ethanporcaro/eric-fulltext-meta huggingface dataset:
Peer Grading in a MOOC: Reliability, Validity, and Perceived Effects
Author: Luo, Heng
Date: 2014-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Online Courses,Open Education,Learning Experience,Assignments,Test Reliability,Test Validity,Student Surveys,Student Reaction,Databases,Student Records,Interrater Reliability,Correlation,Likert Scales,Cartography,Geographic Information Systems,Spatial Ability,College Students,Evaluation Methods,Evaluation Research

Peer grading affords a scalable and sustainable way of providing assessment and feedback to a massive student population, and has been used in massive open online courses (MOOCs) on the Coursera platform. However, currently there is little empirical evidence to support the credentials of peer grading as a learning assessment method in the MOOC context. To address this research need, this study examined 1825 peer grading assignments collected from a Coursera MOOC with the purpose of investigating the reliability and validity of peer grading as well as its perceived effects on students&apos; MOOC learning experience. The empirical findings proved that the aggregate ratings of student graders can provide peer grading scores that were fairly consistent and highly similar to the instructor grading scores. Student responses to a survey also show that the peer grading activity was well received as the majority of MOOC students believed it was fair, useful, beneficial, and would recommend it to be included in future MOOC offerings. Based on the empirical results, this study concludes with a set of principles for designing and implementing peer grading activities in the MOOC context.
Differences in Classroom versus Online Exam Performance Due to Asynchronous Discussion
Author: Jorczak, Robert L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Tests,Performance,Online Courses,Discussion (Teaching Technique),Asynchronous Communication,Synchronous Communication,Scores,Effect Size,Instructional Effectiveness,Comparative Analysis,Instructional Design,Quasiexperimental Design

This study compares undergraduate student exam performance of classroom and online course sections that have nearly identical instructional designs. The sections differed only in lecturing and peer discussion activities that are typical differences of classroom and online instruction. Classroom discussion activities were synchronous speech and online discussion were asynchronous text. Composite mean exam scores show a large effect size difference that is statistically significant. Results suggest that asynchronous peer-to-peer discussion is more effective than traditional classroom lecture-discussion for undergraduate students.
The Effect of Structured Divergent Prompts on Knowledge Construction
Author: Howell, Ginger S.
Date: 2014-00-00
Type: Journal Articles
Subjects: Online Courses,Discussion Groups,Prompting,Cues,Learning,Comparative Analysis,Graduate Students,Interaction,Brainstorming,Pretests Posttests,Statistical Analysis

Discussion forums are a widely used activity in online courses. However, knowledge construction within online discussion rarely reaches higher levels. Therefore, it is important to understand which aspects of online discussion encourage learning and increase knowledge construction. This paper investigates the effect three Structured Divergent prompts (playground prompts, brainstorm prompts, and focal prompts) have on knowledge construction as compared to Convergent prompts. Participants (N = 58) were required to post in an online discussion thread during a graduate education course at a private university. The Interaction Analysis Model was used to determine the levels of knowledge construction demonstrated within students' posts. The posts were given a score using the following codes: 0-no post/no understandable post; 1-sharing information, 2-disagreeing; 3-negotiation of meaning; 4-testing co-construction; 5-agreement of the constructed meaning. The analysis revealed that two of the three Structured Divergent prompts (focal and brainstorm) yielded significantly higher levels of knowledge construction as compared to Convergent prompts.
The SAMR Model as a Framework for Evaluating mLearning
Author: Romrell, Danae
Date: 2014-00-00
Type: Journal Articles
Subjects: Models,Evaluation Methods,Course Evaluation,Electronic Learning,Learning Activities,Handheld Devices,Classification,Literature Reviews,Educational Change,Instructional Innovation,Program Improvement,Curriculum Design,Technology Uses in Education,Media Adaptation,Instructional Design,Performance Factors,Usability

As mobile devices become more prominent in the lives of students, the use of mobile devices has the potential to transform learning. Mobile learning, or mLearning, is defined as learning that is personalized, situated, and connected through the use of a mobile device. As mLearning activities are developed, there is a need for a framework within which mLearning activities can be evaluated. The SAMR Model (Puentadura, 2012) provides such a framework. This paper reviews recent literature on mLearning and provides examples of activities that fall within each of the four classifications of the SAMR Model: substitution, augmentation, modification, and redefinition.
Walter Benjamin&apos;s Conception of Experience: A Way of Thinking about Otherness in Educational Context
Author: Tsuji, Atsuko
Date: 2014-03-00
Type: Journal Articles
Subjects: Educational Theories,Experience,Novels,Literature,Self Concept,Writing (Composition),Personal Narratives,Memory,Philosophy

In the context of educational practice and research, the individual is often understood in terms of autonomy. From this point of view, we will see our experience as cumulative, as inside of us, and as strengthening us against others. It means that the conception of experience tends to be understood primarily in relation to usefulness. In search of aspects of experience that are different from this kind of understanding, this paper scrutinises Walter Benjamin&apos;s conception of experience, as expressed in his essay on Proust, in order to bring to light the most vivid aspects of experience. It begins by explaining the modern situation, in which the individual is confined in itself in terms of the distinction Benjamin draws between modern novels and stories. Next, it reconsiders experience in literature. Benjamin realises that experience as it appears in literature shows us the unknown or the strange--and hence otherness to ourselves. Consideration of Benjamin&apos;s reading of Proust helps us to realise an otherness not within but to ourselves. The paper goes on to consider &quot;involuntary memory&quot; in terms of what Benjamin calls our &quot;muscular activity&quot;--that is, our act. It is important to recognise that Benjamin thinks of experience in a &quot;dual style&quot;--that is, in terms of the tension between what is other to ourselves and our own act, as is exemplified in writing. Our writing should be understood in terms of receptiveness to a now-time that constellates the fragments of the irretrievable past. In conclusion it is argued that otherness can invade the self and destroy our common sense or ordinary being, in Benjamin&apos;s sense. In the light of this, it becomes possible to see experience not only as a reinforcement of our autonomous selves but as an opening onto the yet unknown, which enables us to touch the depths of our lives beyond usefulness.
The Development of C. A. McMurry&apos;s Type Study: Emergence of a Unit Development Theory Embedding Teacher Training
Author: Fujimoto, Kazuhisa
Date: 2014-03-00
Type: Journal Articles
Subjects: Teacher Education,Educational Theories,Curriculum,Educational History,Pedagogical Content Knowledge,Units of Study,Teaching Methods

From the historical viewpoint, is it possible that curriculum and teacher education could have been integrated at the beginning of the era of curriculum studies? This paper focuses on the development of type study in the 1910s by C. A. McMurry (1857-1929) as a pioneering curriculum theory surveying the scope of teacher education. McMurry was a key thinker of American Herbartianism. Viewed as a sub-concept that explains key concepts of Herbartianism, the type study has not been given much attention. However, paying renewed attention to the type study developed and modified in the 1910s present a curriculum theory embedded within teacher education. In the 1910s McMurry had stubbornly connected the contents of type study with large social enterprises, i.e., projects, which required the organic integration of knowledge in the specific context. The development of concept from type study to project did not imply that of methodology. Even though he used the phrase &quot;teaching by projects,&quot; he never used the expression &quot;project method,&quot; in spite of admitting that the method was in fashion in the 1920s. It is evident that he was thinking of what is now called pedagogical content knowledge (PCK). If the process of unit development is regarded as reorganization of PCK, it is inevitable to take into consideration the existence and expertise of teachers in the actual context. McMurry&apos;s pursuit of unit development literally demonstrated this as a precursor in the 1910s. There is no doubt that factors such as his positions and the impact of his second visit to Germany contributed significantly to his reasoning, but the nature of type study, i.e., project, consequently led him to the practice. It was only toward the end of the 20th century that a highly professional nature of the teacher&apos;s expertise began to be realized in curriculum study. In light of this, McMurry&apos;s type study, i.e., project, was truly groundbreaking.
Education, Politics and Sino-Japanese Relations: Reflections on a Three-Year Project on &quot;East Asian Images of Japan&quot;
Author: Vickers, Edward
Date: 2014-03-00
Type: Journal Articles
Subjects: Foreign Countries,International Relations,Asian Studies,Asian History,Cross Cultural Studies,Stereotypes,Propaganda,Peace,Nationalism,Patriotism,Racial Bias,Discourse Analysis,Socialization

Drawing on a recent collaborative and interdisciplinary study of East Asian Images of Japan, this article discusses contemporary Chinese portrayals of Japan, their political context, and their significance for Sino-Japanese relations. It questions some widely-held assumptions concerning the extent of &quot;thought control&quot; in an authoritarian state, the nature of popular protest, and the relationship between official propaganda and popular lived experience. While the main focus is on portrayals of Japan in mainland China, for comparative purposes some reference is made to Hong Kong and Taiwan. The latter part of the article also features a brief discussion of images of China in Japan, especially relating to the Second World War. This reflects particularly on the role of museums as vehicles for &quot;peace education,&quot; focusing on two key institutions in Kyushu. China's &quot;bases for patriotic education&quot; and Japan's &quot;peace museums&quot; ostensibly embody radically different institutional missions. However while Japan's memorials to the war evince greater diversity, in harping on national victimhood and obscuring the reasons for war key sites of &quot;peace education&quot; arguably deliver a message that is just as nationalistic as that conveyed by their Chinese counterparts. The article concludes by arguing that, notwithstanding its &quot;totalitarian&quot; facade, China's social and political fragility in fact limits the scope for the authorities there to moderate anti-Japanese public discourse. In democratic Japan, by contrast, a more honest and open engagement with the national past is--or should be--far more achievable. For both moral and political reasons, scholars and educationalists in Japan therefore urgently need to consider their role in improving Sino-Japanese relations, not least through more forceful engagement in public debate over the socialization of the young.
Pre-Service Visual Art Teachers' Perceptions of Assessment in Online Learning
Author: Allen, Jeanne Maree
Date: 2014-09-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Art Teachers,Electronic Learning,Urban Universities,Higher Education,Educational Assessment,Visual Arts,Questionnaires,Semi Structured Interviews,Positive Attitudes,Cooperative Learning,Career Readiness,Alignment (Education),Qualitative Research

This paper reports on a study conducted into how one cohort of Master of Teaching pre-service visual art teachers perceived their learning in a fully online learning environment. Located in an Australian urban university, this qualitative study provided insights into a number of areas associated with higher education online learning, including that of assessment, the focus of this paper. Authentic assessment tasks were designed within the University's learning and teaching framework of constructive alignment and were sequenced across the three semesters of the visual art program. Analysis of data collected through a questionnaire and semi-structured interviews revealed that participants largely held very positive attitudes about the suite of online assessment tasks, particularly in light of (a) the collaborative learning that took place, (b) the nature, structure and sequence of the tasks, and (c) the ways in which the tasks contributed to their workplace readiness.
Mathematics, English and Gender Issues: Do Teachers Count?
Author: Leder, Gilah C.
Date: 2014-09-00
Type: Journal Articles
Subjects: Foreign Countries,English Instruction,Mathematics Instruction,Gender Differences,Gender Issues,Teacher Role,Educational Assessment,Academic Achievement,Surveys,Measures (Individuals),Qualitative Research,Statistical Analysis,Reliability,Elementary Secondary Education,Educational Attitudes

Pedestrians were stopped in the street and asked about their views on the teaching and learning of mathematics and English for boys and girls. Many commented on the importance of teachers for both subject areas; some respondents self-identified as teachers. In this article we present findings on the gendering of mathematics and English and the impact that teachers can have on learning outcomes in these disciplines. The data reveal that mathematics is endorsed by many as a male domain and English as a female domain, and that teachers play an influential part in the learning outcomes- achievement, future participation, and attitudes--in both disciplines.
An Exploration of the Relationship between Teachers' Psychological Capital and Their Collective Self-Esteem
Author: Bissessar, Charmaine S.
Date: 2014-09-00
Type: Journal Articles
Subjects: Foreign Countries,Teachers,Self Esteem,Psychological Characteristics,Resilience (Psychology),Self Efficacy,Positive Attitudes,Questionnaires,Teacher Surveys,Student Behavior,Violence,Teacher Morale,Job Satisfaction,Predictor Variables,Measures (Individuals),Likert Scales,Rating Scales,Statistical Analysis,Statistical Distributions,Statistical Significance,Regression (Statistics),Psychological Patterns

Teachers who possess high levels of psychological capital and collective self-esteem are better able to cope with the spate of school violence, student/student bullying, and other current issues confronting the education system globally, regionally, and nationally. A teacher psychological capital high in hope, optimism, self-efficacy, resilience, and collective self-esteem translates into educators who possess a more positive outlook and can impart and influence how their students perceive themselves. No known research exists in the Trinidadian context linking both psychological capital and collective self-esteem. This study expands the body of research in these two areas, locally, by reporting the findings of a psychological questionnaire and the Collective Self-Esteem Survey (CSES, Luhtanen &amp; Crocker, 1992). Results indicated that Trinidadian female participants were optimistic, hopeful, and resilient, filled with self-efficacy, and contained high levels of collective self-esteem.
Teacher Revoicing in a Foreign Language Teaching Context: Social and Academic Functions
Author: Inan, Banu
Date: 2014-09-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),College English,United States Literature,Teaching Methods,Comprehension,Academic Discourse,Goal Orientation,College Students,Error Correction,Educational Objectives,Alignment (Education),Student Participation,Teacher Role,Classroom Communication,Drama,Qualitative Research,Statistical Analysis,Interrater Reliability

The aim of this study is to investigate the occurrences of teacher revoicing as a discursive move in English Language Teaching (ELT) literature classes, and to identify its social and academic functions. Teacher revoicing refers to the restatement or incorporation of previous student comments into subsequent teacher statements and/or questions to build an extended discourse based on student contribution. The analysis of more than 25 hours of data of recorded classroom conversation in a university level literature class has demonstrated that teacher revoicing is a very common teacher move in the college EFL literature classroom. Eight functions of teacher revoicing have been identified by the researchers. These are (a) increasing comprehension (academic), (b) keeping the discourse moving (academic), (c) keeping the students on target (academic), (d) advancing teacher's agenda (academic), (e) error correction (academic), (f) creating alignments during class discussions (social), (g) giving students authority and authorship (social) and acknowledging student contribution (social). The discussion of the functions of teacher revoicing are also included in the study.
The Value of Aesthetic Teacher Learning: Drawing a Parallel between the Teaching and Writing Process
Author: Yoo, Joann
Date: 2014-09-00
Type: Journal Articles
Subjects: Teacher Education,Writing Skills,Reflection,Aesthetics,Resilience (Psychology),Faculty Development,Self Efficacy,Teaching (Occupation),Writing Processes

Although teacher learning has often been overlooked in discussions surrounding classroom practice, it is believed that learning cultivates the resilience and vitality needed for teachers to thrive. Teachers have often been required to demonstrate a high level of skill and professionalism as they orchestrate tasks that maximise student engagement. Their work has consequently been compared to that of artists, who display their skills of craftsmanship as they construct meaningful learning activities, such as a keen sense of discernment, creativity and presence. The current article illustrates how learning to write reflectively can help teachers acquire the aesthetic skills needed to craft meaningful learning encounters. Reflective writing has been considered as one key method for facilitating teacher learning as it enables practitioners to critically reflect on and improve their practices. This article, however, focuses on how learning to write can enhance a teacher&apos;s aesthetic awareness, as practitioners learn to imbue their words with presence and to depict their encounters creatively. It further illustrates how these same aesthetic skills can be used in the classroom to craft rich teaching and learning encounters and to ultimately enhance teacher vitality and resilience.
Using Video to Develop Skills in Reflection in Teacher Education Students
Author: Coffey, Anne M.
Date: 2014-09-00
Type: Journal Articles
Subjects: Video Technology,Skill Development,Reflection,Preservice Teachers,Graduate Students,Feedback (Response),Teaching Skills,Foreign Countries,Questionnaires,Qualitative Research,Statistical Analysis,Content Analysis,Coding,Student Teacher Attitudes,Secondary School Teachers,Responses,Teaching Methods,Instructional Effectiveness,Educational Technology,Case Studies

Teacher education students confront the challenging task of acquiring a unique and complex set of skills during their courses. These skills are acquired through the study of education theory together with practical experience in the classroom. Perhaps one of the most important skills that students quickly need to develop is that of reflective practice. It is only through a critical and detailed analysis of their performance that strengths and weaknesses can be ascertained and addressed. Video has been used as a tool in teacher education for many years and provides a means by which a teaching episode can be captured more permanently to be used as a point of reference for reflection. This paper discusses the concept of reflection and examines the use of video to enhance the development of these reflective practice skills in a cohort of Graduate Diploma of Education students. Students indicated that that the use of video, in conjunction with written feedback from teachers, had enhanced their capacity to reflect on their teaching skills.
Student Voices about the Role Feedback Plays in the Enhancement of Their Learning
Author: Plank, Christine
Date: 2014-09-00
Type: Journal Articles
Subjects: Foreign Countries,Qualitative Research,Semi Structured Interviews,Focus Groups,Feedback (Response),Secondary School Students,Student Attitudes,Secondary School Teachers,Suburban Schools,Teacher Characteristics,Classroom Environment

If feedback is to be framed as purposeful dialogue then both students and teachers have significant roles to play. Students must be willing and able to provide feedback to teachers not only about their learning needs but also about the teaching they experience. In turn, teachers must create the conditions that support active student learning and disclosure. It is against this backdrop that the current interpretive, qualitative research was carried out. Set within the final year of secondary schooling in New Zealand (Year 13) this paper draws on data generated from two semi-structured, focus group interviews. It provides insights into 14 students' perspectives about the role feedback plays in the enhancement of their learning, the kinds of experiences and interactions needed to support their disclosure of learning needs and the dispositions teachers need to exhibit to create a trustful, mutually respectful environment.
Investigating the Literacy, Numeracy and ICT Demands of Primary Teacher Education
Author: de Silva Joyce, Helen
Date: 2014-09-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Preservice Teachers,Literacy,Numeracy,Information Technology,Computer Literacy,Student Surveys,Student Attitudes,Student Evaluation,Academic Discourse,Critical Theory,Spelling,Grammar

Pre-service teacher education programs are required to graduate students who meet externally determined standards in literacy and numeracy. However, little is known about the literacy, numeracy and ICT knowledge and skills demanded of teacher education students as they complete assessment tasks on which successful completion of their teaching degrees depends. This paper reports on the initial phase of a project that involved collecting and analysing assessment tasks across all subjects in a Bachelor of Education (Primary) program at a regional university in order to determine the range of task types. The findings of this project indicate that student teachers would be better equipped to meet assessment demands if provided with more support as they strive to respond to assessment tasks. Such support would also contribute to the ability of student teachers to meet externally determined standards of literacy and numeracy and information and communication technology required of graduate teachers.