ethanporcaro/eric-fulltext-meta huggingface dataset:
A Systematic Review Exploring the Differences in Reported Data for Pre-College Educational Activities for Computer Science, Engineering, and Other STEM Disciplines
Author: Decker, Adrienne
Date: 2019-00-00
Type: Journal Articles
Subjects: Literature Reviews,Differences,Engineering Education,STEM Education,Educational Research,Learning Activities,High School Students,Elementary Secondary Education,Outreach Programs,Computer Science Education,Intervention,Data Collection

There has been considerable investment in pre-college educational interventions for all areas of STEM (including computer science). The goal of many of these initiatives is to engage and interest students early in their educational career. In this study, a systematic literature review was undertaken to determine the demographic and program data collected and reported for the field of computing education and for other STEM disciplines for activities that were not designed as part of the formal in-class curriculum (e.g., outreach activities). A comparison-contrast analysis of the resulting 342 articles found similarities and key differences in the reporting of this data as well as overarching characteristics of missing or incomplete reporting across disciplines. Authors from both fields reported equally well in the four categories studied: information about evaluation, participant gender, participant race and/or ethnicity, and activity demographics. However, the computing education articles were more likely to have clearly stated research questions and comparative analysis based on demographic characteristics. They were less likely to include the number of participants in the study, participant age/grade level, socioeconomic status, disability information, location of intervention, and instructor demographics. Through this analysis, it was determined that reporting can be improved across all disciplines to improve the quantity of data needed to replicate studies and to provide complete data sets that provide for the comparison of collected data.
The Reflective Practicum in the Process of Becoming a Teacher: The Tutor&apos;s Discursive Support
Author: Cubero-Pérez, Rosario
Date: 2019-00-00
Type: Journal Articles
Subjects: Reflective Teaching,Preservice Teacher Education,Student Teaching,Teacher Educators,Student Teachers,Teacher Student Relationship,Classroom Communication,Practicums

Interest in reflective practices, within the broader framework of teachers' professional knowledge, has been ongoing in educational research for the past few decades. The idea from which reflection itself stems is that of teachers' agency in their own professional development. The initial positivist approach viewed the relationships between teachers' theoretical knowledge and educational practice in terms of hierarchical reductionism. We analyze the relationships between different types of knowledge from a historical-cultural perspective, which requires locating them in the context of the cultural activities. Our aim is to analyze the discursive interactions, which take place during collaborative seminars, within a reflective practicum, and to identify how the university tutors support and foster reflection on practice. We use a multiple case design in which each case is a classroom unit made up of a tutor and his or her students. An analysis of the tutors' discourse revealed an ongoing promotion of students' active engagement through highly structured classroom participation, a strong focus on interpreting students' personal experiences during teaching practice and significant interventions aimed at establishing links with academic knowledge. Results invite us to rethink the ways in which we can contribute to processes of reflection among trainee teachers.
Knowledge, Evidence, and the Configuration of Educational Practice
Author: Hordern, Jim
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Practices,Evidence Based Practice,Educational Research,Professionalism,Theory Practice Relationship,Role of Education,Educational Policy,Foreign Countries

This paper examines the context of evidence-informed practice (EIP) by inquiring into how educational practice is defined and organised, and how predominant understandings of educational practice are concomitant with preferences for particular forms of evidence. This leads to discussion of how certain educational research traditions speak (or are unable to speak) to these evidence requirements, and how this shapes the nature of EIP. While the rise of EIP can be understood as part of the increasing attention paid by governments to systemic 'improvement' in education systems, it can be argued that the lack of a coherent body of educational knowledge in many national traditions enables governments to exercise control not only of definitions of 'what works' in education but also over conceptualisations of educational practice. For some policy makers and practitioners, the much-remarked dislocation between 'evidence' and teaching practice in many national contexts can only be solved by a narrowing of what counts as knowledge alongside a more prescriptive control over what counts as acceptable educational judgement. However, such an alignment serves to exclude wider educational purposes and arguably instrumentalises pedagogical relations. Meanwhile, some continental European countries maintain traditions that may serve to mitigate such developments, although these traditions are not without challenge.
A Conversation between Learning Design and Classroom Observations: A Systematic Literature Review
Author: Eradze, Maka
Date: 2019-00-00
Type: Journal Articles
Subjects: Literature Reviews,Instructional Design,Learning Analytics,Classroom Observation Techniques,Correlation,Teacher Effectiveness,Teaching Methods,Evidence Based Practice

Learning Design, as a field of research, provides practitioners with guidelines towards more effective teaching and learning. In parallel, observational methods (manual or automated) have been used in the classroom to reflect on and refine teaching and learning, often in combination with other data sources (such as surveys and interviews). Despite the fact that both Learning Design and classroom observation aim to support teaching and learning practices (respectively a priori or a posteriori), they are not often aligned. To better understand the potential synergies between these two strategies, this paper reports on a systematic literature review based on 24 works that connect learning design and classroom observations. The review analyses the purposes of the studies, the stakeholders involved, the methodological aspects of the studies, and how design and observations are connected. This review reveals the need for computer-interpretable documented designs; the lack of reported systematic approaches and technological support to connect the (multimodal) observations with the corresponding learning designs; and, the predominance of human-mediated observations of the physical space, whose applicability and scalability are limited by the human resources available. The adoption of ICT tools to support the design process would contribute to extracting the context of the observations and the pedagogical framework for the analysis. Moreover, extending the traditional manual observations with Multimodal Learning Analytic techniques, would not only reduce the observation burden but also support the systematic data collection, integration, and analysis, especially in semi-structured and structured studies.
The Effect of Continued Team Randomization on Student&apos;s Perception and Performance in a Blended Team-Based Teaching Approach
Author: Malekigorji, Maryam
Date: 2019-00-00
Type: Journal Articles
Subjects: Homework,Educational Technology,Technology Uses in Education,College Students,Lecture Method,Student Attitudes,Program Effectiveness,Teamwork,Academic Achievement,Interpersonal Competence,Reflection,Teaching Methods,Online Courses,Foreign Countries,Medical Education,Distance Education,Group Activities,Cooperative Learning

The purpose of this study is to investigate how constant changes in team allocation within a modified flipped team-based learning (FTBL) study can affect student's perception of a course (gathered by an online questionnaire) and academic performance. This teaching strategy is a team-based learning (TBL) approach combined with flipped classroom learning methodology, in which BSc students studying pharmaceutical science/biotechnology courses in a UK satellite campus in China preview online lectures and apply their knowledge in different in-class activities. The students are randomly assigned into teams in each session. The project was run across the full academic year (sixteen sessions). Students' perceptions regarding modified FTBL were statistically analyzed, and their academic performance was compared with previous results obtained by the initial FTBL study. Although students initially showed reluctance to leave their 'comfort zone'--the main limitation of this study--our findings show that learners perceived benefits to the adoption of continued random allocation, which resulted in the removal of limitations from their social clustering and eventual accustomization to this learning approach. Modified FTBL assisted students in enhancing their team-work skills, improving their academic performance, developing their reflective capabilities, improving their rapport building skills, learning and academic performance. Learners also believed that this learning strategy creates critical incidents that can simulate their future work environment, as they might be expected to work in unfamiliar situations. Therefore, the present study indicated strong support for the modified FTBL method, which was seen to work exceptionally well despite some minor problems that students experienced working in a team with different teammates in every session.
The Impact of Both Individual and Collaborative Job Crafting on Spanish Teachers&apos; Well-Being
Author: Alonso, Consuelo
Date: 2019-00-00
Type: Journal Articles
Subjects: Job Performance,Information Technology,Social Change,Educational Change,Teacher Collaboration,Work Environment,Well Being,Correlation,Job Satisfaction,Teacher Effectiveness,Foreign Countries,Teacher Characteristics,Institutional Characteristics,Work Attitudes

Current changes in social structures and political-economic systems directly affect teachers' job performance. Among others, these changes include changes in communication and information technologies, the scientific revolution, changes in the structure of populations, the revolution of social relations, economic and political transformations, and revolutions in labor relations and leisure time. These changes all seem to have promoted educational revolutions, which encourage the development of autonomous individuals who are capable of making critical judgments, ready to dialogue and cooperate in problem solving, and who seek alternatives aimed at building a better society. Thus, teachers suffer daily from the impact of continual changes that affect the way they do their work. According to the job-demands resources model, each job environment has its own characteristics that can be grouped into two dimensions: job demands and job resources. However, the relationship between job demands and resources has serious implications for individuals' lives and psychological well-being. While work provides us with the means to survive, develop social relationships, and experience control over our lives, an excess of demands and a shortage of resources to cope with them would adversely affect personal well-being. Hence, individuals can perform behaviors through job crafting to balance this relationship between demands and resources at work. Job crafting is a proactive behavior of the worker who improves his own working conditions in order to achieve a more meaningful and satisfactory job. This phenomenon allows individuals to play a certain role by &quot;creating&quot; their own job, changing the conditions in which they perform their tasks. In this study, 146 teachers participated to investigate the relationships between both individual and collaborative job crafting behaviors, on the one hand, and job satisfaction, work engagement, and teaching performance, on the other.
Difference between Learning Basic Form Generation and Automotive Exterior Design
Author: Cheng, Shih-Hung
Date: 2019-00-00
Type: Journal Articles
Subjects: Design,Industrial Education,Motor Vehicles,Geometric Concepts,Higher Education,Assignments,Transportation,Student Attitudes,College Students

This study explores the correlation between learning about basic form factors and learning automotive exterior design (AED) for the first time. To help beginner AED students learn smoothly, we developed modular courses and proposed to teach basic form generation. Six modular assignments were developed for the courses on Form Theory and Transportation Design, and 22 and 20 students, respectively, completed all the assignments of each course. All students were guided to become familiar with the five form factors: proportion, contour, volume, surface, and detail. According to the student self-assessments and responses for the Form Theory course, students gained a statistically equivalent learning experience of form factors from the four assignments; however, they gained significantly different levels of understanding and confidence. There was also a significant difference in understanding form factors during AED clay modeling. Further, students considered that the last two assignments in the Form Theory course had a significantly stronger relationship with learning AED than the first two assignments did. These findings are conducive to ensuring improvements in the modular courses to help future students begin learning AED.
Didactics of Historical-Cultural Heritage QR Codes and the TPACK Model: An Analytic Revision of Three Classroom Experiences in Spanish Higher Education Contexts
Author: Ortega-Sánchez, Delfín
Date: 2019-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Technological Literacy,Special Education,Instructional Innovation,Elementary School Teachers,Social Sciences,Teacher Education Programs,Foreign Countries,Teaching Methods,History Instruction,Critical Thinking,Creative Thinking

This study aims to establish a first reference didactic and methodological framework for the operational and effective integration of Quick Response (QR) codes in the training of Social Sciences teachers in Primary Education, paying special attention to the integrated acquisition of social, civic, and digital competences in the framework TPACK (Technological Pedagogical Content Knowledge). With this purpose, it specifies the didactic potential of these new technological resources in the teaching-learning of the Social Sciences, its eventual integration in the design and implementation of teaching innovation projects for this educational stage, and its capacity for the acquisition of competence digital teaching in Primary Education teachers in initial training. In this sense, the work explores a selection of classroom experiences and research and innovation proposals, pioneers in the field of Social Sciences Didactics in Spain, with the aim of offering an approximation and status of the didactic treatment of History and, particularly, the historical-cultural heritage in the formation of Primary Education teachers.
Jihadists and Refugees at the Theatre: Global Conflicts in Classroom Practices in Sweden
Author: Flensner, Karin K.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Conflict,Drama,Religious Education,Civics,Refugees,Student Attitudes,Relevance (Education),Controversial Issues (Course Content),Secondary School Students,Public Schools,Teacher Motivation,Migration,Discussion (Teaching Technique),World Problems,Islam,Cultural Background,Terrorism,Class Activities

In democratic societies schools have an obligation to address complex societal issues such as ethnic/religious tensions and social conflicts. The article reports an exploratory study of how theatre plays were used in upper-secondary schools to generate pedagogically relevant platforms for addressing the current Middle East conflicts and their impact on European societies in the context of religious education and civics. The schools are situated in areas with substantive migrant populations of mixed backgrounds, and this has implications for how these issues are understood as a lived experience. In the same classrooms, there were students who had refugee backgrounds, who represented different interpretations of Islam, and religion more generally, and whose families were victims of terrorism. There were also students with strong nationalist views. The study is ethnographic documenting theatre visits and classroom activities in relation to two plays about the Middle East situation. The results show that plays may open up new opportunities for addressing these issues, but that they may also be perceived as normative and generate opposition. An interesting observation is that a play may generate space for students to tell their refugee story in class, which personalized the experience of what it means to be a refugee.
Predicting Learning Outcomes with MOOC Clickstreams
Author: Yu, Chen-Hsiang
Date: 2019-00-00
Type: Journal Articles
Subjects: Large Group Instruction,Online Courses,Educational Technology,Technology Uses in Education,Learner Engagement,Student Participation,Student Behavior,Correlation,Video Technology,Predictor Variables,Teaching Methods,Foreign Countries

Massive Open Online Courses (MOOCs) have gradually become a dominant trend in education. Since 2014, the Ministry of Education in Taiwan has been promoting MOOC programs, with successful results. The ability of students to work at their own pace, however, is associated with low MOOC completion rates and has recently become a focus. The development of a mechanism to effectively improve course completion rates continues to be of great interest to both teachers and researchers. This study established a series of learning behaviors using the video clickstream records of students, through a MOOC platform, to identify seven types of cognitive participation models of learners. We subsequently built practical machine learning models by using K-nearest neighbor (KNN), support vector machines (SVM), and artificial neural network (ANN) algorithms to predict students' learning outcomes via their learning behaviors. The ANN machine learning method had the highest prediction accuracy. Based on the prediction results, we saw a correlation between video viewing behavior and learning outcomes. This could allow teachers to help students needing extra support successfully pass the course. To further improve our method, we classified the course videos based on their content. There were three video categories: theoretical, experimental, and analytic. Different prediction models were built for each of these three video types and their combinations. We performed the accuracy verification; our experimental results showed that we could use only theoretical and experimental video data, instead of all three types of data, to generate prediction models without significant differences in prediction accuracy. In addition to data reduction in model generation, this could help teachers evaluate the effectiveness of course videos.
Understanding the Role, Expectations, and Challenges That Policy-Makers Face in Using Educational Research
Author: Ion, Georgeta
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Research,Research Utilization,Policy Formation,Research and Development,Theory Practice Relationship,Expectation,Needs,Attitudes,Foreign Countries,Decision Making,Educational Policy

This study provides an insight into the challenges faced in establishing a closer collaboration between educational research and its use in the policy-making process. It aims to identify the factors influencing transfer from research to policy-making and the policy-makers' needs, expectations, and perception on the use of educational research. Thirteen semi-structured interviews were conducted with representatives of Romanian national and local institutions. Specific software was used to facilitate data management and coding. The results indicate that there is a disconnect between policy-makers' expectations and the input they receive from the research community, as well as a lack of an institutional framework to facilitate communication and interaction between them. There are systemic blockages on both sides: politics and the cost of opportunity for decision-making, a high level of bureaucracy, limited resources and accessibility of results, a lack of financing and of institutionalized communication, as well as a lack of consultation and cooperation between the two parties. The results indicate a willingness on the policy-makers' side to acknowledge the importance of using research to inform decisions and their role in facilitating this process. This implies that researchers have limited control over the subsequent stages and could indicate the early point in the research process when other actors should be involved in order to ensure the potential or actual impact of research on policy.
Provision of School Data and Research Based Teacher Professional Development: Does It Work? Data- and Research-Informed Development of Schools in the Danish &quot;Program for Learning Leadership&quot;
Author: Qvortrup, Lars
Date: 2019-00-00
Type: Journal Articles
Subjects: Consortia,Municipalities,Teaching Methods,Leadership Training,Foreign Countries,Program Descriptions,Communities of Practice,Educational Change,Self Evaluation (Individuals),Faculty Development,Teacher Attitudes,Administrator Attitudes,Educational Improvement

In the beginning of 2015, a consortium consisting of 13 Danish municipalities with 240 schools, almost 80,000 students and 10,000 professionals together with a university based research institution and a competence development center launched the school development project &quot;Program for Learning Leadership.&quot; The project provides data for teachers and school leaders in order to support pedagogical practices and school leadership. It also provides research based competence development packages with professional teams organized in professional learning communities as the central target group for receiving research results and transforming these results into professional practice. Based on a quantitative survey performed in 2015 and repeated in 2017, the project shows that school data and competence development can support positive school changes and improve teachers' professional self-evaluation, and that competence development should focus on professional teams (professional learning communities) rather than on individual teachers. However, it is still too early to identify the effects for students' learning and development achievements.