ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Challenge in Students' Engagement and Competence in High School Science Classrooms: Hispanic and Non-Hispanic Whites Compared
Author: Schmidt, Jennifer A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Ethnic Groups,High School Students,Learner Engagement,Competence,Science Instruction,Student Attitudes,Hispanic American Students,White Students,Self Esteem,Difficulty Level,Student Surveys,Student Experience,Measurement Equipment,Likert Scales

This study explores the associations of ethnicity and perceived challenge with high-school students' academic engagement and perceived competence in science. Data were collected through a variant of the Experience Sampling Method in which participants reported on their levels of engagement, perceived competence, and challenge while in science class, in response to signals from a vibrating pager. Hispanic and non-Hispanic White students reported similar levels of engagement in science, though non-Hispanic Whites reported higher levels of confidence. Results suggest that Hispanic and non-Hispanic White students respond differently to features of the learning environment. For example, while challenge was negatively associated with engagement in general, highly challenging science instruction had a less negative impact on Hispanic students' engagement, and a positive impact on their perceptions of competence relative to non-Hispanic White students. Findings highlight the importance of studying students' perceptions of their classroom learning experiences for understanding ethnicity gaps in STEM areas.
Innovation and STEM Schools
Author: Roberts, Julia Link
Date: 2015-00-00
Type: Journal Articles
Subjects: STEM Education,Educational Innovation,Creativity,Teaching Methods

How do schools with a focus on science, technology, engineering, and mathematics (STEM) fit in with state goals to increase innovation and to boost the economy? This article briefly discusses how educators can encourage creativity and innovation.
University-Industry Partnerships: A Study of How Top American Research Universities Establish and Maintain Successful Partnerships
Author: Prigge, George W.
Date: 2006-00-00
Type: Journal Articles
Subjects: School Business Relationship,Industry,Qualitative Research,Grounded Theory,Research Universities,Corporations,Interviews,Administrator Attitudes

This qualitative research study utilized the grounded theory tradition to examine organizational structures and processes in a purposefully selected sample of American universities that have established and maintained partnerships with industry. Institutional leaders from the corporate relations offices from fifteen of the top research universities in America were interviewed. Through a paradigm model we identified two major themes: (1) research universities that established and maintained partnerships with industry had a central corporate relations organization whose primary responsibility was to locate, secure, and maintain such partnerships and (2) these universities tended to utilize formal and regular communication mechanisms between the central corporate relations organization and other institutional units that interacted with industry. A set of conditional propositions were developed regarding the organizational structures and processes supporting the establishment and maintenance of partnerships with industry.
&quot;Analyze, Acquire, Apply, and Write&quot; as a New Learning Model in Science
Author: Choe, Jeong V.
Date: 2015-00-00
Type: Journal Articles
Subjects: High School Students,Secondary School Science,Science Instruction,Writing Instruction,Models,Biochemistry,Action Research,Science Process Skills,Instructional Design,Multimedia Instruction,Interactive Video,Outcomes of Education,Student Educational Objectives

I have developed a new teaching and learning model called AAAW, which stand for Analyze, Acquire, Apply and Write. This model grows from action research and unique experience in teaching a biochemistry course to high school students who are talented in math and science. In this model, students first &quot;Analyze&quot; lab data to generate questions that lead them to &quot;Acquire&quot; background knowledge. Students then go back to the data and &quot;Apply&quot; their new knowledge to better understand the data. Finally, students &quot;Write&quot; about the connections they make from their reading, data analysis, and application of the data. The rationale behind how the AAAW model was developed will be shared in this paper.
Tougaloo College and the HBCU Faculty Development Network: Networking for Mutual Reinforcement
Author: Rozman, Stephen L.
Date: 2006-00-00
Type: Journal Articles
Subjects: Black Colleges,College Faculty,Faculty Development,Outreach Programs,Conferences (Gatherings),Networks,Service Learning,Workshops,Summer Programs,Citizen Participation,Social Responsibility

Tougaloo College has built on its tradition of community outreach--highlighted by its vanguard role in the Mississippi civil rights struggle--by serving as the founder of the HBCU Faculty Development Network in 1994 and creating its own Center for Civic Engagement &amp; Social Responsibility in 2004. The network has been hosting the annual HBCU Faculty Development Symposium for the past thirteen years and has included community service and service-learning in its focus areas. The network and the Center for Civic Engagement have cosponsored conferences and workshops in service-learning and civic engagement and are currently planning a summer institute on community-based participatory research for June 2007. The Tougaloo model is one of creating expanding networks. This effort includes linking minority and nonminority institutions in the promotion of community outreach and providing opportunities for HBCU faculty to enhance their skills and knowledge related to serving the community.
Advancing an Urban Mission: The West Baltimore Pre-K to 16 Urban Education Corridor
Author: Arrington, Pamela Gray
Date: 2006-00-00
Type: Journal Articles
Subjects: Preschool Education,Elementary Secondary Education,Higher Education,Urban Education,Black Colleges,State Universities,College School Cooperation,Partnerships in Education,Public Schools,Urban Schools,Institutional Mission,Elementary Schools,High Schools

Coppin State University is committed to meeting the educational needs of its urban population and improving the quality of life in its urban community. An institutional pioneer in urban education, Coppin State University is the first higher education institution in the state to assume responsibility for the restructuring and administration of a public elementary school. It is the only higher education institution in the state to locate on its campus a public high school, for which it also serves as operator. The university is actively engaged in preservice and in-service teacher education programs and, in response to the Board of Regents directive, envisions even more involvement in teacher preparation. The West Baltimore Pre-K to 16 Urban Education Corridor is one such initiative. In partnership with the Baltimore City Public School System, the university chose this particular academic focus because of its longstanding urban mission.
Review of Interactive Video--Romanian Project Proposal
Author: Onita, Mihai
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Interactive Video,Virtual Universities,Online Courses,Metadata,Documentation,Electronic Learning,Visual Aids,Higher Education,Active Learning

In the recent years, the globalization and massification of video education offer involved more and more eLearning scenarios within universities. This article refers to interactive video and proposes an overview of it. We analyze the background information, regarding the eLearning campus used in virtual universities around the world, the MOOC movement in the last year, and the related interactive video platforms in the (education) field. At the same time, we pay particular attention to technical aspects of the interactive video: defining concept, types of video metadata, media fragments and types of annotations, as primordial elements that bring interactivity. We tested some free and commercial interactive web application. We gathered all the ideas. We propose a framework for an interactive system web based on the main modules: video resource management (production, transcoding and storage), annotations, Linked Open Data, distribution medium, player interface, data analytics and recommendation system. On the way, we offer our findings, together with our recommendations for an annotation interface and player module. It is our idea for Politehnica University Timisoara, either as a standalone solution or a complement to actual virtual campus (http://cv.upt.ro) depending on future development plans and financial aspects.
Implementation of Blended Learning in Higher Learning Institutions: A Review of the Literature
Author: Ma'arop, Amrien Hamila
Date: 2016-00-00
Type: Journal Articles
Subjects: Blended Learning,Literature Reviews,Program Implementation,Higher Education,Electronic Journals,Performance Factors,Barriers,Change Strategies,Teaching Methods,Educational Practices,Educational Strategies,Foreign Countries

While many educational premises including higher learning institutions favor blended learning over traditional approach and merely online learning, some academicians are still apprehensive about teaching in blended learning. The aim of this review is to synthesize the available evidence in the literature on challenges faced in implementing blended learning as well as the recommendations or lessons learnt from the experience. Eight articles published between January 2010 and December 2013 were appraised. This review revealed that among the challenges faced by the instructors are increased workload and time devotion, lack of pedagogical and technical skills to conduct the program and difficulty in finding the right blend between face-to-face and online learning. The review also discovered the importance of staff training, support and networking as strategies to help instructors deal with such issues.
Evaluation of the Third Class Science Text Book from the Teacher's Perspective at Madaba Municipality
Author: Kraishan, Osama M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,Science Instruction,Grade 3,Elementary School Teachers,Teacher Attitudes,Textbook Content,Science Teachers,Questionnaires,Science Curriculum,Elementary School Science

This study aimed at evaluating the science textbook of the third grade primary school in Jordan from the point of view of the teachers who have taught this textbook, in order to find out how suitable and relevant this textbook is to the structure of the curriculum and its guidelines, by trying to answer this question: What is the evaluation of science textbook of the third grade from the standpoint of science teachers in the following aspects: general appearance, the book's introduction, content of the book, aids and activities in the book, the contribution of the book to the development of students' attitudes toward science, evaluation methods contained in the book, the appropriateness of the number of weekly classes to the content of the book, the availability of laboratories and the necessary materials to carry out activities, and finally the language of the book. The study population consisted of all 110 science teachers in governmental schools in Madaba who have taught the science textbook. While The study sample consisted of (51) teachers who were selected randomly, then the researchers prepared a questionnaire as an instrument for their study consisting of (62) paragraphs displayed by a number of arbitrators and specialists for the sake of verifying its validity and reliability, and it covers nine aspects. Results related to study main question showed that the total score of teachers evaluating for science textbook of the third grade was high as the percentage reached (70.6), and this is evident that the Jordanian experience in curriculum development and design is a rich experience and with high level, parallel with the experiences of other countries. Finally, the researchers recommend that science teachers and their supervisors should necessarily take part in designing the science textbook because they are only the ones who work with it. They also recommend that more studies on science textbooks should be done for the sake of the development of its curriculums.
Student Science Teachers' Ideas about the Degradation of Ecosystems
Author: Cardak, Osman
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Teachers,Science Teachers,Student Teacher Attitudes,Opinions,Misconceptions,Ecology,Climate,Knowledge Level,Environment,Environmental Education,Questionnaires,Biodiversity,World Geography,Soil Science,Conservation (Environment),Water,Nutrition,Scientific Literacy

The aim of this research is to investigate student science teachers' opinions about the causes of degradation of ecosystems and the effects of such degradations on the environment. This research focuses on the following questions: What kind of descriptions do student science teachers ascribe to the reasons of degradation in ecosystems? What are the effects of ecosystem degradations on the environment? What are the misconceptions in relation to degradations in ecosystems? A total of 130 participating students, who were studying to become science teachers at Faculty of Education of Necmettin Erbakan University in Turkey, participated in this study. To reveal the participating students' opinions about the reasons for degradations in ecosystems and their effects on the environment, they were asked to answer two open questions: (1) What are the reasons for degradations in ecosystems? (2) What are the effects of degradations in ecosystems on the environment? The participants were asked to answer these two questions. Data obtained from the questions were analyzed and the frequencies of the answers were classified in different categories. Moreover, these included some misconceptions such as &quot;the greenhouse effect can lead to skin cancer&quot; and &quot;ozone layer depletion leads to global warming&quot;. The findings are compared with related literature and suggestions are presented.
EFL Students' and Teachers' Attitudes toward Foreign Language Speaking Anxiety: A Look at NESTs and Non-NESTs
Author: Han, Turgay
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Anxiety,Native Speakers,Language Teachers,Questionnaires,Communication (Thought Transfer),Interviews,Correlation,Undergraduate Students,Student Attitudes,Turkish,Teacher Attitudes,Statistical Analysis,Gender Differences,Positive Attitudes,Oral Language,Error Patterns,Qualitative Research

Native English Speaking Teachers (NESTs) have been employed in various English language teaching (ELT) positions and departments at private and state universities in Turkey, particularly over the last three decades. However, undergraduate EFL students' attitudes toward NESTs and Non-Native English Speaking Teachers (Non-NESTs) remain seriously under-investigated. The purpose of this study is to examine the impact of communication classes given by NESTs and Non-NESTs on students' foreign language speaking anxiety (FLSA). Forty-eight undergraduate EFL students attending communication classes taught by (American) NESTs and (Turkish) Non-NESTs were given a questionnaire to examine their attitudes toward foreign language speaking anxiety (FLSA). Further, a sub-sample of students was interviewed to investigate their feelings, beliefs and opinions about the relationship between the FLSA they experienced and their communication classes given by NESTs and Non-NESTs. Similarly, the teachers were interviewed to examine their feelings about the FLSA their students experience in their communication classes. Quantitatively, the results showed no significant difference in attitude toward FLSA between the students who attended classes taught by NESTs and Non-NESTs, although a significant difference was observed between the two classes taught by Non-NESTs. Further, female and male students did not differ significantly in terms of attitudes toward FLSA in NESTs' and Non-NESTs' classes. The qualitative findings revealed that both teachers and students had positive attitudes toward mistakes made during the oral production of the foreign language (FL). Finally, the correction strategies employed by the teachers in the classroom are believed to have an impact on student attitudes toward FLSA.
The Effects of Concept Mapping and Academic Self-Efficacy on Mastery Goals and Reading Comprehension Achievement
Author: Wilson, Andrew
Date: 2016-00-00
Type: Journal Articles
Subjects: Concept Mapping,Self Efficacy,Mastery Learning,Goal Orientation,Pretests Posttests,Learning Motivation,Learning Strategies,Reading Comprehension,Reading Achievement,Control Groups,Questionnaires,Student Attitudes,Reading Tests,Scores,Correlation,Academic Ability,Statistical Analysis,Experimental Groups,Foreign Countries,Elementary School Students,Grade 5,Cooperative Learning,Likert Scales,Multiple Regression Analysis

The purpose of the study is to investigate the effects of concept mapping on mastery goal orientation and academic self-efficacy in a collaborative learning environment. The current study employed a randomized controlled pretest-posttest group design to examine if learning strategies such as concept mapping can help students with both reading comprehension achievement and intrinsic motivation of wanting to master a task at a high level. A total of 42 5th grade students at Ilshin Elementary School in South Korea participated in this study. The experiment group (n = 22) has undergone concept mapping training while the control group (n = 20) has not. All students were required to fill out questionnaires based on mastery goals, performance goals and academic self-efficacy. The results indicated that concept-mapping did not increase mastery goals and mastery goals had no effect on test scores. In addition, the interaction effect between academic self-efficacy and condition did not increase mastery goals and had no effect on test scores. In conclusion, the reduced number of samples may have caused a potential source of instability considering the statistical procedure chosen.
Rights in Education and Self-Identity: Education and Language of Instruction in Namibia
Author: Chavez, Andres
Date: 2016-00-00
Type: Journal Articles
Subjects: Civil Rights,Self Concept,Foreign Countries,Language Planning,Educational Policy,Language of Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Educational Quality,Native Language,Language Acquisition,Language Skills,History,Educational Change

In 1992, the Ministry of Education and Culture in Namibia created a new language policy for schools that presented the possibility of using English as the sole medium of instruction for students starting in Grade 1. The resulting increase in schools that offer only English instruction has been detrimental to education. In order to improve the quality of education available to students in Namibia, the implementation of the language policy must be revisited so that students have the opportunity to first learn in their mother tongues and develop the necessary skills that they will need to be successful.
The Effect of Implementing Knowledge Management System in Supplier Selection Content to Improve Learning Performance of Online Travel Agencies Staff
Author: Ariya, Pakinee
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Knowledge Management,Program Implementation,Travel,Tourism,Hospitality Occupations,Vendors,Cognitive Style,Guides,Mentors,Coaching (Performance),Electronic Learning,Efficiency,Information Transfer,Pretests Posttests,Retention (Psychology),Scores,Models

Supplier selection knowledge of OTAs businesses is one of the most valuable and significant knowledge since OTAs now operate businesses that gain their benefits from having many kinds of tourism products and services for customers to browse from in their own online booking systems. The better the suppliers, the more successful will OTAs be. The knowledge in supplier selection is, therefore, relayed through manuals, mentoring and coaching. After that there has been a creation of knowledge management systems to be used as a media to pass on the knowledge via online means. The knowledge contents presented are retention and transfer knowledge. To evaluate the efficiency of using Knowledge Management System (KMS), the research has provided a study in increased learning performances of related staff in supplier selection who have learned through the KMS system. The result found that the group that learned through KMS gained higher learning performances than the one who learned from documents. This reflects that the KMS system will be suitable to be used as a tool in knowledge management and can be relayed to organizations in this present time.
Psychometric Properties of a Digital Citizenship Questionnaire
Author: Nordin, Mohamad Sahari
Date: 2016-00-00
Type: Journal Articles
Subjects: Questionnaires,Psychometrics,Citizenship Education,Technology Uses in Education,Student Attitudes,Self Disclosure (Individuals),Construct Validity,Test Reliability,Test Validity,Item Analysis,Undergraduate Students,Student Behavior,Social Media,Factor Analysis,Structural Equation Models,Goodness of Fit,Gender Differences,Citizenship Responsibility,Citizen Participation,Foreign Countries

The purpose of this study was twofold, i.e. to examine the extent to which students' self-reported use of digital technology constituted meaningful and interpretable dimensions of the digital citizenship construct, and to test the adequacy of the construct in terms of its reliability, convergent validity, discriminant validity, and measurement equivalence for male and female students. The sample consisted of 391 undergraduates from 15 institutions of higher education in Malaysia. The data were collected using a self-reported 17-item questionnaire measuring university students' digital citizenship behaviours. The results of the study supported and extended the results of previous work on students' behaviors when using digital technology. The study found evidence that students' digital citizenship is a valid and reliable multidimensional construct, and the measurement is gender-invariant. The findings are useful in making evidence-informed decisions in choosing and developing instructional interventions to produce ethical and responsible technology users, and in informing future research in the area.
Teaching Presence Influencing Online Students' Course Satisfaction at an Institution of Higher Education
Author: Khalid, Mohd N. M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Online Courses,Student Attitudes,Management Systems,Communities of Practice,Online Surveys,Teaching Methods,Teacher Student Relationship,Correlation,Computer Mediated Communication,College Faculty,College Students,Foreign Countries

This paper discusses the association between online students' interaction through the Learning Management System (LMS) discussion forum and their reported course satisfaction. The participants in the study reported here were selected from several faculties in one university in Malaysia who were enrolled in at least one hybrid or fully online course. The Community of Inquiry (CoI) framework, its instrument and satisfaction scale were employed in this study via a Qualtrics online survey. Teaching presence in the CoI was used to find out how strong it correlated with students' course satisfaction. The results showed that both variables were significantly positively associated with each other; indicating that students who enjoyed a relatively high teaching presence in online discussions were very likely to report higher course satisfaction.