ethanporcaro/eric-fulltext-meta huggingface dataset:
Online Learning: Practices, Perceptions, and Technology
Author: Miller, Tess
Date: 2020-00-00
Type: Journal Articles
Subjects: Online Courses,Electronic Learning,Teaching Methods,Student Attitudes,Educational Quality,Instructional Effectiveness,Learning Experience,Delivery Systems,Synchronous Communication,Asynchronous Communication,Computer Mediated Communication,Integrated Learning Systems,Technological Literacy,Graduate Students,Undergraduate Students,Foreign Countries,Teacher Student Relationship,Peer Relationship

The purpose of this study was to examine factors influencing online learning given its rapid growth combined with the necessity to reduce attrition in online classes by providing quality instruction. This study was contextualized using the three elements of the community of inquiry (CoI) framework. We surveyed 93 students currently registered in online classes about their online learning experiences, perceptions, and technological delivery of their course. Findings revealed that the majority of online courses were asynchronous using Moodle. There was a statistically significant difference between the three CoI dimensions and level of education where graduate students had more favourable online learning experiences, as measured by an adapted CoI survey. In conclusion, we pose a revised model for the CoI showing a hierarchy of presences for future considerations.
The High Potential of Computer-Based Reading Assessment
Author: Auphan, Pauline
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Reading Tests,Reading Achievement,Reading Comprehension,Word Recognition,Elementary School Students,Secondary School Students,Test Reliability,Test Validity,Reaction Time,Individual Differences,Foreign Countries

The aim of this study is to propose advantages provided by computerized tools when assessing reading ability. A new computer-based reading assessment evaluating both word reading and reading comprehension processes was administered to 687 children in primary (N=400) and secondary (N=287) schools. Accuracy (weighted scores) and speed of access (response times) automatically recorded by the software were analyzed based on developmental issues (ANOVAS), correlation matrices, structural equation modeling, and clinical interpretation. Results underlined the validity and reliability of the tool. The discussion addresses the limitations of the present computer-based assessment and presents perspectives for taking fuller advantage of computerized technologies.
Exploring the Relationship between Preservice Science Teachers&apos; Beliefs and Self-Regulated Strategies of Studying Physics: A Structural Equation Model
Author: Tanti
Date: 2018-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Beliefs,Self Management,Science Instruction,Physics,Correlation,Learning Strategies,Teaching Methods,Foreign Countries,Independent Study,Metacognition,Critical Thinking

This study aimed at exploring a structural equation model on the relationship between pre-service science teachers' beliefs and self-regulation strategies of studying physics. The sample of the study consisted of 248 pre-service science teachers drawn from department of physics education at one state university and one state Islamic university in Jambi, Indonesia. The Colorado learning attitudes about Science Survey (CLASS) was used to measure their beliefs of physics and physics learning. Furthermore, motivated strategies for learning questionnaire (MSLQ) was also deployed to measure their self-regulation strategies on studying physics. Variance-based structural equation modeling (SEM with PLS) showed that sophisticated beliefs were positively correlated to the use of elaboration, organization, and metacognitive strategies whilst naïve beliefs were positively correlated with the use of rehearsal and elaboration methods. This study provides insightful implications for educators, especially lecturers, on how to plan, design, and practice the appropriate and effective pedagogical strategies to replace naïve beliefs with sophisticated ones, and to enhance the use of self-regulated strategies in studying physics.
Research on the Training Mode of Biology Talents under the Background of Characteristic Subject Construction -- Take Xinyang Normal University as an Example
Author: Peng, Bo
Date: 2020-00-00
Type: Journal Articles
Subjects: Biology,Science Instruction,Talent Development,Higher Education,Undergraduate Students,Enrollment Trends,Educational Change,Teaching Methods,Universities,College Faculty,Educational Quality,Educational Improvement,Foreign Countries

The 21st century is the century of life science. With the rapid development of life science and technology, the social needs of biological professionals are changing dramatically, and the requirements for their theoretical quality and practical ability are becoming higher and higher. The construction of characteristic disciplines in Henan Province is advancing steadily, which is having a far-reaching impact on the talent cultivation of colleges and universities in the province, and the talent training mode of colleges and universities has also changed greatly. With the continuous expansion of the national undergraduate enrollment scale, it is of great theoretical and practical significance for local normal universities to cultivate biological professionals to adapt to the development of life science and social needs, and to explore a new model for the cultivation of biological professionals. Xinyang Normal University, based on the experience of biological talents training in the past 45 years, especially in the past five years around the construction of Henan Province's characteristic disciplines, focuses on the construction of &quot;teaching staff, teaching team and practice team&quot;, focusing on improving the theoretical quality and practical ability of students majoring in biology, that is, a new training model of &quot;one center, two improvements&quot; for biological professionals. The new model has important theoretical significance and potential application value for the continuous improvement of teaching quality of biology education.
Preservice Teachers Working with English Language Learners: A Meta-Synthesis of Service-Learning as an Effective Pedagogical Tool
Author: Toronyi, Anita
Date: 2020-00-00
Type: Journal Articles
Subjects: Meta Analysis,Service Learning,English Language Learners,School Community Relationship,Teaching Methods,Research Reports,Cultural Capital,Preservice Teachers,Culturally Relevant Education,Teaching Experience,Relevance (Education),Preservice Teacher Education,Foreign Countries,Knowledge Base for Teaching,Immigrants

Service-learning (SL) has been validated throughout many studies as a productive experience to encourage relationship building between institutions and the community with measurable results. The aim of this meta-synthesis is to identify the underlying principles that promote SL in higher education with English Language Learners (ELLs) as a successful pedagogical tool. After the thorough examination of 12 research articles that focused on the experiences of preservice teachers (PSTs) with ELLs, five synthesized findings have surfaced: &quot;heightened teacher awareness,&quot; &quot;recognition of cultural capital,&quot; &quot;reciprocity of the SL experience,&quot; &quot;the importance of linguistically relevant teaching (LRT),&quot; and &quot;the power of authenticity.&quot; The data not only solidify the relevance SL with ELLs as a pedagogical tool, but also raise awareness regarding the significance of exposing all PSTs to such experiences in order to prepare them for the mainstream classrooms of the 21st century.
The Effectiveness of RMS Learning Model in Improving Metacognitive Skills on Science Basic Concepts
Author: Muhlisin, Ahmad
Date: 2018-12-00
Type: Journal Articles
Subjects: Metacognition,Scientific Concepts,Science Instruction,Academic Ability,Teaching Methods,Skill Development,Interaction,College Students,Grade Point Average,Student Characteristics,Thinking Skills,Cognitive Ability,Foreign Countries

This study aimed at: 1) Examining the effect of RMS learning model to metacognitive skills. 2) Examining the effect of different academic abilities against metacognitive skills. 3) Examining the effect of interaction between RMS learning model and different academic abilities against metacognitive skills. This study is quasi experiment which employed pretest and posttest non equivalent group design. The instrument of this study was essay test with high level of reliability 0.712. Descriptive analysis and ANACOVA statistical analysis were applied to analyze the obtained data. The results showed that RMS learning model effectively improved metacognitive skills and able to aligned students' metacognitive skills in different academic abilities. The highest indicator metacognitive skills are shown on the indicator planning with descriptions set goals with a value of 90%. The impact of RMS learning models was 51.5% higher than conventional models on metacognitive skills.
How Authentic Are Our Examination Results? Investigating Causality in Cheating Behaviours and Moral Reasoning among Ghanaian Senior High School Students
Author: Edwards, Alexander Kyei
Date: 2019-00-00
Type: Journal Articles
Subjects: Cheating,Moral Issues,Integrity,Credibility,Reputation,Testing,Scores,High School Students,Adolescents,School Culture,Gender Differences,Student Attitudes,Punishment,Foreign Countries

This was a causal comparative study to investigate the causality of 'ex post-facto' variables: moral reasoning (MR) and cheating behaviour (CB) and their associational effect on the authenticity of examination results among Senior High School (SHS) students (N=2,520). Two different data sets were derived from (i) a survey questionnaire with one MR scenario, and (ii) archival WASSCE results of four schools were used to answer four research questions and three null hypotheses raised. Multiple statistical tests of differences including cross tabulations, Chi square, independent sample t-test, and ANOVA were used for analyses focusing on gender and school categories. Differences in MR showed statistical significances among gender [t(2510)=4.83, p=0.00)] and school categories [F(3, 2510)=21.88, p=0.00]. Both positive and negative correlations were rather very low, (ranging between R=0.02 and -0.02). Two of the null hypotheses were rejected at alpha (p=0.05). Four recommendations were put forward for the Ghana's education system and WAEC the examination authority. Also, practical and policy implications are discussed. Thus, CB was found to have a cause-effect on the authenticity of examination results. But MR levels of SHS students are not solely responsible for CB; rather the schools' culture of offering 'helping hands' creates opportunities for students to cheat at examinations.
Knowledge, Attitude and Practical Response of Adult Population to Global Campaign on Climate Change in Lagos State, Nigeria
Author: Oluwafemi, Lasisi Shamusideen
Date: 2019-00-00
Type: Journal Articles
Subjects: Knowledge Level,Attitudes,Adults,Responses,Climate,Foreign Countries,Professional Occupations,College Faculty,School Personnel,Secondary School Teachers,Communication Strategies,Sustainable Development,Decision Making

This study was carried out to investigate knowledge, attitude and practical response of adult population to global campaign on climate change in Lagos State, Nigeria arising from the observation that climate change or global warming as the greatest threat facing the human race. This study adopted the descriptive survey research of the Ex-post Facto Type. The population of this study comprised all the adults resident in Lagos state with specific reference to the following: Market women association (Epe division), Radio transport workers union Epe division), Academic staff unions in tertiary institutions (Michael Otedola College of Primary Education EPE Lagos), Non-Academic staff unions in tertiary institutions (Michael Otedola College of Primary Education EPE Lagos), and Secondary school teachers (international Secondary School, (Michael Otedola College of Primary Education EPE Lagos), The sample size of 600 respondents was selected through proportionate and simple random sampling techniques. The findings showed that significant proportion of the respondents of the study had a low knowledge of what climate change is as well as its causes and effects on human existence. So also, the attitudinal disposition of majority of the respondents to climate change was indifference. The findings equally showed that both the formal and informal communication channels should be used for advocacy and public awareness of climate change particularly on how to make responsible decisions and choices towards ensuring a safer environment and healthy planet. Finally, findings revealed that the most appropriate area of focus for public enlightenment is to educate people to consume less electricity, to drive cars which burn less oil or gasoline, to buy local and organic foods/farm produce close to their areas of production, to buy local and organic foods/farm produce close to their areas of production, to buy energy-efficient electronics and appliances with energy star label.
Understanding Community Perceptions of Service-Learning
Author: Gibson, Huston
Date: 2020-00-00
Type: Journal Articles
Subjects: Service Learning,Community Attitudes,Partnerships in Education,Horticulture,City Government,Parks,College Students,Government School Relationship

University-led service-learning projects are commonly perceived as being mutually beneficial for students, faculty, and communities. Most studies primarily focus on benefits to students. Our study explores the value of a university-led service-learning engagement project from a community's perspective. To assess perceptions of a student planning and design project, pre- and post-questionnaires were completed by community members and city staff. Findings show the community had an immediate positive response during the project. However, we question the long-term effects of service-learning for communities if tangible outcomes from engagement projects are not realized. Implications are intended to be useful for university teaching faculty considering service-learning, university administrators evaluating such efforts, and for community members, civic leaders, and city staff considering partnering with universities for education outreach and engagement projects.
Strategic Analysis for Accreditation in Saudi Arabia: A Cross-Case Analysis of KAU and PSU
Author: Albaqami, Saud
Date: 2019-00-00
Type: Journal Articles
Subjects: Quality Assurance,Educational Quality,Standards,Foreign Countries,Guidelines,Case Studies,Accreditation (Institutions),Strategic Planning,Inferences,Universities,Institutional Characteristics,Comparative Analysis

Quality assurance strategies and standards have long been employed--at least since the dawn of the industrial age, which introduced mass operations and mass production to meet the needs of consumers. In any workplace, plans and strategies are systematically devised and guidelines are implemented in order to ensure the conformity of operations and systems to government or privately established and recognized standards. The high expectations applied to the educational sector cause particularly great demand for standardized quality assurance strategies. This has led to the establishment of accreditation institutions--external organizations that have developed and promulgated standards for quality and have evaluated colleges and universities according to these standards (ESIB, 2006; NAPCIS, 2012). In Saudi Arabia, the quality assurance directives of NCAAA require educational institutions to establish dedicated quality assurance models. The present study was intended to assess the current state of quality assurance implementation at Saudi Arabian higher education institutions and develop a normative quality assurance model based upon the inferences obtained, to be used as a guideline for future quality assurance systems in Saudi higher education institutions. For this purpose, qualitative research was conducted using two case studies--KAU and PSU--and was cross-analyzed and presented. The present article provides a discussion of the findings presented.
Applications of Latin American Consciousness-Raising Strategies for Community College Service-Learning Programs
Author: Cate, Rachael
Date: 2020-00-00
Type: Journal Articles
Subjects: Hispanic American Students,Service Learning,Community Colleges,Two Year College Students,Social Justice,Consciousness Raising,Student Empowerment,Family Relationship,Mentors,Urban Schools,Cultural Awareness,Values,Student Leadership

The purpose of this study was to suggest post-colonialist programmatic considerations for the implementation of service-learning programs that empower LatinX students. The researcher interviewed LatinX student participants in a Northwest community college. Service-learning program to discover any shared themes between social justice &quot;testimonios&quot; and the service-learning experiences. A model was adapted for the development of critical consciousness through social justice service projects that promote LatinX student empowerment.
Bilateral Service: An Analysis of a Direct Service-Learning Project for Healthcare Interpreting Students
Author: Miletich, Marko
Date: 2020-00-00
Type: Journal Articles
Subjects: Translation,Health Services,Role Playing,Service Learning,Spanish,Student Attitudes,English (Second Language),Second Language Learning,Learning Processes,Language Usage,College Students,Clinics,Medical Services,Disadvantaged,Bilingualism,Undergraduate Students,Commuting Students,Program Descriptions,Experiential Learning

Students in interpreting courses often learn following a very practical approach. These types of courses usually utilize role-plays to perfect students' interpreting skills and develop the necessary terminology needed during interpreted-mediated events. Adding service-learning components to these types of courses, can provide students with tremendous opportunities to practice and improve their interpreting skills while increasing their social awareness. This article discusses a qualitative analysis of a service-learning project conducted at a non-profit clinic in Dallas, Texas. The participants were university students enrolled in a Spanish-English interpreting class who reflected on the experience through written questionnaires, guided reflections, and an oral interview. The article discusses themes that emerged using these analytical tools. It also examines the balance between service and learning during the project. In addition, the article examines what students learned through the experience that was not covered during class lectures and discussions.
The Impact of Community-Based Learning on Civic Engagement
Author: Carlisle, Shauna K. Elbers
Date: 2020-00-00
Type: Journal Articles
Subjects: Service Learning,Community Organizations,Citizen Participation,Student Participation,Program Effectiveness,Student Attitudes,College Students,Minority Group Students,Gender Differences,Skill Development,Consciousness Raising,Time Management,Student Characteristics,Self Concept

Community-based learning (CBL) has been linked to improved student civic engagement. However, few studies have evaluated the long-term impact of CBL on student engagement. This study examines students' self-evaluation (N=1,257) of the impact CBL experiences on their civic engagement attitudes and skills at an R1 Liberal Arts institution. The study data comes from the Community Based Learning Impact Scale (CBLIS), a 40-question survey of undergraduates and graduates enrolled in a CBL course. Using data from 2011-2018, a civic engagement score based on 12 CBLIS questions was created and analyzed using T-tests, ANOVA, regression, and time series analysis to determine the impact student CBL experiences had on improvements in civic engagement attitudes and skills. Compared with white students, students of color reported greater improvements in civic attitudes and skills. Overall, students reported a significant improvement in their civic engagement after completing their CBL course (p=0.001). Number of hours spent on CBL and adequate time to complete the work were significant predictors of improvements for Black/African American, Asian American, and Hispanic students' civic engagement attitudes and skills. Interestingly, no significant findings emerged between civic engagement score and number of hours of outside school commitments for any groups in this study. [Note: The pages are numbered incorrectly following page 114 to the last page of the PDF. The last six pages are numbered 117.]
Creating a Climate of Change: Professional Development in Environmental and Sustainability Education through University and School Board Partnerships
Author: Inwood, Hilary
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Preservice Teacher Education,Teacher Education Programs,College School Cooperation,Urban Schools,Foreign Countries,Partnerships in Education,Graduate Study,Faculty Development,Program Effectiveness,Preservice Teachers,Student Attitudes,Teacher Attitudes

With over eight million students, teachers, and professors in Canada, both preservice and in-service K-12 teacher education are key to addressing the climate crisis through Environmental and Sustainability Education (ESE). Yet these approaches to professional learning in ESE are often delivered in isolation, with little precedence for bringing pre-service and in-service teachers together. This article explores this type of integrative professional development by introducing an innovative collaboration between a large Canadian pre-service teacher training program and an urban school board's EcoSchools Program. It presents the initial findings of a three-year case study that tracks the impacts of this partnership; with some early successes already identified, this may prove to be an innovative addition to the research on how university/school board partnerships can effectively support professional learning in ESE.
Environmental and Sustainability Education Pedagogical Approaches in Pre-Service Teacher Education
Author: Sims, Laura
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Environmental Education,Sustainability,Teaching Methods,Social Studies,Secondary Education,Curriculum,Instruction,Elementary Education,Teacher Attitudes,Experiential Learning,Field Trips,Inquiry,School Community Relationship,Interpersonal Relationship,Responsibility,Barriers,Foreign Countries

This qualitative case study examines the effectiveness of environmental and sustainability education (ESE) pedagogical strategies used in two Université de Saint-Boniface pre-service teacher education Curriculum and Instruction courses. The methods used to teach these ESE pedagogical strategies are described. Findings from interviews with former students regarding their perspectives on the effectiveness of these strategies and how they are applying similar strategies in their teaching are presented. Findings suggest that these ESE pedagogical strategies are effective. Questions about efficacy of these strategies, the limitations of their implementation, and the study itself are reflected upon. This study contributes to Evans et al.'s (2017) call for empirical research into the effectiveness of ESE pedagogies and a critical reflection of such research by the researchers.