ethanporcaro/eric-fulltext-meta huggingface dataset:
An Evaluation of the Implementation Synergy between NCE-Integrated Science and the 9-Year Basic Science Curricula in Nigeria
Author: Atomatofa, Rachel O.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Curriculum,Curriculum Evaluation,Curriculum Implementation,Teacher Attitudes,Science Teachers,Integrated Curriculum,Science Laboratories

The Curriculum of the Nigeria Certificate in Education (NCE) has implications for the Curriculum of the 9-year Basic Education (BEC) programme in Nigeria. Hence the National Commission for Colleges of Education (NCCE) came up with a vision of producing well motivated teachers with high professional integrity and competence. Both the in-service and pre-service teachers need to be conversant with the content of the 9-year Basic Education Curriculum (BEC). Are there implementation synergies in the topics, laboratory exercises and nature of assessment in the NCE integrated Science and the 9-year basic science curricula as perceived by the in-service and pre-service teachers who are recipients of the NCE-integrated science curriculum and who also implement the 9-year basic science curriculum? 4 research questions and 4 research hypotheses guided this study. A sample of 180 pre-service and in-service basic science teachers who are recipients of the new 2012 NCCE Curriculum in Integrated-science from the South--South Geo-political zones in Nigeria were used. A 4-point Likert scale '24-item questionnaire' called the Curriculum Implementation Synergy Questionnaire was used to obtain data. A cronbach alpha reliability co-efficient of 0.75 was obtained. Results showed that a larger proportion of both pre-service and in-service teachers agreed that there was high level of synergy in both curricula. It is recommended that the few topics and laboratory exercises not found in both curricula should be added and the present basic science teachers who are not recipient of the present curriculum should be trained in line with the present curriculum.
Teachers Mentoring Teachers in the Billion Oyster Project and Curriculum and Community Enterprise for the Restoration of New York Harbor with New York City Public Schools (BOP-CCERS) Fellowship
Author: Birney, Lauren B.
Date: 2018-00-00
Type: Journal Articles
Subjects: Mentors,Public School Teachers,Urban Schools,Partnerships in Education,STEM Education,Environmental Education,Faculty Development,Middle School Teachers,Secondary School Teachers,High Schools,Teacher Collaboration,Program Effectiveness

The Billion Oyster Project and Curriculum and Community Enterprise for the Restoration of New York Harbor with New York City Public Schools (BOP-CCERS)(NSF DRL 1440869/PI Lauren Birney) program is a National Science Foundation (NSF) supported initiative through collaboration by multiple institutions and organizations led by Pace University. Partners on this initiatitve include Columbia Lamont Doherty, the New York Aquairum, the New York Harbor Foundation, the New York Academy of Sciences, the River Project, Good Shepher Services, Smartstart Evaluation and Research, the University Maryland Center for Environmental Science and Fearless Solutions. In this study, teachers from one cohort were paired with teachers from a succeeding cohort in order to facilitate a mentoring process between the two cohorts. This allows for teacher ambassardors to have a support structure throughout the program, seek integral feedback, modify teaching techniques, integrate project research and establish long term partnerships within the project team.
South Africa&apos;s Evolving Language Policy: Educational Implications
Author: Bostock, William W.
Date: 2018-00-00
Type: Journal Articles
Subjects: Language Planning,Policy Analysis,Foreign Countries,Nationalism,Educational Policy,Language of Instruction,History,Multilingualism,African Languages,English,Indo European Languages,English (Second Language),Official Languages,Social Change,Racial Segregation,Political Influences,Public Policy,Native Language Instruction,Language Attitudes

South Africa is facing the challenge of creating a viable nation from a situation of interplay between diverse racial, ethnic and linguistic forces. This article discusses the implications for education of the evolving picture of language policy as South Africa addresses the task of nation-building. Language policy is important because of its key role in developing and maintaining identity, particularly that of emerging generations. The results of a bad language policy can be violence and civil war. Language policy, particularly in education, can be instrumental therefore in building a harmonious nation.
Models and Mathematical Modelling: What Do Teachers and Preservice Teachers Know?
Author: Yasar, Akkan
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematical Models,Mathematics Teachers,Preservice Teachers,Mathematics Instruction,Foreign Countries,Mathematical Formulas,Problem Solving,Mathematics Skills,Symbols (Mathematics),Comparative Analysis,Secondary School Teachers,Elementary School Teachers,Teacher Attitudes,Student Attitudes

The aim of the research is to examine the perspectives of teachers and preservice teachers in regard with models, mathematical models and mathematical modelling process in different variables terms and to compare them. In this research that is having quantitative research design survey method, which is one of the descriptive research technic, survey method is used. Research is performed with 127 teacher and preservice teachers. It is benefitted from a different survey in the stage of data collection and open ended questions that is developed by the researcher. In the analysis of the data, descriptive and inferential statistical methods and content analysis method were used. As a result, views of the teachers and preservice teachers regarding (mathematical) models and mathematical modelling shows differences according to some variables, however, it is not found out most significant differences in the views of the teachers and preservice teachers in regard with these subjects.
Offering Authentic Learning Activities in the Context of Open Resources and Real-World Goals: A Study of Self-Motivated Online Music Learning
Author: Schmidt-Jones, Catherine
Date: 2017-00-00
Type: Journal Articles
Subjects: Online Courses,Educational Technology,Technology Uses in Education,Shared Resources and Services,Barriers,Access to Education,Music Theory,Music Education,Motivation,Relevance (Education),Goal Orientation,Feedback (Response),Action Research,Inquiry,Adult Education,Questionnaires,Student Attitudes,Attention

Many users of online open education resources (OERs) are learners seeking insights into problems encountered as they pursue their everyday interests and activities. As well as benefitting from intrinsic motivation, such authentic learning activity provides context that helps the learner absorb and integrate the meaning of the knowledge. The purpose of this study was to explore barriers that prevent some online learners from using OERs in this way. Participants had experienced difficulties using music theory OERs to pursue personal music-making goals. Provided with online tutoring through an action research methodology, they appeared to benefit particularly from five aspects of active guidance: additional motivation, connections between generalized knowledge and personal experience, relevant learning activities, focus of attention, and goal-oriented feedback. In an environment rich in open content, providing these supports, in activities oriented towards learners' goals, may be a particularly valuable use of teaching time.
Learner Autonomy as a Factor of the Learning Process in Distance Education
Author: Fotiadou, Aggeliki
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Personal Autonomy,Learning Processes,Distance Education,Open Universities,Correlation,Peer Relationship,Tutors,Teacher Student Relationship,Graduate Students,Self Concept,Electronic Learning,Gender Differences,Age Differences,Units of Study

The present study aims to empirically examine the relation between learner autonomy and specific aspects of the learning process, such as student-student interaction and tutor-student interaction, in a distance learning environment in Greece. An empirical study was conducted at the Hellenic Open University (HOU) using data gathered via a four-section questionnaire, completed by 100 postgraduate students. The correlation analysis yielded a positive correlation between learner autonomy and both student-student and tutor-student interaction. In particular, the results revealed the existence of a positive correlation between all three subscales of autonomy, namely sensibility to others, ability to manage new situations and self-awareness, and student-student interaction. A significant positive correlation was also observed between self-awareness and tutor-student interaction. Moreover, the results suggested that there are no statistically significant differences of the above parameters in relation to demographic features, such as gender, age and the number of Counselling Group Sessions (CGS) in which students had participated. Yet, results suggested that there is an effect of the number of course modules attended by students on the levels of student-student interaction.
Examining Learners&apos; Interaction in an Open Online Course through the Community of Inquiry Framework
Author: Saadatmand, Mohsen
Date: 2017-00-00
Type: Journal Articles
Subjects: Online Courses,Communities of Practice,Peer Relationship,Foreign Countries,Open Education,Instructional Design,Faculty Development,Teacher Role,Integrated Learning Systems,College Faculty,Specialists,Teacher Participation,Sense of Community

Open online courses are becoming more prevalent at local level and for professional development objectives. Proper instructional design combined with use of online tools can promote learner interaction in online environments. Using the Community of Inquiry (CoI) framework, this study aimed at examining learners' interaction and their perceptions of teaching presence, social presence, and cognitive presence in an open online course offered for professional development in three Swedish universities. The course was free and open to all, attracting participants from all over the world. In order to understand the online interactions of the course, three presences of CoI were matched to three types of interaction (Moore, 1989). Data were collected through a slightly revised version of the CoI instrument and open-ended questions were added. Survey results showed that participants had high perceptions of the three presences in the course. Results also yielded significant relationships between teaching presence and cognitive presence, as well as social presence and cognitive presence. The findings suggest that deploying a set of online tools combined with appropriate pedagogical approaches in designing open online courses could foster learner interaction especially learner-content interaction and cognitive presence.
Emerging Evidence Regarding the Roles of Emotional, Behavioural, and Cognitive Aspects of Student Engagement in the Online Classroom
Author: Pentaraki, Alexandra
Date: 2017-00-00
Type: Journal Articles
Subjects: Online Courses,Educational Technology,Technology Uses in Education,Emotional Response,Learner Engagement,Cognitive Processes,Behavior,Thinking Skills,Student Motivation,Achievement,Feedback (Response),Cultural Influences

There is emerging evidence that suggests emotions as a discrete factor in academic online contexts that significantly contribute to student engagement and higher order learning (Cleveland-Innes &amp; Campbell, 2012; You, 2012, You &amp; Kang, 2014; Zembylas, 2008; Liaw, 2008). Pekrun (2000) and Pekrun, Goetz, Frenzel, Barchfeld, and Perry (2011) developed the control-value theory of achievement emotion that not only showed that emotions represent a discrete category in student engagement, but that there are certain factors such as perceived academic control and self-regulation that function as antecedents of students' emotional reactions that affect online learning. The aim of the present paper is to review the emerging research evidence of the impact of emotions on students' engagement in order to understand the distinct role that emotions may play in online learning. The review also proposes strategies and activities that teachers can use in order to enhance students' positive engagement in online learning. The findings suggest that emotions are significant factors in students' engagement in online learning while cognitive and behavioural factors function as antecedents of emotions in online contexts. The inclusion of emotional, cognitive and behavioural strategies in online teaching can enhance students' engagement and learning experience in the online classroom.
Teachers&apos; Use and Acceptance of Gamification and Social Networking Features of an Open Repository
Author: de los Arcos, Beatriz
Date: 2017-00-00
Type: Journal Articles
Subjects: Access to Information,Electronic Libraries,Games,Social Networks,Educational Resources,Teacher Attitudes,Adoption (Ideas),Shared Resources and Services,Foreign Countries

The affordance of social interaction has been a part of open online repositories of teaching and learning resources for nearly two decades. Repositories are built not only to collect and disseminate materials, but enable users to collaborate and review, comment on and rate the content they access. However, research indicates that (a) most users do not participate in this type of generative use, and (b) the possibility of social interaction does not necessarily signal active participation in social interaction. In recent years the positive effects of gamification and social networking elements on user engagement have come to the fore in educational settings. From this stance, a quantitative study was conducted to assess users' acceptance of the existing game mechanics of a large national repository of educational resources, their attitudes towards the inclusion of extra features, and teachers' motivation to share openly. Our results indicate that teachers do not see open repositories as social networks, but as libraries of resources, and are likely to share if rewarded by intrinsic rather than extrinsic factors.
Pre-Service Computer Teachers&apos; Tendencies towards the Use of Mobile Technologies: A Technology Acceptance Model Perspective
Author: Çakiroglu, Ünal
Date: 2017-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Preservice Teachers,Technology Integration,Questionnaires,Preservice Teacher Education,Foreign Countries,Student Attitudes,Intention

Drawing on the Technology Acceptance Model (TAM), this exploratory study examines the preservice teachers' adoption of mobile technologies through the factors of current use, instructional use and future use in their teaching practices. Participants were 466 pre-service computer teachers enrolled at a public university in Turkey. A questionnaire developed by the researchers was used to collect data. Results indicated that the current use and instructional use factors had a strong positive correlation and also there was a similar correlation with the factor of future use and current use. Relationships between current, instructional, and future use of mobile technologies explained within the context of perceived usefulness, ease of use, and behavioural intention constructs of the TAM.
Dropout in an Online Training for Trainee Teachers
Author: Stiller, Klaus D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Dropout Rate,Knowledge Level,Student Motivation,Teacher Education Programs,Online Courses,Educational Technology,Technology Uses in Education,Student Attitudes,Anxiety,Dropouts,Student Characteristics,Age Differences,Prior Learning,Skills,Questionnaires,Student Surveys,Student Interests,Computer Attitudes,Time Management,Preservice Teacher Education

High dropout rates are still a problem with online training. It is strongly suggested that learner characteristics influence the decision to persist in an online course or to drop out. The study explored the differences in domain-specific prior knowledge, motivation, computer attitude, computer anxiety, and learning skills between dropouts and active learners who enrolled in a vocational online training about media pedagogy for teachers. The data were collected from 575 trainee teachers from which three groups were formed: (a) students who only registered (n = 72) and (b) students who started learning but failed to complete any of the course modules (n = 124) and (c) active students who completed at least one module (n = 379). A dropout rate of 34.1% was observed. In general, only small effects were found. Students dropping out were older, had less prior knowledge, and lower skills in arranging an adequate learning environment.
Learners on the Periphery: Lurkers as Invisible Learners
Author: Honeychurch, Sarah
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Participation,Online Courses,Educational Technology,Technology Uses in Education,Communities of Practice,Student Behavior,Student Attitudes,Large Group Instruction

Lurkers, who are also known as silent learners, observers, browsers, read-only participants, vicarious learners, free-riders, witness learners, or legitimate peripheral participants (our preferred term), tend to be hard to track in a course because of their near invisibility. We decided to address this issue and to examine the perceptions that lurkers have of their behaviour by looking at one specific online learning course: CLMOOC. In order to do this, we used a mixed methods approach and collected our data via social network analysis, online questionnaires, and observations, including definitions from the lurkers of what they thought lurking was. We then analysed the data by using social network and content analyses and interpreted the research findings using the concept Community of Practice, with the Pareto Principle used to delimit types of learner. Our research findings revealed that lurking is a complex behaviour, or set of behaviours, and there isn't one sole reason why lurkers act the ways that they do in their respective communities. We concluded that for a more participatory community the more active,experienced or visible community members could develop strategies to encourage lurkers to become more active and to make the journey from the periphery to the core of the community.
Strengthening Inclusion of Learners with Attention Difficulties through Interventions with Digital Technology in Processes of Production
Author: Sorensen, Elsebeth Korsgaard
Date: 2017-00-00
Type: Journal Articles
Subjects: Inclusion,Attention Deficit Hyperactivity Disorder,Learning Disabilities,Autism,Pervasive Developmental Disorders,Neurological Impairments,Anxiety Disorders,Intervention,Information Technology,Learning Processes,Reflection,Metacognition,Foreign Countries,Elementary School Students,Grade 4,Secondary School Students,Grade 10,Assignments,Technology Uses in Education

This paper investigates the potential of digital technologies for strengthening the participation and inclusion of learners with developmental and attention deficits (focus learners) into the mainstream classroom. The paper describes the authors' approach to the challenge of researching the extent, to which digital technologies may support the learning process of focus learners -- in particular in those aspects of the learning process that deal with the construction of learning products and the communication and dissemination of knowledge to peers, teachers or others. On the basis of the actual analysis and a succeeding discussion, the paper concludes that in order to create ownership, pedagogic strategies and interventions with digital technologies (whether viewed from the perspective of teaching or the perspective of learning) should incorporate opportunities for developing digital multimodal reifications. These, in turn, then stimulate learner reflection and awareness. Finally, the authors of the paper emphasize importance of opportunities for reflection, tools and structures for construction and dissemination of learners' knowledge (to demonstrate &quot;I am able to&quot; and &quot;I know&quot;).
Transactional Distance Dialogic Interactions and Student Satisfaction in a Multi-Institutional Blended Learning Environment
Author: Best, Brett
Date: 2017-00-00
Type: Journal Articles
Subjects: Masters Programs,Graduate Students,Blended Learning,Distance Education,Sense of Community,Computer Mediated Communication,International Education,International Cooperation,Teacher Student Relationship,College Faculty,Peer Relationship,Institutional Cooperation,Program Descriptions,Foreign Countries

This study explored the impact of transactional distance dialogic interactions on student satisfaction in an international blended learning master's degree program. The program examined was collaboratively delivered by three European universities to a cohort of students residing on several different continents. Students reported experiencing transactional distance for learner-learner and learner-teacher dialogic interaction elements and dissatisfaction in the online components of the program but reported a sense of community and satisfaction for the in-person elements of the program. Transactional distance for the dimension of learner-content dialogic interaction was highest for elements of the program that were impacted by its multi-institutional nature, but students reported general satisfaction for the program overall. This study has practical implications for distance educators, administrators, instructional designers, and policy makers concerned with student satisfaction in blended courses and programs, and it contributes to the literature on student satisfaction and multi-institutional programs.