ethanporcaro/eric-fulltext-meta huggingface dataset:
A Multi-Year Study of Teaching an Online Computer Literacy Course in a Medical University: A Lesson Learnt
Author: Wan, Hsu-Tien
Date: 2016-08-10
Type: Journal Articles
Subjects: Computer Literacy,Medical Schools,Medical Students,Computer Science Education,Online Courses,Instructional Effectiveness,Integrated Learning Systems,Educational Games,Computer Games,Competition,Books,Clubs,Student Surveys,Student Participation,Self Evaluation (Individuals),Undergraduate Students,Qualitative Research,Statistical Analysis

In this research, we aim to understand the effectiveness of adopting educational technologies in a computer literacy course to students in a medical university. The course was organized with three core components: Open Education Resources (OER) reading, a book club, and online game competition. These components were delivered by a learning management system (LMS). Participating records of LMS and survey results are analyzed. This study has shown positive results in terms of students' self-evaluation and online participation rate.
Primary School Teachers' Views on the Preparation and Usage of Authentic Material
Author: Bedir, Gülay
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Teacher Attitudes,Qualitative Research,Semi Structured Interviews,Phenomenology,Instructional Materials,Content Analysis

The students of primary school, secondary school, high school and university confront a vast array of stimulants along with the developing technology in their daily lives. With the classroom environment's lack of rich stimulus, it is difficult to get the students' attention using traditional teaching methods. If teachers choose both technological materials and two-three dimensional materials and use them effectively, lessons will be more understandable to the students. The objective of this research is to record the opinion of primary school teachers about the preparation and usage of educational materials. The research was methodized by employing a qualitative pattern. The working group consists of 106 teachers who attended the Instructional Materials Seminar in Aksaray, Turkey. A semi-structured interview form was used to collect the data of this research. The research data was analyzed by using a content analysis method (specifically, the Phenomenological pattern). Teachers stated that it is of primary importance to use materials for concretizing topics and easier and permanent learning. The most important problems for teachers during preparation of materials are listed as a lack of time, money, equipment and knowledge. All the teachers who attended the research stated that it is necessary to prepare materials in all professions but it is especially important for Mathematics. Teachers also stated that materials that students can touch and see help most while teaching abstract topics.
Evaluation of the Processes and Outcomes of Implementing a Competency Model to Foster Research Knowledge Utilization in Education
Author: Briand-Lamarche, Mélodie
Date: 2016-00-00
Type: Journal Articles
Subjects: Research Utilization,Pilot Projects,Foreign Countries,Program Implementation,Qualitative Research,Case Studies,Semi Structured Interviews,Intervention,Competence,Knowledge Level,Outcomes of Education,Faculty Advisers,Principals,Secondary School Teachers,Elementary School Teachers,Mixed Methods Research

To encourage the use of research-based information (RBI) in education in Quebec, the &quot;Centre de transfert pour la réussite educative du Québec&quot; CTREQ and the RENARD team, a knowledge transfer research team, developed the Competency Model for Knowledge Translation to Support Educational Achievement among Quebec Youth. They then developed a pilot project involving 24 school practitioners working in seven schools in Quebec to validate the content of this framework and to encourage its implementation. The aim of the present study was to evaluate the processes and outcomes of this pilot project's implementation. Qualitative methods were used, involving data from: 1) three series of interviews with project participants, and 2) tracking sheets used to monitor activities carried out by project participants as well as by the project leaders supporting them in its implementation. Results showed the RAC implementation was able to influence participants' perceptions regarding their role in the process of fostering RBI use and provided them with resources to fulfil that role. It also appeared that participants were able, to varying degrees, to extend this learning into their professional practice. The present article also highlights elements of the pilot project that facilitated or impeded the achievement of these outcomes and suggests areas to be considered for future interventions and studies related to the implementation of a competency model to encourage RBI use.
Opportunities and Challenges of Academic Staff in Higher Education in Africa
Author: Mushemeza, Elijah Dickens
Date: 2016-00-00
Type: Journal Articles
Subjects: Higher Education,Foreign Countries,College Faculty,Faculty Promotion,Productivity,Teacher Persistence,Academic Rank (Professional)

This paper analyses the opportunities and challenges of academic staff in higher education in Africa. The paper argues that recruitment, appointment and promotion of academic staff should depend highly on their productivity (positive production per individual human resource). The staff profile and qualifications should be posted on the University website in order to promote publicity and networking among scholars. The paper observes several challenges that face the African Universities today--funding (enhancement of financial base and sustainability), infrastructural demands, inadequate staff remuneration, high student enrollment with low staff-student ratio, and governance/management deficits. In spite of these challenges, it is possible to identify and implement strategic interventions to admit quality students/optimum level of student intake, appoint and retain quality academic staff if we are to build a well-functioning University for both institutional and society development in Africa.
Student Perceptions to Teaching Undergraduate Anatomy in Health Sciences
Author: Anderton, Ryan S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Attitudes,College Faculty,Anatomy,Health Sciences,Physiology,Undergraduate Students,Teaching Methods,Foreign Countries,Student Surveys,Questionnaires,Likert Scales,Statistical Analysis,Undergraduate Study,Active Learning,Educational Strategies,Comparative Analysis,Multiple Choice Tests,Intermode Differences,Learning Modalities,Gender Differences

Anatomy and physiology teaching has undergone significant changes to keep up with advances in technology and to cater for a wide array of student specific learning approaches. This paper examines perceptions towards a variety of teaching instruments, techniques, and innovations used in the delivery and teaching of anatomy and physiology for health science students, and asks whether active learning through more progressive methods of teaching is beneficial for students across health science disciplines. In total, 138 health science students consisting of 32 biomedical science students, 52 exercise and sports science students, and 54 health and physical education students completed the retrospective study. Biomedical science students were least receptive to progressive teaching modalities, preferring anatomical dissections to laboratory workbooks (p &lt;0.05) and body painting (p &lt;0.05). In comparison, students from health and sport related degrees responded significantly better to anatomical models and laboratory workbooks than anatomical dissections (p &lt;0.001). While gender differences were subtle, males responded positively to online multiple-choice question resources (p &lt; 0.05) in comparison to females. Following a multimodal delivery of anatomy and physiology, students from all cohorts reported feeling significantly more confident (p &lt; 0.005) when discussing all material in the course. The results obtained demonstrate differences amongst cohorts, which indicate that student perceptions to learning anatomy and physiology are dependent on individual course expectations. Moreover, these results support &quot;hands on&quot; practical teaching, and the use of a variety of teaching tools to foster learning and enjoyment of anatomy and physiology in health sciences.
An Investigation of the Impact of Composition Medium on the Quality of TOEFL Writing Scores. TOEFL® Research Report. RR-72. ETS RR-04-29
Author: Wolfe, Edward W.
Date: 2005-03-00
Type: Journal Articles
Subjects: English (Second Language),Language Tests,Second Language Learning,Scores,Essay Tests,Word Processing,Reliability,Correlation,Gender Differences,Limited English Speaking,Handwriting,Probability,Asians,Age Differences,Multiple Choice Tests,Computer Assisted Testing,Regression (Statistics),Statistical Analysis

This study examined scores from 133,906 operationally scored Test of English as a Foreign Language™ (TOEFL®) essays to determine whether the choice of composition medium has any impact on score quality for subgroups of test-takers. Results of analyses demonstrate that (a) scores assigned to word-processed essays are slightly more reliable than scores assigned to handwritten essays and exhibit higher correlations with TOEFL multiple-choice subscores; (b) female test-takers, examinees whose native language is not based on a Roman/Cyrillic alphabet, and examinees with lower English proficiency are more likely to choose the handwriting medium; (c) the probability of choosing handwriting as the composition medium increases with age for Asian examinees, but decreases with age for most European examinees; and (d) examinees with lower TOEFL multiple-choice scores tend to have higher handwritten than word-processed essay scores, while examinees with higher TOEFL multiple-choice scores tend to have similar scores in either medium.
Transfer between Variants of Quantitative Items. Research Report. GRE Board Report No. 00-06R. ETS RR-04-36
Author: Morley, Mary
Date: 2004-10-00
Type: Journal Articles
Subjects: Test Items,Mathematics Tests,Problem Solving,Pretests Posttests,Undergraduate Students,Transfer of Training,Test Wiseness,Student Characteristics,College Entrance Examinations,Graduate Study,Computer Assisted Testing

This study investigated the transfer of solution strategies between close variants of quantitative reasoning questions. Pre- and posttests were obtained from 406 college undergraduates, all of whom took the same posttest; pretests varied such that one group of participants saw close variants of one set of posttest items while other groups saw close variants of other sets. Some participants also saw items that looked similar to some posttest questions but were mathematically different. Between pre- and posttests, some participants viewed solution rationales explaining their incorrect answers. Students at all ability levels performed better on close variants, suggesting there was some positive transfer, but the presence of appearance variants interfered with this transfer. This study suggests an important first step toward understanding how tests and item vats can be designed to capitalize on the extent to which students set up test-taking strategies.
Identifying the Writing Tasks Important for Academic Success at the Undergraduate and Graduate Levels. Research Report. GRE Board Report No. 00-04 R. ETS RR-04-42
Author: Rosenfeld, Michael
Date: 2004-11-00
Type: Journal Articles
Subjects: Surveys,Writing Skills,College Entrance Examinations,Graduate Study,Writing Tests,Test Validity,College Admission,Masters Programs,Doctoral Programs,Graduate Students,Undergraduate Students

The authors conducted a large-scale survey to confirm that the writing skills being assessed in the GRE® General Test can be linked to writing tasks that were judged to be important by graduate faculty from a variety of subject areas and across a wide range of institutions at both the graduate and undergraduate levels. The results obtained in this study provide an additional source of validity evidence for using the GRE Analytical Writing Assessment when making admission decisions for graduate school and are also useful in evaluating its relevance for use as an outcomes measure for upper-division undergraduates.
The Story of an Arts Integration School on English-Language-Learner Development: A Qualitative Study of Collaboration, Integrity, and Confidence
Author: Ingraham, Nissa
Date: 2016-08-07
Type: Journal Articles
Subjects: Art Education,Integrated Curriculum,English Language Learners,Qualitative Research,Case Studies,Elementary Schools,Interviews,Focus Groups,Standardized Tests,Academic Achievement,School Culture,Cooperation,Integrity,Elementary School Students,Self Esteem

This qualitative case study of a southwest regional elementary school used interviews, focus groups, and document collection to better understand how this arts-integrated school is meeting the needs of English-language learner (ELL) students, discerning increased test performance on state standardized tests. Data were analyzed using open coding. Key findings indicated the culture of the school includes pervasive collaboration, integrity, and confidence, allowing for expedited academic-knowledge acquisition. Little research addresses arts-integration schools with emphasis on ELL-student performance. This article explores a bounded case study of an arts-integration elementary school in the southwest United States. Researchers aimed to determine how this newly reconceptualized school building had such a dramatic increase in student performance while maintaining a high number of ELL students. To better understand the potential influences of the school, a brief review of the literature revealed information about arts-integration schools, ELL learning, and leadership in schools.
Is Work-Family Balance a Possibility? The Case of Kenyan Female Teachers in Urban Public Schools
Author: Muasya, Gladys
Date: 2016-08-00
Type: Journal Articles
Subjects: Foreign Countries,Women Faculty,Urban Schools,Public School Teachers,Family Work Relationship,Mothers,Employed Women,Teacher Surveys,Content Analysis,School Culture,Teacher Administrator Relationship,Empathy,Elementary School Teachers,Secondary School Teachers,Interprofessional Relationship

Young mothers in Kenyan public schools experience a high level of work-family conflict. Currently, there are no formal family-friendly policies, despite declining levels of extended family support and rising cost of hiring domestic workers. A total of 375 female teachers from three towns and Nairobi city filled open-ended surveys to examine the informal work-family balance support offered by the supervisors and colleagues, and suggestions to improve it. Open coding and content analysis were used to analyze the data. Key findings indicate teachers asked for permission/assistance from supervisor/colleagues to attend to family emergencies, and they excessively relied on the supervisor for emotional support (empathy) and counseling from co-workers. Some women did not know whether the school could provide work-family balance support and failed to ask for any support, while others did not receive any support. The school culture determined whether schools had family-friendly culture or not. Schools should increase flexibility, devise ways to reduce workloads and build daycare centers, school houses and offer breastfeeding breaks. These strategies will significantly reduce emotional support reliance on supervisors and use of ad hoc measures. There is a need to sensitize supervisors/teachers on work-family balance needs, and foster a family-friendly environment.
Strengthening Statistics Graduate Programs with Statistical Collaboration--The Case of Hawassa University, Ethiopia
Author: Goshu, Ayele Taye
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Study,Researchers,Cooperation,Statistics,Masters Degrees,Doctoral Degrees,Scientific Research,College Faculty,Graduate Students

This paper describes the experiences gained from the established statistical collaboration canter at Hawassa University in May 2015 as part of LISA 2020 [Laboratory for Interdisciplinary Statistical Analysis] network. The center has got similar setup as LISA of Virginia Tech. Statisticians are trained on how to become more effective scientific collaborators with researchers. The service has been delivered from May 2015 to June 2016. The University has a well established and strong academic graduate programs of statistics. The master programs are: Applied Statistics, and Mathematical and Statistical Modelling launched in 2008 and 2010, respectively. They are research based studies. The programs have produced about one hundred ninety graduates to-date, with current enrollment of over fifty students. The doctoral program started in 2013 with enrollment of ten students. The graduate students are the main role players as statistical collaborators at the center. The collaborators and clients have revealed positive feedback about the services. It is observed that the collaboration scheme seem works well and to have an impact on research quality of the non-statistician researchers. The role of statisticians is found to be important in the scientific researches of the University so as to meet the societal needs. The collaboration practice has a potential to enhance the statistics education and research at the department itself. The center needs to be strengthened and expanded for greater services and sharing experiences with other similar higher institutions.
The Examination of the Views of Primary School Teachers and Pre-Service Primary Teachers on European Union Citizenship from the Point of Different Variables
Author: Üner, Sadik Selman
Date: 2016-08-10
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Preservice Teachers,Citizenship,Teacher Attitudes,Student Attitudes,Statistical Analysis,Surveys,Questionnaires,Factor Analysis,Comparative Analysis,Likert Scales

The aim of this study is to determine the view of primary school teachers and pre-service primary teachers on European Union citizenship. This study is a descriptive and quantitative research in survey methodology. The data of the research was collected from 207 primary school teachers teaching in 22 primary school in the city center of Kirsehir and 282 pre-service primary teachers studying in Department of Primary Education, Faculty of Education, Ahi Evran University, As the data collection tool, two different Personal Information Forms for teachers and pre-service teachers and View on European Union (EU) Citizenship Questionnaire were used. Arithmetic Mean ([x-bar]), standard deviation (sd), independent samples t-test, factor analysis, analysis of variance (ANOVA) and Scheffe test were applied to the data collected from teachers and pre-service teachers. At the end of the research, it was found that in comparison to pre-service primary teachers, primary school teachers evaluated EU citizenships as more active citizens. Also, it was determined that both primary school teachers and preservice primary teachers were indecisive about whether or not EU citizens included socio-cultural negativity. Besides, it was seen that both primary school teachers and pre-service primary teachers thought that EU citizens were individually developed in terms of economy and they had awareness in point of rights and responsibilities.
Strengthening Relationships with Families in the School Community: Do School Leaders Make a Difference?
Author: Quezada, Maria S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Family Involvement,Family School Relationship,Parent Education,Leadership Training,Grants,Federal Aid,Professional Development,Barriers,English Language Learners,Surveys,Attitude Measures,Program Effectiveness,Principals,Role,Parent Participation

Many family engagement programs logically focus on providing training and support for parent leaders, giving them the skills and knowledge necessary to effectively partner with schools. Even with comprehensive parent leadership training, sustainable family engagement initiatives cannot truly take hold without buy-in, shared understanding, and a structure for parent engagement at the school level. School principals can play a key role in family engagement by believing in the leadership capacity of parents and viewing families as partners in their school community. This article discusses how the recipients of an Investing in Innovation (i3) Development grant from the U.S. Department of Education created the i3 Project 2INSPIRE Family, School &amp; Community Engagement Program. The new program, which involves ten schools at three districts in southern California, offers professional development for school leaders, teachers, office support staff, and parents. As a result of the program, vital relationships between teachers, office staff, and parents have formed. The i3 Project 2INSPIRE schools are working with families to forge those important relationships and partnerships needed for school and student success.
&quot;Buy-In&quot; vs. &quot;Allowed In&quot;: Lessons Learned in Family Engagement Program Recruitment and Retention
Author: Smetzer-Anderson, Susan
Date: 2016-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Parent Participation,Recruitment,Family Programs,School Turnaround,Urban Schools,Partnerships in Education,Focus Groups,Adoption (Ideas),Program Development,Evidence Based Practice,Parent School Relationship,Influences,Barriers,Trust (Psychology),Sense of Community,Disadvantaged Schools,Program Implementation

With support from a federal Investing in Innovation (i3) grant, the FAST (Families and Schools Together) program has been implemented in thirty Philadelphia schools to improve family engagement and, by extension, advance school turnaround. The project team includes the nonprofit Families and Schools Together, Inc.; the Early Childhood Education Department within the School District of Philadelphia (SDP); and a local agency partner in Philadelphia, Turning Points for Children. This article provides an honest discussion of the project's family recruitment challenges, successes, and recommendations; the wise insights parents expressed during focus groups and implications for increasing families' sense of welcome in schools; and an exhortation not to avoid but rather to &quot;advance&quot; into a district in crisis. One of the key lessons learned through this project is that buy-in is not the same as being &quot;allowed in.&quot; Buy-in is, at least partially, related to shared vision. Developing alignment--a shared understanding of goals on both sides--requires sufficient time for orientation and planning pre-launch. Over the longer term, buy-in gives a program time to develop the traction and accrue the gains that lead to that sense of reward.
An Analysis of Teacher Candidate Success as Measured by Admission Requirements
Author: Texas, Araceli Garza
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Reading Comprehension,Reading Tests,Vocabulary,Multiple Regression Analysis,Admission Criteria,Teacher Education Programs,Case Studies,Predictor Variables,Regression (Statistics),Grade Point Average,Correlation,Teacher Education,Basic Skills,Statistical Analysis

There has been little to no data indicating that candidate scores on the Nelson Denny Reading Assessment, entrance GPA, and basic skills were effective measures for success in educator preparation programs. This study contributed to the body of knowledge by evaluating whether candidate scores on the Nelson Denny Reading Assessment, entrance GPA, and basic skills assessments scores predicted candidate success in the educator preparation program as measured by final GPA. A multiple linear regression analysis was conducted and the results of this analysis indicated that the combined entrance grade point average and various assessments accounted for a significant amount of the teacher candidates' success, but only Admission GPA contributed significantly to the equation.