ethanporcaro/eric-fulltext-meta huggingface dataset:
Synergies in Critical Reflective Practice and Science: Science as Reflection and Reflection as Science
Author: Mathieson, Luke
Date: 2016-00-00
Type: Journal Articles
Subjects: Reflection,Sciences,Science Instruction,Reflective Teaching,Teaching Methods,Action Research,Scientific Methodology,Epistemology

The conceptions of reflective practice in education have their roots at least partly in the work of Dewey, who describes reflection as &quot;the active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends&quot; (Dewey 1933, p.9). This conception of reflection has carried on into more-focused efforts to describe critical reflection as a tool for improving professional practice (where academic and educational practice is the particular interest of this study); &quot;... some puzzling or troubling or interesting phenomenon&quot; allows the practitioner to access &quot;the understandings which have been implicit in his action, understandings which he surfaces, criticizes, restructures, and embodies in further action&quot; (Schön 1983, p. 50). Both of these descriptions embody a central idea of critical reflective practice: that the examination of practice involves the divination (in a rational, critical sense) of order and perhaps meaning from the facts at hand (which, in turn, are brought to light by the events that occur as the results of implementation of theory). As part of a lecture series, Gottlieb defined science as &quot;an intellectual activity carried out by humans to understand the structure and functions of the world in which they live&quot; (Gottlieb 1997). While science and critical reflective practice attempt to build models about different parts of our world--the natural world and the world of professional (educational) practice respectively--both embody certain underlying aims and methodologies. Indeed, it is striking that in these definitions the simple replacement of the terminology of reflective practice with the terminology of science (or vice versa) leads to a perfectly comprehensible definition of either. It is this confluence that this paper studies, building from two separate foundations, critical reflective practice and science. Via their models and exemplars of their &quot;models-in-practice&quot;--action research and the scientific method--the paper forms a bridge between two empirical practices. We contend that the ability to do this is no accident, but stems from a deeper substrate that they have in common: empirical epistemology, as expressed in post-enlightenment models of the development of reliable knowledge.
A Model for Talent Management and Career Planning
Author: Waheed, Sajjad
Date: 2015-10-00
Type: Journal Articles
Subjects: Foreign Countries,Talent Development,Career Planning,Qualifications,Internship Programs,Social Media,Models,Interviews,Personnel Evaluation,Self Evaluation (Individuals),Scores,Performance Factors,Talent Identification,Improvement,Likert Scales,Matrices,Measures (Individuals),Evaluation Methods,Quality of Working Life,Work Ethic,Problem Solving,Communication Skills,Leadership Qualities,Cognitive Ability,Planning,Self Management,Expertise,Job Training,Labor Force Development

This paper discusses a talent management and career planning system designed based on the performance and qualifications of a group of interns working for an emerging social media company located in Istanbul. The proposed model is dynamic, comparative, and perceptional in constructing a talent pool for an organization. This system was developed based on structured questions precisely designed to evaluate the employees in different categories. Evaluations by the supervisors combined with the employees' self-evaluations represented performance; previous experiences represented qualifications. Depending on the high and low scores for performance and qualifications, four evaluation segments were proposed: star, rising star, backbone, and iceberg. Employees who had high performance and high qualification scores were classified as &quot;stars&quot; and constituted the talent pool. Employees in other segments needed performance development, qualification development, or both. This paper further provides detailed discussions explaining how employees can address the identified performance or qualification deficiencies and take paths toward improvement, which forms the career planning aspect of this system.
Integrated and Contextual Basic Science Instruction in Preclinical Education: Problem-Based Learning Experience Enriched with Brain/Mind Learning Principles
Author: Gülpinar, Mehmet Ali
Date: 2015-10-00
Type: Journal Articles
Subjects: Science Instruction,Problem Based Learning,Learning Experience,Brain,Medical Students,Mixed Methods Research,Brain Hemisphere Functions,Lateral Dominance,Observation,Correlation,Comparative Analysis,Academic Achievement,Educational Environment,Program Evaluation,Foreign Countries,Small Group Instruction,Tutors,Content Analysis,Tutorial Programs

Recently, integrated and contextual learning models such as problem-based learning (PBL) and brain/mind learning (BML) have become prominent. The present study aimed to develop and evaluate a PBL program enriched with BML principles. In this study, participants were 295 first-year medical students. The study used both quantitative and qualitative methods (mixed design). First, the students' hemispheric preferences were defined using the Human Information Processing Survey and reassessed using event-related potentials (ERPs). Then, by considering BML principles, a six-week PBL program was revised and evaluated using both quantitative and qualitative tools, including evaluation forms, exam scores, expert observations, document reviews, and interviews. With regard to hemispheric preferences, 59.9% of the students preferred both hemispheres, 28.9% preferred the right, and 11.2% preferred the left, and these partially correlated with ERP P300 recordings. The evaluation study showed that compared with the standard PBL program, the students and tutors were more satisfied with the BML-enriched PBL program, and the students' average exam scores were higher and the differences were statistically significant (p .001). These results demonstrate that various learning models can be improved using BML principles, resulting in increased satisfaction and academic success.
A Song and a Dance: Being Inclusive and Creative in Practicing and Documenting Reflection for Learning
Author: Harvey, Marina
Date: 2016-00-00
Type: Journal Articles
Subjects: Creativity,Reflection,Higher Education,Foreign Countries,Learning,Student Diversity,Thinking Skills,Lifelong Learning,Academic Achievement,Workplace Learning,Teaching Methods,College Graduates,Story Telling,Educational Technology,Diaries,Journal Writing,Technology Uses in Education,Access to Education,Inclusion,Technological Advancement

As the number of students engaging in higher education increases, so too does their diversity. Additionally, there is growing pressure on universities to better prepare graduates for the varied paths they will pursue beyond study. In responding to these conditions it is important to develop pedagogical approaches that are both inclusive and engaging. One adaptation needed is in relation to the practice and documentation of reflection for learning. Reflection is widely practiced across higher education, and is favoured by the Work- Integrated Learning field for the ways it helps students make sense of their learning. The ongoing reliance on journals for practising and documenting reflection has several benefits; however, a diverse student body, engaging with diverse learning experiences, is likely to benefit from being offered diverse, flexible ways of engaging with reflective practice. Informed by student and practitioner reflective data gathered at an Australian university, this conceptual paper accepts the challenge to &quot;disrupt&quot; (deFreitas 2007) the text and &quot;move beyond the diary&quot; (Harvey et al. 2012) to present an argument for the value and role of alternative modes of reflection, spanning arts-based, embodied, mindful and technological approaches. Underpinning this advocacy of diverse mediums for reflection are the principles of inclusivity and universal design.
Developing Psychological Literacy: Is There a Role for Reflective Practice?
Author: Coulson, Debra
Date: 2016-00-00
Type: Journal Articles
Subjects: Psychology,Literacy,Reflection,Self Concept,Cultural Awareness,College Curriculum,Cultural Differences,Case Studies,Foreign Countries

Psychological literacy is an umbrella term that is widely used to describe the attributes or capabilities of psychology graduate (Cranney &amp; Dunn 2011). This article explores some of the complexities inherent in the learning and teaching of psychological literacy by exploring challenges to the development of self-awareness and cultural competence, and posits a role for reflective practice. Evidence for the contribution of reflective practice to the development and application of psychological literacy is offered. The challenges of introducing reflective practice into the psychology curriculum are then discussed, with insights from the literature and a small trial offered to support academics in introducing reflective practice into the higher-education psychology curriculum.
A Meta-Analytic Study Concerning the Effect of Computer-Based Teaching on Academic Success in Turkey
Author: Batdi, Veli
Date: 2015-10-00
Type: Journal Articles
Subjects: Meta Analysis,Computer Assisted Instruction,Effect Size,Academic Achievement,Correlation,Pretests Posttests,Comparative Analysis,Foreign Countries,Teaching Methods,Control Groups,Statistical Analysis,Computer Software,Outcomes of Education,Educational Research,Literature Reviews

This research aims to investigate the effect of computer-based teaching (CBT) on students' academic success. The research used a meta-analytic method to reach a general conclusion by statistically calculating the results of a number of independent studies. In total, 78 studies (62 master's theses, 4 PhD theses, and 12 articles) concerning this issue were researched based on the literature review of the articles and theses which involved pre-test and post-test control groups and were conducted in Turkey between 2006 and 2014. The CMA and MetaWin statistical programs were used to calculate the effect sizes and variations for comparing the groups with regard to each study in the context of the meta-analysis. The effect size for the 78 studies was calculated as ES = 1.13 based on analysis using the random effects model. This value is large, positive, and significant. Aside from this, the mean effect sizes of the CBT were large with regard to the independent variables such as grades level, subject area, types of course, implementation period, and publication year. As a result, it can be seen that the effect of CBT in terms of academic success was high and more successful than traditional teaching methods.
Reflection in Medical Education
Author: Hargreaves, Ken
Date: 2016-00-00
Type: Journal Articles
Subjects: Reflection,Medical Education,Professional Identity,Undergraduate Students,Foreign Countries,Patients,Safety,Feedback (Response),Medical Students,Communities of Practice,Educational Theories,Metacognition,Decision Making,Goal Orientation,Learning Strategies,Cognitive Style,Self Disclosure (Individuals),Emotional Intelligence,Humanities,Social Change,Interdisciplinary Approach,Group Discussion,Teaching Methods

This paper offers a medical-education perspective that I will hope complement other disciplinary perspectives in examining the value of reflection for learning in tertiary education. The paper outlines some of the theoretical strands of reflective practice facilitated in a unique course subject for professionalism and patient safety, within the new spiral curriculum at Leeds University School of Medicine. The material presented in this paper outlines some of what is delivered during the medical students' interactive sessions; this material is continually modified based on feedback from both students and learning facilitators. The paper discusses why both students and clinicians need to reflect, some of the theoretical dimensions and models and examples from the Leeds context of how reflective competence can be progressively developed over the course of an undergraduate program. The focus of the final section suggests directions for reflective practice in the future, where reflexivity takes the form of more collective endeavours requiring some change in culture and perceptions of professional identity. The paper concludes with the proposition that collaborative forms of reflection need to include more involvement of patients, interprofessional communities of practice and the use of learning from other disciplines; all of these require different levels of thinking and different ways of working.
Towards a Theory of the Ecology of Reflection: Reflective Practice for Experiential Learning in Higher Education
Author: Harvey, Marina;
Date: 2016-00-00
Type: Journal Articles
Subjects: Reflection,Higher Education,Experiential Learning,Action Research,Participatory Research,Ecology,Foreign Countries,Undergraduate Students,Community Involvement,Outcomes of Education,Learner Engagement,Models,Transformative Learning,Teaching Methods

Reflective practice is widely adopted across the field of experience-based learning subjects in higher education, including practicums, work-integrated learning, internships, service learning and community participation. This adoption of reflective practice implies that it supports student learning through experience. When reviewing the evidence for the role of reflection for learning, it became evident that not only was there no clear agreement about the definition of reflection, there has been little theoretical development in this area. An integrated participatory action research and ecological approach was adopted to build a theory about the ecology of reflection for learning through experience. Through this process the assumptions, or truths that are taken for granted, that underpin the new theory were declared and substantiated. Key concepts and the principle tenets of the theory were then identified and defined, leading to an overview of the ecologies of the learner, the learning context and the experiential learning context.
Examination of the Mathematical Problem-Solving Beliefs and Success Levels of Primary School Teacher Candidates through the Variables of Mathematical Success and Gender
Author: Bal, Ayten Pinar
Date: 2015-10-00
Type: Journal Articles
Subjects: Mathematics,Mathematics Tests,Mathematics Instruction,Problem Solving,Preservice Teachers,Elementary School Students,Elementary School Mathematics,Mathematics Education,Mathematics Achievement,Beliefs,Gender Differences,Mixed Methods Research,Semi Structured Interviews,Multivariate Analysis,Mathematics Skills,Mathematical Concepts,Academic Achievement,Foreign Countries,Teacher Education,Higher Education,College Freshmen,College Students

The aim of this study is to examine the mathematical problem-solving beliefs and problem-solving success levels of primary school teacher candidates through the variables of academic success and gender. The research was designed according to the mixed methods technique in which qualitative and quantitative methods are used together. The working group, comprised of 138 freshman students studying in the Primary School Teaching Department at a state university formed the quantitative data of the research. Using criterion sampling, a purposeful sampling method technique, 36 students were identified for forming the qualitative data group. The Belief Scale Regarding Mathematical Problem Solving, as developed by Kloosterman and Stage; the Identifying Test of Problem-Solving Success Levels, written by the author; and a semi-structured interview form were used to collect the data. The data was analyzed by MANOVA and two-way ANOVA testing respectively for the quantitative dimensions of the study while qualitative data was analyzed through the descriptive analysis method. Research results concluded that there was not a significant difference between the belief levels of teacher candidates with high and low problem-solving success levels for the dimensions of mathematical skill, the place of mathematics, and problem-solving skills in the Belief Scale Regarding Mathematical Problem Solving. Significant differences were found, however, in the sub-dimensions of understanding the problem and the importance of mathematics, regarding teacher candidates with high problem-solving success levels. It was also clearly seen from the results of the research that the ideas of teacher candidates with low and high problem-solving success levels were similar to each other. Based on these results, it is suggested that importance be given to classroom activities that positively affect the beliefs of primary school teacher candidates in regard to problem solving and learning mathematics. Also, researches using experimental designs can be performed by controlling the interaction of variables that can affect problem-solving beliefs.
Investigation of Problem-Solving and Problem-Posing Abilities of Seventh-Grade Students
Author: Arikan, Elif Esra
Date: 2015-10-00
Type: Journal Articles
Subjects: Problem Solving,Grade 7,Foreign Countries,Academically Gifted,Gifted,Mathematics,Mathematics Education,Teaching Methods,Mathematics Instruction,Creativity,Mathematical Models,Creative Thinking,Public Schools,Private Schools,Elementary School Mathematics,Mathematics Curriculum,Achievement Tests,Statistical Analysis,Correlation,Fractions,Elementary School Students,Student Attitudes,Mathematics Tests

This study aims to examine the effect of multiple problem-solving skills on the problem-posing abilities of gifted and non-gifted students and to assess whether the possession of such skills can predict giftedness or affect problem-posing abilities. Participants' metaphorical images of problem posing were also explored. Participants were 20 gifted and 85 non-gifted seventh graders, and quantitative and qualitative research methods were used for data collection and analysis. The relationship between multiple problem-solving skills and giftedness was investigated, and a strong correlation between problem solving in multiple ways and problem-posing abilities was observed in both the gifted and non-gifted students. Moreover, problem solving in multiple ways was observed in both the gifted and non-gifted students. Metaphorical images were based on the participants' experiences with problem posing, and they associated their positive or negative metaphors depending on their problem-posing performance.
Testing the Psychometric Features of the Academic Intellectual Leadership Scale in a University Environment
Author: Uslu, Baris
Date: 2015-12-00
Type: Journal Articles
Subjects: Psychometrics,Measures (Individuals),Leadership,Universities,College Faculty,Teacher Characteristics,Institutional Characteristics,Test Validity,Test Reliability,Factor Structure,Factor Analysis,Item Analysis,Organizational Communication,College Administration,Organizational Climate,Foreign Countries

The purpose of this research is to develop a scale for measuring the level of academics' intellectual leadership, test the scale by examining the influence of their personal and institutional characteristics, and then investigate the relationship of academic intellectual leadership (AIL) to communication, climate, and managerial flexibility regarding scholarly practices in universities. The pilot version was applied to 359 faculty members, then validity and reliability studies were carried out on it. According to exploratory analysis, the scale has a five-factor structure which explains 64.83% of the variance for AIL. This factorial structure was also tested through confirmatory analysis using the secondary data set of 504 faculty members from different universities, which confirmed the five-factor structure. In addition, the alpha reliability coefficient was found to be 0.91. These results prove that the scale is a valid and reliable data collection instrument for measuring academics' intellectual leadership. Moreover, there are significant differences in faculty members' AIL in terms of gender, title, field of discipline, and establishment date of their universities. Furthermore, their AIL has significant correlations to communication, climate, and flexibility with managerial practice. Therefore, faculty members' AIL level can be enhanced within a more collegiate organizational climate in universities by implementing various communication mediums and operating different managerial practices to support academics' activities.
Effects of Calibration Sample Size and Item Bank Size on Ability Estimation in Computerized Adaptive Testing
Author: Sahin, Alper
Date: 2015-12-00
Type: Journal Articles
Subjects: Adaptive Testing,Computer Assisted Testing,Sample Size,Item Banks,Computation,Ability,Simulation,Accuracy,Correlation,Monte Carlo Methods,Maximum Likelihood Statistics

This study aimed to investigate the effects of calibration sample size and item bank size on examinee ability estimation in computerized adaptive testing (CAT). For this purpose, a 500-item bank pre-calibrated using the three-parameter logistic model with 10,000 examinees was simulated. Calibration samples of varying sizes (150, 250, 350, 500, 750, 1,000, 2,000, 3,000, and 5,000) were selected from the parent sample, and item banks that represented small (100) and medium size (200 and 300) banks were drawn from the 500-item bank. Items in these banks were recalibrated using the drawn samples, and their estimated parameters were used in post-hoc simulations to re-estimate ability parameters for the simulated 10,000 examinees. The findings showed that ability estimates in CAT are robust against fluctuations in item parameter estimation and that accurate ability parameter estimates can be obtained with a calibration sample of 150 examinees. Moreover, a 200-item bank pre-calibrated with as few as 150 examinees can be used for some purposes in CAT as long as it has sufficient information at targeted ability levels.