ethanporcaro/eric-fulltext-meta huggingface dataset:
Activating Pre-Service Mathematics Teachers' Critical Thinking
Author: Applebaum, Mark
Date: 2015-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Critical Thinking,Mathematics Skills,Pedagogical Content Knowledge,Secondary School Mathematics,Class Activities,Problem Solving,Discussion (Teaching Technique),Teaching Methods,Skill Development,Surveys

Teachers' critical thinking skills are essential for fostering the development of the same skills in their students. To demonstrate how teachers' ability to examine solutions critically can be developed and supported, we analyse a classroom activity performed by a group of pre-service secondary school mathematics teachers (N = 37) who were asked: (1) to solve a geometrical problem; and (2) to reflect upon different strategies that lead to contradictory solutions. The data demonstrate difficulties in students' ability to analyse possible mistakes and cope with mental dissonance when faced with contradiction.
The ePortfolio as a Living Portal: A Medium for Student Learning, Identity, and Assessment
Author: Nguyen, Celeste Fowles
Date: 2013-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Electronic Publishing,Influences,Student Experience,Hermeneutics,Mentors,Use Studies,Self Concept,College Students,Research Methodology,Personal Narratives,Reflection,Self Evaluation (Individuals),Interpersonal Communication,Imagination

This research examines the influence of college students' electronic portfolios (i.e., ePortfolios) on learning, identity, and assessment. The study creates a narrative of students' experiences with ePortfolios that integrates critical hermeneutic theory. Findings demonstrate the diverse experiences of research participants who used ePortfolios for advising and mentoring purposes or to present an academic identity to employers or faculty. This research presents ePortfolios as a way to engage with others about identity, to expand on prior understandings and ways of being, and to create a coherent narrative of past, present, and future. The implications may guide educators in developing ePortfolio programs that prepare students for authentic, ethical living in a global and ever-changing world.
Teaching and Learning Geometry in Drama Based Instruction
Author: Ubuz, Behiye
Date: 2016-00-00
Type: Journal Articles
Subjects: Geometry,Drama,Mathematics Instruction,Teaching Methods,Demonstrations (Educational),Relevance (Education),Educational Practices,Educational Resources,Instructional Materials,Teacher Attitudes,Student Attitudes,Middle School Students,Middle School Teachers,Secondary School Mathematics,Grade 7

This paper explains what drama-based instruction is and offers insights into the phases in drama-based instruction. Further, examples of drama-based lessons in geometry related to ring and circle, and altitude of a triangle together with the teacher and students perceptions related to the strengths and limitations of drama based instruction in geometry were presented.
ePortfolios: Promoting Special Educator Adaptive Expertise through Reflection in a Web-Based Learning Community
Author: De Arment, Serra T.
Date: 2013-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Portfolios (Background Materials),Teacher Competencies,Adjustment (to Environment),Preservice Teacher Education,Special Education Teachers,Preservice Teachers,Teaching Skills,Reflection,Feedback (Response),College Faculty,Graduate Students,Teamwork,Program Development,Literature Reviews

In an era of accountability, teachers must be prepared to adapt to the variability they encounter in today's classrooms. Instead of knowing only routine responses to the challenges of practice, teachers need a repertoire that is characterized by adaptive expertise. Preservice preparation can foster teacher candidates' adaptive expertise through the use of ePortfolios as web-based learning communities built upon reflection and feedback. This article reviews the literature on adaptive expertise and uses a learning-to-teach-in-community framework to explain the value of ePortfolios for supporting the development of adaptive expertise. Further, a design and evaluation plan is presented for an ePortfolio-based learning community in which special education teacher candidates practice the skills and dispositions necessary for adaptive expertise through reflection prompts that are based on real-world classroom cases and receive feedback from program faculty and practicing special educators.
Developing Codebooks as a New Tool to Analyze Students' ePortfolios
Author: Impedovo, Maria Antonietta
Date: 2013-00-00
Type: Journal Articles
Subjects: Portfolio Assessment,Electronic Publishing,Coding,Content Analysis,Qualitative Research,Use Studies,College Students,Blended Learning,Self Evaluation (Individuals),Individual Differences,Progress Monitoring,Intervention,Grounded Theory,Portfolios (Background Materials),Foreign Countries

This paper describes a three-step method for the construction of codebooks meant for analyzing ePortfolio content. The first step produces a prototype based on qualitative analysis of very different ePortfolios from the same course. During the second step, the initial version of the codebook is tested on a larger sample and subsequently revised. Finally, during the third phase the codebook is applied to analyze ePortfolios' contents and to chart trends of usage. We tested the codebook on the ePortfolios of 16 students attending a university blended course. This codebook and the method for building it enabled us to follow the ePortfolios' evolution over the course, to observe students' individual differences, to understand and guide students' self-assessment, and to customize teachers' and/or tutors' interventions. Our method produces a tailored codebook for the examination of ePortfolio contents.
Evaluating Processes and Platforms for Potential ePortfolio Use: The Role of the Middle Agent
Author: Slade, Christine
Date: 2013-00-00
Type: Journal Articles
Subjects: Portfolio Assessment,Portfolios (Background Materials),Feasibility Studies,Technology Integration,Technology Planning,Organizational Change,Models,Institutional Characteristics,Relevance (Education),Design Requirements,Appropriate Technology,Change Strategies,Teacher Attitudes,Employee Attitudes,Usability,Computer Software Evaluation,Electronic Publishing,College Faculty

With the changing face of higher education comes a demand to include new technological tools. Universities need to build their capacity to respond to new technology-related challenges. The introduction of ePortfolios is a significant strategy in this response. A number of organizational change management models are used to analyze the incorporation of new technologies, such as ePortfolios, into university culture, including Kotter's Model of Change, the LASO Model, and the middle-out approach. This article offers a case study of using a middle-out approach to technology adoption in the context of change management. It argues that such an approach provides links between university faculty values and upper institutional management decision-making that results in a positive and collegial transition to introducing ePortfolios. This study used a staged methodological process, based on faculty and professional staff feedback, literature in the field, benchmarking with similar universities, and external reports of best practices to develop functional criteria customized to the institution's context, an analysis of available and appropriate ePortfolio software, and finally, recommendations to the institution's decision-makers. The distinction is made throughout the article between faculty, who are staff members with teaching and research responsibilities, and professional staff, who provide a range of support to faculty, including teaching support and technical services. Where a particular sub-group is identified, they are named in terms of their primary function. Findings reflect the importance of the individual context and available resources of the institution when assessing new technology implementation and the value of the middle-agent role in facilitating a seamless shift towards change inclusive of both &quot;top&quot; and &quot;bottom&quot; stakeholder groups.
ePortfolio Effectiveness: A(n Ill-Fated) Search for Empirical Support
Author: Bryant, Lauren H.
Date: 2013-00-00
Type: Journal Articles
Subjects: Portfolio Assessment,Portfolios (Background Materials),Electronic Publishing,Higher Education,Relevance (Education),Evidence,Literature Reviews,Trend Analysis,Use Studies,Academic Achievement,Technology Uses in Education,Journal Articles,Meta Analysis,Research Problems,Access to Information,Likert Scales

ePortfolio has become ubiquitous in higher education over the course of the last decade, with faculty and institutions devoting both time and monetary resources to its use. Given this trend, the purpose of this study was to investigate the landscape of ePortfolio research to determine what evidence exists for ePortfolio's impact on student outcomes. We identified four trends in the research: articles making theory-based arguments for the use of ePortfolio or providing a descriptive account of a single instance of use; articles presenting original data on users' feelings and opinions of ePortfolio; articles presenting original data on student outcomes resulting from ePortfolio use; and finally, articles focused on the technological vehicles of ePortfolio. Through our analysis of the literature it became evident that an increased focus in the research is necessary with regard to collecting and presenting original data on student outcomes and investigations of the most effective and usable platforms designed for ePortfolio.
Exploration of ePortfolios for Adding Value and Deepening Student Learning in Contemporary Higher Education
Author: O'Keeffe, Muireann
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Portfolios (Background Materials),Electronic Publishing,Value Added Models,Evidence,Robustness (Statistics),Case Studies,Professional Development,Masters Programs,Learning Processes,Creative Thinking,Student Centered Learning,Graduate Students,Student Attitudes,Reflection,Mixed Methods Research,Semi Structured Interviews

In recent years, higher education has undoubtedly faced a sea-change. The landscape of the sector has shifted with changes in the student body, increased pressure from government on costs and procedures, and an array of curricular transformations. While much has been written about the use of learning technologies generally and about ePortfolios in particular, there has been a lack of robust evidence about their added value for enhancing student learning opportunities. A case study of the integration of ePortfolios into a professional development master's program in a Higher Education Institution in Ireland is presented, and added value in terms of the creative learning process is explored. Findings from this study indicate that development of the awareness and understanding of creativity within the student cohort is necessary to nurture creative and critical thinking abilities.
Using ePortfolios to Measure Student Learning in a Graduate Preparation Program in Higher Education
Author: Janosik, Steven M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Portfolio Assessment,Masters Programs,Graduate Students,Qualitative Research,Interviews,Focus Groups,Student Experience,Coding,Adjustment (to Environment),Reflection,Decision Making,Self Concept,Evaluation Methods

Ten second-year master's students in a higher education program participated in this study, which was designed to assess their experience with an electronic portfolio that had been introduced recently as a primary component of their comprehensive exam. This qualitative study used a focus group and long-interview methods for data collection. Participants responded to an interview protocol of several open-ended questions that allowed them to discuss their experiences and challenges with this capstone experience. Through a variety of coding techniques, five themes emerged: (a) students have difficulty adapting to change; (b) reflection and decision-making takes time; (c) students need regular reassurance; (d) students learn a great deal about themselves; and (e) the ePortfolio is a very powerful experience. Findings suggest several implications for practice, including preparing new professionals, being a new professional, and supervising new professionals.
Complex Moving Parts: Assessment Systems and Electronic Portfolios
Author: Larkin, Martha J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Virtual Universities,Portfolio Assessment,Electronic Publishing,Educational Assessment,Accreditation (Institutions),Models,Educational Planning,Design,Program Implementation,Program Evaluation,Documentation,Computer Software,Educational Objectives,Educational Policy,Technical Support,Research Methodology,Problem Solving

The largest college within an online university of over 50,000 students invested significant resources in translating a complex assessment system focused on continuous improvement and national accreditation into an effective and efficient electronic portfolio (ePortfolio). The team building the system needed a model to address problems met throughout the planning, design, and implementation of the assessment and ePortfolio systems. The team adopted the FEAT model to ensure that multiple stakeholder perspectives were an integral component of how the assessment system and ePortfolio development worked together. This model consisted of four domains: &quot;functional&quot; encompassed how the software tool worked and was used; &quot;educational&quot; reflected the desired learning as a result of system implementation; &quot;administrative&quot; included policies and procedures, financial and human resources, and planning necessary for project implementation; and technical included the hardware, software, and networking infrastructure necessary for ePortfolio and assessment system implementation. The researchers documented the types of problems encountered in the process, the problem solvers involved, strategies used, and actions implemented. The researchers concluded that evaluating system development is more informative if a systemic approach is used to examine the interdependent relationships among the FEAT model domains that influence the overall system maturity.
The Development of an ePortfolio as a Capstone in a Holistic Health Minor
Author: Perks, Joan M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Holistic Approach,Pilot Projects,Portfolios (Background Materials),Information Technology,Program Descriptions,Health Education,Undergraduate Students,College Faculty,Scoring Rubrics,Interdisciplinary Approach,Outcomes of Education,Student Evaluation

Use of electronic portfolios (ePortfolios) has been advocated to highlight student accomplishments as well as to document program and course outcomes. This use of ePortfolios incorporates information technology, thus aligning the educational process in degree programs to twenty-first-century teaching, learning, and information literacy. Here we describe a project to explore the feasibility of using the ePortfolio as a capstone for a Holistic Health Minor (HHM) in an undergraduate program. To make this transition in an efficient manner in the HHM, we developed a plan of implementation, with training for faculty and students. A team of faculty developed a professional ePortfolio template and implemented a pilot program for nine graduating students enrolled in the HHM. The team assessed college resources, assisted with developing the technological competence of both students and faculty, and created a rubric for final capstone assessment. Our experiences lead us to recommend that an interdisciplinary team is crucial for the success of the program. Our experiences also demonstrate that the use of ePortfolios can enhance assessment of student and program outcomes.
The Capacity of Teacher Education Institutions in North Carolina to Meet Program Approval and Accreditation Demands for Data
Author: Corbin, Renee
Date: 2013-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Program Evaluation,Accreditation (Institutions),State Surveys,Portfolio Assessment,Electronic Publishing,Data Analysis,Data Collection,Higher Education,Public Colleges,Private Colleges,Educational Assessment,Information Management,Reports,Database Management Systems,Computer Software,Educational Needs

A statewide survey of the infrastructure of teacher education program assessment systems in North Carolina, which include electronic portfolios as a component in the assessment system, measured their ability to meet current and anticipated future data demands for state approval and national accreditation. Almost two-thirds of the 46 teacher education programs in the state responded to questions about the personnel, hardware, and software resources needed to meet current and future demands for data collection, management, analysis, and reporting. Although public and private institutions have common concerns, there were differences in response. While 78% of public teacher education institutions indicated that they had adequate to excellent overall infrastructure to meet current and future needs, only 53% of private or independent institutions reported adequate to excellent overall infrastructure. Public and private institutions indicated different resource needs to address program approval and accreditation demands.
Light Pollution in Natural Science Textbooks in Spanish Secondary Education
Author: Contel, Teresa Muñoz
Date: 2016-00-00
Type: Journal Articles
Subjects: Secondary School Curriculum,Natural Sciences,Textbook Content,Textbook Evaluation,Light,Pollution,National Curriculum,Content Analysis,Curriculum Evaluation,Environmental Education,Environmental Standards,Foreign Countries

Light pollution has emerged with the industrial development in recent decades. It is becoming a significant environmental issue for cities today and it will probably become more important in the near future. However, very little research has been carried out on this issue in the field of science teaching, despite there being a general agreement that education has an important contribution to make in the protection of the environment. This research analyses this problem in secondary education, through the official curriculum and textbooks published for the Valencian Region (Spain). We have based the research on the &quot;Content analysis&quot; method. Light pollution, despite being included in the Spanish compulsory secondary education curriculum, is an issue that is barely touched on in the majority of the first and second year Natural Science textbooks analysed.
Skills Recognition for the Rural Sector--Coming to a Screen Near You
Author: Bell, Charlie
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Agricultural Education,Distance Education,Industry,Postsecondary Education,Rural Areas,Educational Technology,Technology Uses in Education,Electronic Publishing,Portfolios (Background Materials),Evaluation Methods,Delivery Systems,Technological Literacy

Tocal College, as part of New South Wales Department of Primary Industries (DPI), provides training in agriculture and related disciplines across NSW and Australia. Tocal College delivers a wide range of full time, short course, and distance education courses, along with publications and study support materials. The rural and related industries in Australia operate in a complex environment and have many features which make training delivery unique and challenging. A particular challenge is servicing a clientele who are thinly dispersed over a very large part of Australia and providing relevant services to clients who have high levels of skills and knowledge acquired on the job through informal learning. As a consequence of these needs, external delivery of training and Skills Recognition (i.e., Recognition of Prior Learning [RPL]) have emerged as a key services delivered by the College. This paper will outline the development of the Tocal College Skills Recognition system from a paper-based to fully electronic system while maintaining a commitment to assessment by personal interview, client support, empowerment and respect, and active case management. The process of &quot;going electronic&quot; is evaluated from both the client and college perspective. The ePortfolio approach is proving to be a better way of delivering services, but it does still present some challenges to clients in regional and remote areas of Australia.
Aspects of Theories, Frameworks and Paradigms in Mathematics Education Research
Author: Stoilescu, Dorian
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics Education,Educational Research,Educational Theories,Behaviorism,Cognitive Science,Cognitive Processes,Critical Theory,Place Based Education,Postmodernism,Models

This article discusses major theoretical debates and paradigms from the last decades in general education and their specific influences in mathematics education contexts. Behaviourism, cognitive science, constructivism, situated cognition, critical theory, place-based learning, postmodernism and poststructuralism and their significant aspects in mathematics education are discussed. In a discussion that limits its size to that of one article, my main goals are to outline the main tendencies and debates that operate on various educational contexts and theoretical assumptions--the way they interfere and challenge each other and their connections to mathematics education research.
Adults' Views on Mathematics Education: A Midwest Sample
Author: Brez, Caitlin C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Adults,Attitude Measures,Mathematics Education,Parent Attitudes,Public Opinion,Surveys,Elementary School Students,Statistical Analysis,Teaching Methods,Educational Practices,Age Differences,Parent Role

Currently, few studies have addressed public opinions regarding math education. The current study surveyed adults in a Midwestern town in the United States to assess opinions regarding math and math education. Overall, we found that adults believe that math is useful and that math education is important. We found that parents who currently have a child in elementary school believed that math should be taught at an earlier age and were more supportive of parents being responsible for math education outside of the classroom than other participants. In this paper, we discuss some of the implications of these findings for math education.
The Blended Advising Model: Transforming Advising with ePortfolios
Author: Ambrose, G. Alex
Date: 2013-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Portfolios (Background Materials),Academic Advising,Technology Uses in Education,Synchronous Communication,Asynchronous Communication,Higher Education,Online Courses,Distance Education,Blended Learning

This paper provides the rationale and framework for the blended advising model, a coherent approach to fusing technology--particularly the ePortfolio--into advising. The proposed term, &quot;blended advising,&quot; is based on blended learning theory and incorporates the deliberate use of the strengths from both face-to-face and online environments, as well as synchronous and asynchronous technologies and interactions. ePortfolios and an advising syllabus will be offered as core examples of practical applications of the theoretical blended advising model in redefining and reengineering the advising process. Current and emerging advisor support systems and delivery technologies are also organized and applied to the proposed model to illustrate the possibilities, potential, and processes that are created from a transformative blended advising redesign.