ethanporcaro/eric-fulltext-meta huggingface dataset:
Open Distance Learning for Development: Lessons from Strengthening Research Capacity on Gender, Crisis Prevention, and Recovery
Author: Babu, Suresh Chandra
Date: 2013-12-00
Type: Reports - Evaluative
Subjects: Distance Education,Educational Technology,Females,Research Skills,Gender Issues,Crisis Intervention,Prevention,Online Courses,Blended Learning,Skill Development,Foreign Countries,Developing Nations,Social Science Research,Program Implementation,Web Based Instruction,Student Characteristics,Competition,Educational Quality,Instructional Materials,International Programs,Case Studies,Civil Rights,Program Development,Curriculum Design,Course Content,Workshops,Advisory Committees,Adult Learning

This paper documents the experience and lessons from implementing an e-learning program aimed at creating research capacity for gender, crisis prevention, and recovery. It presents a case study of bringing together a multidisciplinary group of women professionals through both online and face-to-face interactions to learn the skills needed to be a successful researcher. It reviews the issues related to distance learning programs with particular reference to the e-learning courses and highlights the constraints and challenges in implementing them. Lessons from the experience for future development of similar courses indicate that participant profiling prior to the course, user friendliness of technology, meeting various learning styles, encouraging and rewarding online exchanges, commitment of course moderators, a variety of learning materials, and mixed approaches to learning are some of the factors that can enhance the success of e-learning programs. The paper concludes that enhancing skills of developing country researchers through e-learning programs can increase learning accessibility to those living and working in remote and conflict ridden areas, and bring together a network of professionals to interact and exchange experiences on common problems and solutions.
Security Risks and Protection in Online Learning: A Survey
Author: Chen, Yong
Date: 2013-12-00
Type: Reports - Research
Subjects: Computer Security,Risk,Online Courses,Electronic Publishing,Usability,Computer Assisted Testing,Safety,Educational Environment,Surveys,Concept Mapping,Search Engines,Databases,Online Searching,Computer Software,Literature Reviews,Internet

This paper describes a survey of online learning which attempts to determine online learning providers&apos; awareness of potential security risks and the protection measures that will diminish them. The authors use a combination of two methods: blog mining and a traditional literature search. The findings indicate that, while scholars have identified diverse security risks and have proposed solutions to mitigate the security threats in online learning, bloggers have not discussed security in online learning with great frequency. The differences shown in the survey results generated by the two different methods confirm that online learning providers and practitioners have not considered security as a top priority. The paper also discusses the next generation of an online learning system: a safer personal learning environment which requires a one-stop solution for authentication, assures the security of online assessments, and balances security and usability.
Using a Design-Based Research Study to Identify Principles for Training Instructors to Teach Online
Author: Shattuck, Julie
Date: 2013-12-00
Type: Reports - Research
Subjects: Online Courses,Inservice Teacher Education,College Faculty,Adjunct Faculty,Part Time Faculty,Faculty Development,Instructional Effectiveness,College Instruction,Focus Groups,Asynchronous Communication,Outcomes of Education,Student Experience,Teacher Role,Student Attitudes,Computer Mediated Communication,Communities of Practice

Within the overall framework of design-based research, this paper reports on a study that focused on evaluating an online training course for online instructors. This intervention was designed as a possible solution to the problem facing some higher education institutions of how to provide quality, accessible training for mostly part-time instructors who are making the transition to teaching online. The research project explored whether the training course had any impact on the participants' later teaching practice. The major outcome of this research study is the identification of design principles that can be used by other researchers and practitioners designing online instructor training.
Student and Faculty Outcomes of Undergraduate Science Research Projects by Geographically Dispersed Students
Author: Shaw, Lawton
Date: 2013-12-00
Type: Reports - Research
Subjects: Undergraduate Students,College Science,Science Instruction,Student Projects,Research Projects,Distance Education,Educational Technology,Science Achievement,Questionnaires,Interviews,Program Effectiveness,Student Attitudes,Satisfaction,College Faculty,Teacher Attitudes,Administrator Attitudes,Foreign Countries,Qualitative Research,Instructional Effectiveness

Senior undergraduate research projects are important components of most undergraduate science degrees. The delivery of such projects in a distance education format is challenging. Athabasca University (AU) science project courses allow distance education students to complete research project courses by working with research supervisors in their local area, coordinated at a distance by AU faculty. This paper presents demographics and course performance for 155 students over five years. Pass rates were similar to other distance education courses. Research students were surveyed by questionnaire, and external supervisors and AU faculty were interviewed, to examine the outcomes of these project courses for each group. Students reported high levels of satisfaction with the course, local supervisors, and faculty coordinators. Students also reported that the experience increased their interest in research, and the probability that they would pursue graduate or additional certification. Local supervisors and faculty affirmed that the purposes of project courses are to introduce the student to research, provide opportunity for students to use their cumulative knowledge, develop cognitive abilities, and independent thinking. The advantages and challenges associated with this course model are discussed.
The Teacher as Leader: Effect of Teaching Behaviors on Class Community and Agreement
Author: Rubin, Beth
Date: 2013-12-00
Type: Reports - Research
Subjects: Online Courses,Hypothesis Testing,Teacher Behavior,College Students,Teacher Student Relationship,Computer Mediated Communication,Social Influences,Group Dynamics,Interaction,Questionnaires,Teacher Role,Prediction,Regression (Statistics),Communities of Practice

This article examines the effects of teaching behaviors in online university classes, focusing on the agreement among class members. Literature on group leaders' effects on group agreement about workplace climate is reviewed. Hypotheses are generated about the effects that teachers of online courses, as class leaders, have on both the level and agreement about the community of inquiry. They are tested with a sample of 874 students in 126 online courses. The aggregate class level and strength of agreement about the teaching presence have significant effects on the level and agreement about cognitive presence and social presence. Although the aggregate levels and agreement about community of inquiry are related, different patterns emerge. The paper explores the interaction effects of level and agreement, finding that in classes with high levels of teaching presence, the higher the agreement about teaching presence, the higher the agreement about cognitive and social presence especially for classes reporting stronger levels of cognitive and social presence. In classes with lower levels of teaching presence, agreement has a different effect.
The Casual Approach to Teacher Education: What Effect Does Casualisation Have for Australian University Teaching?
Author: Klopper, Christopher J.
Date: 2014-04-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Part Time Faculty,Educational Change,Teacher Surveys,Questionnaires,Self Efficacy,Demography,Faculty Development,Capacity Building,Faculty Workload,Teacher Education

Universities in many countries are struggling to adapt to the competing forces of globalisation, new managerialism, entrepreneurialism and new technologies and quality agenda demands. Diminishing resources caused by restricted funding and an aging and diminishing academic workforce pose barriers. One solution to staffing shortages is the casualisation of academic teachers increasing causal or sessional teaching staff who take on significantly increased teaching responsibilities. This article explores the casualisation of university academics and reports on preliminary findings of a small scale sessional teacher development program that used data from a questionnaire on demographics of a small group of  22 sessional teaching staff employed at an Australian university.  Results indicated that sessional staff believed they were effective university teachers yet their ongoing development was hampered by heavy teaching workloads, other employment and lack of time. The article concludes that universities, to provide quality outcomes for students, must address these factors.
Building Leadership Capacity in Early Childhood Pre-Service Teachers
Author: Campbell-Evans, Glenda
Date: 2014-05-00
Type: Journal Articles
Subjects: Capacity Building,Leadership Training,Early Childhood Education,Preservice Teacher Education,Preservice Teachers,Student Journals,Student Surveys,Foreign Countries,Leadership Role,School Community Relationship,Content Analysis,Qualitative Research,Family School Relationship,Knowledge Base for Teaching,Educational Change

Building leadership capacity has emerged as a key concern within the early childhood profession in Australia as the sector responds to recent national reforms focusing on raising standards and improving quality provision of services. The purpose of this paper is to contribute to the discussion around these reforms and to make a case for changes needed in tertiary training to provide opportunities to build early childhood leadership capacity in school settings. Eight experienced early childhood teachers enrolled in a post graduate leadership unit participated in a small  scale, exploratory study. Data were drawn from the participants' research plans, reflective journals and a post unit survey. The findings indicated that the participants found it difficult to perceive themselves as leading families and community. Two key challenges emerged; the importance of developing home/school partnerships and difficulties with infrastructure. In order to prepare teachers for the changing early childhood environment, teacher educators need to consider course renewal.
Establishing Positive Relationships with Secondary Gifted Students and Students with Emotional/ Behavioural Disorders: Giving These Diverse Learners What They Need
Author: Capern, Trevor
Date: 2014-04-00
Type: Journal Articles
Subjects: Foreign Countries,Peer Relationship,Secondary School Students,Academically Gifted,Emotional Disturbances,Behavior Disorders,Student Behavior,Teacher Behavior,Teacher Student Relationship,Teacher Influence,Focus Groups,Classroom Techniques,Student Needs,Mixed Methods Research

The relationships between teachers and their students play a vital role in the creation of positive learning outcomes and environments for all learners, but particularly for those individuals with diverse needs. This study examined the teacher behaviours that contributed to positive student-teacher relationships with gifted secondary students (GS) (N = 58) and with secondary students with Emotional/Behavioural Disorders (EBD) (N = 40) in Western Australia. Valued teachers' behaviours were identified through a mixed-methods approach that included surveys and student focus groups. The data indicated that GSs valued teacher behaviours that promoted cordial and friendly interactions between teachers and students to the extent that these behaviours supported and extended student learning. While the importance of academic support was foremost in the minds of GSs, students with EBD instead valued teacher behaviours that displayed warmth, understanding and patience. For EBD students, these behaviours are the precursors to teachers supporting them in their learning. Comparisons between the behaviours that were identified by gifted students and students with EBD revealed a set of core behaviours that were deemed essential for developing positive relationships with both groups, but that each group required specified a set of behaviours to address their unique needs.
Multiple Intelligences Theory, Action Research, and Teacher Professional Development: The Irish MI Project
Author: Hanafin, Joan
Date: 2014-04-00
Type: Journal Articles
Subjects: Multiple Intelligences,Action Research,Faculty Development,Foreign Countries,Classroom Techniques,Learning Theories,Teacher Attitudes,High Stakes Tests,Educational Policy,Profiles,Portfolio Assessment,Diaries,Reflection,Educational Change,Curriculum Design,Elementary School Teachers,Secondary School Teachers,Special Education Teachers,Educational Objectives

This paper presents findings from an action research project that investigated the application of Multiple Intelligences (MI) theory in classrooms and schools. It shows how MI theory was used in the project as a basis for suggestions to generate classroom practices; how participating teachers evaluated the project; and how teachers responded to the professional experience. Teachers reported successful student outcomes including more interest and motivation, better recall and deeper understanding, higher attainment, improved self-esteem, and more fun and enjoyable classroom experiences. For teachers themselves, the project was a challenge. They needed more planning time, more persistence, more collegiality, and more management support. All involved in the project found the experiment worthwhile, exciting, and a stimulus for radical change in their pedagogic practice and thinking. Teachers renamed and extended existing practices to include MI approaches and this led to a methods-shift and, ultimately, to indications of a mind-shift. It was apparent in the Irish MI Project that the premising of curriculum content and delivery, state certificate assessment, school organisational practices, and attitudes on a narrow, untenable and unfair construct of intelligence can result in educational exclusion and disadvantage for many students. Thus, it is suggested that the agency of intelligence in educational failure merits attention.
Investigating Mandatory Peer Review of Teaching In Schools
Author: Brix, Jacinta
Date: 2014-04-00
Type: Journal Articles
Subjects: Foreign Countries,Peer Evaluation,Teacher Evaluation,Interviews,Stakeholders,Secondary School Teachers,Neoliberalism,Accountability,Qualitative Research,Case Studies

Accountability agendas are influencing the secondary education sector in Australian schools. Analysis of student achievement, student feedback mechanisms and personal reflection are forming part of these agendas as methods of teacher evaluation. Additionally, and more recently, teacher evaluation through &quot;peer review&quot; is emerging as a tool for evaluating teacher quality. Peer review of teaching encompasses educators working and learning together to improve teaching practices and student learning. A  plethora of literature currently exists on peer review of teaching for formative purposes. While there are a number of studies examining the role of peer review of teaching within higher education, there are very few studies in the secondary school sector. Furthermore, there are no studies published on the mandatory nature of peer review of teaching. This study critically examined the reasons behind the implementation of mandatory peer review of teaching at a regional high school. Specifically, the study investigated the ways in which mandatory peer review of teaching engaged with an array of discourses, including those of &quot;professionalism&quot; and &quot;managerialism.&quot; This study consisted of a case study of a regional secondary school which implemented mandatory peer review of teaching for all teaching staff in 2012. The key method of data collection was interviews with key stakeholders. Analysis of the data indicated that the rationale behind mandatory peer review resides along a continuum of discourses that range from professionalism, quality enhancement and managerialism.
They Throw Spears: Reconciliation through Music
Author: Moore, Jane
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music,Music Education,Indigenous Populations,Urban Schools,Rural Schools,Elementary School Students,Teaching Assistants,Teacher Attitudes,Student Attitudes,Administrator Attitudes,Principals,Elementary School Teachers,Personal Narratives,Semi Structured Interviews,Singing,Art,Art Products,Video Technology,Research Methodology,Photography,Cognitive Style,Qualitative Research

&quot;They throw Spears&quot; was written as part of the research for my PhD at the University of Sydney. The study was conducted in two primary schools: one in a remote area in the Northern Territory (NT) and one in an urban setting in Tasmania. It was conducted in 2009 and investigated Indigenous and non-Indigenous student, non-Indigenous teacher, non- Indigenous principal and Indigenous Teaching Assistant attitudes towards Reconciliation. The theories of Lev Vygotsky and Kieren Egan and the writing of Karen Martin informed the study. The article focuses on the importance of the contribution of the two Indigenous Teaching Assistants involved in the research and explores their role in its success. It concentrates on Marlene Primary School in Katherine in the Northern Territory. At the time that the research was conducted, the school population was over 90% students Indigenous. I used an arts-informed research methodology and the writing includes narratives written in the first person. I gathered the research data through semi-structured individual and group interviews, student definitions, song lyrics, t-shirt designs, digital recordings, video footage, sketches, collographs, photographs and researcher observations. This approach enabled my personal story to be told. The article also features an image I created to symbolise the spirit of the research. The image is a block printed collograph and depicts the spears that the Indigenous Teaching Assistant (Arthur) used in his classes with the students.
Trends in Turkish Education Studies
Author: Varisoglu, Behice
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Research,Research Methodology,Data Collection,Data Analysis,Sampling,Sample Size,Journal Articles,Content Analysis,Literature Reviews

The purpose of this study was to determine trends in the subject areas, methods, data collection tools, data analysis methods, and sample types used in recent studies on Turkish education, published in journals from 2000-2011. A total of 558 articles from 44 journals were selected from databases by the purposive sampling method and examined using the &quot;Turkish Education Publication Classification Form&quot; (TEPCF). The method used in the study was content analysis. The data was analysed using the SPSS 16.0 program. The findings were that &quot;survey&quot; studies were the most common with regard to method, &quot;quantitative research&quot; methods were most commonly used, data were mostly gathered by &quot;document and questionnaire,&quot; and &quot;descriptive analysis&quot; was the most commonly used data analysis method. Also, &quot;Elementary school&quot; students were the most commonly used sample group, the sizes of samples most commonly ranged between 31-100 participants, and &quot;convenience sampling&quot; was the most common sampling technique. Regarding Turkish education research areas, studies with titles referring to &quot;mixed skills areas&quot; which covered more than one skill and studies on &quot;reading education&quot; formed the majority.
Priorities for Developmental Areas in Early Childhood Education: A Comparison of Parents' and Teachers' Priorities
Author: Sackes, Mesut
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Preschool Curriculum,Child Development,Parent Attitudes,Teacher Attitudes,Preschool Teachers,Socioeconomic Status,Age Differences,Gender Differences,Preschool Children,Factor Analysis,Multivariate Analysis,Comparative Analysis

The purpose of this study was to examine parents' and early childhood teachers' perceptions of the priorities for developmental areas targeted in the Turkish Early Childhood Education Curriculum for children aged 36-72 months. The sample of this study consisted of 1600 parents and 158 early childhood teachers. The study utilized a survey research design. Data were collected using an instrument designed for the study. Results indicated that parents' priority perceptions for the developmental areas targeted in the curriculum differ based on their socioeconomic status and the age and gender of their children. The findings demonstrated no significant difference in teachers' priority perceptions. The results indicated congruence between parents' and teachers' priority perceptions with teachers only perceiving psychomotor development as more important than parents.
Improving Empathy and Communication Skills of Visually Impaired Early Adolescents through a Psycho-Education Program
Author: Yildiz, Mehmet Ali
Date: 2013-00-00
Type: Journal Articles
Subjects: Empathy,Communication Skills,Visual Impairments,Psychoeducational Methods,Elementary School Students,Foreign Countries,Pretests Posttests,Measures (Individuals),Control Groups,Interpersonal Communication,Program Effectiveness,Quasiexperimental Design,Early Adolescents

The purpose of this study was to investigate the effectiveness of an interpersonal communication skills psycho-education program to improve empathy and communication skills of visually impaired adolescents. Participants of the study were sixteen early adolescents schooling in an elementary school for visually impaired youth in Diyarbakir. The study has a factorial design having two groups (treatment and control) and three measures (pre-test, post-test and follow-up test). Empathy levels of the participants were measured by KA-Si Empathic Tendency Scale for Children and Adolescents, and communication skills were measured by Communication Skills Evaluation Scale. While the participants in treatment group were exposed to interpersonal communication skills training for nine sessions, members of the control group did not receive any treatment. After the completion of group sessions, post-test measures were obtained. Data were analysed by mixed between-within subjects analysis of variance. Analysis indicated effectiveness of the psycho-education program in increasing empathy levels and communication skills of the visually impaired adolescents.