ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Perceptions of the Influence of Choice, Ownership, and Voice in Learning and the Learning Environment
Author: Thibodeaux, Tilisa
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Educational Environment,Constructivism (Learning),Reflection,Metacognition,Graduate Students,Masters Programs,Ownership,Educational Technology,Portfolios (Background Materials),Electronic Learning,Student Surveys,Decision Making

This study used grounded theory analysis to examine and analyze student perceptions of the influence of choice, ownership, and voice on learning and the learning environment in an online M. Ed. program in the southeastern region of the United States. Choice, ownership, and voice make up three of the four components of the learner-centered approach called the COVA learning approach developed by Harapnuik, Thibodeaux, and Cummings. Literature related to constructivism, metacognition, and reflection confirms through years of research that choice, ownership, and voice through authentic learning opportunities have the potential to positively influence learning. Seventy-three graduate students in the M. Ed. program completed a survey indicating their agreement with statements that gave them choice, ownership, and voice in learning and the learning environment. The study further examined graduate students' candid perceptions for the purpose of identifying themes that related to choice, ownership, and voice in learning and the learning environment. Results showed that all three components positively influenced the learners' experience and that metacognitive practices and opportunities for reflection assisted students as they developed their voice as learners.
Misconception in Chemistry Education and Practices to Eliminate Them: Literature Analysis
Author: Üce, Musa
Date: 2019-03-00
Type: Journal Articles
Subjects: Scientific Concepts,Misconceptions,Science Instruction,Teaching Methods,Chemistry,Prior Learning,Constructivism (Learning)

Concepts can be examined in two groups as abstract and concrete ones. While concrete concepts are improved as a result of students' experiences, it is considerably challenging for students to perceive abstract concepts. Since chemistry includes abstract concepts largely, it is considered to be hard to comprehend as a class by students. In fact, studies confirm this thought. On this particular issue, based on literature, it is clearly stated that students present themselves in learning environment, having some sort of thoughts and acknowledgments which are scientifically incorrect by a majority. The false information or acknowledgments are called misconception in the literature. Furthermore, it is also indicated that it is too hard to eliminate such misconceptions via the traditional teaching methods. Since each student constructs his/her own knowledge, understanding and concepts in accordance with his/her ability and experience, what matters here is, if prior knowledge of student involves any misconceptions, to identify and eliminate misconceptions. In this context, researches on identification and then elimination of misconceptions make a significant contribution to the chemistry education. In this paper, misconceptions determined and identified in literatures on subjects considered to be abstract, complex and hard to understand for students in the field of chemistry education are studied, namely solubility equilibrium, covalent bonds, ionic bonds, hydrogen bond and molecule geometry, activity concept in elements, chemical equilibrium, dissolution, electrolyse and battery; methods to remove those misconceptions are discussed; and in this study, the method of literature review, one of the qualitative research patterns, is used. To conclude, multiple misconceptions in chemistry education, specially related to abstract subjects were determined, and it is confirmed based on the literature that the methods developed in the framework of constructivist learning theory are used to remove such misconceptions.
Students&apos; Academic Self-Efficacy in International Master&apos;s Degree Programs in Finnish Universities
Author: Filippou, Kalypso
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Efficacy,Masters Programs,Graduate Students,Majors (Students),Ethnicity,Foreign Students

This study analyzes students' academic self-efficacy while studying in international master's degree programs in Finland. The primary aim is to determine if students' self-efficacy varies depending on their field of study and nationality. This study contributes to the research on students' self-efficacy in an international academic context with a special focus on social and course performance tasks. The results indicate some variations in students' self-efficacy, particularly in students from different fields of study. Recommendations for activities supporting students' self-efficacy are provided based on the results of the analysis. Implications for future research, as well as limitations of the study, are discussed.
The Continuous Case Study: Designing a Unique Assessment of Student Learning
Author: Grimes, Matthew W.
Date: 2019-00-00
Type: Journal Articles
Subjects: Case Studies,Academic Achievement,Course Content,Problem Based Learning,Problem Solving,Educational Strategies,Outcomes of Education,Learner Engagement,Teaching Methods,Critical Thinking

The case study approach is one form of problem-based learning (PBL) that results in deeper understanding of content, and it involves pushing students to think beyond the answers appropriate for class (Hmelo-Silver, 2004; Nilson, 2010, 2013). Case studies prompt students to consider the realistic implications of how they use course content in realistic scenarios that are relevant to their future practice. According to Nilson (2010), continuous case studies are one form of case-based learning that often leads to a uniquely deeper learning experience for students. This paper describes the design of a continuous case study assignment for use in the classroom--as an interactive lecture or independent assignment--and as a data collection tool. Continuous case studies are useful at both the undergraduate and graduate levels and are highly adaptable across disciplines. The focuses of this paper are a) to define and describe the continuous case study, including the evidence-driven design process, and b) to offer practical examples of how to implement the design for classroom or scholarly use.
Effects of Individual and Situational Characteristics on the Use of Student-Centered Pedagogy in Calculus I
Author: Keller, Rachel
Date: 2019-00-00
Type: Journal Articles
Subjects: Calculus,Mathematics Instruction,Student Centered Learning,Environmental Influences,Class Size,Teacher Characteristics,College Mathematics,Teaching Methods,Teaching Conditions,College Faculty,Mathematics Teachers,Educational Innovation,Departments

Investigations into attrition of STEM-intending students indicate that poor experiences in introductory courses are at least partly to blame, specifically the students' frustration with lecture-driven teaching methods. In this research, hierarchical linear modeling is used to identify the individual and situational characteristics of instructors who support the use of student-centered pedagogy in Calculus I. Of specific interest are the effects of class size and perceived departmental support on an instructor's employment of student-centered pedagogical approaches. Overall, the effects of class size and support are functioning as the literature would suggest: instructors with large classes and minimal departmental support report lower usage of student-centered pedagogical approaches. The interesting finding is that these effects are more salient at the institutional level as compared with the instructor level. By analyzing national data gathered from 490 instructors distributed across 160 institutions, the findings of this research provide large-scale empirical support for several interview studies that have identified the importance of situational characteristics and highlight the importance of institutional context over the context experienced by individuals. Furthermore, this research suggests that change strategies might be more effectively supported through the department chair and/or course coordinators, as opposed to targeting individual instructors through professional development opportunities.
Employment of the First Graduates of the Department of Exercise and Sport Education in the Disabilities: A Qualitative Research
Author: Esentas, Melike
Date: 2019-03-00
Type: Journal Articles
Subjects: Exercise,Athletics,Disabilities,Employment Level,Attitudes toward Disabilities,College Graduates,Foreign Countries,Physical Education,Labor Market,Employment Opportunities,Expectation

The aim of this study was to examine the views of the first graduates of the Exercise and Sports Department for Disabled on the employment situation and their attitudes towards disability. In the research we tried to determine the opinions of the first graduates of the Exercise and Sports Education Department for Disabled about the employment issues using the case study method among the qualitative research techniques. The study group of the research was constituted 11 participants who are the first graduates of the Exercise and Sports Department for Disabled. Semi-structured interview technique was used as data collection method in the study. The two stage interview form was consisted of the participants' personal information and the questions prepared about the research topic. Content analysis was used to analyze the data obtained from participants' views. Within the scope of this analysis technique the data coded via NVIVO software program. According to the results, the following four themes came up regarding the opinions of the first graduates of the Exercise and Sports Department for Disabled: &quot;Future of the exercise and sport department for disabled&quot;, &quot;Employment&quot;, &quot;Gains in employment field&quot; and &quot;Attitudes towards the disabled&quot;. In our country, it is necessary to meet the employment expectations of the graduates of this department, opportunities for socialization of the disabled individuals, mostly concentrated in the field of sports and thus ensuring the social integration of these individuals. It has been concluded that these people will contribute to the development of this field by developing important projects and job opportunities for national and international development on behalf of the country.
Beyond the Click: Rethinking Assessment of an Adult Professional Development MOOC
Author: Ziegenfuss, Donna
Date: 2019-00-00
Type: Journal Articles
Subjects: Large Group Instruction,Online Courses,Adult Education,Faculty Development,Homework,Video Technology,Technology Uses in Education,Educational Technology,Learner Engagement,Computer Mediated Communication,Group Discussion,Teacher Attitudes,College Faculty,Elementary School Teachers,Secondary School Teachers,Foreign Countries

The purpose of this study was to evaluate the design and implementation of an international faculty development MOOC about flipped teaching. Qualitative and quantitative data, such as traditional MOOC analytics, interviews, and Concerns-Based Adoption Model (CBAM) survey data, were collected as participants learned how to flip instruction. This study indicates that measures of online engagement, such as number of clicks and number of online discussion posts, do not necessarily translate to a change in attitudes about teaching practice. Adult participants (teachers, faculty, and researchers) in this MOOC presented as strategic learners and applied personalized approaches for their own teaching development while learning in a MOOC.
Peer-Supported Writing in Graduate Research Courses: A Mixed Methods Assessment
Author: Lyman, Michael
Date: 2019-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Graduate Students,Research Proposals,Formative Evaluation,Summative Evaluation,Feedback (Response),Research Methodology,Anxiety,Scores,Student Attitudes,Writing Skills,Self Esteem,Social Work,Masters Programs,Cognitive Processes,Affective Behavior,Student Satisfaction

Peer review enhances student knowledge acquisition and the ability to meaningfully apply that knowledge. Formative assessment is the source of much of the positive effect of the peer review process. This evaluation investigated the affective experiences of graduate students as they navigated the writing of their research proposals. The authors created a mixed-methods, quasi-experimental, pre-test/posttest, comparison and control group evaluation of a peer review process in a graduate research methods class. Students writing a research proposal reviewed each other's proposals while receiving both formative and summative feedback from their professor. Pretest/posttest findings showed that students experiencing the peer review process reported reduced anxiety and improved scores on an assessment of their experience of the research process. Qualitative findings suggest that the peer review process helped with content mastery and created peer support that reduced assignment-related anxiety. Peer review is recommended as a tool that reduces research anxiety and helps students feel more confident in their abilities, even if they are not enthusiastic about research methods as a topic or a skill.
Research on the Relationship between Trainers&apos; Turnover Intention and Organizational Justice
Author: Tolukan, Ersan
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Trainers,Labor Turnover,Intention,Organizational Culture,Justice,Employee Attitudes

The aim of this study was to investigate the relationship between the organizational justice levels and the turnover intention of trainers working in different departments. The present research was designed with relational screening model. Organizational Justice Scale developed by Kim (2009) and adapted to Turkish by Sayin and Sahin (2017) and the Turnover Intention Scale developed by Mobley et al. (1978) were applied to 382 volunteer participants. One-way analysis of variance was used in order to determine whether there was a significant difference in turnover intention and organizational justice levels according to demographic characteristics of participants. Pearson correlation coefficient was calculated in order to determine the level of relationship between the participants' organizational justice levels and their turnover intention. Significance level was taken as 0.05. At the end of the study, it was determined that there was a negative and medium level relationship between the organizational justice levels of the trainers and their turnover intention. When evaluating them in terms of demographic variables, it was determined that as the level of educational level of the trainers increases, the level of distribution justice sub-dimension decreases and the levels of organizational perception of the trainers, whose branches are the combat sport, were low.
Shifting Schemas: Perspectives and Practice in a Learner-Centered Course
Author: Duncan, Tisha
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Centered Learning,Preservice Teachers,Constructivism (Learning),Social Studies,Methods Courses,Communities of Practice,Teaching Methods,Educational Change,Inquiry,Leadership,Student Attitudes,Course Evaluation,Teacher Education Programs

As a profession, we must have a shift in both perspective and practice to transform teaching at all levels. Are pre-service education classrooms preparing students to be flexible, adapt to new situations, and rely on their own expertise and understanding while seeking support when needed? Lieberman and Miller (2004) identify the following shifts for transforming the social realities of teaching: from individualism to professional community; from teaching at the center to learning at the center and from technical and managed work to inquiry and leadership (p. 11). The authors seek to critically examine the perspectives of pre-service teachers participating in a social studies methods course using constructivist practices.
Making the Most of Online Discussion: A Retrospective Analysis
Author: Smith, Tracy W.
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Asynchronous Communication,Online Courses,Graduate Students,Web Based Instruction,Discussion (Teaching Technique),Preservice Teacher Education,Course Content,Student Evaluation,Formative Evaluation,Feedback (Response),Instructional Design,Prompting,Group Discussion,Student Projects,Cooperative Learning

Discussion forums are often a primary tool used for teaching and learning in asynchronous online courses. In this article, the author shares her experiences using discussion forums to promote learning, teacher presence, and community. In a retrospective microanalysis of discussion forums posts and interactions, the author identified five major purposes for discussion forums. Here, she details the rationale, mechanics, and interactions yielded for each type. Specific language of forum prompts, as well as teacher and student posts and interactions, are provided so that readers can, if interested, apply and/or modify the forum types.
Science Students&apos; Responses to an Oral Communication Skills Development Initiative: Attitude and Motivation
Author: McLaren, Ingrid
Date: 2019-00-00
Type: Journal Articles
Subjects: Speech Communication,Oral Language,Intervention,Student Attitudes,Student Motivation,Science Instruction,Interdisciplinary Approach,Chemistry,English Teachers,Science Teachers,Program Effectiveness,Public Speaking,College Science,College Students,Foreign Countries

Situated within the CID (Communication in the Disciplines) theoretical framework that promotes the focus of communication instruction on the oral genre standards of effectiveness, and employing a transdisciplinary approach, the current study explores science students' attitudes and motivation concerning an oral skills development (OSD) intervention. The cross-disciplinary based intervention involved the delivery of an oral skills development module over a ten-week period to thirty-four chemistry students in which staff from the English language section partnered with lecturers in chemistry to enhance these students' oral presentation of chemistry-based content. The performance of students participating in the module was compared with that of non-OSD chemistry students to verify whether there was a significant difference in performance. Surveys were also undertaken on OSD Chemistry students to see whether or not there was a significant change in attitude after the intervention. Results revealed a significant difference between OSD and non OSD students on a similar oral presentation task with OSD students attaining a higher level of performance. OSD students also demonstrated a positive, significant change in attitude post intervention. Implications of the findings, as well as possible areas for further research, are discussed.
Examining the Impact of Participating in the School Sports and Selected Variables on School Motivation
Author: Kiliç, Tahir
Date: 2019-03-00
Type: Journal Articles
Subjects: Athletics,Student Motivation,Secondary School Students,Participation,Team Sports,Physical Activities,Social Life,Attendance Patterns,Foreign Countries

The objective of this study is to investigate the impact of participating in the school sports on the school motivation according to selected variables. 1463 secondary school students, 790 of whom were male (54%) and 673 female (46%), participated in the study with an age average of 12,46 ± 1.23 years. The school motivation levels of the students were determined via the &quot;School Motivation Scale for the Secondary School Students&quot;, which was developed by Kaynak, Özhan and Kan (2017), comprising of 14 articles. The data of the study were analyzed through SPSS 15 package program. The school motivation levels of the students were positively influenced from their participation in school teams, in regular physical activities, in school social activity programs, and their attendance levels to the school (p&lt;0.05). In order to increase the school motivation levels of the secondary school students, it was suggested that they should be encouraged to participate in school teams, they should be motivated for physical activities, they should be invited to school social activity programs, and necessary measures should be taken to minimize their absence from the school.
The Examination of Exercise Addiction Levels of University Students Studying in Health Field
Author: Çakir, Ergün
Date: 2019-03-00
Type: Journal Articles
Subjects: Foreign Countries,Exercise,Addictive Behavior,College Students,Age Differences,Emotional Response,Gender Differences,Conflict,Athletics,Student Characteristics,Student Attitudes,Incidence,Student Behavior

The aim of this study was to determine the exercise addiction levels of Van Yüzüncü Yil University Vocational School of Health Services and Health Vocational School Students. The population of the study consisted of the students studying in Van Yüzüncü Yil University Health Services Vocational School and Health Vocational School. The Exercise Addiction Scale (ESS), eveloped by Tekkursun Demir et al. (2018) was applied to the participants. Significant differences were found in comparisons (a) between age and over-focussing and change of emotion, (b) gender and postponement of individual-social needs and conflict, (c) regular sporting and conflict, (d) tolerance development and passion, (e) sporting frequency and over-focussing and change of emotion,(p &lt;0.05). As a result, it was determined that age, sex, the frequency of doing sports and regular sporting affected exercise addiction.
Practical Aspects of Service Learning Make Work-Integrated Learning Wise Practice for Inclusive Education in Australia
Author: Valencia-Forrester, Faith
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Postsecondary Education,Student Diversity,Service Learning,Experiential Learning,Transformative Learning,Reflection,Self Esteem,Identification (Psychology),Cultural Awareness,Language Usage,Cultural Differences,Income,Family Involvement,Disabilities,Rural Education,Barriers,Access to Education,Student Needs

Inclusive education remains a challenge for Australian tertiary education, particularly specialized pedagogical approaches like work-integrated learning (WIL) and service learning. Critiques of mainstream pedagogical approaches raise questions about the predominant models of educating students (Butin, 2010; Howard, 1998). There is a definitive need to recognize the diversity of the student population within course structures, rather than integrating diverse student needs into a static curriculum (Harrison &amp; Ip, 2013) &quot;Wise practice&quot; takes WIL objectives--professional skills development and professional experience--and positions inclusion and transformation at the center of the learning experience. This paper explores inclusive education in WIL and service learning and examines how a wise practice approach can help all students equally benefit from the transformative potential of service learning