ethanporcaro/eric-fulltext-meta huggingface dataset:
Value Added Methods: Moving from Univariate to Multivariate Criteria
Author: Newman, David
Date: 2014-00-00
Type: Journal Articles
Subjects: Value Added Models,Educational Assessment,Standardized Tests,Scores,Multivariate Analysis,Measurement,Evaluation

The authors describe five value-added methods (VAM) used in school assessment as the backdrop to their main thesis. Then they review the assumptions underlying measurement and evaluation, the foundation of all assessment systems, including value-added. They discuss the traditional criterion variable used in VAM: a standardized test score. Next, they challenge the univariate assumptions of VAMs, and argue that a multivariate paradigm of VAM is more advantageous for educators and stakeholders. Finally they describe a potential scenario whereby a multivariate VAM might be implemented.
Co-Relates between Anxiety and Academic Achievement in Teacher Trainees
Author: Yadav, Shivani
Date: 2013-00-00
Type: Journal Articles
Subjects: Correlation,Anxiety,Academic Achievement,Teacher Attitudes,Statistical Analysis,Teaching Methods,Schools of Education,Preservice Teachers,Higher Education,College Students,Foreign Countries

Anxiety is one of the major predictors of academic performance. Teacher trainees with anxiety disorder display a passive attitude in their studies such as lack of interest in learning, poor performance in exams, and on lesson plans &amp; assignments. This research observes the relationship between level of anxiety and academic achievement of teacher trainees. A stratified random sampling technique was used to select 130 teacher trainees from colleges of Education. Hypotheses were tested using Pearson's correlation, chi-square and independent t-test statistics. The results show that there is a low but significant relationship between anxiety and academic achievement of teacher trainees. So, research on anxiety is one of the most active areas in psychology.
Restructuring the Future Classroom--A Global Perspective
Author: Shivakumar, G. S.
Date: 2013-00-00
Type: Journal Articles
Subjects: Global Approach,Classroom Techniques,Classroom Environment,Teacher Student Relationship,Cooperation,Educational Technology,Blended Learning,Teaching Methods,Global Education,Information Technology,Technology Uses in Education,Computer Uses in Education,Foreign Countries,Multimedia Materials,Visual Aids,Educational Equipment,Interactive Video

The students are the consumers as well as co-creators of knowledge. Information does not flow top-down any more. Networks, peers and students inquisitiveness teach students. Teachers act as filters. Collaboration is the key. In today's world for the netgen, knowingly or unknowingly technology and the free flow of information via internet has made young mind wanting. Over the last few decades, everything has changed in our lives with the all pervasive intervention of technology. However classrooms have remained untouched by technology. The classrooms that our grandparents went to are exactly the kind of classrooms our children study in. Chalk and blackboard, a packed classroom, text books, regimented curriculum, a teacher painstakingly explaining abstract concepts with the limited tools at her disposal. Imagine a Science teacher explaining how a DNA replicates, a History teacher teaching a class about the Harappan Civilization, or a Geography teacher teaching how Block mountains are formed.
Experiences of Students with Visual Impairments in Adoption of Digital Talking Textbooks: An Interpretative Phenomenological Analysis
Author: Hussin, Ahamad
Date: 2013-00-00
Type: Journal Articles
Subjects: Visual Impairments,Student Experience,Assistive Technology,Audio Books,Phenomenology,Secondary School Students,Usability,Familiarity,Technological Literacy,Accessibility (for Disabled),Media Adaptation,Design Preferences,Technical Support,Faculty Development,Semi Structured Interviews,Student Attitudes,Foreign Countries

This study was conducted to explore the experiences of Malaysian secondary students with visual impairments in using digital talking textbooks (DTTs) to assist their learning. Data were obtained from individual in-depth interviews. An interpretative phenomenological analysis (IPA) was used to understand the findings and confirm the emergent themes. Six super-ordinate themes emerged from the interview transcripts: (a) functionality, (b) user support, (c) knowledge/familiarity, (d) challenges of access, (e) alternative, and (f) adaptation of DTTs are discussed. In conclusion, four high-level recommendations are made for future DTT design: 1) design based on current and projected work habits of students, 2) develop proactive user support, 3) teacher training, and 4) design based on adaptation and flexibility.
Gender Differences in Resilience of Academic Deans
Author: Isaacs, Albert J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Gender Differences,Deans,Resilience (Psychology),State Universities,Statistical Analysis,Questionnaires,Administrator Attitudes,Women Administrators,Work Environment,College Administration,Educational Change,Nonparametric Statistics

The purpose of this investigation was to determine the difference in the levels of resilience characteristics between male and female deans within a state university system. Resilience is the ability to operate in a changing environment while consistently maintaining one's effectiveness. This quantitative study utilized the survey, Personal Resilience Questionnaire (PRQ). Responses were received from 35 deans, 16 males and 19 females, and the results showed that the average means scores suggested that female deans had a higher level of resilience. The Mann-Whitney U-test showed that only one of the resilience characteristics--Proactive (0.046)--was significant at the 0.05 level. Numerous studies have shown that females tend to face more difficulties within the workplace (e.g. Trentham &amp; Larwood, 2004; Reskin, 1993). Presumably the accumulation of these challenges has enhanced resilience for women. The identification of resilience levels within academic administration can assist university leaders to operating effectively during times of change.
Post Graduate Student's Perceptions of the Pedagogical Benefits of Web 2.0 Applications
Author: Thiyagu, K.
Date: 2013-00-00
Type: Journal Articles
Subjects: Student Attitudes,Questionnaires,Web 2.0 Technologies,Social Networks,Computer Mediated Communication,Teaching Methods,Communities of Practice,Surveys,Sampling,Scores,Graduate Students,Gender Differences,Majors (Students),Geographic Location,Statistical Analysis,Foreign Countries

Most people believe that our schools and colleges are failing to teach kids and youngsters in the 21st century skills they will need in order to succeed in the future (Rachna Rathore 2009). Even as the price of technology continues to drop, computers keep getting faster, and nearly all teens are exploring online social networking, schools have not only fallen behind other countries, but administrators have fallen behind of their own students. Communication technology, particularly real-time and collaborative online communities, represents an enormous draw for teens. Doctors no longer use 19th century practices on their patients; likewise educators have a duty to incorporate modern technology into the classroom. The power to harness multimedia, Blogs, Forums, Chat Rooms and other Web 2.0 technology, safely, for educational pursuits, is now in your hands (Starkman, Neal 2007). The aim of the study is to find out the level of &quot;PG Students Perceptions of the Pedagogical Benefits of Web 2.0 Applications.&quot; The investigator used a survey method for doing this research. The investigator used the self prepared questionnaire for collecting the data. The investigator has been collected 240 samples in Thoothukudi District, Tamilnadu using random sampling technique. The investigator has been used percentage analysis, t-test and chi-square test for analyzing the data. The findings of the study were most of the PG students did not familiar with the web 2.0 tools and have a positive perception towards the pedagogical benefits of web 2.0 applications. There is no significant difference in the mean scores of perceptions towards pedagogical benefits of web 2.0 applications among the postgraduate students with respect to their Gender, course of study and locality of the institution.
What Is Cheating? Student and Faculty Perception of What They Believe Is Academically Dishonest Behavior
Author: Watson, George
Date: 2014-00-00
Type: Journal Articles
Subjects: Cheating,College Students,Student Surveys,Student Attitudes,Teacher Surveys,Teacher Attitudes,Ethics,Moral Values,Moral Development,Graduate Students,Undergraduate Students,Factor Analysis,Statistical Analysis

The study of ethics and moral development of college students is an important issue. Knowing and understanding the ethical behavior of college students can lead to changing and increasing appropriate behavior among graduate and undergraduate students. Such changes in ethical behavior and moral development during the college experience can strengthen the foundation for appropriate adjustments and foster a greater awareness for positive ethical behavior throughout a lifetime. This research study examined the perception of what students and faculty believe is academically dishonest behavior by identifying different types of scenarios. Given the cheating behavior by students, it is important to know what students and faculty actually believe is academically dishonest behavior. The research question was &quot;What do students and faculty perceive as cheating?&quot; Students and faculty were surveyed and the findings indicate a clear discord between perceptions of cheating and actual cheating as determined by students and faculty.
Analysis of Opportunity to Learn for Students with Disabilities: Effects of Standards-Aligned Instruction
Author: Blank, Rolf K.
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Opportunities,Disabilities,Alignment (Education),Common Core State Standards,Special Education,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Inclusion,Academic Achievement,Multivariate Analysis,Mathematics Achievement,Reading Achievement

The paper presents a model for addressing the critical question of opportunity to learn for students with disabilities. The model was tested through a two-year study with schools and teachers in three states. Opportunity to learn analysis is critical in this educational era of push toward access and inclusion. The study results indicate that instruction in grades 4-8 for general education and special education students did not closely align to state content standards. The analysis results indicate that a greater degree of instructional alignment to standards did have a positive impact on student achievement, considering both academic standards and extended standards for students with disabilities. The study findings showed that schools and classrooms providing more inclusive education for students with disabilities had a positive impact on student achievement for all students.
Trend Analysis of Educational Investments and Outcomes
Author: Griffore, Robert J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Trend Analysis,Educational Finance,Academic Achievement,Public Education,Expenditure per Student,Achievement Tests,Scores,Grade 8,Grade 4,Predictor Variables,Investment,Outcomes of Education,Statistical Analysis,Correlation,National Competency Tests,Multiple Regression Analysis,Early Childhood Education,Reading Achievement,Mathematics Achievement,Regression (Statistics)

It is generally expected that funds invested in public instruction will strengthen pupil achievement. Similarly, it is expected that enrollments of young children in preschool education should lead to higher achievement. In a trend analysis, we examined three variables as predictors of grade 8 achievement in 2007: (1) state expenditures per student in 2000, (2) state level percentage of 3 year old and 4 year old children who attended school in 2000, and (3) state level grade 4 achievement scores in 2003. State expenditures per pupil and percent participation in early childhood education at the state level were not significant predictors of grade 8 achievement. Grade 4 achievement explained more than 80 percent of the variance in grade 8 achievement.
Strategic Lesson Planning in Online Courses: Suggestions for Counselor Educators
Author: Cicco, Gina
Date: 2013-00-00
Type: Journal Articles
Subjects: Strategic Planning,Lesson Plans,Online Courses,Counselor Training,Instructional Design,Educational Practices,Educational Strategies,Design Preferences,College Programs

This article presents instructors with a myriad of strategies for lesson planning in online courses. There are many inherent differences between the traditional classroom and the virtual classroom. Factors such as student experience with online courses, instructor availability, and the compatibility between instructor teaching style and student learning style may impact on student performance and satisfaction in online courses (Cicco, 2009; Haberstroh et al., 2008). These variables are important to consider when designing innovative and engaging online courses (Cicco, 2012). A five-step plan for creating online courses will be reviewed, with an emphasis on strategies for accommodating specific learningstyle preferences within the context of online graduate counseling courses. This plan includes syllabus revision and differentiated instruction. The concerns associated with relationship-building in the virtual classroom will be highlighted, especially those relevant to counselor-preparation courses (Cicco, 2012; Trepal, Haberstroh, Duffey, &amp; Evans, 2007). Creative instructional strategies that correspond to perceptual and sociological learning styles will be addressed, including learning activities that increase the possibilities for accurate assessment of student performance and for relationship-building among faculty members and students (Burke, 2000; Dunn &amp; Griggs, 2003; Fearing &amp; Riley, 2005; Haberstroh, 2010).
Living Social: How to Use Social Narratives as a Behavior Intervention
Author: Jones, Julie P.
Date: 2013-00-00
Type: Journal Articles
Subjects: Intervention,Interpersonal Competence,Student Behavior,Classroom Environment,Classroom Techniques,Behavior Modification,Functional Behavioral Assessment,Behavior Change,Program Implementation,Observational Learning,Social Media

Peer-related social competencies can have a major impact on classroom success. While some students can learn these social competencies through observation and imitation of others, other students require intensive intervention in social skills to be able to interact appropriately with others. This article presents social narratives as a behavioral intervention option for educators. Detailed steps describe 5 stages of the intervention process: (i) identifying target behavior, (ii) establishing baseline, (iii) writing the story, (iv) implementing the intervention, and (v) evaluating effectiveness. Ideas for using multimedia resources in social narratives are provided.
Infusing BSCS 5E Instructional Model with Multimedia: A Promising Approach to Develop 21st Century Skills
Author: Senan, Divya C.
Date: 2013-00-00
Type: Journal Articles
Subjects: Creative Thinking,Problem Solving,Teaching Methods,Science Education,Technology Uses in Education,Technology Integration,Creativity,Multimedia Instruction,Logical Thinking,Thinking Skills,Technological Literacy

The full promise of class room learning is dependent on its ability to incorporate 21st century skills in its instructional design, delivery and implementation. In this increasingly competitive global economy, it is not enough for students to acquire subject-level mastery alone. Skills like creative thinking, problem-solving, communication and analytical thinking are necessary for all levels of success. To cope with the demands of the 21st century, students need to know how to use their knowledge and skills-by thinking critically, applying knowledge to new situations, analyzing information, comprehending new ideas, communicating, collaborating, solving problems, and making decisions. If our students are going to compete successfully in the global economy, more must be done to support their acquisition of 21st century skills. This article attempts to articulate a vision for 21st century learning in schools, and identify a way in which a teaching strategy can improve outcomes for all students. The author here tries to infuse the 5E model and technology for the development of 21st century skills in science education curriculum programs and instructional practices.
A Study on Mobile Learning as a Learning Style in Modern Research Practice
Author: Joan, D. R. Robert
Date: 2013-00-00
Type: Journal Articles
Subjects: Telecommunications,Technology Uses in Education,Handheld Devices,Surveys,Trend Analysis,Teaching Methods,Questionnaires,Cognitive Style,Student Teachers,Academic Achievement,Correlation,Foreign Countries,Hypothesis Testing,Comparative Analysis

Mobile learning is a kind of learning that takes place via a portable handheld electronic device. It also refers to learning via other kinds of mobile devices such as tablet computers, net-books and digital readers. The objective of mobile learning is to provide the learner the ability to assimilate learning anywhere and at anytime. Mobile devices can be used not only to convey information but also can be used as modern comprehension. In present days mobile learning focus on the distance learning through mobile devices. Progression in mobile communication skill will push more educational atmosphere in which the interactive society is interested. The term mobile learning is a much more recent modification, motivated by mobile communications technology and modelled on expressions such as electronic learning, which refers more generally to learning and teaching supported by computers and other electronic devices. The investigator used the survey method to determine the development of global trends of mobile learning in modern research practice as a learning style. The investigator has used two tools for the present study. They are Mobile Learning Questionnaire and Personal data sheet. The major objective of this paper is to establish the progress of mobile learning as a learning style among student teachers and find the correlation between mobile learning and academic achievement among student teachers. The major hypothesis of this paper is there is no significant difference between mobile phone users and others in mobile learning as a learning style among student teachers. Also there is no significant correlation between mobile learning and academic achievement among student teachers. The major finding of this paper is there is significant difference between mobile phone users and others in mobile learning as a learning style among student teachers and there is significant correlation between mobile learning and academic achievement among student teachers. That is, the student teachers who are using mobile device are better than others in mobile learning as a learning style. Also the mobile learning and academic achievement have high correlation in the learning of student teachers. It is concluded that mobile phones increases learning paradigms and also the inventory related to learning.
The Psychometrics of Educational Science: Designing Trichotomous Inventive Investigative Instruments for Qualitative and Quantitative Inquiry
Author: Osler, James Edward
Date: 2013-00-00
Type: Journal Articles
Subjects: Psychometrics,Qualitative Research,Statistical Analysis,Inquiry,Data Analysis,Mixed Methods Research,Investigations,Educational Technology,Predictor Variables,Research Design,Research Methodology,Holistic Approach

This monograph provides an active discourse on the novel field of &quot;Educational Science&quot; and how it conducts in-depth research investigations first presented in an article by the author in the i-managers &quot;Journal of Mathematics.&quot; Educational Science uses the innovative Total Transformative Trichotomy-Squared [Tri-Squared] Test as a means of informative inquiry. This novel approach to data analysis is a mixed methods research design that involves the holistic combination and comparison of qualitative and quantitative data. An example is provided on the psychometric process of creating trichotomous instruments that are an essential part of the Tri-Squared research investigative process.
Structure of Student Time Management Scale (STMS)
Author: Balamurugan, M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Time Management,Factor Analysis,Program Validation,Test Construction,Test Validity,Test Reliability,Secondary School Students,Item Analysis,Student Behavior,Behavior Rating Scales,Self Management,Foreign Countries

With the aim of constructing a Student Time Management Scale (STMS), the initial version was administered and data were collected from 523 standard eleventh students. (Mean age = 15.64). The data obtained were subjected to Reliability and Factor analysis using PASW Statistical software version 18. From 42 items 14 were dropped, resulting in the retention of 28 items on final version. The scale had a Cronbach's Alpha reliability coefficient of 0.885. Factor analysis revealed that the items on final version loaded on 4 factors, which accounted for 39.419% of the total scale variance. The factors were Scheduling Prioritizing, Planning Goal Setting Reviewing Record Keeping and Organizing Controlling of 7 items each and whose Cronbach's Alpha reliability coefficients were estimated to be 0.691, 0.697, 0.707 and 0.685 respectively. Students and teachers can use this scale for self development and guidance respectively.
Technology Integration in Curriculum Progress to Meet Knowledge Explosion
Author: Joan, D. R. Robert
Date: 2013-00-00
Type: Journal Articles
Subjects: Technology Integration,Learner Engagement,Educational Technology,Information Technology,Curriculum Development,Technology Uses in Education,Teaching Methods,Integrated Curriculum,Electronic Learning,Computer Uses in Education,Influence of Technology,Observation

The integration of technology throughout the curriculum is important to meet the needs of all learners of the 21st century. Technology can assistant teachers with the delivery of lessons and assessing students. It can also provide students with numerous ways to demonstrate their learning, increase engagement in the learning process, and help to meet the many learning needs of students within a classroom. As there are rapid changes in technology, it is difficult to identify expectations of specific sites, hardware or software that should be included in the written, taught, and tested curriculum. Curriculum provides medium of interaction between the teachers and the students. A teacher is expected to infuse successfully the knowledge of technology integration into his/her subjected area to make learning meaningful. Educational systems all over the world are changing rapidly due to knowledge explosion. So the present education should be readjusted and reshaped in keeping pace with different factors emerging today. This would lead the learners as lifelong learners. This presentation focuses on the uses of technology integration to frame the Curriculum. The written curriculum should encourage teachers to be co-learners or guides rather than the sole dispenser of knowledge with the students as the vessels to be filled. Even more traditional lessons can be enhanced with technology.