ethanporcaro/eric-fulltext-meta huggingface dataset:
Using a Focus on Revision to Improve Students&apos; Writing Skills
Author: O'Neill, Kathryn S.
Date: 2017-10-00
Type: Journal Articles
Subjects: College Students,Revision (Written Composition),Writing (Composition),Writing Skills,Writing Improvement,Business Communication,Business Administration Education,Coaching (Performance),Marketing,Student Motivation,Writing Strategies,Prompting,Skill Development

The ability to write clearly and correctly is essential for students both in college and as they enter the workforce. One challenge we find in coaching student writing is that students shy away from engaging fully with writing as a process, especially with revising their drafts. It is important across Business courses, not just in Business Communication courses, to help students strengthen their writing, and in particular, to motivate students to devote more time and effort to revision. This paper presents two approaches from two disciplines--Business Communication and Marketing, each designed to help improve students' motivation and skill in revising.
What Spreadsheet and Database Skills Do Business Students Need?
Author: Coleman, Phillip D.
Date: 2017-10-00
Type: Journal Articles
Subjects: Business Administration Education,Spreadsheets,Databases,Skill Development,College Seniors,College Faculty,Professional Personnel,Business,Majors (Students),Curriculum,Knowledge Level,Likert Scales,Technological Literacy,Teaching Methods,Information Systems,Surveys

The Principles of Information Systems course taught at a medium-sized Midwest University consists of Information Systems conceptual material plus Microsoft Excel and Access skills that the Information Systems faculty feel are most important to business students from all business disciplines. These skills range from using basic mathematic functions and formulas to complex &quot;what-if&quot; statements for Microsoft Excel spreadsheets. Microsoft Access topics range from constructing simple tables, queries, forms, and reports to complex calculations using Expression Builder. However, aside from a few comments from faculty teaching in accounting, economics, management, finance, or marketing, it is not known specifically what specific skills that faculty from other major universities consider important for successful completion of their programs. A survey consisting of 18 spreadsheet and database case attributes was sent to graduating seniors, business faculty and to area businesses requesting that they rate each case as to its importance in their specific major, business curriculum or knowledge skill set respectively. Each participant was asked to select the appropriate block on a Likert scale ranging from &quot;not very important&quot; to &quot;very important&quot; for each of all 18 cases. The responses were returned by 18 students, 22 faculty, and 81 area businesses. While there was nothing that indicated that the Information Systems faculty were not teaching important skills there were some interesting facts noted. Considering this, the faculty has decided to broaden the scope within each case to ensure fluency in Excel and Access by employing a fewer number of cases and more emphasis on specific skills.
Intergenerational Professional Relationships in Elementary School Teams: A Social Network Approach
Author: Geeraerts, Kendra
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Networks,Age Differences,Elementary School Teachers,Foreign Countries,Teacher Persistence,Teacher Surveys,Network Analysis,Correlation,Peer Relationship,Faculty Development,Catholic Schools,Teacher Attitudes,Statistical Analysis,Catholic Educators

This paper examines the extent to which school team members' professional relationships are affected by being part of a certain generational cohort. These professional relationships provide opportunities for intergenerational knowledge flows and can therefore be relevant for intergenerational learning. Nowadays these topics have gained more attention due to worldwide demographic changes such as increased retirement rates and high levels of teacher dropout. Data were gathered through a survey with socio-metric questions among 299 school team members in 15 elementary schools in the Netherlands. Using social network analysis, in particular p2 modelling, we analysed the effect of being part of a generational cohort on teachers' likelihood of having professional relationships in networks such as discussing work, asking and providing advice, and collaboration. Findings indicate that generational cohorts based on chronological age do matter in the formation of work related ties. These findings also support the importance of focusing on different professional networks since different age dynamics can be at play. Our findings also show that school team members of the youngest cohort tend to form intra-generational relationships, whereas older generational cohort members prefer inter-generational relationships. This study is innovative due to its application of social network analysis to investigate intergenerational knowledge flows.
Metaphorical Perceptions of the Concepts &quot;Teaching Profession&quot; and &quot;Raising Students&quot;
Author: Bezen, Sevim
Date: 2017-00-00
Type: Journal Articles
Subjects: Figurative Language,Biology,Science Teachers,Phenomenology,Language Usage,Teaching (Occupation),Turkish,Foreign Countries,Teacher Education Programs,Preservice Teachers,Qualitative Research,Teaching Methods,Content Analysis,Student Attitudes,Role Models,Innovation,Trust (Psychology),Statistical Analysis

Purpose of Study: This study aims to reveal, via metaphors, pre-service biology teachers' perceptions of &quot;teaching profession&quot; and &quot;raising students.&quot; Research Methods: In accordance with the aim of the study, phenomenology, one of the qualitative paradigm patterns, is used. The study group consists of 80 pre-service biology teachers taking pedagogical formation at the faculty of education at a state university in Ankara during the 2015-2016 academic year, spring semester. A metaphor form was used as a data-gathering tool. Data were analyzed through content analysis. Findings: Through the study, it was determined that pre-service teachers generated 31 metaphors for &quot;raising students&quot; and 37 metaphors for &quot;teaching profession.&quot; The most frequently used metaphor for &quot;teaching profession&quot; is &quot;motherhood,&quot; and &quot;giving life to a plant&quot; for &quot;raising students.&quot; Implications for Research and Practice: As a result of the study, it was found that pre-service teachers think of teaching as a profession that requires labour, patience, responsibility, experience, innovation, and trust. Moreover, it was revealed that teachers should guide students and that students view teachers as role models. In this respect, since qualities such as being qualified leaders, guides, and observers are put at the fore for teachers today, it can be stated that teachers are expected to believe that they can carry out what is required of them.
Prospective Chemistry and Science Teachers&apos; Views and Metaphors about Chemistry and Chemical Studies
Author: Onen Ozturk, Fatma
Date: 2017-00-00
Type: Journal Articles
Subjects: Science Instruction,Chemistry,Preservice Teachers,College Freshmen,College Seniors,Science Teachers,Student Attitudes,Qualitative Research,Misconceptions,Scientific Concepts,Figurative Language,Foreign Countries,Student Surveys,Coding

Purpose: The aim of this study was to examine the metaphors created by prospective chemistry and science teachers and their views about how the studies in the field of chemistry are carried out in relation to the grade level and department. Research Methods: Case study as a qualitative research design was used. Participants in the study included 16 freshmen and 25 senior prospective chemistry teachers and 52 freshmen and 41 senior prospective science teachers. The data were analyzed with content analysis. Findings: The findings revealed that prospective teachers' views of chemistry were generally correct. However, a few of the participants' views were embedded with misconceptions. Also, the metaphors showed that they had different views toward chemistry. Implications for Research and Practice: The views of prospective chemistry and science teachers are similar to each other, and the results are more comprehensive and detailed for the last-grade students. When prospective teachers' metaphors about the chemistry and justifications are compared in terms of grade levels, it is seen that the justifications put forth have various similarities and differences. When the findings obtained from the research are compared in terms of different fields, similarities and differences are present together in the results. It is seen that the metaphors set up by the prospective teachers are quite different from one another when they are compared in terms of the fields. It can be suggested that metaphors in different concepts and topics could be examined and studies could be conducted by determining the gaps in those areas.
Using Group Work as a Remedy for EFL Teacher Candidates&apos; Listening Anxiety
Author: Yayli, Demet
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Anxiety,Preservice Teachers,Language Teachers,Mixed Methods Research,Group Activities,Listening Skills,Communication (Thought Transfer),Likert Scales,Second Language Learning,Measures (Individuals),Listening Comprehension,Attention,Word Recognition,Speech Communication,Coping,Semi Structured Interviews,Pretests Posttests

Problem Statement: The ubiquity of anxious teacher candidates (TCs) for English as a foreign language (EFL) in listening classes and their needs for understanding aural input call for deep concern by foreign-language (FL) teacher educators. Purpose of Study: As a teacher educator, in my undergraduate-level listening classes, I have frequently observed anxious TCs who are training to be language teachers. The study aligns with the humanistic techniques of work as a remedy for anxious TCs. Methods: The convergent parallel mixed method used in the study aimed to trace the impact of group-work design on a group of TCs' FL listening anxiety with the help of two scales, the Foreign Language Listening Anxiety Scale (FLLAS) and the Foreign Language Classroom Anxiety Scale (FLCAS) and with pre- and post-instruction interviews conducted at the beginning and end of an academic semester. Findings and Results: According to the analysis of the quantitative data, the use of group activities in a listening class was not observed to contribute to the reduction of either learning or listening-anxiety levels significantly, but TCs' views collected through interviews indicated a decrease in their stated causes and effects of FLLA in the final interviews. In regard to the causes of listening anxiety, the TCs' past FL education, their failure to understand the spoken form of some words, their lack of concentration, and number of unknown words were the most frequently stated causes. In regard to the effects of foreign-language listening anxiety, the participating TCs frequently referred to their poor listening comprehension, fear of speaking, and fear of listening. For coping with their listening anxiety, all of the participants emphasized that the only remedy was to improve their listening. Conclusions and Recommendations: Overcoming listening anxiety requires long periods of practice with a FL. Fortunately, learners today have numerous opportunities to access aural and visual contexts.
Group, Team, or Something in Between? Conceptualising and Measuring Team Entitativity
Author: Vangrieken, Katrien
Date: 2017-00-00
Type: Journal Articles
Subjects: Teamwork,Teacher Researchers,Teacher Collaboration,Questionnaires,Factor Analysis,Item Response Theory,Psychometrics,Test Construction,Vocabulary,Test Theory,Cooperation,Group Dynamics,Secondary School Teachers,Foreign Countries,Statistical Analysis

The current gap between traditional team research and research focusing on non-strict teams or groups such as teacher teams hampers boundary-crossing investigations of and theorising on teamwork and collaboration. The main aim of this study includes bridging this gap by proposing a continuum-based team concept, describing the distinction between strict teams and mere collections of individuals as the degree of team entitativity. The concept entitativity is derived from social psychology and further developed and integrated in team research. Based upon this concept and core team definitions, the defining features shaping teams' degree of entitativity are determined: shared goals and responsibilities; cohesion (task cohesion and identification); and interdependence (task and outcome). Furthermore, a questionnaire is developed to empirically grasp these features. The questionnaire is tested in two waves of data collection (N[subscript 1] = 1,320; N[subscript 2] = 731). Based upon a combination of Classical Test Theory analyses (exploratory and confirmatory factor analyses) and Item Response Theory analyses, the questionnaire is developed. The final questionnaire consists of three factors: shared goals and cohesion, task interdependence, and outcome interdependence. Further psychometric analyses include the investigation of validity, longitudinal measurement invariance, and test-retest reliability. This manuscript describes frontline research by: (1) developing a new conceptualisation transcending the variety in terminology and definitions used in team and group research by creating a shared language and opening up team research to non-strict teams and (2) combining two methodological traditions regarding questionnaire development and validation (Classical Test Theory and Item Response Theory).
School Alienation: A Construct Validation Study
Author: Morinaj, Julia
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Alienation,Learner Engagement,Identification,Psychometrics,Likert Scales,Elementary School Students,Secondary School Students,Cohort Analysis,Test Reliability,Test Validity,Cross Cultural Studies,Hypothesis Testing,Factor Analysis,Construct Validity,Behavior Problems,Correlation,Maximum Likelihood Statistics,Goodness of Fit,Models,Questionnaires,Statistical Analysis

Early identification of school alienation is of great importance for students' educational outcomes and successful participation in society. This study examined the psychometric characteristics of a newly developed assessment instrument, the School Alienation Scale (SALS), to measure school alienation among primary and secondary school students. The SALS consists of three school-related domains, namely, classmates, teachers, and learning. Based on the responses of Swiss (1) and Luxembourgish (2) students from two school-specific cohorts--primary (grade 4; n[subscript 1] = 486, n[subscript 2] = 503) and secondary schools (grade 7; n[subscript 1] = 550, n[subscript 2] = 534), we assessed instrument reliability, validity, and cross-cultural equivalence. The scale showed evidence of reliability and internal validity across two samples, confirming that the hypothesized first-order three-factor model fits the data better than several alternative models. The results of measurement invariance tests revealed that the measurement model operated equally well for primary and secondary school students in both countries. The construct validity of the SALS was additionally supported by demonstrated criterion-related validity. Specifically, school alienation domains were negatively associated with positive attitudes to and enjoyment in school; social problems in school were positively related to alienation from classmates and teachers. Our key contributions to the measurement of school alienation are the disclosure of the core domains of school alienation, development of a reliable and valid instrument, and justification for its use. Therefore, the results of this study have important implications for further theoretical work in alienation research and contribute to comparative research by examining the construct of school alienation in different educational settings.
The Effect of the Critical Literacy Approach on Pre-Service Language Teachers&apos; Critical Reading Skills
Author: Sultan
Date: 2017-00-00
Type: Journal Articles
Subjects: Critical Literacy,Preservice Teachers,Language Teachers,Critical Reading,Reading Skills,Quasiexperimental Design,Foreign Countries,Experimental Groups,Control Groups,Statistical Analysis,Pretests Posttests,Critical Thinking,Thinking Skills

Purpose: This study aimed to measure the effect of the critical literacy approach on pre-service language teachers' critical reading skills. The critical reading skills measured consisted of six levels: interpretation, analysis, inference, evaluation, explanation, and self-regulation. Research Methods: This study was designed as a quasi-experiment which involved 56 pre-service teachers studying at the Indonesian Language Teaching Department, Universitas Negeri Makassar, Indonesia. Research data was collected using a critical reading test. Prior to the study, a package of instructional materials was developed for the experimental group. Data was analyzed with descriptive statistics and ANCOVA test with pretest scores as the covariate. Significance level was determined at a = 0.05. Findings: The results of the study indicated that the critical literacy approach had a significant effect on the pre-service language teachers' critical reading skills. The experimental group achieved better at critical reading skills and reached higher post-test scores on average. It indicated that the critical literacy approach had a significant effect on critical reading skills, which include interpretation, analysis, making an inference, evaluation, explanation, and self-regulation. Implications for Research and Practice: Based on the results of the research, it can be concluded that the critical literacy approach was effective in improving the students' critical reading skills. These findings suggest that the process of reading a text critically from the domination perspective can develop students' critical thinking. Future research could possibly discuss the results of a test conducted to investigate the effectiveness of the critical literacy approach based on gender variables, cognitive ability levels, and reading habit.
The Interplay between Methodologies, Tasks and Visualisation Formats in the Study of Visual Expertise
Author: Boucheix, Jean-Michel
Date: 2017-00-00
Type: Journal Articles
Subjects: Visual Acuity,Expertise,Eye Movements,Visual Perception,Diagnostic Tests,Neurological Organization,Correlation,Metacognition,Evaluation Criteria,Research Methodology,Medicine,Learning Processes,Individual Differences,Spatial Ability

This article introduces this special issue of &quot;Frontline Learning Research.&quot; The first paper offers a methodological guide using Ericsson &amp; Smith's (1991) &quot;expert performance approach.&quot; This is followed by three papers that analyze the use of eye tracking in visual expertise models, and a paper reviewing the use of methods such as EEG and fMRI to investigate the neural correlates of visual perceptual expertise. A paper on Receiver Operating Characteristic (ROC) analysis brings new insight to the well-known signal detection methods used in control and visual inspection tasks in industry. Finally, three papers review methods based on verbal reports and protocols used to investigate the conceptual and meta-cognitive levels of visual expertise. The following sections (1) describe the methodological contribution of each paper according to five main themes or criteria and (2) discuss the benefits, limitations, and particularly the opportunities offered by new developments in each methodology and their possible combinations.
The Impact of Socio-Cultural Factors on Females Passing through Higher Education in Pakistan
Author: Shaukat, Sadia
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Females,Social Influences,Cultural Influences,Questionnaires,Likert Scales,Hypothesis Testing,Education Work Relationship,Student Reaction,Gender Bias,Resistance (Psychology),Gender Discrimination,Motivation,Persistence,Higher Education,Educational Policy,Access to Education,Recognition (Achievement),College Admission,Barriers,Age,Family Relationship,Social Support Groups,Correlation,Scores,Social Mobility,Factor Analysis,Mixed Methods Research,Sex Stereotypes

Purpose: Educated females play an important role in the social and economic development of a country. The aim of the study was to assess the problems facing females before entering higher education, and then after education when joining professions. Research Methods: Using a higher education survey questionnaire, data were collected from 2188 female respondents including students (n = 2018) and teachers (n = 170) from government colleges and universities spread over four districts of the Pakistan province of Punjab. Results showed females who do succeed in getting a higher education are then exposed to a male dominant culture in the workplace. This re-inforces the socio-cultural norms of the country at large; causes conflict between professional and cultural obligations, and is linked with de-motivation. Four types of female have been identified who respond to the socio-culture in stereotypical ways. System successes have survived discrimination inherent in the wider society with family support. System fighters, lacking whole-hearted family support, perceive discrimination strongly but have an intrinsic motivation that drives them on. Motivated realists appear to have accommodated to the sociocultural practices of Pakistan, and have planned how to &quot;beat the system&quot; to eventually become system successes. Neutral acceptors can be contrasted with system fighters as they appear to lack intrinsic motivation, accept the external socio-cultural world with minimal challenge. Implications for Research and Practice: The results of the study provide guidelines to the policy makers and administrators to make amendments in the higher education policy where female can avail more opportunities to get higher education and social recognition as they have the significant contribution in the development of a sustainable society.
Unboxing the Black Box of Visual Expertise in Medicine
Author: Jarodzka, Halszka
Date: 2017-00-00
Type: Journal Articles
Subjects: Medicine,Expertise,Cognitive Processes,Vision,Brain,Verbal Communication,Performance Based Assessment,Observation,Short Term Memory,Eye Movements,Visual Perception

Visual expertise in medicine has been a subject of research since many decades. Interestingly, it has been investigated from two little related fields, namely the field that focused mainly on the visual search aspects whilst ignoring higher-level cognitive processes involved in medical expertise, and the field that mainly focused on these higher-level cognitive processes largely ignoring the relevant visual aspects. Consequently, both research lines have traditionally used different methodologies. Recently, this gap is being increasingly closed and this special issue presents methods to investigate visual expertise in medicine from both research lines, namely those investigating vision (eye tracking, pupillometry, flash preview moving window paradigm), verbalisations, brain activity, and performance measures (ROC analysis, gesture coding, expert performance approach). We discuss the benefits and drawbacks of each method and suggest directions for future research that could help to unbox the black box of visual expertise in medicine.