ethanporcaro/eric-fulltext-meta huggingface dataset:
A Survey of Civic Engagement Education in Introductory Canadian Politics Courses
Author: Bell, Stephanie
Date: 2015-00-00
Type: Journal Articles
Subjects: Citizen Participation,Course Descriptions,Assignments,Curriculum,Educational Change,Voting,National Surveys,Political Science,Teacher Attitudes,Outcomes of Education,Audiences,Conflict,College Faculty,Higher Education,Educational Objectives,Foreign Countries,Introductory Courses,Teacher Characteristics,Student Evaluation,Attendance,Research Papers (Students),Student Participation,Essays,Undergraduate Students

In recent years, the pressure for educators to cultivate civic participation among Canada's apathetic youth voters has been mounting. Between 1998 and 2007, a national wave of curriculum reform introducing or enhancing civic engagement education occurred at the secondary level. In this study, we explore the role and place of civic engagement in the Canadian university curriculum. We have chosen to focus on curriculum in political science programs because calls to increase civic engagement originated with the goal of increasing participation in voting by young people, and because civic engagement is widely espoused as a central value in the discipline of political science. We report the findings of a national survey of politics instructors and their course syllabi regarding civic engagement as an intended learning outcome. Our analysis of the survey data involved a comparison of instructor responses with the assessment activities identified on their course syllabi. By analyzing the real and imagined audience(s) and purpose(s) of course assignments, we find that students are required to complete assignments that situate them within academic contexts involving academic purposes and audiences. The apparent conflict between civic education outcomes and academic assessment tasks relates to broader conversations about the purposes of political science education and higher education in general.
Collaboration, Competencies and the Classroom: A Public Health Approach
Author: Waller, Lauren E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Public Health,Masters Programs,Program Descriptions,Foreign Countries,Student Attitudes,Qualitative Research,Statistical Analysis,Experiential Learning,Practicums,Assignments,Focus Groups,Surveys,Feedback (Response),Policy Formation,Advocacy,Cooperation,Competency Based Education,Graduate Students

The University of Guelph Master of Public Health program is a professional degree program that seeks to prepare graduates to meet complex public health needs by developing their proficiency in the 36 public health core competencies. Provision of experiential learning opportunities, such as a semester-long practicum, is part of student development. In the Fall 2013 semester, a new opportunity was introduced in which small groups of students were paired with local public health professionals to complete a capstone business plan assignment that addressed a current public health issue. However, the impact of this external collaboration on the student learning experience was unknown. To address this, quantitative and qualitative information about students' perceived proficiency in the core competencies and their learning experiences was collected using a pre/post survey and focus groups, respectively. A post-assignment survey was also administered to participating local public health professionals in which they assessed their group's proficiency in the core competencies, and provided additional feedback. The results of this study showed that students had unique learning experiences with enhanced proficiency in different areas including policy and program planning, implementation and evaluation, assessment and analysis, and partnerships, collaboration and advocacy. Managing and communicating expectations was important throughout the learning experience. By using realistic community-based assignments, graduate public health programs can enrich students' learning experiences by creating an environment for students to apply their classroom knowledge and gain practical knowledge and skills.
Exploring the Experiences of Faculty-Led Teams in Conducting Action Research
Author: Zhang, Qi
Date: 2015-00-00
Type: Journal Articles
Subjects: College Faculty,Case Studies,Action Research,Grants,Teamwork,Instructional Improvement,Foreign Countries,Knowledge Base for Teaching,Teacher Attitudes,Science Education,Science Teachers,Program Descriptions

Action research has been suggested as a useful way to support university faculty to improve teaching and learning. However, there seems to be little knowledge about how faculty (and those who work with them) experience the process of doing action research. In order to explore team members' in-depth experience about what they learned and how they experienced conducting action research, this study documented the experiences of two action research project teams supported through an initiative at Simon Fraser University, the &quot;Teaching and Learning Development Grants&quot; program (TLDG). Using case study methodology, multiple types of data were collected and analyzed through an iterative process. The results showed that all the team members perceived they had developed professional knowledge through participating in the projects. Most team members perceived a positive experience of teamwork as well as satisfaction with the experience of conducting action research.
Sustainability: Teaching an Interdisciplinary Threshold Concept through Traditional Lecture and Active Learning
Author: Levintova, Ekaterina M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Sustainability,Simulation,Lecture Method,Economic Development,Social Justice,Active Learning,Teaching Methods,Role Playing,Comparative Analysis,Political Science,Introductory Courses,Undergraduate Students,Definitions,Intervention,Lesson Plans,Student Attitudes,Qualitative Research,Statistical Analysis,Conservation (Environment),Public Policy,Essays,Content Analysis,Policy Formation

One of the difficulties in teaching global sustainability in the introductory political science classes is the different emphases placed on this concept and the absence of the consensus on where the overall balance between environmental protection, economic development, and social justice should reside. Like many fuzzy concepts with which students struggle, teaching sustainability lends itself to pedagogical examination within the scholarship of threshold concepts. This article investigates students' understanding of sustainability in the seven semesters when the concept of sustainability was introduced via role-playing simulation and compares it with the similar data from a more recent semester when simulation was supplemented with traditional lecture and classroom exercises. Ultimately, our research question is twofold: (1) How do students define a multifaceted concept like global sustainability and (2) what is the better way to teach it--active learning only or active learning in combination with traditional instruction?
A Diverging View of Role Modeling in Medical Education
Author: Sandhu, Gurjit
Date: 2015-00-00
Type: Journal Articles
Subjects: Role Models,Medical Education,Medical School Faculty,Teacher Attitudes,Qualitative Research,Teaching Methods,Foreign Countries,Semi Structured Interviews,Educational Quality,Educational Improvement,Decision Making

Research in the area of role modeling has primarily focused on the qualities and attributes of exceptional role models, and less attention has been given to the act of role modeling itself (Elzubeir &amp; Rizk, 2001; Jochemsen-van der Leeuw, van Dijk, van Etten-Jamaludin, &amp; Wieringa-de Waard, 2013; Wright, 1996; Wright, Wong, &amp; Newill, 1997). A standardized understanding of role modeling in medical education remains elusive (Kenny, Mann, &amp; MacLeod, 2003). This is problematic given that role modeling is pervasively documented as an approach to teaching (Reuler &amp; Nardone, 1994). Our study attempts to fill a void in this body of research by looking at what faculty are thinking, saying, and doing when they say they are role modeling. Individual semi-structured interviews with faculty members were conducted in the Department of General Surgery at Queen's University, Kingston, Ontario, Canada. Interviews were recorded, transcribed, and analyzed using qualitative methods for themes surrounding teaching and role modeling. Three major themes emerged from the data: (1) faculty members think they are teaching when they are acting professionally; (2) faculty members become aware of teaching opportunities and act on them; and (3) faculty members employ evidence-based teaching methods, but they are incorrectly labeling them as &quot;role modeling.&quot; As a whole, our findings should help distinguish between &quot;role modeling&quot; as roles and responsibilities enacted while doing one's job well, and &quot;teaching&quot; as facilitated instruction that helps connect knowledge with action (Clayton, 2006; Fassbinder, 2007). Contributing to a better understanding of how teaching is separate from role modeling has the potential to improve the scope and quality of teaching, ultimately enhancing the learning experience for trainees.
Reducing Anxiety and Increasing Self-Efficacy within an Advanced Graduate Psychology Statistics Course
Author: McGrath, April L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Self Efficacy,Anxiety,Psychology,Graduate Students,Teaching Methods,Advanced Courses,Statistics,Correlation,Focus Groups,Student Attitudes,Foreign Countries,Measures (Individuals),Rating Scales,Questionnaires,Factor Analysis,Semi Structured Interviews

In this study we assessed the usefulness of a multifaceted teaching framework in an advanced statistics course. We sought to expand on past findings by using this framework to assess changes in anxiety and self-efficacy, and we collected focus group data to ascertain whether students attribute such changes to a multifaceted teaching approach. Statistics anxiety significantly decreased and students' current statistics self-efficacy increased. Further, course performance was positively correlated with self-efficacy and a strong negative relationship between statistics anxiety and self-efficacy was documented. Focus group data suggested students appreciated aspects of this teaching framework and that they thought it served to reduce anxiety. In addition to this teaching framework, two instructional techniques were used to teach two specific statistical concepts. These techniques did not result in significant performance differences; however, students reported enjoying the activities and encouraged their use in future classes. Overall, this study suggests a multifaceted teaching framework may be useful in helping graduate students overcome anxiety and increase self-efficacy when completing an advanced statistics course. The research presented here adds to the growing literature concerning the importance of non-cognitive factors when teaching statistics. Limitations and directions for future research are discussed.
Anxiety and Self-Efficacy's Relationship with Undergraduate Students' Perceptions of the Use of Metacognitive Writing Strategies
Author: Stewart, Graeme
Date: 2015-00-00
Type: Journal Articles
Subjects: Anxiety,Metacognition,Writing Apprehension,Undergraduate Students,Self Efficacy,Writing Strategies,Emotional Response,Student Attitudes,Foreign Countries,Correlation,Research Universities,Statistical Significance,Models,Factor Analysis

There is growing interest in promoting metacognition among college and university students, as this has been linked with positive student learning outcomes. This study explores the relationship between student writing anxiety and self-efficacy on undergraduate students' self-reported use of metacognitive writing strategies. Using undergraduate student survey data from a large, research-intensive university in Ontario, Canada, we found reductions in writing anxiety and increased self-efficacy had a statistically significant association with students' perceptions of using metacognitive writing strategies. These findings have implications for both theory and practice. They demonstrate that writing metacognition is influenced by emotional factors, such as the level of anxiety and the extent of self-beliefs around writing. It also suggests that writing interventions that seek to reduce anxiety and increase undergraduate students' self-efficacy with respect to writing may positively enhance students' use of metacognitive writing strategies, and ultimately improve student writing outcomes.
Computer Mathematical Tools: Practical Experience of Learning to Use Them
Author: Semenikhina, Elena
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Technology,Computer Uses in Education,Mathematics Instruction,Computer Software,Problem Solving,College Mathematics,Foreign Countries,Course Content,Mathematics Skills,Teaching Methods,Mathematical Concepts,Mathematics Teachers,Teacher Education Programs,Teaching Skills,Knowledge Base for Teaching

The article contains general information about the use of specialized mathematics software in the preparation of math teachers. The authors indicate the reasons to study the mathematics software. In particular, they analyze the possibility of presenting basic mathematical courses using mathematical computer tools from both a teacher and a student, argue in favour of using software instead of traditional paper-and-board style. The special course of the study of mathematics software (main tasks of the course are disclosed; knowledge and skills that students should possess on completion of their studies are dedicated; content of computer workshop is detailed) is briefly described. Also the authors give a detailed solution and its methodic basis of typical problem with the use of the SCM Maple. The typical errors which made by students in the use of specialized mathematics packages are characterized. Author's own experience of teaching computer workshop of the study of mathematical computer tools by the students of Sumy State Pedagogical Makarenko University is presented and analyzed.
Creating a YouTube-Like Collaborative Environment in Mathematics: Integrating Animated Geogebra Constructions and Student-Generated Screencast Videos
Author: Lazarus, Jill
Date: 2013-00-00
Type: Journal Articles
Subjects: Mathematics Education,Mathematics Activities,Educational Environment,Web 2.0 Technologies,Web Sites,Video Technology,Computer Simulation,Integrated Activities,Computer Mediated Communication,Computer System Design,Online Courses,Electronic Learning,Mass Media,Animation,Teaching Methods,Educational Practices,Grade 10,Foreign Countries

This article discusses the integration of student-generated GeoGebra applets and Jing screencast videos to create a YouTube-like medium for sharing in mathematics. The value of combining dynamic mathematics software and screencast videos for facilitating communication and representations in a digital era is demonstrated herein. We share our experience with using these tools to facilitate mathematical collaboration, focusing specifically on the power of GeoGebra for student expression and creativity.
Considerations for IEL Courseware Design and the Next Generation of E-Learning
Author: Sözcü, Ömer Faruk
Date: 2013-00-00
Type: Journal Articles
Subjects: Courseware,Technology Uses in Education,Computer Assisted Instruction,Instructional Design,Computer Software,Electronic Learning,Business,Industry,Internet,Planning,Needs Assessment,Teaching Methods,Delivery Systems,Evaluation Methods,Professional Development,Training

The purpose of this study is to discuss strategies for developing integrated e-learning (IEL) courseware based on instructional design and technology (IDT) models and approaches as well as new discussions of e-learning. For this purpose, the study begins with the selection of one or more IDT models to conduct an e-courseware design including IEL modules based on instructional strategies and improvements. The authors discuss the strategies and steps that a design team should follow in designing integrated e-courseware, which gives way to effective e-learning with new variables such as job performance and learning. The steps include the development of content, units and modules for an IEL course. To recap, our purpose is to combine the necessary IDT models' strategies for the pedagogical design of an IEL. Powerful IDT models are also discussed so as to meet the very high expectations of IEL with new ideas and new responsibilities in the e-learning process. To develop high quality IEL courseware, we will explain the integrated e-courseware design steps and their practice in order to improve learning tasks, complex cognitive skills, attitudes and competences in the e-learning process, as well as defining job performance and the business environment. At the end of the study, the IEL dimensions, including pedagogical, technological and organizational dimensions, and the main barriers to implementation, including perspectives such as student, teacher-designer, learning materials, job performance, the next generation of e-learning in business and social learning, and context setting, will be discussed and presented.
Modeling and Visualization Process of the Curve of Pen Point by GeoGebra
Author: Aktümen, Muharem
Date: 2013-00-00
Type: Journal Articles
Subjects: Equations (Mathematics),Mathematical Models,Computer Software,Educational Technology,Technology Uses in Education,Geometry,Problem Solving,Visualization,Mathematics Instruction,Geometric Concepts,Algebra

This study describes the mathematical construction of a real-life model by means of parametric equations, as well as the two- and three-dimensional visualization of the model using the software GeoGebra. The model was initially considered as &quot;determining the parametric equation of the curve formed on a plane by the point of a pen, positioned on an obstacle of height h, during the process of raising the pen vertically to the surface by linearly moving its back-end on the surface.&quot; Firstly a solution was sought for this problem in two dimensions. Based on this problem, two additional sub-problems were formed on a plane, and parametric equations were calculated for these sub-problems as well. The curves formed by these parametric equations were then visualized using GeoGebra. In the second stage, the model was improved, and the parametric equation of the curve formed in the space by the pen point as a result of moving the pen's back-end along any function was determined. The curve formed by this parametric equation was also visualized using the GeoGebra 3-D environment. It is expected that determining mathematical concepts and relationships based on real-life models with these types of training tasks, as well as jointly considering the algebraic and geometric representations during the process, will improve the students' perceptions relating to mathematics.
Innovations in Educational System: Mobile Learning Applications
Author: Rokhvadze, Roza F.
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Innovation,Electronic Learning,Higher Education,Educational Change,Educational Practices,Course Content,Course Descriptions,Change Strategies,Foreign Countries

This article presents the analysis of the current changes in the higher educational system of the Russian Federation. The stated issues are accompanied with the advice and possible solutions. Authors offer their own approaches and techniques for the academic staff of higher educational institutions in order to adapt to the new system.
GeoGebra Software Use within a Content and Language Integrated Learning Environment
Author: Binterová, Helena
Date: 2013-00-00
Type: Journal Articles
Subjects: Teaching Methods,Student Attitudes,Courseware,Mathematics Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Slavic Languages,Native Language,Instructional Effectiveness,Course Content,Language of Instruction,Hypothesis Testing,Statistical Analysis,Qualitative Research,Educational Environment,Foreign Countries,Observation,Questionnaires,Grade 6,Grade 7,Grade 8

This paper presents results of a research study focusing on the analysis, comparison, and description of students' attitudes towards the teaching of mathematics lessons presented in a foreign language (English) using the Content and Language Integrated Learning (CLIL) method in three elementary schools. It also highlights the difference between the attitudes of the CLIL method learners and those of their student counterparts who experienced similar mathematics lessons but in their mother tongue (Czech). The aim of the research is to test the hypothesis that the teaching of mathematics in a foreign language by the CLIL method would be evaluated positively by participating students. The research also focused on the question of whether or not, or to what degree, the implementation of the foreign language (English) along with the use of an interactive tool, such as GeoGebra software in mathematics lessons, was perceived as being meaningful and as significantly improving the effectiveness of student learning.
Contribution to the Improvement of Class Teaching of Life and Earth Sciences through the Use of Audio-Visual Materials at Pylone High School (Benin)
Author: Guedenon, Patient
Date: 2014-00-00
Type: Journal Articles
Subjects: Earth Science,High School Students,Foreign Countries,Science Instruction,Audiovisual Instruction,Instructional Materials,Teaching Methods,Questionnaires,Student Attitudes,Memory,Computer Literacy,Educational Improvement

This study showed that documents used for learning at high school are made up texts and images and those documents in contrast to audio-video materials did not stimulate the students.
Factors That Influence State or Private University Selection
Author: Kargic, Lejla
Date: 2014-00-00
Type: Journal Articles
Subjects: State Universities,Private Colleges,College Choice,Employment Potential,Surveys,Educational Quality,Educational Facilities,Language of Instruction,Student Attitudes,Competition,Decision Making,Gender Differences,Grade Point Average,Foreign Countries,High Schools,Student Characteristics

Selection of the university is one of the most important life decisions among young people. With a continually rising assortment of educational options, future students look for institutions that will provide them a distinctive educational knowledge that they will keep in their minds for a lifetime. Also, students usually seek an educational program that will prepare them for a successful profession and that will provide them profitable employment. A lot of different factors heavily impact the decision whether to choose state university or a private one. This paper is focused on examining those factors, such as curriculum, quality and number of the staff, facilities, equipment, language of instruction, payments and fees and many others. Data for this study were collected though surveys of 303 examinees attending both private and state universities. The topic is important since the reasons why students choose one or the other option reveals a lot on their motives as well, which is, most often, extremely important for their development, quality and success, which is both a good indicator of the present quality and can influence the future representation of the university itself and, more important, heavily affects the quality of the society in general. The results of the survey can also help these institutions understand their strengths and weaknesses develop better marketing strategies, provide better conditions to their students and develop a constructive competition between these two types of institutions.