ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessment of Learners with Dyslexia in Mainstream Primary Schools: An Investigation
Author: Nkomo, Duduzile
Date: 2021-05-00
Type: Journal Articles
Subjects: Students with Disabilities,Elementary School Students,Young Children,Early Intervention,Reading Diagnosis,Teacher Attitudes,Administrator Attitudes,Cognitive Style,Interdisciplinary Approach,Parent Participation,Mainstreaming,Foreign Countries,Dyslexia,Remedial Reading,Assessment Literacy

With this study we sought to investigate the effectiveness of assessment of learners with dyslexia in mainstream primary schools in the Bubi district of Matabeleland North, Zimbabwe. An exploratory case study design of the qualitative approach was adopted. Semi-structured individual interviews and focus group interviews (FGI) were used to collect data from heads of schools and teachers selected for the study. Gathered data were analysed and interpreted thematically. The major findings of the study were that no standardised instruments existed to assess learners with dyslexia in the infant category, the test used for those in the junior school category was not effective enough and most teachers had limited knowledge of dyslexia. We recommend the development of a variety of culturally sensitive assessment tools for infants as well as the junior school category. We also recommend that early diagnosis for early intervention and continuous professional development of teachers to keep abreast of the current trends in the education of learners with dyslexia be implemented.
Technological Skills in Higher Education--Different Needs and Different Uses
Author: Rodrigues, Ana Luísa
Date: 2021-00-00
Type: Journal Articles
Subjects: Technological Literacy,Higher Education,Skill Development,Technology Integration,College Students,Foreign Countries,Quality of Life

Technological skills development is a central issue for a country's educational and social policies. Throughout their school career, from primary to secondary education and later in higher education, students have the opportunity to build and develop various skills, including technological. Considering the different needs and different uses that these skills encompass, these will certainly be necessary and useful in students' academic and professional life. This study reports on an investigation of technological skills development in higher education. It aims to analyze the relevance of technologies integration, which technological skills are built and developed by higher education students, and what their perception about the importance of technological skills is. Based on a literature review, an online questionnaire was designed and applied to 217 students from three public higher education institutions located in the North, Center, and South of Portugal. This intended to verify which areas of technological skills (from the European Digital Competence Framework for Citizens) are most developed and to understand respective repercussions. It is concluded that the balanced development of students' technological skills in higher education is crucial for their personal, social, and professional future and consequently, for their quality of life, with the integration of digital technologies being relevant in the change of the academic work organization, in the relations between learners, teachers, and institutions, and in the new ways of teaching and learning.
Enhancing Assessment Literacies through Development of Quality Rubrics Using a Triad Based Peer Review Process
Author: Grainger, Peter
Date: 2021-00-00
Type: Journal Articles
Subjects: Assessment Literacy,Scoring Rubrics,Peer Evaluation,Quality Assurance,Interdisciplinary Approach,Undergraduate Study,College Faculty,Communities of Practice,Evaluators,Professional Development,Foreign Countries

Peer review is viewed as a valid quality assurance mechanism in higher education. Peer review of teaching is common practice at universities in Australia. However, peer review of assessment is a relatively new innovation in tertiary education. Peer review of assessment in a Triad structure utilised data, via interviews with academics and students, to develop a peer review of assessment framework. This project was modelled on a Triad based peer review of teaching process at a major university in Brisbane Australia. A 10 question framework was used initially to facilitate conversations between assessors in a range of undergraduate courses (teacher education, business, visual arts, occupational therapy, outdoor education). The benefits for all stakeholders were widespread and significant, impacting students and assessors and provided a response to sector wide, national and international criticisms of tertiary assessment by students, who are driven by successful assessment experiences and shaped by the clarity of assessment rubrics.
The SoTL Body: Identifying and Navigating Points of Entry
Author: Raffoul, Jessica
Date: 2021-00-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Interdisciplinary Approach,Educational Researchers,Educational Research,Human Body,Figurative Language,Epistemology,Information Dissemination,Synthesis,Sustainability,Self Concept

The scholarship of teaching and learning (SoTL) as a field invites researchers to examine their teaching practice with the goal of understanding its impact and effect on student learning (Hutchings &amp; Shulman, 1999). Though inclusive by nature -- belonging to no discipline yet informing practice in all -- SoTL does have its own discourse, assumptions, and literature that may intimidate disciplinary scholars. This paper uses the human body as a metaphor to explain how researchers from diverse disciplines can use familiar entry points to ease their transition into SoTL. We identify and analyze parts and systems of the human and research body, revealing connections between particular disciplinary research bodies and the SoTL research body -- connections that we hope provide disciplinary scholars with the confidence they need to navigate and engage in SoTL.
A Revised Pedagogy Model for Simulator-Based Training with Biomedical Laboratory Science Students
Author: Björn, Marko Henrik
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Education,Teaching Methods,Biomedicine,Diagnostic Tests,Brain Hemisphere Functions,Physiology,Neurology,Outcomes of Education,Correlation,Diaries,Usability,Student Attitudes,Feedback (Response),Computer Software,Learning Processes,Comparative Analysis,Content Analysis,Undergraduate Students,Foreign Countries

Methods based on simulation pedagogy are widely used to practice hands-on skills in safety environment. The usability of an EEG simulator on clinical neurophysiology course was evaluated. Second-year biomedical laboratory science students (N = 35) on this course were included in the study. They were divided into three groups. Two groups used the EEG simulator with different feedback modes and one group did not use the simulator. Results were expected to reveal a correlation between user experience and learning outcomes. This study made used of a mixed method study design. During the study, students were asked to keep a learning diary throughout the course on their experience. Diaries were analyzed qualitatively based on content analyses. Quantitative analyses based on an UX questionnaire that measures classical usability aspects (efficiency, perspicuity, dependability) and user experience aspects (novelty, stimulation) and the students' feelings to use simulator. The quantitative data was analyzed using SPSSTM software. The quantitative and qualitative analyses showed that the use of the EEG simulator, which was evaluating teaching-learning process, has an extra benefit in clinical neurophysiology education and students felt that the simulator was useful in learning. The simulation debriefing session should be followed by a full theoretical and practical session. Students compared their learning from the simulator with that of the actual placement which fosters the reflective practice of learning, again deepening the understanding of the EEG electrode placement and different wave patterns.
Using the Authentic Intellectual (AIW) Framework to Connect First Year Students with the Local Blues Society
Author: Buckmiller, Tom M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Student Projects,Active Learning,College Freshmen,School Community Relationship,Collaborative Writing,Editing,Books,Writing for Publication,Music,Community Organizations,Nonprofit Organizations,Story Telling

The purpose of this article is to demonstrate how I used the Authentic Intellectual Work (AIW) pedagogical framework in conjunction with Project-Based Learning (PBL) to develop a campus-community partnership while enhancing and promoting the goals of the local blues society. In order to achieve the goals of the AIW framework, I created a major class project which charged the students with writing and editing a book telling stories of members of the local blues society to be available on Amazon.com. The results, or outcomes, of this project were categorized relative to two areas: academic (classroom) and civic (The Blues Society). The narratives and stories in the final version of the book varied significantly, but each, in their own way, contributed to a process where my students were able to think about civic engagement and community partnerships in an advanced and engaging way.
STEM vs. STEAM Education and Student Creativity: A Systematic Literature Review
Author: Aguilera, David
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Creativity,Literature Reviews,Creative Development,Elementary Secondary Education,Higher Education,Creative Thinking,Creativity Tests,Instructional Effectiveness

STEM (science, technology, engineering and mathematics) is an educational approach that is now accompanied by the STEAM (STEM + Arts) variant. Both educational approaches seek to renew the scientific literacy of younger generations, and, with the inclusion of the arts, student creativity is described as a key skill that must receive special attention. A review is therefore presented here of empirical STEM and STEAM-based educational interventions so as to determine their potential to develop student creativity. A systematic search of papers over one decade, 2010-2020, found 14 didactic interventions on the Web of Science and Scopus databases for analysis within the review process. The analysis suggested that: (1) the interventions based both on STEM and STEAM have multiple and even contradictory forms, both in theory and in practice; (2) there appears to be a preference among researchers for the Likert-type test to evaluate creativity; and (3) both educational approaches show evidence of positive effects on student creativity. In the light of the principal findings, it was concluded that arguing for the implementation of STEAM education over STEM education, with a view to developing or promoting student creativity, is not in agreement with the evidence from the empirical studies.
Why Aren&apos;t My Students Reading: Faculty &amp; Student Research Unveiling the Hidden Curriculum of Course Material Usage
Author: Goode, Jayne R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Hidden Curriculum,Use Studies,Instructional Materials,Access to Education,College Faculty,Textbooks,Teacher Role,Paying for College

This reflective essay follows a faculty working group as they attempt to understand barriers to access to course materials through the scholarship of teaching and learning (SoTL). Through the workgroup's research and collaboration with students in a problem-based learning course, the workgroup uncovered elements of the hidden curriculum in assumptions regarding course material procurement. The collaboration has served as the foundation for efforts to begin to transform the way that faculty on campus make use of textbooks and course materials in their courses. This transformation should make explicit to faculty that the utilization of course materials for all aspects of the course are often hidden pedagogy and must be made explicit by each instructor.
Exploring Teachers&apos; Lived Experiences of Cooperative Learning in Ethiopian Higher Education Classrooms: A Phenomenological-Case Study
Author: Tadesse, Tefera
Date: 2021-00-00
Type: Journal Articles
Subjects: Cooperative Learning,State Universities,Teaching Methods,Phenomenology,Case Studies,Teacher Attitudes,Educational Change,Foreign Countries,Undergraduate Students,Student Centered Learning,College Faculty,Faculty Development,Teaching Experience

A growing body of research indicates that teaching is the most important determinant of student learning in higher education (HE). However, HE teachers have a persistent challenge to transform pedagogical practices from a teacher-centered to a student-centered approach. In this study, the authors employed a phenomenological-case study design to examine the teachers' lived experiences with cooperative learning (CL) pedagogies as applied in the undergraduates' classrooms in a large public university in Ethiopia. The authors collected the relevant data from two teacher participants through both reflection and a semi-structured interview, along with document analysis of course-related material. The teacher participants felt that their involvement in the CL lessons gave them insight to understand strategies used to implement CL and practical learning opportunities on how to use it as one variant of student-centered teaching methods. As the teacher interviewees suggested, the CL lessons helped them change their mindset from traditional lecture-based teaching to a student-centered approach and transform their pedagogical practices. The results of this study suggest that CL pedagogies offer teachers with professional development opportunities for a meaningful transformation of their roles in HE classrooms. Additionally, the results have important practical implications for many HE institutions (HEIs) and their teachers who work with undergraduate students.
A Model for Determining Students&apos; and Teachers&apos; Perspectives on the Turkish 11th Grade English Language Curriculum in Terms of Achieved Learning Outcomes
Author: Ocak, Gürbüz
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Attitudes,Language Teachers,High School Students,Grade 11,English (Second Language),Second Language Instruction,Second Language Learning,Instructional Effectiveness,Curriculum Evaluation,Reading Skills,Pronunciation,Self Efficacy,Outcomes of Education,Foreign Countries

In the current study, it was aimed to evaluate the Turkish 11th grade English language curricula implemented in Turkey in terms of achieved learning outcomes. In the study, case study model was employed. The data were obtained from 20 11th grade high school students and an English language teacher in the spring term of 2018-2019 academic year. &quot;Learning Outcomes Questionnaire for Students&quot; was prepared by the researchers in order to obtain data from the students to determine their self-efficacy perceptions about achieving the Turkish 11th grade English curriculum learning outcomes. The second data collection tool was &quot;Learning Outcomes Questionnaire for Teachers&quot;. This questionnaire was also prepared by the researchers for the teachers to determine teachers' opinions about the degree that students achieved the learning outcomes. Open-ended questions were prepared and asked to the teacher to obtain the qualitative data Moreover, classroom observations were carried out during four weeks, and one class hour of observation was made per week. The findings of the study showed that the students' self-efficacy perception on &quot;Pronunciation&quot; skill was at highest level ([x-bar] = 3.68) while their perception on &quot;Reading&quot; skill was at lowest ([x-bar] = 2.94). Similarly, the teacher's mean score was at highest level for &quot;Pronunciation&quot; skill while it was lowest for &quot;Reading&quot; skill.
Improving Students&apos; Performance with Time Management Skills
Author: Wilson, Robert
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Achievement,Time Management,Foreign Countries,Gender Differences,College Freshmen,Intervention,Student Attitudes

Research at the University of New South Wales with Defence Force Academy students found timemanagement skills significantly improve the academic results of male students but not female students when controlling for the usual effect of prior academic ability. While much previous research has revealed a positive link between time management and academic results within civilian environments, there is a lack of research on this link in dual-military or employment and academic settings. Our research also extends on many national and international studies' by researching the efficacy of a direct training intervention in time-management skills. The study is unique in evaluating the size of the likely effect on academic results. This study used a mixed-methods evaluation design and a standardised questionnaire to compare two groups of 70 first-year undergraduate students. The experimental group were taught time-management skills in a workshop setting, while a control group did not attend time-management workshops. While the time-management workshop interventions did not improve the academic performance of female students, female students did benefit comparably to males in fewer subject failings and improved attitudes towards time-management attributes. The findings confirm an effect between time-management skills and academic success that offers substantial savings from fewer lost students. Recommendations are made to improve time-management skills and academic performance for all transitioning university students and examine if this significant effect translates to other initial training employment.
Challenges of Improving the Quality of Academic Supervision of Postgraduate Studies at the Faculty of Education, Damietta University
Author: Gohar, Aly Saleh
Date: 2021-00-00
Type: Journal Articles
Subjects: Supervision,Graduate Study,Graduate Students,Schools of Education,Foreign Countries,Supervisors,Supervisor Supervisee Relationship,Masters Theses,Doctoral Dissertations,Role

The present research paper aims to confront the challenges of improving the quality of academic supervision of postgraduate studies at the Faculty of Education, Damietta University, identifying the theoretical and conceptual framework for academic supervision of educational postgraduate studies. It also analyzes the reality and defines the challenges of academic supervision of educational postgraduate studies. The author adopted the descriptive and analytical method and applied the tool to a sample of (30) faculty members at the Faculty of Education, Damietta University. The study concluded that the heavy load of the supervisor, the tendency of the student to choose a supervisor in a certain position, and keenness of the student to carry out the study quickly without considering quality, and poor research skills among students are the most significant challenges of improving the quality of academic supervision. The study recommended abiding by the regulations of postgraduate studies that allow supervising several theses and dissertations to enable supervisors to follow up postgraduate students honestly and objectively. It also recommended the need to respect the desire of the student when choosing a supervisor.
Enacted Pedagogical Content Knowledge Profiles of Chemistry Teachers
Author: Can, Hatice Belge
Date: 2021-00-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,Science Teachers,Pedagogical Content Knowledge,Planning,Concept Teaching,Reflective Teaching,Grade 11,Foreign Countries

This research focuses on chemistry teachers' enacted pedagogical content knowledge (ePCK) in equilibrium in chemical reactions. The enactment dimension of this pedagogical content knowledge (PCK) encompasses enacted knowledge and skills as well as those embedded in practice concerning the Refined Consensus Model of PCK, the most recent PCK model in science education. As ePCK plays out throughout the whole pedagogical cycle, it was conceptualized as to exist in three forms, such that ePCK[subscript P], ePCK[subscript T], and ePCK[subscript R]. While ePCK[subscript P] and ePCK[subscript R] represent the knowledge and skills that a teacher uses for planning and reflecting respectively, ePCK[subscript T] is related to what a teacher does in the classroom. The holistic nature of ePCK was investigated by using multiple data sources in real-life contexts. Specifically, pre-and post-observation interviews and lesson observations were used to elicit ePCK profiles and to provide triangulation. The grand rubric was customized for use both as an interview protocol and as an observational protocol for analyzing all of the three dimensions of ePCK around the analytical parameters of knowledge and skills related to curricular saliency, conceptual teaching strategies, and student understanding of science. Results revealed that chemistry teachers' ePCK profiles are not uniform across planning, teaching, and reflecting phases, ePCK components, and evaluation criteria. Chemistry teachers perform highest in reflection concerning conceptual teaching strategies and lowest in teaching in terms of curricular saliency. Recommendations for science PCK research were shared.
Effectiveness of a Hybrid Project-Based Learning (H-PBL) Approach for Students&apos; Knowledge Gain and Satisfaction in a Plant Tissue Culture Course
Author: Martín, Carmen
Date: 2021-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Lecture Method,Instructional Effectiveness,Science Instruction,Biotechnology,Plants (Botany),Knowledge Level,Student Satisfaction,Undergraduate Students,Positive Attitudes,Foreign Countries

The main objective of the present study was to evaluate the effectiveness of two learning methodologies in a Plant Tissue Culture course of a Biotechnology degree--lecture-based and hybrid project-based learning--in which a project assignment was included. The effectiveness of these two systems was compared based on the students' knowledge acquisition and the perception of their satisfaction. In this study, we evaluated the scores obtained by students in a written exam and the results of a satisfaction survey. The assessment showed that students attained improved marks in the written exam after being taught using the hybrid method. The incorporation of the project assignment in the Plant Tissue Culture program also improved the general perception that the students had of the course. The project assignment allowed the students to achieve new learning outcomes directly related to experimental work and the scientific method. The teachers perceived the hybrid project-based learning method positively, as students not only improved their knowledge gain, but were also more involved in the course.