ethanporcaro/eric-fulltext-meta huggingface dataset:
The Perceptions of Students and Teachers on the Practice of Assessment in Extensive Reading
Author: Kim, Misook
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Reading Processes,Reading Motivation,Reading Tests,Evaluation Methods,Multiple Choice Tests,Objective Tests,Reading Materials,Reading Skills,Reading Improvement,Vocabulary Development,Discussion (Teaching Technique),Second Language Learning,English (Second Language),Foreign Countries

This paper examined the use of assessment techniques in extensive reading and students' and teachers' perceptions on the practice of extensive reading. A total of 232 university students who were placed at different proficiency levels of classes and 13 professors participated in the study by completing a questionnaire. In-depth interviews were carried out with a selected number of student and professor volunteers. Data were analyzed using t-tests to compare two different groups of students. Results revealed that writing short answers and assessments involving discussion with peers and professor were utilized more at the basic level, but students at the basic level reported discussion with peers and professor as the most effective assessment technique. In contrast, at the intermediate level, multiple-choice questions and T/F statements were used more as assessments, but students at the intermediate level reported that writing one's opinion on themes was the most effective technique. Both groups believed that reading graded readers is helpful in improving reading skills and vocabulary as well as understanding other cultures. Results further revealed that professors preferred to use writing short-answer questions and in-class discussion as assessments on graded readers; however, they responded that a writing task was the most adequate type of assessment. In addition, they reported that graded readers are helpful in improving all language skills and favored the use of graded readers as part of the language program.
Parents&apos; Voices Regarding Using Interventions for Toddlers with Autism Spectrum Disorder
Author: Amsbary, Jessica
Date: 2021-03-00
Type: Journal Articles
Subjects: Parent Attitudes,Intervention,Autism,Pervasive Developmental Disorders,Toddlers,Barriers,Video Technology,Time,Interpersonal Relationship,Interpersonal Communication,Interpersonal Competence,Communication Skills,Parent Education,Parents as Teachers,Program Effectiveness,Attention,Social Development,Language Skills,Parent Teacher Cooperation

Parent-implemented interventions (PIIs) hold promise for young children with autism spectrum disorder (ASD) and their families. Yet, reports of parent and family perceptions regarding PIIs are limited. The present study's purpose was to gain parent perceptions regarding the helpful and challenging intervention components and contextual factors in the implementation of one PII in their daily lives. Six interviews were conducted and analyzed using an exploratory qualitative approach. Findings included considerable parent satisfaction with intervention experiences, particularly related to the use of videos taken of themselves and their children during intervention sessions. Some parents voiced discouragement after watching video examples, and parents reported challenges finding time to implement the intervention. Parents valued the supportive relationship formed with their interventionist. Additional findings and implications for research and practice are discussed.
Physics Pre-Service Teachers&apos; Approaches to Scientific Investigations by Data Exploration
Author: Schubatzky, Thomas
Date: 2020-00-00
Type: Journal Articles
Subjects: Physics,Preservice Teachers,Science Process Skills,Inquiry,Data Analysis,Foreign Countries,Investigations

This article reports how physics pre-service teachers (PSTs) organize their investigations during an exploratory data analysis scenario, which we call scientific investigations by data exploration. In order to analyze the PSTs' investigations, we developed a learning environment in which learners investigate aspects influencing the particulate matter concentration in an Austrian city. Audio documentation and written learner protocols were analyzed using qualitative content analyses, resulting in flowcharts describing the different types of investigations the PSTs conducted. In this analysis, we differentiate between investigations on a micro-level (a single investigation), and investigations on a macro-level. Findings show that the pre-service teachers follow three different approaches: some always start their investigations with a research question, some switch between exploratory and targeted investigations and a few conducted only exploratory investigations. In this article we provide exploratory insights into the strategies students use.
Solving Problem Types Contextualized to the Quadratic Function and Error Analysis: A Case Study
Author: Díaz, Verónica
Date: 2020-00-00
Type: Journal Articles
Subjects: Problem Solving,Mathematics Instruction,Case Studies,Foreign Countries,High School Students,Academic Achievement,Mathematics Tests,Error Patterns,Student Attitudes,Difficulty Level,Emotional Response,Cognitive Processes,Barriers

The article aims to determine the academic performance and errors in the resolution of types of problems of application of the quadratic function, of high school students from the Los Lagos Region and Los Rios Region in Chile. The approach is qualitative and descriptive with case studies. A math test with open response problems and an opinion questionnaire were developed and applied. Through the results, the highest academic performance is evidenced in the routine problems of purely mathematical context and fantasist context, but with difficulty in the resolution of non-routine problems. In addition, errors originating in affective and emotional attitudes associated with blockages at the time of initiating the resolution, forgetfulness at the time of posing the quadratic function, prevail over cognitive errors originating in an obstacle and errors originating in the absence of meaning.
The Attitudes of Turkish Teachers toward Female Managers
Author: Sayin, Utku
Date: 2019-00-00
Type: Journal Articles
Subjects: Women Administrators,School Administration,Principals,Sex Fairness,Sex Stereotypes,Social Attitudes,Teacher Attitudes,Elementary School Teachers,Middle School Teachers,Secondary School Teachers,Public Schools,Private Schools,Status,Age Differences,Gender Differences,Foreign Countries

Gender equality in the workplace and social life has been argued especially since industrialization. Despite the belief that the education profession is suitable for women, the education sector has been one of the most discussed sectors due to the low number of female managers. Doubtless, gender stereotypes and attitudes toward women contribute to these inequalities. This research aimed to examine the attitudes, which may be an important part of this inequality, of teachers towards female principals. The universe of the research is consisted of the teachers and administrators at public schools in Adana's districts (Seyhan, Cukurova, Yuregir, and Saricam) province where women held an administrative position in the 2015-2016 academic year. The sample consisted of 818 teachers and administrators. A descriptive survey method was used to conduct the research. Attitudes toward Women Managers Scale were used to collect data. Statistical Package for the Social Sciences (SPSS) software was applied to analyze the data. For descriptive statistics, frequency, percent, average and standard deviation were used. For the statistical analysis T-Test and ANOVA tests were applied. As a result of the data analysis; significant differences between the groups according to gender, age groups, status and, level of the schools were found.
The Critical Importance of Support Systems for Women Educational CEOs
Author: Higginbottom, Katie
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Women Administrators,Superintendents,Social Support Groups,School Policy,Boards of Education,Teacher Administrator Relationship,Family Work Relationship,School Community Relationship,Mentors

Research has shown that effective support systems are key to an educational CEO for success and tenure in the position. This qualitative secondary analysis (QSA) of women educational CEOs from the United States and Canada allowed for the reexamination of interviews from 37 participants focused on the importance of support systems. Findings uncovered six different themes or areas of support/hindrances: three formal supports/hindrances, policy, school board, and staff, and three informal supports/hindrances, family, community, and mentors/other women educational CEOs.
The State of Fraternity and Sorority Life in Higher Education
Author: Banks, Shamiece A.
Date: 2020-07-00
Type: Journal Articles
Subjects: Sororities,Fraternities,Higher Education,Student Personnel Workers,Hazing,School Policy,Racial Discrimination

There are many benefits to being involved in Greek life. Becoming a part of a fraternity or sorority provides one with opportunities to get involved in community service and develop into global citizens. However, recent negative media attention has focused on hazing-related deaths, alcohol abuse, and sexual assaults in connection with Greek life. This narrative has perpetuated a false generalization of Greek life. The purpose of this paper is to review some of the current issues that are impacting the Greek community and to provide recommendations how student affairs professionals can assist in improving the image and improving the practices of Greek life.
Using Critical Race Theory to Explore the Experiences of College Students from Rural Areas
Author: Cain, Elise J.
Date: 2020-07-00
Type: Journal Articles
Subjects: Critical Theory,Race,Student Experience,College Students,Rural Population,Rural Urban Differences

There are several indicators (e.g. lower enrollment rates and lower persistence rates) that rural people are achieving less postsecondary success compared to their urban peers. This is particularly true for people with low socioeconomic statuses and people of color. This article, therefore, utilizes critical race theory in education as a framework to explore the experiences of college students from rural areas. The article begins with an overview of critical race theory and a review of relevant literature about rural people organized within a critical race theory framework. This information is then utilized to construct a strategy to guide educators in their critical explorations of rural students and their experiences through assessing pertinent questions. A vignette is also provided as an example to assist educators in their utilization of the strategy, providing a promising practice to support educators at higher education institutions in their efforts to be more inclusive of students from rural areas.
The Enablers and Outcomes of Research Productivity among Junior High School Mathematics Teachers: A Structural Model
Author: Cardona, Roldan Soriano
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Teacher Researchers,Productivity,Foreign Countries,High School Teachers,Grade 10,Influences,Teacher Characteristics,Leadership,High Schools,Institutional Characteristics

Research is a universally acknowledged tool in and for education. This study investigates the enablers and outcomes of research productivity of high school mathematics teachers. Using partial least square structural equation modelling, data from 211 tenth-grade mathematics teachers of five public schools divisions in the northeastern part of Philippines was evaluated. Findings showed that the research participation and productivity respondents was generally low but the teacher-researchers' growth potential is immense. The individual-institutional-leadership model strongly and positively influenced research productivity. Leadership in research in the school level is a critical area towards research productivity. The findings have policy implications in terms on how to encourage mathematics teachers to participate in research-related activities that will contribute to a research-informed teaching and learning. It is highly recommended to develop interventions to improve involvement, extrinsic motivation, mentoring, networking, resources, and leadership domains.
Transition into Teaching: Second Career Teachers&apos; Professional Identity
Author: Shwartz, Gabriella
Date: 2020-00-00
Type: Journal Articles
Subjects: Career Change,Teaching (Occupation),Professional Identity,Beginning Teachers,Science Teachers,Chemistry,Alternative Teacher Certification,Teacher Attitudes,Pedagogical Content Knowledge,Technological Literacy,Transfer of Training,Expertise,STEM Education,Program Effectiveness,Foreign Countries

Using the identity lens as a theoretical framework, we studied 42 novice second career chemistry teachers, who had previously worked as chemists and participated in an alternative certification program (ACP) at a science and engineering research university. Our goal was to understand the transition process of these teachers into the teaching profession as they shape their identity and navigate through the contexts of the preparation program and the school system. Results showed that the career changers attributed their identity development to a variety of program identity resources, which shape one's identity: coursework, field experiences, and social contexts. We saw that the transition to the teaching profession was mainly due to their desire to contribute to society. Investigating three case studies, we learned that through the active participation, one's vision of the particular kind of teacher one aspires to be has developed within the unique learning environment created in the program.
Usability of Electronic Instructional Tools in the Physics Classroom
Author: Ndihokubwayo, Kizito
Date: 2020-00-00
Type: Journal Articles
Subjects: Usability,Technology Integration,Computer Simulation,Video Technology,Web 2.0 Technologies,STEM Education,Active Learning,Science Teachers,Teacher Attitudes,Physics,Class Activities,Time Management,Boarding Schools,Day Schools,Urban Schools,Rural Schools,Differences,Secondary Schools,Foreign Countries

Information Communication Technology (ICT) is becoming valuable tools to help improve education, especially during teaching and learning of Science, Technology, Engineering, and Mathematics (STEM) subjects. In this regard, we conducted this study to explore the usability of ICT tools in Physics taught courses. To collect data, we used classroom observation protocol for undergraduate STEM to assess how teachers and learners spend time on classroom activities among day and boarding schools and urban and rural schools. We also surveyed physics teachers after a short workshop on the use of PhET simulations and YouTube videos for teaching optics to reveal their workability and usefulness. As a result, we found that teachers in the day schools guide and assign more work to their learners, allow them to work in groups more than those in boarding schools. Similarly, learners in rural schools spend much time working in groups more than their colleagues in urban schools. However, teachers in urban schools spend much time guiding their learners than teachers in rural schools. Teachers use more of textbooks among various instructional tools. Teachers were not aware of and used to PhET simulations and YouTube videos in physics class; however, after the workshop, they conceived them as convenient electronic instructional tools that can accelerate the active learning of Optics. Since these resources are free to access and easy to use, we highly recommend teachers to use them in their daily teaching and learning activities.
An Evaluation of Online Proctoring Tools
Author: Hussein, Mohammed Juned
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Computer Software Evaluation,Supervision,Distance Education,COVID-19,Pandemics,Cheating,Integrity,Video Technology,Integrated Learning Systems,Open Source Technology,Automation,Information Security,Privacy,Costs,Student Attitudes,College Students,Internet,Usability,Foreign Countries

COVID-19 is hastening the adoption of online learning and teaching worldwide, and across all levels of education. While many of the typical learning and teaching transactions such as lecturing and communicating are easily handled by contemporary online learning technologies, others, such as assessment of learning outcomes with closed book examinations are fraught with challenges. Among other issues to do with students and teachers, these challenges have to do with the ability of teachers and educational organizations to ensure academic integrity in the absence of a live proctor when an examination is being taken remotely and from a private location. A number of online proctoring tools are appearing on the market that portend to offer solutions to some of the major challenges. But for the moment, they too remain untried and tested on any large scale. This includes the cost of the service and their technical requirements. This paper reports on one of the first attempts to properly evaluate a selection of these tools and offer recommendations for educational institutions. This investigation, which was carried out at the University of the South Pacific, comprised a four-phased approach, starting with desk research that was followed with pilot testing by a group of experts as well as students. The elimination of a tool in every phase was based on the 'survival of the fittest' approach with each phase building upon the milestones and deliverables from the previous phase. This paper presents the results of this investigation and discusses its key findings.
Evaluation and Improvement of Students&apos; Satisfaction in Online Learning during COVID-19
Author: Faize, Fayyaz Ahmad
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Satisfaction,Undergraduate Students,Public Colleges,Electronic Learning,COVID-19,Pandemics,School Closing,Adjustment (to Environment),Instructional Effectiveness,Barriers,Internet,Access to Education,Interaction,Time Management,Online Courses,Foreign Countries

With the closure of educational institutions due to COVID-19, the biggest challenge with the universities and the instructors was engaging students in virtual learning. This research aimed at supporting university students in Islamabad (Pakistan) for online learning through a collaborative approach. The university started online learning during COVID-19 and had no earlier experience of such mode of learning. The first phase was identifying the problems faced by students during online learning and seeking their suggestions for overcoming them. The next step was working on the students' opinions with a team of instructors to modify existing instructional practices during online instruction. We measured students' satisfaction level pre and post-modification to evaluate students' adoption of online learning. The data for both the phases were collected through a Google Form. The post-modification data revealed students' greater satisfaction in online learning. The findings offer useful insight related to students' adoption of online learning and making it a more meaningful, organized, and productive medium for future learning.
Exploring the Impacts of Distance Higher Education on Adult Learners&apos; Lives and Reclaiming Lifelong Learning as a Human Development Process
Author: Neves, Claudia
Date: 2020-00-00
Type: Journal Articles
Subjects: Distance Education,Electronic Learning,Open Universities,Public Colleges,Lifelong Learning,Student Development,Skill Development,Technological Literacy,College Graduates,Nontraditional Students,Adults,Role of Education,Student Satisfaction,Teacher Education,Employment Level,Professional Development,Foreign Countries

This article intends to launch discussion and reflection on two main themes: lifelong learning and digital literacy in nowadays societies. In looking for the intersections between these concepts to connote them with a more humanistic and holistic perspective, we explore the potentials of distance learning in the lives of adult learners. The empirical basis for this exploration is a survey applied to 706 (143 respondents) graduates in the education of the Portuguese Open University to know their future projects and the impact of this degree in the various dimensions of their personal, social and professional lives. The conclusions of this analysis point to recognition, by the respondents, of the positive impacts that distance higher education has in their personal and social lives. However, these impacts are not as visible in professional terms since the answers show little significant professional progressions. In this sense, the article concludes that it is important to rethink the founding ideas of the concept of lifelong learning from a humanistic perspective and to approach it with a holistic and transversal conception of what is now defined as digital literacy. Distance education, for adult learners, is a scenario that not only strengthens the personal, social and professional development of individuals, but also the development of competencies applied not only to the digital world but also to each person's daily activities.
Impact of OER in Teacher Education
Author: Cummings-Clay, Denise
Date: 2020-00-00
Type: Journal Articles
Subjects: Open Educational Resources,Teacher Education,Early Childhood Education,Distance Education,Online Courses,Synchronous Communication,Textbooks,Instructional Effectiveness,Cost Effectiveness,Grades (Scholastic),Minority Serving Institutions,Community Colleges,Urban Areas,Two Year College Students,Young Adults,Access to Education

The purpose of this research study, which employed a quantitative research design, was to determine if there was a difference in the grades achieved by students who were enrolled in an entry-level Foundations of Education course using Open Educational Resources (OER) versus the grades achieved by students who used textbooks in other course sections. The goal was to find out whether OER was of the same or higher quality as textbooks in our minority-serving higher education institution. The outcomes revealed that there was no significant difference in grades for course sections that used OER when compared to course sections that used textbooks. Thus, it can be concluded that OER were as good as the textbook usage. The study was conducted at Hostos Community College (HCC), a two-year college of City University of New York (CUNY). CUNY is comprised of 25 campuses across the five boroughs in New York City, USA.
Evaluation of the Educational Drama as an Innovative Method to Be Adopted by Teachers in Order to Enhance Critical Thinking Skills of Students in Primary School
Author: Dima, Aikaterini
Date: 2020-00-00
Type: Journal Articles
Subjects: Dramatic Play,Experiential Learning,Drama Workshops,Teaching Methods,Educational Innovation,Instructional Effectiveness,Critical Thinking,Thinking Skills,Skill Development,Children,Elementary School Students,Foreign Countries

The aim of this study is to examine and determine the extent to which educational drama, as an innovative teaching approach, can cultivate critical thinking of students in primary school. Based on the principles of educational drama, 15 theatrical workshops were designed in relation with and corresponding to the culture and interests of the specific age group. The experimental method that was followed, was designed and implemented in three discrete stages including: the pre-research stage, the main research stage and the results extraction stage. The sample comprising 400 students aged 8-10 has been drawn from six different primary schools in Greece, the subjects of which were randomly selected. Five critical thinking skills were studied, including subtraction, induction, observation, reliability, detection and troubleshooting skills. The qualitative and quantitative data collected was next triangulated in order to lead to the desired result. The results confirmed the main research hypothesis, hence educational drama, as an innovative method, can enhance students' critical thinking in primary school.