ethanporcaro/eric-fulltext-meta huggingface dataset:
An Instructional Method Suggestion: Conveying Stories through Origami (Storigami)
Author: Oguz, Aysegul
Date: 2016-08-00
Type: Journal Articles
Subjects: Teaching Methods,Story Telling,Art Activities,Preservice Teachers,Student Teacher Attitudes,Opinions,State Universities,Qualitative Research,Data Collection,Semi Structured Interviews,Content Analysis,Elementary Education,Interdisciplinary Approach,Foreign Countries,Instructional Effectiveness,Educational Benefits

The purpose of this study was to elucidate how to convey stories through origami and suggest its use in education with the help of pre-service elementary teachers' opinions. The participants of the study were 103 elementary teacher candidates from a state university in the 2014-2015 academic year. In this qualitative study, the data were collected through semi-structured interviews and analyzed employing content and descriptive analyses. During the content analysis, the data were coded, organized under themes, and represented in frequency and percentage tables. In the descriptive analysis, the opinions of teacher candidates were interpreted using direct quotes. The results indicated that conveying stories through origami is a viable instructional method for many courses and topics.
Comparison of Primary School Foreign Language Curricula of Turkey, Germany and the Netherlands
Author: Aslan, Yasin
Date: 2016-08-00
Type: Journal Articles
Subjects: Comparative Analysis,Elementary School Students,Second Language Learning,Second Language Instruction,English (Second Language),Curriculum,Foreign Countries,Communication Skills,Cultural Awareness,Comparative Education,Course Content,Teaching Methods,Student Needs,Student Interests

Foreign language education at early ages involves a broad spectrum of communication skills using communication, culture, connections, comparisons and community. The aim of this study is to compare the primary foreign language curricula of Turkey, Germany and the Netherlands in terms of objectives, content, teaching processes and evaluation systems. This is a comparative education research and most of the data, taken from official sources of the country, was obtained by the document analysis. Turkish Primary School English program is found to be more comprehensive and elaborate while the program in Germany and the Netherlands are quite flexible. The curricula of Germany and the Netherlands not only provide more freedom with teachers in planning lessons but also meet the needs and interests of students. In all three countries, the programs vary in terms of content presentation. Turkey has a detailed content of the English curriculum, and teachers are obliged to follow the program. On the other hand, teachers in the Netherlands are given the opportunity to make the choice of content.
Self-Concealment, Social Network Sites Usage, Social Appearance Anxiety, Loneliness of High School Students: A Model Testing
Author: Dogan, Ugur
Date: 2016-06-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Privacy,Social Networks,Web Sites,Use Studies,Self Concept,Anxiety,Psychological Patterns,Social Isolation,Structural Equation Models,Hypothesis Testing,Self Esteem,Questionnaires,Likert Scales,Statistical Analysis,Correlation,Maximum Likelihood Statistics

This study was tested a model for explain to social networks sites (SNS) usage with structural equation modeling (SEM). Using SEM on a sample of 475 high school students (35% male, 65% female) students, model was investigated the relationship between self-concealment, social appearance anxiety, loneliness on SNS such as Twitter and Facebook usage. It was hypothesized that SNS usage was predicted directly by self-concealment, was predicted indirectly by loneliness and social appearance anxiety. The SEM showed that SNS usage was significantly predicted directly by self-concealment and was significantly predicted indirectly by social appearance anxiety and loneliness. It was revealed that the fit indicies of the SEM created (?[superscipt 2] : 6.18, df: 2, ?[superscript 2]/df: 3.09, p = 0.04558, RMSEA = 0.065, GFI = 0.99, AGFI = 0.97, NFI = 0.98, NNFI = 0.95, CFI = 0.98, IFI = 0.98, RMR = 0.049; SRMR = 0.028) in fit values. Based on the results social appearance anxiety, self-concealment and loneliness of high school students are remarkable predictors in terms of SNS usage.
Admissions Metrics: A Red Herring in Educator Preparation?
Author: Dee, Amy Lynn
Date: 2016-00-00
Type: Journal Articles
Subjects: Accreditation (Institutions),Standards,Achievement Gap,Standardized Tests,Teacher Education,Teacher Education Programs,Leadership,Higher Education,Teacher Effectiveness,Correlation,Preservice Teachers,Academic Achievement,Grade Point Average,Teaching Methods,Admission Criteria,College Admission,Academic Standards

The Council for the Accreditation of Educator Preparation (CAEP) has created the Next Generation of Educator Preparation Accreditation Standards. The new CAEP requirements will influence the admission standards and practices of all educator preparation providers moving to national accreditation. The research described in this article examined whether or not the GPA upon admission to a teacher preparation institution correlates with the success of teacher licensure candidates in the clinical practice portion of their program. The authors also wanted to know if gender influenced final evaluations. The following questions were asked: (1) Is there any connection between the admission GPA and the final clinical practice evaluation for teacher preparation candidates? (2) Is gender a predictor of final evaluation scores? Believing that educator preparation programs exercise diligence and discernment in their own admissions processes that reflect stakeholder interest, the authors provide eight suggestions for all programs, particularly those nationally accredited, which uphold the spirit of professional organizations, but honor the qualities of the candidates that may have greater impact on student success than ineffectual measures.
From Pre-Service to Teacher Leader: The Early Development of Teacher Leaders
Author: Ado, Kathryn
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Leadership,Teacher Improvement,Knowledge Level,Leadership Qualities,Leadership Training,Qualitative Research,Questionnaires,Focus Groups,Interviews,Pretests Posttests,Student Teacher Attitudes,Collegiality,Organizational Culture,Professional Continuing Education,Instructional Improvement,Student Improvement,Advocacy,Skill Development,Educational Legislation,Federal Legislation,Common Core State Standards

Public schools in the U.S. face ever increasing accountability measures as a result of the No Child Left Behind Act (NCLB 2001) and the adoption of the Common Core State Standards in the majority of states (Guskey, 2011). Linking teacher evaluation to student outcomes is yet another example of the pressure educators feel in the current U.S. educational climate. There is a growing body of research indicating that teaching is a key component of student success (Darling-Hammond, 2003; NCES, 2008). However, there are few studies that document the early development of teacher leaders in pre-service teacher preparation programs, including its benefits and challenges. The purpose of this study is to describe and analyze pre-service teachers' conceptions of teacher leadership and to document evidence of the skills and knowledge necessary for teacher leadership displayed by pre-service teachers.
Designing a Curriculum for Clinical Experiences
Author: Henning, John E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Curriculum Design,Curriculum Development,Clinical Experience,Teacher Education Curriculum,Teacher Education Programs,Cooperative Programs,Design Requirements,State Standards,Partnerships in Education,Mentors,Teacher Workshops,Student Evaluation,Research and Development,College Programs

The purpose of this article is to describe a collaborative effort among five teacher preparation programs to create a conceptual tool designed to put clinical experiences at the center of our programs. The authors refer to the resulting product as a clinical curriculum. The clinical curriculum describes a developmental sequence of clinical experiences that move from simpler to more complex teaching skills, from working with fewer to larger numbers of students, and from requiring less to more planning and decision-making. In this paper, the authors will explicate the process used for the development of a clinical curriculum, describe the resulting product and its elements, and show how a clinical curriculum can be used as an catalyzing agent for designing and implementing a clinically based teacher preparation program.
Educating English-Language Learners with Special Needs: Beyond Cultural and Linguistic Considerations
Author: Park, Yujeong
Date: 2012-00-00
Type: Journal Articles
Subjects: English Language Learners,Response to Intervention,Special Needs Students,Guidelines,Academic Achievement,Minority Groups,Identification,Educational Legislation,Federal Legislation,Achievement Gap,White Students,Teacher Education,Faculty Development,Accountability,Student Evaluation,Disproportionate Representation,Educational Policy,Disabilities

English-language learners (ELLs) with special needs consistently languish in the American school system. The No Child Left Behind Act (NCLB) included ELLs as a minority group and required to hold schools accountable for reducing the achievement gap between ELLs and their white peers, however the act did not provide a specific direction for educators on how to help these students in the school context. A conceptual review was conducted to compiles information on critical issues and challenges ELLs with special needs face as well as useful tips for assessment and instruction. Critical issues and challenges include assessment and identification, teacher preparation and professional development, and legal and policy issues. The useful tips discussed rely on the utilization of guidelines for assessment, Response to Intervention (RTI), and the support of all stakeholders.
A Comparison of Three Approaches to Correct for Direct and Indirect Range Restrictions: A Simulation Study
Author: Pfaffel, Andreas
Date: 2016-03-00
Type: Journal Articles
Subjects: Comparative Analysis,Correlation,Statistical Bias,Maximum Likelihood Statistics,Statistical Analysis,Monte Carlo Methods,Accuracy,Computation,Equations (Mathematics),Predictive Validity

A common methodological problem in the evaluation of the predictive validity of selection methods, e.g. in educational and employment selection, is that the correlation between predictor and criterion is biased. Thorndike's (1949) formulas are commonly used to correct for this biased correlation. An alternative approach is to view the selection mechanism as a missing data mechanism. The aim of this study was to compare Thorndike's formulas for direct and indirect range restriction scenarios with two state-of-the-art approaches for handling missing data: full information maximum likelihood (FIML) and multiple imputation by chained equations (MICE). We conducted Monte-Carlo simulations to investigate the accuracy of the population correlation estimates in dependence of the selection ratio and the true population correlation in an experimental design. For a direct range restriction scenario, the three approaches are equally accurate. For an indirect range restriction scenario, the corrections using FIML and MICE are more precise than when using Thorndike's formula. The higher the selection ratio and the true population correlation, the higher the precision of the population correlation estimates. Our findings indicate that both missing data approaches are alternative corrections to Thorndike's formulas, especially in the case of indirect range restriction.
A Methodology to Develop Ontologies for Emerging Domains
Author: Meenorngwar, Chai
Date: 2013-00-00
Type: Journal Articles
Subjects: Taxonomy,Methods,Metadata,Semantics,Electronic Learning,Knowledge Management,Classification,Case Studies,Foreign Countries,Universities,Government (Administrative Body)

The characteristic of complex, dynamic domains, such as an emerging domain, is that the information necessary to describe them is not fully established. Standards are not yet established for these domains, and hence they are difficult to describe and present, and methods are needed that will reflect the changes that will occur as the domains develop and mature. This research proposes the Liverpool Metadata or LiMe methodology to develop an ontology and organise the knowledge that is necessary for developing the domain environment descriptions. Its aim is to capture Knowledge Information (KI) from research articles and translate this into semantic information with web description languages such as XML(s), RDF(s), and OWL. LiMe represents an Ontological Framework, which provides the concept characteristics, represented as a concept framework that specifies conceptualisations of the knowledge. LiMe supports the Semantic Web development. &quot;e-Learning&quot; has been chosen as an example of an emerging domain in this research. The characteristics of e-Learning concepts will be extracted from research articles of journal websites such ScienceDirect, Springer, etc and represented as knowledge. LiMe also explicitly represents how these concepts are developed and evolve to represent the domain.
Are Standards-Based Quality Systems a Threat to the Internationalization of Teaching and Learning?
Author: Thompson-Whiteside, Scott
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Quality,Standards,Partnerships in Education,International Programs,Quality Assurance

This paper explores the current shift in Australia's higher education system moving to a more explicit, standards-based quality system and its potential impact on international partnerships in teaching and learning, particularly in Asia. The new Tertiary Education Quality and Standards Agency and the underlying Higher Education Standards Framework have the potential to threaten a large number of transnational or cross-border programs delivered outside of Australia. With over one hundred and fifty thousand tertiary students studying Australian programs in Asia, the impact could be significant. It would also be significant for countries that leverage of Australian Universities to build human capacity within their country. The paper highlights the current practice of assuring equivalent and comparable academic standards in transnational education and explores how shifting to a more precise standards framework will require more explicit demonstration of standards across teaching, learning and student outcomes. If equivalent or comparable standards were to be achieved across the whole standards framework, it is likely to constrain the opportunities for internationalization and the formation of new transnational partnerships.
Practical Consideration of Pair Problem Solving in Computer Literacy Education
Author: Oya, Yoshihiko
Date: 2013-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Computer Science Education,Computer Literacy,Problem Solving,Cooperative Learning,Instructional Effectiveness,Scores,Teaching Methods,Comparative Analysis,Academic Achievement,Achievement Gains,Foreign Countries

Direct instruction to students enrolled in a computer literacy program at the undergraduate level frequently involves difficulties due to varied knowledge levels and skills among the students, as well as an increase in the number of unmotivated students. An available solution is the pair problem solving approach which can prove to be effective as an effective method. This report shares the findings of an investigation regarding the efficacy of pair problem solving, as compared to individual problem solving in computer literacy education. Furthermore, the paired approach analysis was able to extract specific criteria for successful pairs. The research, which included two (paired and individual) 15-minute practical examinations and questionnaires, a test on basic scholastic ability, and a survey on PC experiences, was conducted with approximately 280 students from three universities who were enrolled in a computer literacy program in 2008 and 2009. The results reveal that the overall scores of the pairs exceeded those of the individuals. Moreover, more than 90% of students found pair problem solving to be a positive experience. From the viewpoint of learning effectiveness, it is worth mentioning that the most effective pair combinations included those with a small difference in basic academic ability, a large difference in PC experience, and a partner of the opposite sex.
Reflections on the Final Year Learning Experience--Designing a Capstone Experience
Author: Thomas, Keith
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Seniors,Curriculum,Student Projects,College Curriculum,Undergraduate Students,Semi Structured Interviews,Student Experience,Career Readiness,Educational Change,Qualitative Research,Curriculum Design

Cross-sector educational reform to be implemented in 2012 in Hong Kong (HK) is intended principally to prepare students for the future workplace. One of the explicit requirements for the new four-year undergraduate curriculum is the inclusion of a capstone course for final year students. This paper explores the uptake and reported effect of the capstone- liked final year project using participating students' experience (voice) in existing undergraduate study programmes in the Chinese University of Hong Kong (CUHK). Semi-structured interviews were used to collect student feedback; findings revealed considerations in terms of the core design elements highlighted in literature. The paper highlights students' lack of readiness to successful transition into the workplace, linked to the current academic focus of projects. A framework that includes learning activities preferred by students is proposed for the final year learning experience. Findings from this study will be useful for curriculum development and evaluation of the final-year curriculum.
Exploring Learner's Patterns of Using the Online Course Tool in University Classes
Author: Yamamoto, Yoshihiko
Date: 2015-00-00
Type: Journal Articles
Subjects: Online Courses,Electronic Learning,Higher Education,Integrated Learning Systems,College Students,Educational Technology,Computer Uses in Education,Computer Mediated Communication,Internet,Course Content,Group Discussion,Questionnaires,Positive Attitudes,Coding,Handheld Devices,Technological Advancement,Foreign Countries

Online course tools such as WebCT or Manaba+R are popularly used in university classes and enhance learners' understanding of their course contents. In addition, teachers try to utilize these online course tools for their students such as giving their students online discussions, providing students with additional materials and so forth. However, based on the authors' observation of students, students often do not see these additional materials and messages on Manaba+R. The authors encourage their students to use it and, in fact, they put a lot of additional materials of the course or useful messages for their students on Manaba+R. The aims of this study are here. Firstly, this study investigates what extent students actually use Manaba+R through the semester. Secondly, it tries to find suggestions of how teachers can promote their students to maximize making use of Manaba+R. To collect the data, coding actual access to Manaba+R by students and questionnaires were used. The total of 335 responses of questionnaires were collected and total of 380 were coded for actual access to Manaba+R. The questionnaire results show that many students showed positive attitudes towards using Manaba+R. The results of coding numbers of access reveal that using Manaba+R was part of their assessment of their course, students tended to use it.
Using a Blog to Facilitate Extensive Reading: An Exploratory Study
Author: Chew, Magdalene Meow Khee
Date: 2013-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Web Sites,Reading,Web 2.0 Technologies,Reading Motivation,Undergraduate Students,English (Second Language),Second Language Learning,English for Special Purposes,Remedial Instruction,Reading Materials,Foreign Countries,Questionnaires,Focus Groups,Qualitative Research,Student Attitudes,Computer Uses in Education,Private Colleges

Research shows that extensive reading (ER) has many benefits for language acquisition. The challenge today is making ER appealing to the digital generation. For a possible solution, it is pertinent to look to the social media embraced by today's youths. This study was conducted to explore the use of the blog as a space for sharing peer-selected reading material to enhance reading motivation among English Language learners. The research questions that guided this study are whether the blog is a viable tool to facilitate ER, and how students perceive the use of this Web 2.0 tool for ER. The sample comprised two groups of students in a private university in Malaysia: 12 undergraduate students in a remedial language class and 18 students enrolled in an English for Specific Purposes (ESP) course. A blog was set up for each group of participants to post reading materials of their choice for blog members to read over a period of 8 weeks. A questionnaire was administered at the end of the study together with focus group interviews. The qualitative approach enabled insights into process and attitudes. The results showed that the students were positive about the use of the blog for reading beyond the classroom but required tangible rewards and complementary activities to reinforce their motivation to participate. Most significantly, the results of this study indicate that the blog is a viable tool for facilitating ER.
Evaluate, Analyze, Describe (EAD): Confronting Underlying Issues of Racism and Other Prejudices for Effective Intercultural Communication
Author: Velasco, Daniel
Date: 2015-00-00
Type: Journal Articles
Subjects: Racial Bias,Intercultural Communication,Social Bias,Communication (Thought Transfer),Communication Research,Teaching Methods,Activities,Foreign Countries,Immigrants

Racism and other prejudices have hindered efforts to diversify and further many fields, including education, psychology, politics, law, and healthcare (Race for Opportunity, 2010). Although there are many ways to combat these prejudices, intercultural communication continues to be a vital component in assisting individuals and groups with valuing the past, understanding the present, and preparing for the future of communication in a global society (Sadri and Flammia, 2011, p. 19). This paper provides a brief overview of pertinent research and major theories related to communicating with people of different cultural backgrounds, as well as useful techniques and strategies to use when teaching in international or multinational classrooms, and working or consulting in international or multinational companies, organizations, and educational institutions. It also includes data collected via surveys and interviews that helps to shed light on underlying issues of racism and discontent in Japanese and Nigerian populations within Japan, and concludes with a description of a new approach to one of the most common intercultural communication exercises called the E.A.D. (Evaluate, Analyze, Describe). While this exercise has proved to increase cultural awareness and open the lines of communication between individuals from various cultural and lingual backgrounds, research also shows that other strategies may be necessary to achieve desired levels of communication.