ethanporcaro/eric-fulltext-meta huggingface dataset:
Being a Woman School Principal in Turkey = Türkiye&apos;de Kadin Okul Müdürü Olmak
Author: Bayir, Özge Öztekin
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Females,Women Administrators,Career Choice,Leadership Styles,Barriers,Teaching (Occupation),Motivation,Decision Making

The purpose of this study is to examine how women school principals make sense of being a principal. Towards achieving this purpose, phenomenological approach was used. The study group consisted of 10 female school principals selected through maximum variation sampling which is a purposeful sampling method. The data was collected through a semi-structured interview form designed to reveal how participants make sense of being a school principal as woman. The interview form consisted of 21 open-ended questions. Phenomenological data analysis is used to understand how female school principals make sense of becoming a principal. The participants' statements regarding their experience as female school principals are grouped under four (4) themes. These themes are as follows: (1) choosing to become a teacher; (2) choosing to become a principal; (3) difference in approach of female principals in school management; and (4) challenges faced by women in school management in a male-dominated career area. [Note: The page range (163-202) shown on the PDF is incorrect. The correct page range for this article is p163-201.]
Course Reduction Can Reduce Failure Rates of Students: Lessons from the Study of an E-Learning University of Pakistan
Author: Sandhu, Muhammad Rizwan Saleem
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Failure,Educational Technology,Technology Uses in Education,Distance Education,College Graduates,Course Content,Design,Large Group Instruction,Undergraduate Students,Program Effectiveness,Intervention

Low degree completion rate within the prescribed time due to exceedingly large failure rate of students has become a growing concern for Distance Learning Institutes. High failure rate in courses as much as 70% in freshman courses and 60% in advanced courses as the students proceed to final semesters--are costly to both; the institution and the students. Reducing syllabus in the at-stake courses can generate improved results in terms of students' passing ratio. Following this hypothesis, current course-redesign intervention employed 30% reduction in the course content to evaluate its impact on students' failure rate. Results were compared against a set of courses in the control group and also with pre-intervention results of students in the same courses. Independent sample t-test and chi-square test of homogeneity were used in the SPSS to determine the intervention impact. Results were significant against all the hypotheses hence allowing the researchers to conclude that course reduction intervention has significant bearing on reducing students' failure rate.
Fatal Encounters: A Content Analysis of Newspaper Depictions of the Deaths of Unarmed People of Color at the Hands of Law Enforcement or Security Personnel
Author: Koepke, Deanna Jacobsen
Date: 2019-00-00
Type: Journal Articles
Subjects: News Reporting,Newspapers,Death,Police,Minority Groups,Security Personnel,Victims,Weapons,Homicide,Racial Bias

Research has been conducted for several decades on the framing of stories in the media. This study furthers that field by analyzing the way newspaper articles report on the deaths of unarmed people of color at the hands of law enforcement and security personnel between 1999 and 2017 to determine if local and national print media frame these stories using similar terminology and concepts. Tabular and graphical analysis from the Leximancer program, as well as statistical analysis (Chi-square, p &lt; 0.0001), all demonstrate that local and national newspapers do not use similar terminology and concepts when presenting these stories. Therefore, the null hypothesis is rejected.
An Investigation of AIOU Students&apos; Satisfaction about Formative M-Assessment Using SMS Technology
Author: Mir, Kamran
Date: 2019-00-00
Type: Journal Articles
Subjects: Distance Education,Student Satisfaction,Formative Evaluation,Feedback (Response),Evaluation Methods,Telecommunications,Handheld Devices,College Students,Technology Uses in Education,Foreign Countries,Computer Assisted Testing

Open and Distance Learning (ODL) plays an important role in providing education to the students of rural and remote areas. In ODL, learning feedback and assessment process of learners requires time and cost using classical communication techniques. Emerging technologies like Mobile Assessment (M-Assessment) has gained momentum because of its potential as a useful electronic assessment tool available on widely used mobile devices. The mobile phone usage in Pakistan over the last ten years has been increased incredibly but the potential of Short Messaging Service (SMS) technology in assessment activity has not been fully explored. This study focuses on mobile SMS usage for formative assessment in distance learning environment of Allama Iqbal Open University (AIOU). The key objective of this study was to investigate AIOU students' satisfaction about the technology acceptance model for M-Assessment. The software has been developed in open source programming language using SMS web-service on the backend to conduct mobile based quiz. The survey methodology applied to test the technology acceptance model for M-Assessment showed that the majority (87%) of the respondents are satisfied with this mobile assessment method. It was tested on 277 selected students of Intermediate, Bachelor and Master's level enrolled in English and Information Technology courses at AIOU. Around 90% of the respondents regarded it as one of the quickest assessment methods. It was recommended to use this software in the assessment of ODL students.
Instructional Design in Open Distance Learning: Present Scenario in Pakistan
Author: Ajmal, Muhammad
Date: 2019-00-00
Type: Journal Articles
Subjects: Instructional Design,Distance Education,Foreign Countries,Open Universities,Delivery Systems,Academic Support Services,Educational Resources,Barriers,Curriculum Development,College Admission,Student Evaluation,College Students,Electronic Learning

Higher Education Commission, Pakistan established fourteen Distance Learning Directorates in formal universities to cater the need of education for external students through open distance learning. Open Distance Learning needs a compact instructional design mechanism which deals with Analysis, Design, Delivery, Improvement and Evaluation being practiced in these Open Distance Learning Directorates. The study aimed to determine the present scenario in Pakistan regarding instructional design practiced in open distance learning. Objectives of the study were to investigate the instructional design mechanism being practiced by open distance learning directorates established in formal institutes in Pakistan, to identify the problems faced by directorates of open distance learning and to propose indigenous students' supportive instructional design mechanism for open distance learning in Pakistan. The study was descriptive in nature and survey was conducted by a self-developed questionnaire. Sample of 200 management persons, 336 teachers and 1184 students were taken randomly by these directorates for the study. The study found that every directorate is running program on ODL using different strategies and no harmonious instructional design mechanism was in practice. Insufficient resources of ICT, faculty, learning material, student support services and examination system was found. Criteria set by Higher Education Commission need improvement. There is a need of unified harmonious National Policy for running Open Distance Learning in Pakistan.
ICT and Its Purpose in the Pedagogical Practice
Author: Zarabanda, Diego Enrique Báez
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Information Technology,Technology Integration,Technological Literacy,Pedagogical Content Knowledge,Teacher Motivation,Computer Software,Formative Evaluation,Learning Experience,Teacher Student Relationship,Student Motivation,Educational Quality,Undergraduate Students,Technology Uses in Education

Information and communications technology (ICT) is currently inserted in the daily activities of a human being and has become a necessary resource, vital for their development up to the point of not conceiving activities without using these. In this sense, the education field is not the exception and has been partially including ICT as support for the teaching practice; however, there is an increasing demand from the students to implement more resources and activities supported by these technologies. A significant distance exists (the known digital divide) between the possibilities offered by different web applications that can support the pedagogical practices and the actual reality of the teaching practice, where the students realize the flaws and the necessity of strengthening the technology skills of the teachers to efficiently develop and orientate such use. In this regard, it is necessary to critically reflect on the possibilities that are offered by different web applications and their impact, their purpose in the pedagogical practice in a way that can serve as a pretext to motivate the teachers in their use and application in the development of their classes, achieving real formative processes. By doing this, students can be offered real,significant learning experiences from the technological, social, and pedagogical view, consolidating in a first instance the abilities of the teachers in the ICT area, as well as the comprehensive learning of their students, being updated on the advances that ICT offers globally, and implementing these permanently in their job as teachers, thus innovating their classes and motivating students towards learning and toward consolidating the use of ICT in the different disciplines, with the human and social component that must characterize us, accomplishing from this standpoint and reflection a pedagogical practice of quality.
Learning with Simulations: Influence of a Computer Simulation with Hands-On Activities on Students&apos; Learning of the Physics Capacitors&apos; Concepts
Author: Yehya, Fouad M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Simulation,Hands on Science,Science Instruction,Instructional Effectiveness,Physics,Scientific Concepts,Concept Formation,High School Students,Grade 11,Active Learning,Technology Integration,Misconceptions,Difficulty Level,Foreign Countries,Science Equipment

Physics is a tough and challenging topic. Facilitating the learning of physics requires an innovative and constructivist view of teaching that promotes an active learning environment and an effective implementation of educational technology. The purpose of the study is to investigate whether the use of computer simulations combined with hands-on activities are more effective than simulation alone to students´ learning of physics concepts. Interactive computer simulation (Crocodile simulation) was used to spread over the aim of this study. Eighty-seven grade 11 learners from the scientific sections and two physics teachers from two different schools participated in the quantitative experimental study. This attempt assesses via posttest the progress in understanding the concepts charging/ discharging of capacitors after four periods of 200 minutes in two different scenarios: 1- using only a computer simulation; 2- using computer simulation with hands-on activities. The results of both descriptive and inferential statistics show that the learners' understanding of capacitors' concepts were highly achieved when learners used the computer simulation combined with hands-on activities. The use of hands-on activities was identified as the major cause of this differentiation.
Barriers and Enablers to Participation in Higher Education: An Exploratory Study
Author: Awab-us-Sibtain, Muhammad
Date: 2019-00-00
Type: Journal Articles
Subjects: Barriers,Higher Education,Slums,Personal Narratives,Christianity,Unskilled Workers,Access to Education,Story Telling,Systems Approach,Social Systems,Intervention,Equal Education,Poverty,Educational Finance,Guidance,Career Counseling,Financial Support,Sanitation,Foreign Countries

This article draws from narratives of 14 slum dwellers of Christian Colony, Islamabad, Pakistan, to explore their struggle through a web of barriers and enablers to participate in higher education. Using the qualitative approach, primary data was collected through in-depth interviews. The respondents were mostly from the families where males worked as sanitary workers or unskilled laborers while the females worked as sanitary workers or housemaids. The interview data was transcribed, labelled and thematically analyzed. As a result, various themes around the barriers and enablers to participation in higher education emerged. For the most recurrent themes that emerged from the data, a second round of interviews was conducted and four illustrative examples were chosen that richly provide contextual information about their respective themes. Thus, the study used narrative storytelling technique under Systems Theory Framework to depict the struggle of individual slum dwellers within multiple intrapersonal and social systems. The study concluded that lack of guidance and dearth of financial resources were the key barriers that the slum dwellers faced to participate in higher education. Also, the study concluded that the coping strategy for the key barriers could be affirmative interventions of career counselling and financial assistance to support egalitarian participation of the slum dwellers in higher education.
Sociodemographic Factors Influencing Smartphone Addiction in University Students
Author: Aznar-Díaz, Inmaculada
Date: 2019-00-00
Type: Journal Articles
Subjects: Handheld Devices,Addictive Behavior,College Students,Foreign Countries,Preservice Teachers,Gender Differences,Individual Differences,Student Characteristics

The development of mobile devices has affected the way of life of university students, affecting their daily habits and sometimes their health. Specifically, in recent years a series of illnesses have developed as a result of the constant use of smartphones by the university population, which has come to be catalogued as an at-risk population. The aim of this work was to analyze the sociodemographic factors that influence the smartphone addiction of university students. For the measurement of the levels of addiction, the standardized instrument Smartphone Addiction Scale was used in a sample of 385 students from the University of Granada, Spain. A multiple linear regression model was used as a statistical test, highlighting that the factor influencing smartphone addiction is the time of use. Finally, the study includes a series of implications derived from the results obtained, with the aim of establishing preventive measures to help to mitigate smartphone addiction.
Polysemy in and of the Science Fiction Film &quot;Arrival&quot; (2016)
Author: Kusumastuti, Fenty
Date: 2019-00-00
Type: Journal Articles
Subjects: Semantics,Films,Science Fiction,Translation,Language Usage

Polysemy has always become a significant issue in interdisciplinary studies, mainly because particular words or phrases tend to have multiple meanings and the way to decide on the intended meanings involves cultural understanding that may be problematic for different groups of people. This paper divides the main research questions into two inquiries: (1) What is the meaning of the micro-unit polysemy in the science fiction film Arrival (2016)? and (2) What is the interpretation of the macro-level of polysemy in the film? The purpose of this research is to describe the interrelation between the polysemy in the film and the polysemy of the film. It is assumed that revealing the phenomena of polysemy found in the film helps to construct a better comprehension of the objective of the polysemy of the film. This has been done by implementing two stages of procedures in this research: (1) identifying the translation of the most significant polysemous words, phrases, clauses, and sentences found in the film by using meaning patterns and contextual patterns (Schmidt, 2008) and (2) discovering the three potential themes of polysemy of the film that include resistive reading, strategic ambiguity, and hermeneutic depth (Ceccarelli, 1998). The analysis shows that examining the phenomena of cognitive linguistic meanings from the 30 micro-unit polysemy to the rhetorical criticism of the polysemous text opens up multiple interpretive possibilities that may go unnoticed.
Observing the Effects of Hands-On Activities on Mathematics Teacher Confidence in Geometry and Statistics: A Case Study
Author: Hurdle, Zachariah Benton
Date: 2020-00-00
Type: Journal Articles
Subjects: Experiential Learning,Mathematics Activities,Self Efficacy,Geometry,Statistics,Lecture Method,Manipulative Materials,Mathematics Anxiety,Middle School Teachers,Professional Development,Attitude Measures,Workshops,Program Effectiveness

Middle school mathematics teachers often do not emphasise statistics and geometry in their lesson plans for a variety of reasons. However, these are integral topics in mathematics, and using direct lecture or hands-on activities may have different effects on teacher confidence when approaching these subjects. Using qualitative and quantitative methods, anxiety was found to improve with lecture-based workshops, while confidence and effectance was found to improve with manipulatives-based workshops. The results showed some surprising and unsurprising reasons for these conclusions.
Learnings through Explorations of the Teaching Space: Creating Climates of Collaboration
Author: Coleman, Claire
Date: 2020-00-00
Type: Journal Articles
Subjects: Classroom Environment,Foreign Countries,Educational Innovation,Space Utilization,Teaching Methods,Interpersonal Relationship,Social Influences,Interdisciplinary Approach,Mathematics Instruction,Drama,Cooperative Learning,Elementary Education,Teacher Education Programs,Preservice Teacher Education

Beanbags, adjustable tables, retractable walls, high-speed internet and numerous digital devices dominate the current concept of the modern classroom. Urged by the Ministry of Education in New Zealand to build all new classrooms as Innovative Learning Environments (ILEs) (Ministry of Education, 2015), more and more students are finding themselves operating in spaces of various shapes and sizes. However, transforming pedagogy is not as simple as providing a new space. As a drama educator and advocate for embodied knowledge, Claire Coleman typically teaches in an empty room inviting her initial teacher education students not to receive but react, respond, move, share, explore and interact. She positions herself alongside students to work in what, she hopes, may become a process of collaborative learning. In considering her varying experiences in relation to innovative spaces and pedagogies, Coleman posits that while ILEs can undoubtedly influence teaching and learning experiences, they are only part of the puzzle. A climate of collaboration relies upon the ongoing relations of learning, embedding community and connection throughout the learning to ensure students question, explore and discover. Without cultivating a social climate of inclusion, participants will likely shun the risk taking, creativity and criticality sought by advocates of the ILE.
University Student Satisfaction, Resource Management and Metacognitive Learning Strategies
Author: Kasalak, Gamze
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Satisfaction,Metacognition,Learning Strategies,Undergraduate Students,Foreign Countries,Self Management,Educational Resources,Questionnaires

The study aims to determine the relationship between university students' satisfaction with the university and the use of resource management and metacognitive self-regulatory learning strategies through structural equation modelling. This study was designed in a descriptive correlational model. The data were collected from 364 undergraduate students at a university in Turkey. Structural equation modelling was used to test the model that showed the relationships between student satisfaction, resource management and metacognitive self-regulatory learning strategies, and the descriptive statistics of the variables and correlations were also calculated. Research results show that metacognitive and resource management self-regulatory learning strategies affect student satisfaction. significantly at a low level. Students' use of self-regulatory learning strategies positively affects their satisfaction from the institution they are studying. In addition, the mediating effect of resource management self-regulatory learning strategy between metacognitive learning and student satisfaction was examined, and the indirect impact of resource management on student satisfaction was also found to be significant.
Psychological Predictors of Physics Learners&apos; Achievement: The Moderating Influence of Gender
Author: Ugwuanyi, Christian S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Achievement,Secondary School Science,Secondary School Students,Physics,Gender Differences,Predictor Variables,Student Motivation,Self Efficacy,Foreign Countries

Psychological factors like motivation and self-efficacy have been found to have significant predictive powers on learners' achievement in physics but literature is silent on how gender influences their predictive powers. Based on this premise, the researchers sought the predictive powers of motivation and self-efficacy on physics learners' achievement based on gender. A correlational survey research design was adopted for the study with a sample of 375 senior secondary 3 physics learners. Learners' Psychological Factors scale was used for data collection. The internal consistency reliability indices of the items of the two clusters of the instrument were obtained as 0.78 and 0.81 using the Cronbach alpha method. Data were analyzed using regression analysis and t-test of independent samples. Results showed that gender had a significant moderating influence on the predictive powers of motivation and self-efficacy on learners' academic achievement in physics in favor of male physics learners. This implies that male physics learners had higher motivation and self-efficacy than their female counterparts, thereby having higher achievement in physics than later. It was recommended that a favorable academic environment should be provided for female learners to promote their motivation and self-efficacy.