ethanporcaro/eric-fulltext-meta huggingface dataset:
Revisiting the Reusability and Openness of Resources in the Massachusetts Institute of Technology Open Courseware
Author: Nkuyubwatsi, Bernard
Date: 2018-00-00
Type: Journal Articles
Subjects: Usability,Open Source Technology,Courseware,Higher Education,Foreign Countries,Marketing,Access to Information,Metadata,Web Sites

The marketing of the Massachusetts Institute of Technology (MIT) Open Courseware gives the impression that it has the potential to contribute to quality open learning and opening up higher education globally. It is from this perspective that the potential contribution of Open Educational Resources (OER) units in the MIT Open Courseware to opening up higher education in Rwanda was investigated. Ten OER units were sampled as objects of the study. I took the role of an archive analyst, giving full attention to any item that constituted each unit. Results indicate that only one unit had enough openly licensed resources to enable its potential adaptation for use in opening up higher education. In other units, only metadata (course information, the syllabus, course calendar, and the list of required and suggested readings), assignments and/or quizzes/exams were openly licensed. Most (if not all) of the required and suggested readings, which are the core learning materials learners need to engage with for quality learning, had to be purchased, mostly from the Amazon website. On the basis of these findings, I argue that the MIT Open Courseware served the marketing agenda (probably for the purpose of acquiring funding), rather than the open access agenda. The study may benefit funding organisations, educators and institutions that are interested in supporting or engaging in the production, adaptation and use of OER with an agenda to contribute to opening up higher education.
Academics and Social Networking Sites: Benefits, Problems and Tensions in Professional Engagement with Online Networking
Author: Jordan, Katy
Date: 2018-00-00
Type: Journal Articles
Subjects: Use Studies,Technology Uses in Education,Educational Technology,Social Media,Teacher Surveys,Coding,Educational Benefits,Qualitative Research,Scholarship,Participation,College Faculty

The web has had a profound effect on the ways people interact, with online social networks arguably playing an important role in changing or augmenting how we connect with others. However, uptake of online social networking by the academic community varies, and needs to be understood. This paper presents an independent, novel analysis of a large-scale dataset published by Nature Publishing Group detailing the results of a survey about academics use of online social networking services. An open coding approach was used to analyse 480 previously unused text responses. The analysis revealed a wide range of benefits and also problems associated with engaging with online networking, and tensions within this. The analysis provides further insight into the nuances of uptake, by exploring clusters of co-reported benefits and problems within the qualitative analysis. The findings will help move forward current debates surrounding social media use by academics from being viewed in solely beneficial terms, towards an understanding of the problems and tensions that arise through academic work online.
Secondary Students&apos; Perceptions of Open Science Textbooks
Author: Morales, Rebecca
Date: 2018-00-00
Type: Journal Articles
Subjects: Secondary School Students,Student Attitudes,Science Instruction,Textbooks,Teaching Methods,Secondary School Science,Student Surveys,Mixed Methods Research,Middle School Students,Grade 6,Grade 7,Grade 8,Electronic Publishing,Shared Resources and Services,Resource Units,Educational Technology,Technology Uses in Education

In an attempt to align instructional resources with new state standards and to increase teacher awareness of these standards, one large suburban public school district piloted the development and adoption of open secondary science textbooks. Open textbooks created by teachers in grades six through nine replaced conventional science textbooks provided by mainstream publishing companies. Therefore, grade nine students were not included in this study. At the end of the first quarter, middle school students (grades six through eight) who used the open textbooks were surveyed. Survey responses required respondents to consider their learning before and during the use of the open textbook. The survey included quality and presentation of content questions, as well as an opportunity for students to explain their responses. There were qualitative and quantitative indications that students' perceptions of an open textbook in place of a standard textbook are improving students' attitudes and behaviors toward learning.
The Heuristic Sandbox: Developing Teacher Know-How through Play in simSchool
Author: Hopper, Susan B.
Date: 2018-01-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Computer Simulation,Simulated Environment,Educational Games,Teaching Skills,Skill Development,Heuristics,Thinking Skills,Personality Traits,Critical Thinking,Technology Integration,Undergraduate Students,Cognitive Style,Psychological Characteristics,Taxonomy,Learning Activities

simSchool is a game-based, virtual, and interactive tool that allows pre-service teachers to acquire new skills while constructing knowledge through experimentation with learning situations. Pre-service teachers develop know-how--or heuristic knowledge--through repeated practice in the &quot;Personality Plus Higher-Order Thinking&quot; module to discover insights about personality traits in teaching and instructional levels of critical thinking. This article is an introduction, overview, and example of a simSchool module. It will illustrate how pre-service teachers can construct their own knowledge through the simSchool experience with various outcomes in the development of heuristic knowledge and suggest future work to enhance the benefits of simSchool in teacher education.
The Effects of Check-In, Check-Up, Check-Out for Students with Moderate Intellectual Disability during On- and Off-Site Vocational Training
Author: Boden, Lauren J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Positive Behavior Supports,Moderate Intellectual Disability,Vocational Education,High School Students,Student Behavior,Program Effectiveness,Intervention

Check-in/check-out is a secondary-tier intervention within the positive behavior interventions and supports framework. Check-in/check-out pairs the use of an adult mentor with a daily progress report to help students meet individualized behavioral goals. This study adds to the research base by examining the effects of check-in, check-up, check-out for students with moderate intellectual disability. A modified version of the traditional check-in/check-out cycle was implemented with three high school students during vocational training. All three students demonstrated decreases in off-task behavior. Treatment fidelity and social validity were assessed. Limitations, future directions, and implications for practice are discussed.
The Underlife of the Classroom
Author: Nguyen, Mai-Han
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Behavior,Behavior Problems,Homework,Nonverbal Communication,Teacher Behavior,Student Interests,Class Activities,Interpersonal Communication,College Students,College Faculty,English (Second Language),Second Language Instruction,Foreign Students,Video Technology,Participant Observation

This study examines how students' disruptive behavior occurs while the teacher is carrying out a formal class activity--checking homework. In daily classroom life, it has been common that teachers often follow the most uninspiring teaching method when checking homework (the teacher reads out loud each item in an exercise and then asks students for the answer), which students find boring. In this study, the author looks at the teacher's verbal expressions and embodiments, ones that potentially cause a lack of students' interest in the current class activity, and the students' nonverbal disruptive behavior, constructed by those who do not comply with the classroom's norm of appropriate participation. Using an analysis that combines both talk and the body, the author demonstrates how the students' disruptive behavior occurs alongside the teacher's checking homework activity. The author then discusses how mundane class activities such as checking homework can be boredom for students, and how this boredom can potentially lead to students' disengagement. The author then calls for changes in the checking homework activity to make it more interesting for students.
Promoting &quot;Quality&quot; Feedback: First-Year Teachers&apos; Self-Reports on Their Development as Classroom Managers
Author: Kwok, Andrew
Date: 2018-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Classroom Techniques,Urban Teaching,Faculty Development,Teacher Surveys,Mixed Methods Research,Feedback (Response),Elementary School Teachers,Secondary School Teachers,Semi Structured Interviews

Through a program wide survey (n = 87) and qualitative data of five case participants, this mixed methods study explores how teachers develop as urban classroom managers throughout their first year. Results indicate teachers learned from programmatic training and personnel, school personnel, and classroom experience. Specifically, personnel who frequently observed teachers as well as provided specific feedback and alternative methods of classroom management were most helpful. Relatedly, opportunities to learn through &quot;trial and error&quot; were also helpful. These findings suggest methods for teacher educators to prepare and support beginning teachers in classroom management.
Toward a Web-Enhanced Model of Interaction in Freshman General Education History Courses
Author: Olt, Phillip
Date: 2018-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Electronic Learning,History Instruction,General Education,Blended Learning,Interpersonal Communication,Computer Mediated Communication,Teaching Methods,Comparative Analysis,Educational Benefits,Expectation,Web Based Instruction,Conventional Instruction,Lecture Method,Large Group Instruction,Case Studies,Learner Engagement,Interaction,Focus Groups,College Freshmen

While American students increasingly choose to study online, most professors remain skeptical of its quality. This paper explores the perspectives of history professors at a liberal arts institution regarding their general education classes taught face-to-face (F2F) and online, focusing on interactive communication with students between the two delivery methods. While faculty expectations varied between the methods, social interaction was a greater factor in F2F classes, and content interaction occurred more consistently and in more depth online. The study indicates that a web-enhanced approach to instruction may provide the strengths of both methods for large lecture classes taught F2F.
Comparison of Pre-Service Physics Teachers&apos; Conceptual Understanding of Dynamics in Model-Based Scientific Inquiry and Scientific Inquiry Environments
Author: Arslan Buyruk, Arzu
Date: 2018-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Preservice Teachers,Physics,Science Teachers,Inquiry,Scientific Attitudes,Mixed Methods Research,Educational Strategies,Models,Pretests Posttests,Scientific Concepts,Science Instruction,Research Design,Control Groups,Preservice Teacher Education,College Science,Teacher Education Programs

The focus of this study was to evaluate the impact of model-based inquiry on pre-service physics teachers' conceptual understanding of dynamics. Theoretical framework of this research was based on models-of-data theory. True-experimental design using quantitative and qualitative research methods was carried out for this research. Participants of this study were 22 senior pre-service physics teachers. The instructional strategy in the experimental class was model-based inquiry (MBI) while it was inquiry in the control class. Data were collected by using Force Concept Inventory (FCI), video recordings, inquiry reports and the instructor's field notes. The results of Mann-Whitney U tests for two classes' pre-tests and post-tests indicated that there was not any significant difference between two classes' performances before and after the treatment. On the other hand, the results of Wilcoxon signed-rank test showed that the experimental class's post FCI scores were better than their pre FCI scores. The following conclusions can be drawn from the study: Putting modelling explicitly into the center of inquiry facilitates conceptual learning. Therefore, model building and formation in inquiry can be seen as a way not only to represent what learners have already known but also to generate new knowledge. Making associations with other phenomena under the framework of epistemic characters of knowledge and expanding on these associations with discussions in inquiry learning environment promote students' understanding. Finally, model quality may stimulate science learning; however, more research is needed to extend this conclusion.
A Study of Developing an Environmental Attitude Scale for Primary School Students
Author: Artvinli, Eyup
Date: 2018-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 3,Content Validity,Correlation,Construct Validity,Factor Analysis,Item Analysis,Foreign Countries,Attitude Measures,Environmental Education,Likert Scales,Negative Attitudes,Positive Attitudes,Statistical Analysis,Test Reliability,Test Validity

The aim of this research is to develop an instrument that measures environmental attitudes of third grade students. The study was completed in six stages: creating scale items, content validity study, item total and remaining item correlation study, determining item discrimination, determining construct validity study and examining the internal consistency reliability of Cronbach's Alpha. In this research, quantitative research methods and techniques were used. According to the data obtained from exploratory factor analysis, scale came under three subfactors as &quot;Positive Environmental Behaviors,&quot; &quot;Environmental Knowledge and Awareness&quot; and &quot;Negative Environmental Behaviors.&quot; As a result of the confirmatory factor analysis, it is determined that chi square/df, RMSEA value and the other statistical significance levels are consistent with the collected data. Cronbach's Alpha coefficient was taken between 0.71-0.94 for sub-scales and 0.93 for the total scale. In the light of these data, it is concluded that the environmental attitude scale has the validity and reliability.
Developing 21st Century Chemistry Learning through Designing Digital Games
Author: Lay, Ah-Nam
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Chemistry,Video Games,Science Achievement,Science Instruction,Student Motivation,Educational Technology,Technology Uses in Education,Learning Modules,Program Effectiveness,Secondary School Students,Secondary School Science,Pretests Posttests,Comparative Analysis,Control Groups,Experimental Groups,Scores,Quasiexperimental Design,Questionnaires,Likert Scales,Statistical Analysis

The purpose of this study is to investigate the effect of Malaysian &quot;Kimia&quot; (Chemistry) Digital Games (MyKimDG) module on students' achievement and motivation in chemistry as well as 21st century skills. Chemistry education in Malaysia should put greater emphasis on combination of cognitive, sociocultural and motivational aspects to ensure that students are well-equipped with knowledge, skills and values relevant to the new global economy. Previous studies have reported that digital game-based learning (DGBL) provides opportunities for increasing students' motivation in learning while enhancing their academic achievement and 21st century skills. Based on the DGBL approach as well as constructivist-constructionist learning theories, MyKimDG was developed as a mechanism for achieving the desired goals. In this study, students were provided opportunities to take on the role of game designers, developing digital games while learning chemistry. This study employed quasi-experimental with non-equivalent control group pretest-posttest control group design. Subjects were composed of 138 secondary students. Results showed that the treatment group outperformed the control group in the chemistry achievement test. In addition, students' self-efficacy and high productivity scores improved significantly between pretest and posttest for treatment group. The findings imply that the inclusion of student as game designer approach in chemistry learning is able to help students develop an in-depth knowledge on chemistry and foster their 21st century skills as well as increase students' motivation in chemistry.
Evaluating the Gifted Students&apos; Understanding Related to Plasma State Using Plasma Experimental System and Two-Tier Diagnostic Test
Author: Korkmaz, Saadet Deniz
Date: 2018-00-00
Type: Journal Articles
Subjects: Academically Gifted,Diagnostic Tests,Foreign Countries,Grade 8,After School Programs,Weekend Programs,Middle School Students,Science Instruction,Achievement Tests,Pretests Posttests,Physics,Laboratory Experiments,Science Experiments,Comparative Analysis,Science Tests,Demonstrations (Educational),Instructional Effectiveness,Mathematics Instruction,Scores

The purpose of this study was to investigate the effectiveness of the experimental system design related to plasma state on the gifted students' understanding on the subject of the plasma state. To test the research hypothesis, one group pretest-posttest research model was carried out with 18 eighth-grade (4 girls and 14 boys) gifted students in mathematics and science, attending to a university-based after school program for gifted students. A two-tier achievement test (Plasma Achievement Test-PAT) consisting of 10 items used as a pretest and posttest. First tier of the test consists of multiple-choice items and the second tier consists of open-ended items. Students were asked to find the correct answer in the first tier and write the reasons (justifications) for their answers in the second tier. Pretest and posttest mean scores of first and second tier scores were compared with statistical analyzes. Also the students' justifications for the second tier of the test was used to make content analyzes. From pretest to posttest an increase was found in open-ended tier scores. The difference between pretest and posttest wasn't statistically significant for multiple-choice tier scores. From the findings it can be concluded that the experiment system was effective on the gifted middle school students' understanding on the subject of the plasma state.
Opinions of Art Teachers on the Standards of the International Society for Technology in Education: the Case of Western Mediterranean Region, Turkey
Author: Konak, Armagan
Date: 2018-03-00
Type: Journal Articles
Subjects: Art,Art Education,Art Teachers,Teacher Attitudes,Foreign Countries,Geographic Regions,Educational Technology,Qualitative Research,Standards,Social Networks,Semi Structured Interviews,Case Studies,Internet,Technology Uses in Education,Statistical Distributions

The purpose of this study, which is based on qualitative data, is to reveal the opinions of art teachers on the teacher standards set by the International Society for Technology in Education. It has been observed that the majority of participants of a study group are not aware of these standards, use social networks but do not use mobile applications, use the Internet for information-research purposes, and follow a news from the Internet. The participants think that students should be directed to conscious Internet use and must be educated accordingly. The study group is of the opinion that technology and the teachers' field knowledge should be included in education training to facilitate the learning of students and to stimulate their creativity. Group members also believe that classical education and original activity design should be utilized in the design and development of learning experiences and evaluation activities, and the use of technology and applications that focus on students in order to be an example on studying and learning in this information age is needed. According to the participants, art teachers should inform students about conscious use of the Internet, and teach them to integrate life-long learning with real-life situations by participating in professional development-leadership activities. One of the participants thinks that excessive use of technology during classes will make students become used to excessive comfort. Another participant is of the opinion that the use of technology in the learning environment will not be useful. As a result of the study, the following suggestions are offered: (1) Art teachers can be informed about teacher standards; (2) Art teachers can be given training about involving technology in teaching-learning processes, about learning experiences and the design of the evaluation activities, and life-long learning and professional development; (3) Studies that emphasize the importance of the use of technological resources in education can be conducted; and (4) Art teachers can be informed about conscious Internet use.
First Year Nursing Students&apos; Coping Strategies in Stressful Clinical Practice Situations
Author: Bodys-Cupak, Iwona
Date: 2018-00-00
Type: Journal Articles
Subjects: Nursing Education,Nursing Students,Stress Variables,Stress Management,Coping,Student Surveys,Questionnaires,Foreign Countries,Statistical Analysis,Age Differences,Student Characteristics,Scores,Emotional Response,Humor,Patients,Interpersonal Relationship,Work Environment,Measures (Individuals)

Performing the social service professions, to which a profession of nurse includes, is considered one of the most stress-inducing jobs. The reason behind this is deep emotional involvement in contact with patient followed by responsibility for human health and life. The time dedicated to gaining knowledge and practical skills constitutes both a potential stress source for the nursing students and provides them with the opportunity to learn how to cope with it. This study aims at assessing the level of stress in difficult situations, differentiating the methods of stress coping and difficult situations for the nursing studies in the course of practical training. 110 first-year students of intramural studies at the Nursing Faculty, State Higher Vocational School in Tarnów (southern Poland) were surveyed using the research tools include the author's survey questionnaire, Perceived Stress Scale, Inventory to Measure Coping Strategies with Stress. Differences between variables were verified using the chi-square (X[superscript 2]) independence test and Mann-Whitney test. The adopted significance level was a = 0.05. During the first practical training, the nursing students struggled with multiple difficult situation (and perceived moderate and high stress and their attempts to cope with stress were diversified. Increase in stress level was accompanied by higher frequency of stress copying strategies by avoidance behaviours (X[superscript 2] = 7.59; p = 0.02). Students in difficult situations have more frequently applied coping strategies involving focusing on the issue of concern rather than emotion-based strategies. One should develop active methods of coping with stress and difficult situations with the nursing students, including in particular these manifesting helplessness and avoidance behaviours.