ethanporcaro/eric-fulltext-meta huggingface dataset:
Defining Postsecondary Degrees in the 21st Century
Author: Goldberg, Kenneth I.
Date: 2016-00-00
Type: Journal Articles
Subjects: Academic Degrees,Degree Requirements,Academic Standards,Postsecondary Education,College Outcomes Assessment,Qualifications,Standard Setting,National Standards,Intercollegiate Cooperation,Accreditation (Institutions),Educational History,Graduate Surveys,Questionnaires,Factor Analysis,Outcome Measures

The competition for jobs in the 21st century is increasingly being driven by defining postsecondary learning in light of new and complex environments. To succeed, students must be prepared with knowledge to compete in these environments. Historically, higher education has defined these requirements in their own terms, often through learning outcomes specific to a course, degree or discipline. Given the recent attention toward the accountability of postsecondary education in the United States, a challenge facing our colleges and universities is defining the learning in a common language that is transparent and easily understood by all stakeholders regardless of a degree. The Lumina Foundation's (2011) Degree Qualification Profile (DQP) is one way to accomplish this through five learning areas. This article will discuss how one institution adopted the DQP in the School of Professional Studies and quantified the five learning areas and meaning of its degrees. This study will discuss how three programs (undergraduate and graduate) identified and categorized the five learning areas of the DQP in the degrees, quantified the results, and used them in the assessment process for continuous improvement.
A Metaphoric Case: Thoughts of Pre-Service Turkish Teachers Related to Literary Qualified Children's Books
Author: Yilmaz, Oguzhan
Date: 2016-00-00
Type: Journal Articles
Subjects: Childrens Literature,Preservice Teachers,Content Analysis,Student Attitudes,Books,Turkish,Native Language,Phenomenology,Sampling,Teaching Methods,Teacher Education,Semi Structured Interviews,Qualitative Research,Figurative Language,Narration,Foreign Countries

The world has been changing, information sources have been diversifying; and the importance of reading book has been gradually increasing. Books' constituting a place in life children as vitally important in developing their learning and imagination depends upon their close surrounding and essentially their learning Turkish. Therefore, in this study, the perceptions of pre-service Turkish teachers related to literary qualified children's books were tried to be determined. The study was a phenomenological research carried out benefiting from the qualitative research tradition. The sample of the study that was carried out in a state university in Anatolia included 27 students chosen through maximum variation sampling among the students studying at Turkish Teaching department of the relevant state university. Data of the research were collected through open ended written interview form and semi-structured interview form; and the obtained data were coded and categorized performing content analysis. At the end of the study, it was revealed that pre-service Turkish teachers emphasized educative dimension of literary qualified children's books as well as their content properties through the metaphors they used and relatively kept the properties such as language and narration in the background.
Learning &quot;A La Carte&quot;: A Theory-Based Tool for Maximizing Student Engagement
Author: Sibold, Jeremy
Date: 2016-00-00
Type: Journal Articles
Subjects: Self Determination,Competence,Personal Autonomy,Relevance (Education),Research,Curriculum Development,Learner Engagement,Higher Education,Learning Motivation,Student Evaluation,Evaluation Methods,Grading,College Students

It is well-established that motivation is a critical component of one's best performance of a task. A primary model in the field of motivation is the self-determination theory (SDT). The three pillars of SDT include competency, autonomy, and relatedness; when supported these have been shown to improve the quality, consistency, and persistence of one's effort at a task. It is the purpose of this article to examine relevant SDT research, and utilize relatable trans-disciplinary findings in support of the discussion of a novel course development technique that maximizes student engagement in the higher education environment--the assessment menu.
Some Factors That Affecting the Performance of Mathematics Teachers in Junior High School in Medan
Author: Manullang, Martua
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Teachers,Junior High Schools,Secondary School Teachers,Teacher Competencies,Mathematics Instruction,Knowledge Level,Correlation,Motivation,Decision Making,Persistence,Teacher Surveys,Achievement

Some Factor's That Affecting The Mathematic Teacher Performance For Junior High School In Medan. This research will examine the effect of direct and indirect of the Organizational Knowledge towards the achievement motivation, decision making, organizational commitment, the performance of mathematics teacher. The research method is a method of surveying the number of respondents as many as 102 teachers of mathematics taken by stratified proportional random sampling. The research found there is a direct influence of organizational knowledge on achievement motivation, decision making, organizational commitment and the performance of math teacher respectively 16.3%, 13.1%, 12.2% and 4.54%. Achievement motivation, decision making, and organizational commitment have directly effects on the performance of mathematics teacher. The magnitude of changes in performance that can directly determine organizational knowledge, achievement motivation, decision-making and organizational commitment respectively are 10.24%, 12.32%, 3.42% and 2.92%. To teachers of mathematics, in order to improve the understanding of the knowledge of the organization, increase achievement motivation through desire superior achievement and improvement of organizational commitment. For heads and school inspectors, need to improve clinical supervision and foster good communication increases the openness and good cooperation with teachers of mathematics, and for the head of the city education field, is expected to give a briefing and training for teachers, race through the efforts competitions drafting paper development learning mathematics.
An Analysis of Social Studies Teachers' Perception Levels Regarding Web Pedagogical Content Knowledge
Author: Yesiltas, Erkan
Date: 2016-00-00
Type: Journal Articles
Subjects: Social Studies,Teacher Attitudes,Pedagogical Content Knowledge,Foreign Countries,Teaching Methods,Internet,Factor Analysis,Measures (Individuals),Statistical Analysis,Nonparametric Statistics,Technological Literacy,Educational Background,Gender Differences,Teacher Characteristics,Information Technology,Elementary Secondary Education

Web pedagogical content knowledge generally takes pedagogical knowledge, content knowledge, and Web knowledge as basis. It is a structure emerging through the interaction of these three components. Content knowledge refers to knowledge of subjects to be taught. Pedagogical knowledge involves knowledge of process, implementation, learning methods, and teaching methods. Web knowledge is about general Web competencies such as the use of tools related to the Web, Web-based communication, and Web-based interaction. The purpose of this study is to analyze social studies teachers' perception levels regarding Web pedagogical content knowledge. The population of the study covers social studies teachers in Turkey while the sample of the study covers 601 social studies teachers who were randomly selected from 75 cities of Turkey in 2015. Data collection tool employed in this study is Web Pedagogical Content Knowledge Scale composed of 30 items and five factors, developed by Lee, Tsai, and Chang (2008), and adapted to the Turkish language by Horzum (2011). Data analysis of the study was conducted via IBM SPSS Statistic 23 package. The findings were analyzed based on arithmetic mean, standard deviation, Mann-Whitney U test, and Kruskal-Wallis test. The significance of the data was evaluated at a significance level of 0.05. The results indicate that social studies teachers' perceptions regarding Web pedagogical content knowledge are high. The results also show that they consider themselves competent in this matter, and their perceptions regarding Web pedagogical content knowledge significantly vary by gender, the Department of graduation, and experience of using computers whereas they do not significantly differ by educational background and status of having a computer.
Codification and Validation of Professional Development Questionnaire of Teachers
Author: Ayyoobi, Fatemah
Date: 2016-00-00
Type: Journal Articles
Subjects: Questionnaires,Teacher Surveys,Program Validation,Faculty Development,Factor Analysis,Test Reliability,Test Validity,Item Analysis,Test Construction,Psychometrics,Secondary School Teachers,Correlation,Foreign Countries

Teacher in the educational system and the teaching-learning process, as a main leading should need to knowledge and professional skills. Therefore, evaluation of professional development is important. This study aims to design and modify Construction and Validation of professional development questionnaire of teachers. This research based on methodology and data collection procedure was descriptive-surveyed. The population consists of 400 teachers from high in Birjand in the academic year 2013-2014. A sample of 246 was estimated by Krejcie and Morgan. The instrument used in this study is a researcher's questionnaire of teachers' professional development. In order to assess the reliability and validity was used the content and construct validity by using of exploratory and confirmatory factor analysis and Cronbach's alpha. Results show that the questionnaire has good reliability and validity. According to the results of a factor analysis of the eight factors (components) were identified for professional development of teachers that explains a total of 54/69% of total variance. It can be concluded that the questionnaire would be a suitable tool for the professional development of teachers.
Incorporating Learning Motivation and Self-Concept in Mathematical Communicative Ability
Author: Rajagukguk, Waminton
Date: 2016-00-00
Type: Journal Articles
Subjects: Learning Motivation,Self Concept,Mathematical Concepts,Regression (Statistics),Equations (Mathematics),Predictor Variables,Correlation,Questionnaires,Junior High School Students,Communicative Competence (Languages),Concept Teaching,Foreign Countries

This research is trying to determine of the mathematical concepts, instead by integrating the learning motivation (X[subscript 1]) and self-concept (X[subscript 2]) can contribute to the mathematical communicative ability (Y). The test instruments showed the following results: (1) simple regressive equation Y on X[subscript 1] was Y = 32.891 + 0.43X[subscript 1], simple linier regressive test Y on X[subscript 1] was F[subscript cal] = 1.272&lt; F[subscript tab] = 1.897 and pertained to linear regression at significant level of 5%, (2) simple regressive equation Y on X[subscript 2] was Y = 33.68 + 0.44X[subscript 2], simple linear regressive test Y on X[subscript 2] was F[subscript cal] = 0.616&lt; F[subscript tab] = 1.897 and pertained to linear regression at significant level of 5%. The data analysis of the variable correlation could be seen as follows: (1) learning motivation (X[subscript 1]) with mathematical communicative ability (Y) was r[subscript cal] = 7.730&gt; r[subscript tab] = 4.020 indicated the positive correlation at significant level of 5%, (2) self-concept (X[subscript 2]) with mathematical communicative ability (Y) was r[subscript cal] = 8.375&gt; r[subscript tab] = 4.020 showed the positive correlation at significant level of 5%. The result of this study is that there was a positive relationship between learning motivation (X[subscript 1]) and mathematical communicative ability (Y), and also self-concept (X[subscript 2]) and mathematical communicative ability (Y).
Exploring the Innovative Personality Characteristics among Teachers
Author: Othman, Nooraini
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Characteristics,Personality Traits,Secondary School Teachers,Questionnaires,Factor Analysis,Innovation,Leadership Qualities

The aim of this study is to explore the characteristics of innovative personality among teachers in Malaysia. Samples of the research were randomly selected among secondary school teachers in three districts in Malaysia. Research instrument was self-developed by the researchers based on interviews carried out with some resource persons who are both experts and authoritative in their fields, as well as through literature review. A pilot study was carried out among 30 respondents. Cronbach's Alpha value for the whole instrument is 0.952, indicating that it is reliable and suitable for actual data collection. A total of 484 sets of questionnaires were completed and gathered to form the data for this research. The data were then analysed using an advanced statistical method called Principal Component Analysis (PCA). Findings of the research concluded three constructs, namely, Leadership, Openness and Braveness. The constructs were labelled based on groups of items which were formed as a result of the PCA analysis. Meanwhile, Confirmatory Factor Analysis (CFA) was used to validate each dimension and to analyse the coherence of data based on model hypothesis. The findings of CFA indicated the goodness-of-fit values of the revised model, as follows: CMIN/DF = 2.56; CFI = 0.935; and RMSEA = 0.057; with each figure above the threshold value.
Teacher Attitudes to Professional Development of Proficiency in the Classroom Application of Digital Technologies
Author: Karolcík, Štefan
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Technology Integration,Biology,Educational Technology,Science Course Improvement Projects,Technological Literacy,Pedagogical Content Knowledge,Teaching Methods,Learning Modules,Course Descriptions,Usability,Preferences,Foreign Countries,Questionnaires

The paper deals with research focused on the opinions and attitudes of biology teachers on the application of digital technologies in the process of learning and teaching. The respondents were teachers, who participated in the national project called &quot;Modernization of the Educational Process in Elementary and Secondary Schools&quot; realized in Slovakia between 2008-2013. We briefly describe the course and the contents of individual modules, which were focused on the development and acquisition of specific skills in the field of effective use of modern educational technology. The key role in the methodical preparation of teachers was played by the 3rd module, which aimed to present the teachers with the examples of meaningful and methodically well prepared application of digital technologies in the teaching process, especially in connection with current digital educational contents and the curriculum of biology subject. The second part of the study includes analysis of satisfaction among the course participants with the content, level of expertise and difficulty level of the course, as well as the analysis of their opinions and attitudes on usability of created and available model methods in the real school practice. In conclusion, we present suggestions which could, facilitate improving the quality of biology teaching in schools, in order to reflect the real needs of society.
Teaching Natural Resource Management-Teaching Techniques and Difficulties in Greek Vocational Lyceum: A Case Study
Author: Koutsoukos, Marios
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Natural Resources,Secondary Education,Secondary School Teachers,Experiential Learning,Active Learning,Environmental Education,Sustainability,Vocational Education,Questionnaires,Statistical Analysis,Attitude Measures

The aim of the present study is to investigate the teaching techniques applied, as well as the difficulties, with which educators in teaching Natural Resource Management are confronted. For research purposes, a case study was conducted on teaching Natural Resource Management in the Third Grade of Vocational Lyceum (EPAL) in Northern Greece. It was established that the teachers of the aforementioned subject make use of a range of experiential and active teaching techniques. On the other hand, the major difficulty faced by teachers is the lack of updated textbooks and training on the subject.
Pre-Service Elementary Mathematics Teachers' Metaphors on Scientific Research and Foundations of Their Perceptions
Author: Bas, Fatih
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Elementary School Students,Scientific Research,Phenomenology,Figurative Language,Student Teacher Attitudes,Student Surveys,Scientific Concepts,Questionnaires,Scientific Literacy,Foreign Countries,Qualitative Research

In this study, it is aimed to investigate pre-service elementary mathematics teachers' perceptions about scientific research with metaphor analysis and determine the foundations of these perceptions. This phenomenological study was conducted with 182 participants. The data were collected with two open-ended survey forms formed for investigating the metaphors and their reasons, and the reasons which are important in shaping these perceptions. The data were analysed in descriptive and content analysis methods based on the aim of the study. The findings can be summarised as follow: The participants created 156 metaphors and the most cited metaphor is &quot;universe&quot;. The most distinctive features of the scientific research given by the participants were its hierarchic structure in application, presenting new knowledge and requiring much effort. The least cited feature of the research was its falsibiality. In addition, it was found that though teachers, scientific research methods course and internet are very important in the process of perception creation about scientific research, the experts in the areas have little effect on this process.
Impact of Academic Support Centers on Students with Disabilities in Postsecondary Institutions
Author: Walker, Luann
Date: 2016-00-00
Type: Journal Articles
Subjects: Disabilities,Academic Support Services,Higher Education,Postsecondary Education,Student Needs,College Faculty,College Administration,Teacher Role,Administrator Role,Program Effectiveness,College Students,Literature Reviews

Students with disabilities are attending institutions of higher education at an increasing rate. This trend leads to questions concerning academic success, institution responsibility, and the impact of academic support centers. Unfortunately, faculty and professional staff often do not have sufficient knowledge to address the ever-changing needs of their student population. Therefore, professional development is needed at regular intervals to work more effectively with students with learning disabilities (LD). As for academic support centers, an inclusive model was found to be more effective and accommodating. This improves the overall student accessibility and addresses student needs both inside and outside of the classroom. Each year, students with disabilities represent progressively more of the population in institutions of higher education. Likewise, research on students with disabilities in higher education has increased considerably over the past several decades, yet even with this rise in matriculation, many students with disabilities fail to successfully complete their degrees. Institutions of higher education continue to seek high academic standards regardless of the hindrances students encounter.
Flipping College Algebra: Effects on Student Engagement and Achievement
Author: Ichinose, Cherie
Date: 2016-00-00
Type: Journal Articles
Subjects: College Students,College Mathematics,Algebra,Blended Learning,Mathematics Achievement,Learner Engagement,Conventional Instruction,Comparative Analysis,Achievement Gains,Hispanic American Students,Females,Outcomes of Education,Predictor Variables,State Universities,Statistical Significance,Structural Equation Models,Scores,Homework,Technology Uses in Education,Student Surveys,Likert Scales,Factor Analysis

This study compared student engagement and achievement levels between students enrolled in a traditional college algebra lecture course and students enrolled in a &quot;flipped&quot; course. Results showed that students in the flipped class had consistently higher levels of achievement throughout the course than did students in the traditional course, despite no differences in demographics. Moreover, students in the flipped course reported greater gains in affective variables related to mathematics than did students in traditional courses. In addition, this study found evidence that the flipped course experience was especially impactful for Hispanic women.
Strengthening Collaborative Leadership for Thai Primary School Administrators
Author: Samriangjit, Prapaporn
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cooperative Planning,Elementary Schools,Leadership Styles,Educational Administration,Professional Development,Research and Development,Elementary School Teachers,Trust (Psychology),Participative Decision Making,Change Strategies,Risk,Conflict Resolution,Reflection,Evaluation,Scores,Program Effectiveness,Pretests Posttests,Administrator Attitudes,Surveys,Mixed Methods Research

The objectives of this research were: 1) to investigate the elements and indicators of collaborative leadership of primary school administrators, 2) to explore the existing situation and required situation of collaborative leadership of primary school administrators, 3) to develop a program to enhance collaborative leadership of primary school administrators, and 4) to investigate the effect of development for collaborative leadership of primary school administrators, from the usage of developed program. Research and Development (R&amp;D) was employed which designed 4 stages, a sample group of 753 primary school administrators and teachers, chosen by multi-stage sampling, gave quantitative data; and experts purposively chosen were asked to provide qualitative input. The statistics used in this research included the percentage, mean, standard deviation, the Priority Need Indicator (PNI [subscript Modified]), and Dependent t-test. The results found that 7 elements 65 indicators. The training program which was developed and reviewed consists of four modules: Module 1, Characteristics of trust and commitment; Module 2, Paradigms of shared vision and collective decision making; Module 3, Skills in transforming change, risk taking and conflict management; Module 4, Assessment and reflection on collaborative leadership influences in fulfilling duties. In the implementation of the training program for 12 weeks employing 8 training kits, the 30 primary school administrators who volunteered to join significantly improved their test scores after the training and felt very highly satisfied with the program. In addition, the collaborative leadership of primary school administrators posttest was at higher level than the pretest at 0.01 level.