorical tradition, highlights pedagogical approaches that would benefit from a service-learning component, and discusses the benefits of service-learning for community partners and students. The remainder of the article focuses on how to implement service-learning in a public speaking course, including reflection and assessment recommendations.
Transformative Learning through International Service Work
Author: Desjardins, Nicole
Date: 2014-08-00
Type: Journal Articles
Subjects: Transformative Learning,Service Learning,Travel,Undergraduate Students,Preservice Teachers,School Construction,High Schools,Social Change,Rural Areas,Disadvantaged,Community Characteristics,Partnerships in Education,Emotional Experience,Consciousness Raising,Foreign Countries

Transformative learning, and its processes as proposed by Mezirow, has been the subject of much debate. This study contributes to the literature about these debates by examining transformative experiences within a foreign service-learning context. Canadian post-secondary students lived and worked to build a school in solidarity with a community in Nicaragua. Their reflections inform three contentious controversies regarding the nature of transformative learning.
Borrowing Insights from Other Disciplines to Strengthen the Conceptual Foundations for Gifted Education
Author: Ambrose, Don
Date: 2015-12-00
Type: Journal Articles
Subjects: Academically Gifted,Gifted Education,Interdisciplinary Approach,Cooperative Planning,Creativity,Cognitive Science,STEM Education,Art Education,Diversity,Problem Solving,Figurative Language

Arguments over conceptions of giftedness and provisions for the gifted bear similarities to arguments over key constructs in other disciplines. We can clarify and strengthen the conceptual foundations for gifted education by going beyond psychology and education to explore theory and research in other disciplines such as cultural anthropology, ethical philosophy, history, sociology, economics, and the philosophy of science. Based on long-term experiences with interdisciplinary inquiry, including collaborative, interdisciplinary projects involving leading thinkers from multiple fields, this focus article provides suggestions about ways in which scholars can shed new light on high ability. The suggestions include frameworks for individual and collaborative interdisciplinary exploration and discussion of the benefits and pitfalls of such work. The analysis provides the basis for reactions from leading thinkers in the fields of gifted education and creative studies. Respondents will react to the recommendations for further interdisciplinary work, especially in the field of gifted education, looking for strengths, flaws, and refinements.
Communication Pedagogy and the Scholarship of Teaching and Learning: A Natural Match and a Promising Future
Author: Danielson, Mary Ann
Date: 2018-00-00
Type: Journal Articles
Subjects: Communication (Thought Transfer),Scholarship,Instruction,Learning,Educational Improvement

Engaging in principles of good Scholarship of Teaching and Learning practice elucidates communication pedagogy and offers communication scholars opportunities to contribute to both the Communication discipline and a(n) (inter)national body of scholarship. Felten (2013) identified five principles of good practice in SoTL: (a) inquiry focused on student learning; (b) grounded in context; (c) methodologically sound; (d) conducted in partnership with students; and (e) appropriately public.
Predicting Career Interests from Problem-Solving Style with High School Students
Author: Johnson, Allison
Date: 2014-08-00
Type: Journal Articles
Subjects: Prediction,Vocational Interests,Problem Solving,Cognitive Style,High School Students

The goal of this study was to examine the relationship between problem-solving style as measured by &quot;VIEW: An Assessment of Problem-solving Style&quot; and career interests or preferences in high school students as measured by the &quot;Kuder Career Search with Person Match.&quot; Three-hundred forty-two eighth through eleventh grade junior and senior high school students from a suburban high school participated in this study. &quot;VIEW&quot; yields information about six individual problem-solving styles along three dimensions: Orientation to Change (Explorer vs. Developer), Manner of Processing (External vs. Internal), and Ways of Deciding (People-Oriented vs. Task-oriented). The Kuder Career Search with Person Match provides scores according to 16 career interest categories as well as Holland's RIASEC (Realistic, Investigative, Artistic, Social, Enterprising, and Conventional) model of categories of personality/career types. With respect to the Orientation to Change dimension, Explorers displayed a preference for the Kuder Arts/Communication (Artistic) Career Cluster. Externals displayed a preference for the Kuder Sales/Management (Enterprising) Career Cluster. With respect to the Ways of Deciding Dimension, those who had a People-Oriented decision-making style had a greater preference for the Kuder Arts/Communication (Artistic) Cluster and the Kuder Social/Personal Services (Social) Cluster while those who had a Task-Oriented decision-making style had a greater preference for the Kuder Outdoor/Mechanical (Realistic) Cluster and the Kuder Science/Technology (Investigative) Career.
Critical Communication Pedagogy in/about/through the Communication Classroom
Author: Golsan, Kathryn B.
Date: 2018-00-00
Type: Journal Articles
Subjects: Critical Thinking,Communication (Thought Transfer),Educational Research,Identification (Psychology),Power Structure

Critical Communication Pedagogy (CCP) signals a critical approach to Communication and Instruction scholarship. Critical signals a recognition that social reality is inherently political and encourages individuals to work with/in communities to identify, intervene into, and change oppressive systems. Communication and Instruction scholarship refers to (a) research concerning how to teach communication principles, theories, or knowledge (i.e., Communication Pedagogy or Communication Education) and (b) research about communication as it manifests in or about all types of educational spaces (i.e., Instructional Communication). CCP is not guided by a single methodology; rather, it signifies both an intellectual tradition and an umbrella term for critical approaches to Communication Pedagogy and Instructional Communication.