ethanporcaro/eric-fulltext-meta huggingface dataset:
Improving the Curriculum with Ethics: Gaps between Perceived Ethical Challenges of Practitioners and Educators
Author: Dolezel, Diane M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Information Management,Ethics,Curriculum Development,Health Education,Health Services,Surveys,Allied Health Occupations Education,Allied Health Occupations,Content Analysis,Statistical Analysis,Higher Education

Health information management (HIM) professionals must address ethical challenges in their role as guardians of patients' personal information and organizations' proprietary information. Because of this need, HIM educators strive prepare their students to address these challenges. Unfortunately, little evidence exists about specific areas of applied ethics that should be part of the HIM curriculum. The purpose of this exploratory study was to determine the ethical issues relevant to the current practice in Health Information Management. In particular, the study aimed to determine if the perceptions of HIM educators and practitioners regarding HIM workplace ethical issues were consistent, and to identify gaps in perceptions. The researchers distributed a survey to HIM educators and HIM practitioners, 12 educators and 25 practitioners completed their surveys. Thematic content analysis indicated a divergence of themes among these groups. Overall, educators' responses reflected general knowledge areas whereas practitioners' comments were more specific in terms of ethics concerns. The study findings indicated a gap in perceptions signalling a need for increased communication regarding applied ethics in HIM practice so that curriculums could reflect both theory and application.
School Climate in American Secondary Schools: A Psychometric Examination of PISA 2009 School Climate Scale
Author: Sun, Letao
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Environment,Secondary Schools,Psychometrics,Achievement Tests,Foreign Countries,International Assessment,Secondary School Students,Administrator Attitudes,Principals,Item Response Theory,Educational Quality,Rating Scales,Factor Analysis

The purpose of this study was to examine the quality of the Program for International Student Assessment (PISA) 2009 school climate survey instrument and evaluate perceptions of secondary school principals' located in the United States about school climate using an Item Response Theory (IRT) methodological approach. In particular, this study sought to determine if the instrument's items are of sufficient psychometric quality to effectively measure schools' climate status in the United States. Collectively, results indicate the School Climate Assessment (SCA) scale is of sufficient psychometric quality to effectively measure schools' climate status in the United States. However, there are areas for which the instrument can be improved. Recommendations for improvement are provided.
Impact of Hidden Curriculum on Ethical and Aesthetic Values of Sixth Graders in Tafila Directorate of Education
Author: Al.qomoul, Mohammad
Date: 2017-00-00
Type: Journal Articles
Subjects: Hidden Curriculum,Ethics,Aesthetics,Values,Questionnaires,Statistical Significance,Moral Values,Course Content,Instructional Effectiveness,Grade 6,Student Surveys,Foreign Countries

The present research attempts to investigate the impact of the hidden curriculum on ethical and aesthetic values of sixth graders in Tafila Directorate of education. It also, aims at counting the means and differences between the grades of the positive effects and the grades of the negative effects of both ethical and aesthetic values of the students. However, the researchers use descriptive analytical method to answer the questions of the study. The instruments of the study were actually two questionnaires, one for ethical values and the other for aesthetic values. The sample of the study was 120 students chosen randomly to match the study's objectives. The results reveal noticeable statistical differences (a = 05) between the means of the positive values effects and the means of the negative values effects. It also reveals statistical differences ( F a = 05) in the means of the positive aesthetic values and means of negative aesthetic values in favor of positive values.
Constructivist Teaching/Learning Theory and Participatory Teaching Methods
Author: Fernando, Sithara Y. J. N.
Date: 2017-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Learning Theories,Teaching Methods,Foreign Countries,Questionnaires,Active Learning,Undergraduate Students,Student Surveys,Military Personnel

Evidence for the teaching involves transmission of knowledge, superiority of guided transmission is explained in the context of our knowledge, but it is also much more that. In this study we have examined General Sir John Kotelawala Defence University's cadet and civilian students' response to constructivist learning theory and participatory teaching methods, especially concepts and knowledge on the learning platform in the Defence University. Target population of this study represents 41 students. All students were given a questionnaire related to constructivist learning theory and participatory teaching methods. The claims of constructivist teaching/learning theory that this paper has singled out are the following: 1) learning is an active experience; 2) the ideas students hold about the subject and topic being taught will form a part of their learning experience; and 3) learning is socially and culturally rooted. Recent developments in Constructivist Teaching/Learning Theory was explained and briefly described in this paper.
Hiding in Plain Sight: Identifying Computational Thinking in the Ontario Elementary School Curriculum
Author: Hennessey, Eden J. V.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Curriculum,Statistical Analysis,Thinking Skills,Problem Solving,Content Analysis,Mathematics Education,Science Education,Technology Education,Language Arts,Health Education,Physical Education,Social Studies,Second Language Instruction,Native Language Instruction,French,Computation,Qualitative Research

Given a growing digital economy with complex problems, demands are being made for education to address computational thinking (CT)--an approach to problem solving that draws on the tenets of computer science. We conducted a comprehensive content analysis of the Ontario elementary school curriculum documents for 44 CT-related terms to examine the extent to which CT may already be considered within the curriculum. The quantitative analysis strategy provided frequencies of terms, and a qualitative analysis provided information about how and where terms were being used. As predicted, results showed that while CT terms appeared mostly in Mathematics, and concepts and perspectives were more frequently cited than practices, related terms appeared across almost all disciplines and grades. Findings suggest that CT is already a relevant consideration for educators in terms of concepts and perspectives; however, CT practices should be more widely incorporated to promote 21st century skills across disciplines. Future research would benefit from continued examination of the implementation and assessment of CT and its related concepts, practices, and perspectives.
The Impact of Internet Experience and Attitude on Student Preference for Blended Learning
Author: Alzahrani, Majed Gharmallah
Date: 2017-00-00
Type: Journal Articles
Subjects: Blended Learning,Preferences,Internet,Prior Learning,Computer Attitudes,Student Experience,Student Attitudes,Online Surveys,Questionnaires,Demography,Predictor Variables,Statistical Analysis,Learning Strategies,Preservice Teachers,Foreign Countries

The purpose of this study is to investigate student experience with the Internet, and their attitudes towards using it, in an attempt to determine the impact of these experiences and attitudes on their view of the implementation of blended learning. Data from 142 Saudi students at a leading university in Saudi Arabia were collected via an online questionnaire. The results reveal that students have both experience with and positive attitudes towards using the Internet. Demographic variables had no effect on these attitudes, but experience variables showed significant effects. Interestingly, there were mixed interactions regarding student study year; negatively with Internet experience and positively with preference for the implementation of blended learning. Neither experience with the Internet nor program of study appeared to influence student preference for blended learning but age, study year, and attitudes towards the Internet were associated with positive attitudes towards blended learning. Importantly, students in the present study supported the implementation of blended learning, but not entirely online learning. Student attitudes towards the Internet in general appeared to influence their attitude to learning approaches that use the Internet in blended learning environments. Discussion of these results is presented with suggested implications.
The Student Voice in Designing a Jewish Studies High School Curriculum: A Case Study
Author: Kohn, Eli
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Jews,Day Schools,Curriculum Design,High Schools,Religion Studies,Case Studies,High School Students,Participative Decision Making,Student Needs,Models,Student Participation

In January 2012, a team of curriculum specialists based at Bar Ilan University in Israel were approached by a Jewish day school in Australia to design a new Jewish Studies curriculum for its school. The mandate was to design a curriculum model from first-steps that would form the basis for the new curriculum. This article demonstrates how combining elements of Fullan's ideas about school partnerships with Schwab's &quot;commonplaces&quot; concepts can best meet the needs of the school's specific population and ethos. The role of student voice is shown to be critical in curriculum deliberations and decision making. Assumptions made by teachers about what students would want to learn proved, in a number of instances, inaccurate. Our research seems to indicate that the student &quot;commonplace&quot; voice within the design of a new curriculum should be given more consideration in the curriculum design process. While the research was conducted in a particular school context, the principles learned, specifically re: the place of student-voice, can be applied to school contexts internationally.
Resistance, Critical Agency and Initiatives of Black Post-School Youth, Facilitators and Organisers in a Black Township in South Africa
Author: Naidoo, Devika
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Resistance (Psychology),Training,Educational Policy,Youth Programs,Qualitative Research,Case Studies,Observation,Interviews,Documentation,Content Analysis,Blacks,Attitude Measures,Knowledge Level,Racial Bias,Achievement Gap,Job Skills,Curriculum,Educational Quality,Social Justice

The Post-school Education and Training (PSET) policy seeks to address the education and training needs of post-school youth not in education, employment nor training (NEET). The problem of youth NEET has been researched from many perspectives. However, there is a dearth of knowledge about the responses, views and actions of post-school youth NEET living in this precarious situation. This paper analyses the resistance, critical agency and initiatives of youth; organisers; and facilitators at a youth development and organisation centre in a township in Gauteng. The study is framed by the notion of &quot;critical&quot; agency (Gramsci: 1971) and Bourdieu's concept of &quot;strategies&quot; that mediate structure and agency. These concepts enable a focus on critical agency that emerge within severely constraining social conditions. Data were collected through the following sources and methods: from a &quot;youth dialogue&quot; amongst engaged youth; ethnographic interviews with post-school youth themselves; interviews with key individuals such as organisers, leaders and facilitators of programmes; and observations of literacy classes offered at the centre. Data analysis revealed resistant counter discourses amongst the youth to school and current PSET; acceptance of education for employment; desire for higher quality education; and clear ideas of alternative pedagogies. In addition to these counter discourses the paper highlights the critical agency of key individuals in the face of debilitating structural constraints. Implications for the post school education and training system are raised and some recommendations are made.
Evaluating an Adaptive Equity-Oriented Pedagogy: A Study of Its Impacts in Higher Education
Author: Phuong, Andrew Estrada
Date: 2017-00-00
Type: Journal Articles
Subjects: Equal Education,Teaching Methods,College Students,Student Needs,Mixed Methods Research,Intervention,Democracy,Student Evaluation,Student Characteristics,Learning Modalities,Educational Games,Comparative Analysis,Control Groups,Experimental Groups,Pretests Posttests,Observation,Surveys,Interviews,Student Projects,Learner Engagement,Access to Education,Self Efficacy,Student Motivation,Stereotypes,Social Bias,Action Research,Coding

This study examines whether and how an adaptive equity-oriented pedagogy can address diverse college students' needs and preferred modes of learning. Using a mixed-methods approach, we evaluated this pedagogical intervention that synthesizes democratic, assessment-driven, strengths-based, multimodal, and game-based instructional strategies. This study compared two course sections with identical topics and assessments using different pedagogical approaches. In the control condition (n = 59), instructors did not adjust their lectures, dialogues, and activities based on data of their students' learning needs. Meanwhile, the course with the adaptive, equity-oriented pedagogy (i.e., the treatment group, n = 54) had the same instructors who adjusted their teaching practices each week based on data related to their students' learning needs. Researchers evaluated this pedagogy's impact on student learning by analyzing anonymous course-feedback forms, surveys, interviews, observation notes, final project assessments, and weekly pre- and post-assessments. After instructors in the treatment condition adjusted instruction based on weekly post-assessments and anonymous student feedback forms, the researchers observed increased levels of student engagement, participation, collaboration, sense of community, and performance on post-assessments. Researchers found statistically significant differences on final assessment scores in favor of the equity-oriented pedagogy (p &lt; 0.0001). These findings suggest that the equity-oriented pedagogy helped reduce barriers to equity and access since students surpassed rigorous course objectives, regardless of background (e.g., gender, immigration status, sexual orientation, race/ ethnicity, household income, disability). Despite the rigorous nature of the class, students reported positive psychosocial outcomes (e.g., motivation, self-efficacy), and noted how specific teaching practices were continuously modified to enhance their learning experiences. Based on the data, students expressed a growth mindset and reported reduced stereotype threat.
The eSGID Process: How to Improve Teaching and Learning in Online Graduate Courses
Author: O'Neal-Hixson, Kelly
Date: 2017-00-00
Type: Journal Articles
Subjects: Online Courses,Graduate Study,Educational Improvement,Small Group Instruction,Feedback (Response),Student Attitudes,Focus Groups,Evaluation Methods,Early Childhood Education,Behavior Modification,Special Education,Disabilities

Small Group Instructional Diagnosis (SGID) is a feedback process to collect midterm feedback from students. The process uses small focus group student interviews to identify strengths of the course, areas of concern, and suggestions to address concerns. The purpose of this paper is to shares experiences using on online format of Small Group Instructional Design (eSGID) to improve the teaching and learning process in three graduate courses. The authors will share specific examples, including the format of the eSGID process.
Curriculum as a Discourse: Using Critical Discourse Analysis to Revive Curriculum Reconceptualists&apos; Thought
Author: Harb, Majed
Date: 2017-00-00
Type: Journal Articles
Subjects: Curriculum Development,Critical Theory,Discourse Analysis,Educational Research,Educational Objectives,Semantics,Linguistic Theory,Sociolinguistics,Educational Theories

Curriculum reconceptualists seek to reshape the field of curriculum studies. Unlike traditional curricularists, they reprobate the technical approach of curriculum development because of its pure functional and managerial tendency. Reconceptualists look at curriculum from various philosophy-saturated perspectives. One of their claims is considering curriculum as a discourse, and the main task curricularists have to cope with is to understand this discourse. Unfortunately, reconceptualists penetrate deeply into philosophy without offering a clear practical vision that helps them transform their insights. In this paper, I argue that reconceptualists can bridge the gap through considering Critical Discourse Analysis (CDA) assumptions. The idea of understanding curriculum as a discourse could be theoretically and practically detected when employing (CDA).
Agile Manifesto for Teaching and Learning
Author: Krehbiel, Timothy C.
Date: 2017-00-00
Type: Journal Articles
Subjects: College Faculty,Teaching Methods,Teacher Effectiveness,Computer Software,Learner Engagement,Student Surveys,Teamwork,Cooperation,Teacher Attitudes,Student Attitudes,Classroom Environment,Adoption (Ideas)

A group of faculty members representing six colleges at a public university formed a learning community to study the Agile Way of Working--a method of workplace collaboration widely used in software development--and to determine whether the concepts, practices, and benefits of Agile are applicable to higher education settings. After more than two years of study, experimentation, and reflection, this group found that its adaptations of Agile to higher education produced positive outcomes by increasing student engagement, encouraging students to take responsibility for their learning, enhancing the level and quality of collaboration, and producing higher quality deliverables. In this paper we propose an Agile Manifesto for Teaching and Learning that can be used to direct the work of higher education faculty in the classroom and beyond. Second, we describe our diverse experiences incorporating Agile tools and techniques into the classroom. Third, we present the results of a student survey concerning their experiences. Finally, we discuss our journey for adopting the Agile Way of Teaching and Learning.
The Feasibility of Flipping: An Exploratory Analysis of the Flipped Classroom in a Developing Country
Author: Griffith, Alana D. D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Blended Learning,Homework,Video Technology,Developing Nations,Foreign Countries,Sociology,Social Problems,Teaching Methods,Student Attitudes,Group Discussion,Small Group Instruction,College Students,Internet,Student Surveys,Computer Mediated Communication,Attendance,Grades (Scholastic)

There has been an increased demand on educational institutions to provide students with value for money. The sociology course SOCI3035 Caribbean Social Problems with 111 students was transformed to a fully flipped course replacing several face-to-face lectures, tutorials and assessment with online versions as homework. Face to face lecture time featured small group discussions on content posted online. The need for exploration of student perspectives on the flipped classroom were important given the unique context in which it was implemented. That the University of the West Indies Cave Hill is located in a small island developing state, that its Blended Learning Policy had only been recently approved, Barbadian students had to begin paying tuition fees and the new GPA instituted a year prior presented a critical juncture for the introduction of new methods. Significantly more students indicated they would take another flipped class and their participation in F2F discussion in large classes increased using the flipped approach. Students also felt the breakout discussions of the flipped approach compensated for the large tutorial groups whose registration had moved from 20-25 students to approximately 40 students. It was found that the approach contributed to enhanced learning for the students.
Effectiveness of Using the iPad in Learning to Acquire the Mental and Performance Skills in Teaching Social Studies Curriculum
Author: Alajmi, Maadi Mahdi
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Handheld Devices,Telecommunications,Social Studies,Skill Development,Comparative Analysis,Control Groups,Experimental Groups,Teaching Methods,Grade 8,Foreign Countries,Pretests Posttests,Achievement Tests,Cognitive Ability,Performance,Females,Statistical Analysis

This study aims to examine the effectiveness of using the iPad in learning to acquire the mental and performance skills in teaching the social studies. Using experimental design method, the study compared two groups: (a) experimental, taught using the iPad, and (b) control group, taught using the traditional learning without iPad. A total of 48 (24 experimental group and 24 control group) eighth grade students in state of Kuwait participated in this study. The study started on the second semester on 2015-2016 on the average of 6 weeks. After the test on the study sample and the statistical processing, the results revolved that: (1) there are no significant differences between the experimental and the control group in mental performance in pre-test score. (2) There are no significant differences between the experimental and the control group in skills performance in pre-test score. (3) There are significant differences between the experimental and the control group in mental performance in post-test score in favor of experimental group. (4) There are significant differences between the experimental and the control group in skills performance in post-test score in favor of experimental group. Based on the results, the study concluded with relevant recommendations regarding the implementation of using iPad technology in education, and suggested some further studies in this topic.
The Power of Movement: Body-Engaging Activities for Teaching Economics
Author: Roncolato, Leanne
Date: 2017-00-00
Type: Journal Articles
Subjects: Economics Education,Undergraduate Students,Student Centered Learning,Learner Engagement,Student Participation,Learning Activities,Teaching Methods,Classroom Techniques,Student Attitudes,Educational Practices

Existing research points to the critical connection between student engagement and deep learning. This paper explores body engagement as one type of student centered learning. While other disciplines are making progress in developing body-engaging pedagogical methods as a complement to traditional lectures, the use of such innovations in undergraduate level economics courses have been limited. We contribute to the literature by explaining both why we should and how we can incorporate body movement as a part of the tool kit for teaching economics. We offer specific examples of body-engaging activities and review students' evaluation of this pedagogical approach. We acknowledge challenges and limitations of incorporating these activities into a classroom and offer strategies to overcome these challenges.