ethanporcaro/eric-fulltext-meta huggingface dataset:
Flipped Learning as a Paradigm Shift in Architectural Education
Author: Elrayies, Ghada Mohammad
Date: 2017-00-00
Type: Journal Articles
Subjects: Sustainable Development,Architectural Education,Technology Uses in Education,Educational Technology,Teaching Methods,Homework,Video Technology,Active Learning,Problem Based Learning,Lecture Method,Higher Education,Barriers

The target of Education for Sustainable Development is to make people creative and lifelong learners. Over the past years, architectural education has faced challenges of embedding innovation and creativity into its programs. That calls the graduates to be more skilled in the human dimensions of professional practice. So, architectural education has a great role in developing students' skills and attitudes needed for professional practice and in fostering continued learning throughout the lifetime. Architectural education that establishes a base for lifelong learning is the best way to face global challenges of the 21st century. More effective methods are needed in introducing lecture-based courses in architectural education to meet the 21st century proper skills. Lecture-based courses are often associated with teacher-centered method that inhibits the possibility to apply such skills. This paper suggests applying the concept of Flipped Learning that stands on active learning and its related pedagogy; Problem-Based Learning. The paper aims to; 1) draw a clear vision of flipped learning relying on its pillars; pedagogy, technology, and space, 2) investigate the challenges face such concept and the opportunities, 3) explore the mechanism of the Problem-Based Learning pedagogy, 4) review the previous promulgated literature of applying PBL within the framework of FL on LBCs in the architectural curriculum, and 5) apply Problem-Based Learning pedagogy on Lighting and Acoustics as a lecture-based course. The paper concludes by; establishing a conceptual approach for the flipped classroom environment, and devising a proposal of Lighting and Acoustics course in a framework of Problem-Based Learning pedagogy.
Experiences, Perceptions and Attitudes on ICT Integration: A Case Study among Novice and Experienced Language Teachers in the Philippines
Author: Dela Rosa, John Paul Obillos
Date: 2016-00-00
Type: Journal Articles
Subjects: Technology Integration,Educational Technology,Technology Uses in Education,Second Language Instruction,English (Second Language),Foreign Countries,Language Teachers,Experienced Teachers,Beginning Teachers,Teacher Attitudes,Secondary School Teachers,Qualitative Research,Teacher Surveys,Questionnaires,Semi Structured Interviews

The influence of Information and Communication Technology (ICT) in developing ways on how to better deliver instruction has been regarded as beneficial in education. In language teaching, the use of ICT is an impactful experience. It is therefore the purpose of this study to delve into the experiences, perceptions and attitudes of a novice and an experienced language teacher about ICT integration in teaching English as a Second Language (ESL). Establishing similarities and differences on the experiences, perceptions, and attitudes of the subjects was further aimed in this research. Results revealed that the experienced language teacher had more exposure to ICT use than the novice teacher. However, the novice teacher makes use of more ICT-related materials and activities in her language class. Both teachers also have positive views on the impact of ICT on students' overall learning and achievement. Moreover, the novice teacher views ICT use as time-consuming and does call for a more knowledgeable manipulation of technological devices. The experienced teacher gives more favor to the advantages ICT contributes to language teaching, but views insufficiency of resources and services like limited Internet access as detrimental to effective ICT integration. On the other hand, both subjects also had positive attitudes towards ICT integration in English Language Teaching (ELT) and hoped that ICT use would later be strengthened in the Philippines. At the end of the paper, implications on the use of ICT in education and in language teaching among basic education institutions in the Philippines are presented.
Relationship between Student's Self-Directed-Learning Readiness and Academic Self-Efficacy and Achievement Motivation in Students
Author: Saeid, Nasim
Date: 2017-00-00
Type: Journal Articles
Subjects: Independent Study,Learning Readiness,Self Efficacy,Higher Education,Student Motivation,Undergraduate Students,Questionnaires,Regression (Statistics),Correlation,Study Skills,Foreign Countries

Self-directed learning readiness to expand and enhance learning, This is an important goal of higher education, Besides his academic self-efficacy can be improved efficiency and Achievement Motivation, so understanding how to use these strategies by students is very important. Because the purpose this study is determination of relationship between students self-directed learning and academic self-efficacy and Achievement Motivation in Payamnoor students (2012-2013). In a correlation-descriptive study 322 bachelor students were selected from Payamnoor University of Rafsanjan (2014-2015) through a Simple random sampling. Data collection was SDL questionnaire, academic self-efficacy questionnaire and Achievement Motivation questionnaire. Data were analyzed by multiple regression, simple regression, variance analysis and T-test. The obtained findings from this research showed that there is a relation between student's Self-directed learning readiness and academic self-efficacy and academic motivation in Students University of Payamnoor. Also Independence in learning and Study skills and problem solving has the most ability for academic self-efficacy and academic motivation prediction and there was the most correlation. According to results and that self-directed learning readiness to enhance self-efficacy and academic motivation, it is necessary to teach strategies to students.
Activity Theory as a Lens to Understand How Facebook Develops Knowledge Application Skills
Author: Bagarukayo, Emily
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Media,Higher Education,Knowledge Level,Teaching Methods,Technology Uses in Education,Educational Technology,Social Theories,Transfer of Training,Learning Theories,Video Technology,Interaction,College Students

Uganda's higher education system has generally been criticized for concentrating on theory leading to a mismatch between training received and practical skills required by employers. Studies have documented the inability of graduates from some programmes at Makerere University in applying knowledge in the work environment. This could partly be attributed the use of traditional teaching methods, which do not adequately develop higher order cognitive skills and knowledge application in real life situations. Therefore, the study explored how technological approaches can be adopted to produce better graduates with ability to apply knowledge in real life situations. The study aimed to explore 1) how Facebook affords students to transfer knowledge acquired in the lecture room to the workroom and 2) the usefulness of Activity Theory (AT) as a lens to analyze how students interact with Facebook to develop knowledge application skills. Current methods of knowledge application were reviewed to identify gaps, strengths and effectiveness of Facebook learning activities guided by AT which is a useful social learning theory for studying transfer and knowledge application in new contexts among activity systems. Second year Bachelor of Information Technology students interacted with Facebook as a mediating tool to post videos installing an operating system on the page and interact with peers and their lecturer. Analysis of students' interaction with Facebook activities, practices and implications, and the potential of AT for research, development and dissemination is presented. Findings show the usefulness of AT in clarifying how interactions in Facebook and contradictions occur. Finally, limitations of using AT in understanding how Facebook develops knowledge application skills and recommendations for future research are highlighted.
Perceptions of Employees in the Effects of Decision-Making and Leadership Styles on Relationships and Perceived Effectiveness in King Saud University Development Context
Author: Bin Jomah, Nouf
Date: 2017-00-00
Type: Journal Articles
Subjects: Decision Making,Leadership Styles,Employee Attitudes,Foreign Countries,Higher Education,School Personnel,Interpersonal Communication,Work Environment,Questionnaires,Statistical Analysis

Leadership is crucial in all facets of humanity as it enhances personal, organisational, and national socio-economic growth and development. By portraying a great vision, a leader acknowledges their followers' efforts to maximise performance within the organisation. Leaders inspire their followers to achieve beyond their expectations by providing guidance to their followers, nurturing an environment of trust, and encouraging their followers to rise above their self-interests for the sake of the organisation. This study examines leadership, decision making, and, in particular, the effects of the perceptions of employees on decision-making and leadership styles on relationships and perceived effectiveness in the context of development at King Saud University. The study takes a quantitative approach to analysing the research findings and gives conclusions and recommendations for future study, based on the presented arguments.
Investigating Robustness of Item Response Theory Proficiency Estimators to Atypical Response Behaviors under Two-Stage Multistage Testing. ETS GRE® Board Research Report. ETS GRE®-16-03. ETS Research Report No. RR-16-22
Author: Kim, Sooyeon
Date: 2016-06-00
Type: Journal Articles
Subjects: Item Response Theory,Computation,Robustness (Statistics),Response Style (Tests),College Entrance Examinations,Graduate Study,Adaptive Testing,Ability,Bayesian Statistics

The purpose of this study is to evaluate the extent to which item response theory (IRT) proficiency estimation methods are robust to the presence of aberrant responses under the &quot;GRE&quot;® General Test multistage adaptive testing (MST) design. To that end, a wide range of atypical response behaviors affecting as much as 10% of the test items were simulated using a generic GRE 2-stage MST and the 2-parameter logistic (2PL) IRT model. As expected, some differences were found among the 5 estimators in terms of the recovery of the true theta ability; for example, Bayesian estimators had lower error variance and their estimates were regressed to the mean.Once the IRT theta estimates were scaled onto a comparable reporting score scale, however, it was found that all the estimation methods investigated, including the one currently used to score GRE MSTs, were equally robust under the simulated conditions.
Emotional Self-Efficacy among a Sample of Faculty Members and Its Relation to Gender (Male/Female), Experience, Qualification, and Specialization
Author: Abdel-Hadi, Samer A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Efficacy,College Faculty,Gender Differences,Emotional Response,Teaching Experience,Teacher Qualifications,Specialization,Semitic Languages,Statistical Analysis,Teacher Surveys

The present study aimed to identify the level of emotional self-efficacy among a sample of faculty members who speak Arabic at the Abu Dhabi University. The study sample consisted of 99 faculty members Ph.D. and master's holders from scientific, social and education and management and humanities disciplines in University branches: Abu Dhabi and AlAin. The Arabian version of the emotional self-efficacy scale standardized on the Emirati environment was applied which consists of 27 items distributed on four aspects: using and managing your own emotions, identifying and understanding your own emotions, dealing with emotions in others and perceiving emotions through facial expressions and body language. To detect the level of emotional self-efficacy the researcher calculated the arithmetic means, and deviations from the faculty member's performance on the four scale aspects and the scale as a whole, the results showed a high level of emotional self-efficacy with faculty members who speak Arabic at the Abu Dhabi University. The study also found that there were no statistically significant differences at the level (0.05) or less between faculty members due to the variables gender (male/female), qualification, specialization, and years of experience. The researcher recommended the importance of academic community awareness of emotional self-efficacy and further studies on the subject of emotional self-efficacy in the light of other variables such as self-regulation and self-awareness.
Mind the Gap: 20 Years of Progress and Retrenchment in School Funding and Achievement Gaps. Policy Information Report. ETS RR-16-15
Author: Baker, Bruce D.
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Finance,Retrenchment,Achievement Gap,Resource Allocation,Financial Support,Low Income Students,Academic Achievement,Educational Equity (Finance),State Policy,State Aid,Class Size,Teacher Salaries,Teacher Student Ratio,Public Schools,Elementary Secondary Education,Outcomes of Education

Although there has been significant progress in the long term, achievement gaps among the nation's students persist.Many factors have contributed to the disparities in outcomes, and societal changes can explain progress, or lack thereof, over the past few decades.This is well documented in the 2010 Educational Testing Service (ETS) report &quot;Black-White Achievement Gaps:When Progress Stopped&quot;, which explored achievement gap trends and identified the changing conditions that may have influenced those trends. In this report, we extend that work by focusing on the relationship between school funding, resource allocation, and achievement among students from low-income families. We tackle the assumption that greater resources, delivered through fair and equitable school funding systems, could help raise academic outcomes and reduce the achievement gap. The goal is to provide convincing evidence that state finance policies have consequences in terms of the level and distribution of resources, here limited to staffing characteristics, and that the resulting allocation of resources is also associated with changes in both the level of academic achievement and achievement gaps between low income children and their peers. Using more than 20 years of revenue and expenditure data for schools, we empirically test the idea that increasing investments in schools generally is associated with greater access to resources as measured by staffing ratios, class sizes, and the competitiveness of teacher wages. When the findings presented here are considered with the strong body of academic literature on the positive relationship between substantive and sustained state school finance reforms and improved student outcomes, a strong case can be made that state and federal policy focused on improving state finance systems to ensure equitable funding and improving access to resources for children from low-income families is a key strategy to improve outcomes and close achievement gaps.
American PARCC and SBAC and Their Implications on the Construction of English Assessment System in China
Author: Zhang, Haiyan
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Tests,English (Second Language),College Readiness,Career Readiness,Academic Standards,Educational Assessment,Common Core State Standards,Computer Assisted Testing,Evidence Based Practice,Test Format,Testing Accommodations,Equal Education

The Partnership for Assessment of Readiness for College and Careers (PARCC) and Smarter Balanced Assessment Systems (SBAC) started in the 2014-2015 academic year and has been regarded by many in the field as a radical effort to improve the American English Language Art (ELA) educational standards. These two consortia, being aligned with Common Core State Standards, aim to fulfill Common Core's purpose of preparing students for college and career readiness. With the support of computer technology, diverse forms of testing are introduced into the new assessment systems, making the standard-based test comprehensive enough to evaluate academic literacy and deep learning capacity in an authentic way. This paper mainly discusses similarities and differences between the two assessment systems in terms of ELA standards. The similarities appear in the construction of well-balanced assessment structure, the application of advanced computer technology, adherence to an evidence-based design principle and emphasis upon educational equity. The key differences are presented in aspects of test forms and accommodation options. The analysis of PARCC and SBAC assessment systems also provides China with various thought provoking aspects to develop a sound English Language assessment system.
Explanation of Educational and Cultural Dimensions of Globalization in the Views of Ayatollah Javadi-Amoli
Author: Soltaninejad, Najme
Date: 2017-00-00
Type: Journal Articles
Subjects: Global Approach,Sampling,Epistemology,Qualitative Research,Content Analysis,Foreign Countries,Cultural Awareness,Logical Thinking,Classification,Coding,Comparative Analysis,Educational Attitudes

Globalization is a multi-dimensional phenomenon as it leads to high mobility in social, political, economic and value fields and besides reduction of the gap between time and place presents new interpretations of politics, economy, culture, government, authority and security. The present study aimed to explain the educational and cultural dimensions of globalization in the views of Ayatollah Javadi-Amoli. The study method is Transcendental logic analysis and sampling method is purposive. The Transcendental logic analysis consists of two stages of description and determines the conditions. In description stage, qualitative content analysis method of comparative categorization and paragraph and three-stage subject coding including open coding, axial coding and selective coding are used. The results showed that according to Ayatollah Javadi-Amoli, globalization is assumed as it is based on anthropological basis in common meaning of humanity-ignoring the climatic and historical conditions and epistemology basis is as the knowledge of that common reality is provided. Therefore, the views in which no unit reality is accepted at ontology aspect and considers relativity of reality or in epistemology dimension, achieving reality is impossible, relativity of understanding is mentioned and from epistemological and logical aspects cannot defend globalization.
Reading from Multimedia Materials: Benefits of Non-Congruent Pictures on Reading Comprehension for Dyslexic Readers
Author: Brante, Eva Wennås
Date: 2017-01-00
Type: Journal Articles
Subjects: Multimedia Materials,Visual Aids,Reading Comprehension,Dyslexia,Mixed Methods Research,Eye Movements

Pictures are often integrated in digital learning materials with the purpose of enhancing learning. This mixed methods study uses quantitative eye-tracking data and qualitative data such as oral answers to discover whether characteristics of pictures influence patterns of text-picture transition in readers with (n = 10) and without (n = 14) dyslexia, and how reading comprehension is affected. Most participants attended to the picture with a &quot;noncongruent with reality&quot; motif early in the inspection process. Qualitative analysis of oral answers showed that retaining the gist of that specific picture led to more developed answers, even for the dyslexic group. Early attention to the picture thus gives readers a fair chance of starting with a holistic impression of the material to be processed.
Pre-Service Training and ICT Implementation in the Classroom: ELT Teachers' Perceptions
Author: Zyad, Hicham
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Educational Technology,Technology Uses in Education,Technology Integration,Teacher Education Programs,Pedagogical Content Knowledge,Technological Literacy,Likert Scales,Questionnaires,Middle School Teachers,Secondary School Teachers,High Schools,Teacher Attitudes,Student Centered Learning

This paper aims to explore practicing teachers' perceptions of the approach adopted in their preservice training programs with regard to educational technology. The paper also investigates the extent to which the teachers employ technology to accomplish pedagogical goals as well as the instructional methodology they embrace when they use ICT in the classroom. The thrust of the argument in the current study is that the way practicing teachers use educational technology is reflective of the inadequacy of the pre-service training programs that still insist on disentangling ICT from pedagogy and content. Informed by TPACK, a four-section, five-point Likert scale questionnaire was administered to 56 ELT practitioners in middle and secondary education in the province of El-Jadida. It was found that the integration of technology, pedagogy and content was left to the discretion of the teachers. This approach resulted in limited ICT implementation for instructional purposes and inconsistent interpretations of how ICT can best be used in the classroom. Although the teachers reported that they embraced a student-centered methodology while using ICT, they also fell back on teacher-centered instructional principles. On the basis of the results obtained, a number of implications will be offered for an effective ICT-oriented ELT teacher education.
Trends in Distance Education: A Content Analysis of Master's Thesis
Author: Durak, Gürhan
Date: 2017-01-00
Type: Journal Articles
Subjects: Educational Trends,Distance Education,Content Analysis,Masters Theses,Educational Research,Foreign Countries,Research Design,Qualitative Research,Statistical Analysis,Data Collection,Intellectual Disciplines

The present study aimed at presenting the results of content analysis on Master's Theses carried out in the field of distance education at higher education level in Turkey between 1986 and 2015. A total of 285 Master's Theses were examined to determine the key words, academic disciplines, research areas, theoretical frameworks, research designs and models, statistical analyses, data collection tools, participants, instructional design models, variables/research focus and related institutions. Therefore, the study is considered to be important since it tried to reveal the research trends of distance education in Turkey and to determine the related research trends.