ethanporcaro/eric-fulltext-meta huggingface dataset:
How MOOCs Can Develop Teacher Cognition: The Case of In-Service English Language Teachers
Author: Ardavani, Shahrzad
Date: 2019-00-00
Type: Journal Articles
Subjects: Language Teachers,Online Courses,Access to Education,Higher Education,Faculty Development,Language of Instruction,Open Educational Resources,Critical Incidents Method,Second Language Learning,Second Language Instruction,English (Second Language),Schemata (Cognition),Attitude Change,Teacher Attitudes,Context Effect,Classroom Techniques,Prior Learning,Metalinguistics,Foreign Countries

Research reveals a rapid expansion of Open Educational Resources (OER) supporting global access to higher education for continued professional development (CPD) for in-service teachers. This offers interactive opportunities for participation and reflection to support the development of teacher cognition through a globally-oriented online community. This paper will indicate whether the OER MOOCs designed for CPD of in-service English language teachers (ELT) have a role in developing teacher cognition. It also examines the inservice teacher experience of MOOC participants and proposes that teacher cognition and evaluation of cognitive change remain central to understanding teachers' experience of learning on MOOCs. Brookfield's (1995) critical incident questionnaire (CIQ) captured the weekly experience of six inservice ELTs undertaking a CPD MOOC over four weeks. Thematic analysis and descriptive statistics were applied to CIQ data to examine changes in participant cognition. Teachers reflected on how MOOC developed their own knowledge, their learners' knowledge, and to a lesser extent, their colleagues' knowledge. The findings cast new light on the influence of MOOC which primarily shows that in terms of their own knowledge, teachers have a strong tendency to view MOOC participation as a pathway to their own development.
Bridging Technical Skills Gaps between High School Students and Local Employers
Author: Fletcher, Edward C., Jr.
Date: 2017-05-00
Type: Journal Articles
Subjects: Job Skills,Career Academies,Vocational Education,Technical Education,Manufacturing Industry,Education Work Relationship,Skill Development,Career Readiness,Authentic Learning,STEM Education,High School Students,High School Teachers,Employers,Student Attitudes,Teacher Attitudes,Employer Attitudes,Skilled Workers,Computer Assisted Design,Class Activities

The purpose of this study was to explore how technical skills taught and learned in Florida engineering and engineering technology-themed career academies fit technical skills desired by local employers in technology and manufacturing. The analysis utilized the narratives of 70 students and four teachers from career academies at four high schools and 27 industry leaders from the same geographical region of Florida. Data interpretation led to understanding that employers expressed an urgent need for technical skills using appropriate equipment and technologies, teachers were teaching students technical skills by simulating the real-world work environment, and students valued their abilities to transform their classroom project ideas into tangible products.
Pre-Service Teachers in Finland: Comparative Education through Short-Term Faculty-Led Study Abroad
Author: Meyer, Joshua
Date: 2019-00-00
Type: Journal Articles
Subjects: Study Abroad,Preservice Teachers,Preservice Teacher Education,Foreign Countries,Cultural Differences,Assignments,Program Effectiveness

Study abroad is a popular enrichment of the U.S. postsecondary academic experience with short-term programs providing a cost-effective opportunity to enhance student international travel experiences. In this review, we critically examine a U.S. program we led to Finland with the goal of identifying the pedagogical features from that program that maximize and optimize student learning. We provided thirteen undergraduate and graduate students in a department of education at a mid-sized, public, land-grant university an opportunity to participate in a short-term, faculty-led study abroad program to learn about Finland's public, K-12 educational system. Program learning outcomes included comparing the country's top-ranked educational system with U.S. public K-12 education in order to enhance students' future teaching practices. The purpose of this essay is to deconstruct the pedagogical features from that program to identify what worked well and what could have been improved upon with the goal of providing a critically examined model for consideration and thereby enhance comparative educational practice for faculty-led study abroad programs.
Effects of Integrating Mathematical Concepts into a Nutrition Unit in the Animal Science Curriculum
Author: Gardner, Andrea R.
Date: 2017-05-00
Type: Journal Articles
Subjects: Mathematical Concepts,Nutrition Instruction,Agricultural Education,Mathematics Skills,Self Efficacy,Mathematics Achievement,Grade Point Average,Scores,Algebra,High School Students

Achievement test scores in mathematics have been a concern among educators for many years. Teaching contextualized mathematics has been found to be effective and includes providing a direct application to real-life scenarios rather than teaching linear equations and algebraic principles in isolation. This study measured the effects of integrating mathematical skills in one instructional unit in an animal science curriculum. Students from eight schools participated in the research study. Students completed a pretest measuring their existing mathematical skills and self-efficacy in math. All students were taught a unit of instruction about animal nutrition and feeding. The control group received a typical nutrition unit, and the treatment group received the same unit of instruction with the addition of mathematical skill integration. Following the unit of instruction, students completed a posttest survey, which included a mathematics attitudinal scale, posttreatment self-efficacy scale, and posttreatment mathematics skills questions. No statistically significant difference was found in mathematics self-efficacy or mathematics skills between the control group and treatment. However, results indicated a strong positive relationship between students' mathematics self-efficacy and their mathematics skills. Further, highest level of mathematics courses completed and overall grade point average were statistically significant factors in predicting mathematics self-efficacy.
Evaluation of Pharmacy Students&apos; Knowledge and Perception of Scientific Integrity
Author: Ababneh, Rawan A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Pharmaceutical Education,Undergraduate Students,Plagiarism,Ethics,Student Attitudes,Foreign Countries,Deception,Scientific Research,Knowledge Level,Research Training,Teaching Methods,Student Research,Gender Differences

Scientific integrity, proper research conduct and avoiding research misconduct including plagiarism, fabrication and falsification, are all essential to all disciplines. Since research experience is a recommended skill to gain during undergraduate education, undergraduate students need to be aware of research misconduct in order to avoid it. This study was carried out to determine the level of knowledge and awareness regarding research misconduct, and the independent factors that might contribute to attitudes towards research misconduct. In this cross-sectional study, a questionnaire was self-filled by pharmacy undergraduate students about their knowledge of practices in research misconduct. Among the respondents (n=800), 79.12% had poor knowledge, whereas 20.88% had good knowledge about research misconduct and research ethics. Furthermore, only 9% indicated having previous training in research conduct/misconduct, whereas 36.5% had previous training in research ethics. In conclusion, this study reflects insufficient knowledge and awareness about research misconduct concepts and their main terminologies among undergraduate pharmacy students, which emphasizes the importance of implanting proper training programs/courses on research ethics during students' academic years.
ELT Preservice Teachers&apos; Perceptions and Opinions on How to Integrate ICT in Language Classes
Author: Yüksel, Ilknur
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Preservice Teachers,Language Teachers,Student Attitudes,Educational Technology,Technology Integration,Teaching Methods,Foreign Countries

This study examined ELT students' perceptions and opinions on how to integrate ICT in language classes. The participants' compromised of 97 students attending to the department of English Language Teaching in Turkey. The data of this descriptive study was collected through a questionnaire developed by the researchers. As analyzed through descriptive statistics, the findings indicated that the participants had positive perceptions towards the use of ICT and they were aware of the effectiveness of ICT tools for language teaching. Majority of the participants reported that the use of ICT would contribute not only their teaching competencies but also teaching each language skill effectively. Most of the participants agreed that the use of ICT in language classes will make language teaching fun and it will enhance the language learners' motivation so as to make learning permanent through the use of visual, audial and animated tools. It was also observed that the participants could suggest the use of different ICT tools for each language skill considering the dynamics of skills and tools.
Analysis of Mathematical Representation by React Strategy on the Realistic Mathematics Education
Author: Supandi
Date: 2016-10-00
Type: Journal Articles
Subjects: Grade 8,Junior High School Students,Mathematics Education,Teaching Methods,Problem Solving,Mathematical Concepts,Mathematics Instruction,Mathematics Achievement

This study was aimed to analyze the ability of mathematical representations in the eighth-grade junior high school students by using the REACT strategy on the learning of Realistic Mathematics Education (RME). The REACT strategies represent Relating, Experiencing, Applying, Cooperating, and Transferring. This study was a quasi-experimental research with nonrandomized pretest-posttest control group design. The population of this study was students in the eighth grade. Two classes were selected and classified as a class of experiments (with RME approach by REACT strategy), and control class (with scientific approach). Data obtained was analyzed by the independent t-test and proportions test. The results showed that there was an interaction between the approaches of RME with REACT strategy on the ability of mathematical representation. The students with approach RME by REACT strategy had better representation ability than the students with current approach scientific. In addition, it was found that more than seventy percent of students with RME approach by REACT strategy fulfill the learning completeness.
The Adaptation of Multidimensional State Boredom Scale into Turkish
Author: Korkmaz, Ümmügülsüm
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Measures (Individuals),Psychological Patterns,Test Construction,Construct Validity,Test Reliability,Factor Analysis,Factor Structure,Psychometrics,College Students

The purpose of this study was to adapt Multidimensional State Boredom Scale developed by Fahlman, Mercer-Lynn, Flora and Eastwood (2013) into Turkish language and culture. The scale was applied to a total of 305 students attending Afyon Kocatepe University in Turkey. After Confirmatory Factor Analysis was conducted for testing construct validity, it was determined that the adapted scale consisted of 27 items and five factors (Disengagement, High-Arousal, Low-Arousal, Inattention, Time-Perception). The internal consistency coefficient was found as 0.91 for the whole scale. According to the results obtained through the study, Turkish version of Multidimensional State Boredom Scale is an instrument that can be used in the assessment of boredom proneness.
The Functions of Use Code Switching in English Learning Classroom
Author: Fachriyah, Eva
Date: 2016-10-00
Type: Journal Articles
Subjects: Code Switching (Language),English (Second Language),Second Language Learning,Foreign Countries,Indonesian,Teacher Student Relationship,College Students,English Teachers

The aims of this research is to gain a deep understanding and to knowing the use of code-switching that have done by students and lecturers in interaction when teaching learning in English class. Specifically or as sub-focus in this research was aimed to determine the functions for the use of code switching that is used by both of the speaker and hearer that in this case the interaction between lecturer and students when learning takes place. This research was conducted at the campus of the State Islamic Institute &quot;Sultan Maulana Hasanuddin Banten&quot; at the Faculty of Education and Teaching in English department at the third semester. This study was a qualitative research by using ethnography of communication method. The techniques and procedures of data collection were used such as observation, recordings and transcripts, and interviews. Based on data analysis, the use of code switching in English classroom has got the result for functions of code switching in interaction when the learning take place.
Problems Faced by Secondary Technology Education Novice and Veteran Teachers
Author: Arnett-Hartwick, Sally E.
Date: 2019-05-00
Type: Journal Articles
Subjects: Secondary Education,Technology Education,Beginning Teachers,Experienced Teachers,Barriers,Teacher Attitudes,Teacher Persistence,Job Satisfaction,Educational Equipment,Knowledge Level,Teacher Administrator Relationship,Discipline,Time Management,Vocational Education,Differences,Educational Finance

The purpose of this study was to examine the challenges faced by secondary technology education (TE) teachers in Illinois. Specifically, the study sought to identify and categorize a list of challenges encountered during their first years in the TE profession as well as challenges that veteran TE teachers are facing in their current teaching assignment. Seventy-three TE teachers completed an online questionnaire. Twenty-six challenges were identified and of the top five challenges, only three, equipment, funding, and understanding what TE is were identified as a continuous challenge at each career stage. Knowing the challenges identified by TE teachers at different career stages can assist school administration and TE professionals in providing specific support to address these problematic areas in efforts to improve retention rates among TE teachers.
Economic Attainment Patterns of College-Educated Women in Mid-Career: An Objective Indicator of Career Success
Author: Han, Hyojung
Date: 2017-12-00
Type: Journal Articles
Subjects: Educational Attainment,Income,Females,Adults,Career Development,Job Satisfaction,Longitudinal Studies,National Surveys,College Attendance,Family Work Relationship,Family Characteristics,Occupations,Race,Labor Market,Life Style,Generational Differences

The purpose of this study was to identify latent classes of college-educated late-baby-boomer generation women's economic attainment (income) patterns during mid-career and examine the family and job satisfaction characteristics within each latent class. Longitudinal latent class analysis was used to analyze income data from the National Longitudinal Survey of Youth 1979 for 607 college-educated women in the United States for the years 1990 to 2010. The analysis revealed five distinct patterns of women's economic attainment. A majority of the sample (72.7%) fell into the sustained growth group in which women's economic attainment increased continuously and consistently. Approximately one-third of the sample exhibited sporadic (steady decline, early-sustained, and late rebound) or limited (stagnant growth) patterns. Both newly-formed family and family-of-origin factors differed significantly across classes. However no difference in job satisfaction among classes was found.
Developing Multicultural Self-Awareness through a Transformative Learning Experience
Author: Bezard, Cynthia
Date: 2017-12-00
Type: Journal Articles
Subjects: Cultural Awareness,Identification (Psychology),Transformative Learning,Vocational Education,Reflection,Vocational Education Teachers,Self Concept,Faculty Development,Multicultural Education,Self Evaluation (Individuals),College Faculty

The purpose of this qualitative case study was to explore the ways that a change in perspective can create a better understanding of cultural identity. This study addressed: (1) How does a self-awareness transformative learning experience develop critical cultural competence in career and technical education instructors?; (2) How does the practice of critical reflection construct career and technical education instructors' ability to develop self-awareness of critical cultural competence?; and (3) How does involvement in critical discourse construct career and technical education instructors' ability to develop self-awareness of critical cultural competence? A three-phase professional development experience rooted in multicultural education provided key elements of transformative learning.
Quality Indicators Guiding Secondary Career and Technical Education Programs of Study
Author: Xing, Xue
Date: 2017-12-00
Type: Journal Articles
Subjects: Vocational Education,Educational Quality,Educational Indicators,Standards,State Policy,Program Evaluation,Program Implementation

The purpose of this study was to examine quality indicators currently guiding the rigor of secondary career and technical education (CTE) programs of study in the United States. Quality indicators are desirable characteristics or expectations for a comprehensive and effective CTE program of study. As of May 2017, we were able to locate publicly accessible secondary CTE quality program standards/guidelines for 38 states. A majority (n=24) updated their secondary CTE quality program standards/guidelines within the last five years (i.e., 2012-2017). Deductive content analysis was conducted to examine the 38 state profiles using the Association of Career and Technical Education (ACTE) Quality CTE Program of Study Framework 4.0 for coding purposes. Common quality elements and key quality indicators were identified from those state documents, which supplements the ACTE Framework. Implications and examples for practice are also discussed.
&quot;Am I Doing What I Think I&apos;m Doing?&quot;: The Importance of a Theoretical Frame When Integrating Tablets in Teacher Education
Author: Miller, Libbi
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Technological Literacy,Pedagogical Content Knowledge,Teacher Attitudes,College Faculty,Handheld Devices,Telecommunications,Technology Uses in Education,Faculty Development,Technology Integration,Teacher Characteristics

In the following self-study, we share our investigation of the shifts in faculty pedagogical beliefs, instructional practices, and curricular decision-making while engaged in a cycle of reflection on tablet-focused teacher education course. We conducted this inquiry into our practice, using Technological Pedagogical Content Knowledge (TPCK) and the Substitution-Augmentation-Modification-Redefinition (SAMR) model as frameworks to examine data from interviews and reflective writing. We conclude the need for the explicit connection of technology professional development, specifically tablet technology, with a meaningful theoretical framework, in order for faculty to engage in effective integration. We also share our model for examining the development of instructor?s thinking about integrating technology, including influences on thinking and classification of instructional decisions into the SAMR taxonomy.
School-Based Mentoring for Middle Schoolers: The Impact on Mentees and Their Pre-Service Teacher Mentors
Author: Graham, Tammy Jeaneen
Date: 2019-00-00
Type: Journal Articles
Subjects: Mentors,Middle School Students,Program Effectiveness,Academic Ability,Social Development,Emotional Development,Skill Development,Students with Disabilities,Education Majors,Preservice Teachers,Science Instruction,Teacher Attitudes,Science Teachers,Special Education Teachers,Grades (Scholastic)

School-based mentoring programs are plentiful in number; however, studies measuring the impact of school-based mentoring for students with disabilities are limited. The purpose of this study was to examine the effects of mentoring on the academic and social emotional skills of middle school students with documented disabilities, as well as the impact of the mentor-mentee relationship on college-student mentors. The mentoring program paired four college education majors with four middle school males with documented disabilities who were identified by their teacher as needing assistance with academic and socio-emotional skills. A mixed-methods study was used to conduct an in-depth investigation of the impact of the mentor partnership. Data collection methods included (1) mentor and mentee surveys, (2) observations of mentor-mentee activities, (3) interviews with a science teacher and special education teacher, and (4) science grades. Results from the study support the positive impact that mentoring can have on both academic and social-emotional development of middle school students with documented disabilities.
The Impact of Program Redesign on Partnerships and Clinical Practice
Author: Smith, Linda Gray
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Program Development,Program Effectiveness,Preservice Teachers,Student Attitudes,Administrator Attitudes,Teacher Attitudes,Teacher Educators,Equal Education,Elementary Secondary Education,Best Practices,Partnerships in Education

This study investigated the ability of a redesigned teacher preparation program to effectively meet the needs of teacher candidates and partner school districts. The study examined the effects of the redesigned school of education program on perceptions of teacher candidates, administrators, teachers in partner districts, and faculty members. Findings from school-partnership districts and the school of education were explored. The goal was to use best practices to meet the needs of teacher candidates and provide rich theoretical and clinical experiences in diverse school settings. Findings indicated a change in perceptions of teacher candidates in understanding the importance of equity in the teaching process and of the connection between theory presented in the classroom and application in settings of diverse learners. Teachers and principals indicated an appreciation for renewal through the collaborative experience with teacher candidates during field experiences.