ethanporcaro/eric-fulltext-meta huggingface dataset:
Australian Studies of Videoconference and Video-Assisted Instrumental Music Teaching: What Have We Learned?
Author: Anderson, Alan
Date: 2018-00-00
Type: Journal Articles
Subjects: Videoconferencing,Teaching Methods,Music Education,Blended Learning,Educational Technology,Foreign Countries,Musical Instruments,Video Technology,Higher Education,Elementary Secondary Education,Comparative Analysis,Technology Integration,Models

Technological advances in digital video and videoconference technology around the early 2000s led a number of researchers to investigate the practicalities of using videoconferencing technology for instrumental music teaching in online and blended learning contexts. Technical and instructional strategies were developed and recommendations made concerning the use of desktop video and videoconferencing technology for instrumental music teaching. As a first step in examining the take up and refinement of such strategies and the extent to which research and practice in this field has advanced, this article presents a review of music education literature in conjunction with educational technology literature, with a particular focus on school and tertiary education settings in Australia. Past and present themes are compared in addressing the question: How are desktop video and videoconference-mediated instrumental music teaching strategies being integrated in school and tertiary education settings in Australia? Technological and pedagogical developments are identified along with remaining challenges. Recommendations are made for further research and development of new models for using videoconferencing and video technologies in conjunction with other learning technologies. These recommendations have implications for on-campus and online education in the context of schools and tertiary colleges.
Is a Writing-about-Writing Approach Appropriate for Community College Developmental Writers in a Corequisite Class?
Author: Blaauw-Hara, Mark
Date: 2020-00-00
Type: Journal Articles
Subjects: Writing Instruction,Developmental Studies Programs,Remedial Instruction,Community Colleges,Two Year College Students,Writing Processes,Writing (Composition),Curriculum,Writing Strategies,Reading Writing Relationship,Reading Comprehension,Self Efficacy,Transfer of Training,Writing Attitudes

Current trends in developmental writing have focused on corequisite support courses that developmental writers take in conjunction with college-level courses. Much recent scholarship has focused on the design of the corequisite course, but a corequisite model also raises the stakes of the curricular design of the college-level course, since it now features developmental writers. In this article, we describe a qualitative research project designed to explore whether a writing-about-writing college-level curriculum is appropriate for community-college developmental writers in an ALP corequisite model.
The Evolution of Technology-Based Approaches to Music Teaching and Learning in Australia: A Personal Journey
Author: Stevens, Robin S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Music Education,Technology Integration,Historians,Educational History,Computer Software,College Faculty,Teacher Attitudes,Futures (of Society),Guidelines,Information Technology,Foreign Countries,Hypermedia,Computer Assisted Instruction,Course Descriptions,Personal Narratives,Online Courses,Program Descriptions

The use of Information and Communication Technology (ICT) as a tool for teaching and learning both in Australia and overseas is now very much taken for granted across all areas of learning and at all levels of education. But how did this addition to the range of pedagogical means and methods employed in music education come about? This article is written from a dual perspective -- as a music education historian and as an early adopter and promoter of technology-based approaches to music education in Australia. The first part of the article is largely autobiographical as I recount my experiences as a tertiary academic with reference to developments in technology infrastructure (hardware and software) and associated pedagogies. In the second part, I refer to recent scholarly opinion on technology in music education and then reflect on future directions and possibilities. Although curricula produced by education authorities advocate the embedding of technology in all learning areas, the inclusion of ICT in curriculum guidelines has been described as 'an afterthought'. It is argued that adoption of technology-based approaches to music learning is reliant on two factors -- adequate opportunities for ICT in teacher education, and individual teacher motivation and commitment.
Evaluating the Flipped Classroom Model through the Multi-Complementary Approach
Author: Talan, Tarik
Date: 2020-10-00
Type: Journal Articles
Subjects: Foreign Countries,Blended Learning,Instructional Effectiveness,Models,Program Evaluation,Evaluation Methods,Academic Achievement,Meta Analysis,Mixed Methods Research,Effect Size,Pretests Posttests,Scores

This study was carried out to determine the effectiveness of the Flipped Classroom Model (FCM) in an educational setting. For this purpose, a multi-complementary approach (MCA) was used including both quantitative (meta-analysis) and qualitative (thematic). MCA consists of three parts, the first of which is the pre-complementary information stage. In this context, the data from sixty-four studies were used and it was analysed using CMA and MetaWin software. In addition, the meta-thematic data were obtained by analysing thirty-two qualitative studies of FCM and analysed through content analysis. In the second stage of the MCA, an experimental process took place involving the implementation of FCM. A thematic dimension was added to the second stage and analyses were made through MAXQDA software. In the last stage of the approach, the results of the first two stages were combined to get complementary and general outcomes. The results of the study showed that FCM had a positive impact on academic success in general, thus some recommendations were presented on the use of both FCM and MCA.
Giving Hope to the American Dream: Implementing a Corequisite Model of Developmental Writing
Author: Adams, Peter
Date: 2020-00-00
Type: Journal Articles
Subjects: Remedial Instruction,Writing Instruction,Required Courses,Community Colleges,Acceleration (Education),Freshman Composition,Two Year College Students,Curriculum Development,Curriculum Implementation,Writing Achievement,Program Effectiveness

It has been twenty-seven years since a small group of faculty at the Community College of Baltimore County, faced with the discovery that two-thirds of students placed in our upper-level basic writing course never passed first year composition, began the development of the Accelerated Learning Program (ALP), one of the earliest corequisite programs in the country. This article traces that development of the ALP model and identifies the features of ALP that have now resulted in 74% of our basic writers passing first year composition. In addition, after exploring the growing phenomenon of top-down mandates concerning basic writing, it provides guidance for departments engaged in selecting the best corequisite model for their context.
Exploring Blended Learning Relationships in Higher Education Using a Systems-Based Framework
Author: McGee, Elisabeth
Date: 2020-10-00
Type: Journal Articles
Subjects: Blended Learning,College Students,College Faculty,Educational Environment,Teacher Student Relationship,Student School Relationship,Cooperation,Educational Technology,Student Centered Learning

The adoption of a blended learning approach is increasing among higher education institutions with a significant amount of research that focuses on linear relationships. However, there is limited research on how the blended learning environment functions and interacts as a complex system. There is a need for more research that explores the relationships that exist within a blended learning environment using a system-based framework, such as the Complex Adaptive Blended Learning Systems (CABLS) framework. The purpose of this qualitative phenomenological study was to explore the perceived relationships that exist within the CABLS in a higher education blended learning environment. Interviews were conducted with the learner, teacher, institutional administrators, and learning support staff. A thematic analysis was used to identify themes to better understand stakeholder relationships within the CABLS framework. The results of this study seek to provide all stakeholders with a better understanding of the complex interdependent relationships within the CABLS framework to optimize a collaborative approach to blended learning.
Understanding Cultural Determinants of MOOCs Offering: A Cross-Country Study
Author: Malaquias, Fernanda Francielle de Oliveira
Date: 2020-10-00
Type: Journal Articles
Subjects: Online Courses,Large Group Instruction,Educational Technology,Cultural Influences,Cultural Differences,Individualism,Power Structure,Masculinity,Electronic Learning,Social Influences,Higher Education

Massive Open Online Courses, also known as MOOCs, figure as the main trend in the international educational market in recent years, characterized by the offer of free, open access and global courses. Although many current studies address issues like design, quality and acceptance of these courses, little attention has been given regarding cultural aspects that could influence this global open learning movement. Therefore, the aim of this paper is to investigate cultural determinants of MOOCs offering, through a crosscountry analysis. To this end, four cultural factors proposed by Hofstede were considered. Through the multivariate regression analysis, we evaluated the relation between these factors and the number of MOOCs offered in each country. The results show that Individualism presents a significant and positive effect on MOOCs offering. Power Distance, Uncertainty Avoidance and Masculinity dimensions of culture do not present significant effect on MOOCs offering. This means that although individuals from countries with higher rates of Masculinity and lower levels of Uncertainty Avoidance and Power Distance are more likely to attend online courses, universities in these countries are not necessarily the ones offering more MOOCs. The results of the study may be useful to support the implementation of strategies for the diffusion and internationalization of MOOCs.
Comparing EFL Learners&apos; Responses in Online and Traditional Classes: A Mixed Method Approach
Author: Banafshi, Marjan
Date: 2020-10-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Conventional Instruction,Student Attitudes,Learning Processes,Language Proficiency,Language Tests,Vocabulary Development,Comparative Analysis,Pretests Posttests,Educational Benefits,Online Courses,Discourse Analysis,Classroom Communication,Teacher Student Relationship,Social Networks,College Students,Foreign Countries,Computer Software,Telecommunications,Handheld Devices

The aim of this article was twofold. First, it considered the effect of social networks (Telegram) on the vocabulary knowledge of the participants, then it compared the participants' responses in IRF (initiation, response, &amp; feedback) pattern in two different settings (traditional class and the online one). A group of foreign language learners took the Nelson Proficiency Test and a total of 60 learners were selected to participate in the study. Then they were randomly assigned to an experimental and a control group. After the treatment, the pre-test and post-test results were compared. For the second part of the study, the participants' comments were analyzed quantitatively and qualitatively. The results revealed a significant difference between the two groups, not only in their vocabulary knowledge but also in the way they communicated. This study has implications for both teachers and learners to increase their awareness of the benefits of new opportunities provided by technology in teaching-learning process.
Context Matters: Student Experiences of Interaction in Open Distance Learning
Author: van den Berg, Geesje
Date: 2020-10-00
Type: Journal Articles
Subjects: Context Effect,Student Experience,Student Satisfaction,Open Education,Distance Education,Academic Achievement,Student Centered Learning,Interaction,Peer Relationship,Teacher Student Relationship,Course Content,Online Courses,College Students,Foreign Countries

An important factor in online learning is how students are afforded opportunities for interactions to create their own knowledge and attain high levels of student satisfaction. In open distance learning, three types of interaction were initially distinguished: interaction with content, with the lecturer and with fellow students. As technology plays an essential role in online learning, interaction with technology was added. This study was conducted at an open distance learning institution using a blended learning approach. Since it was the first fully online course for first-year Education students, the purpose of the study was to determine students' experiences of their learning in order to consider how offering the course online might affect their satisfaction and academic success. Within a connectivist paradigm, the research used a case study involving questionnaires with closed and open-ended questions. Findings confirmed the value of interaction on all levels and pointed towards the challenges in interaction with technology. Based on these findings, the study suggests that lecturers should consider the contexts of students when planning and designing online courses. As a result, it remains the university's responsibility to put systems in place to support and prepare students.
Perceptions of Rural Superintendents on Factors Influencing Employment Decisions
Author: Williams, Heather P.
Date: 2019-00-00
Type: Journal Articles
Subjects: Rural Schools,Administrator Attitudes,Superintendents,Personnel Selection,Tenure,Labor Turnover,Board Administrator Relationship,Job Satisfaction,School Districts,Institutional Characteristics,Administrator Characteristics,Boards of Education

School districts struggle to attract and maintain a sufficient supply of highly capable superintendents. High-needs within rural districts, in particular, often are not able to attract and retain effective leaders. The issue of short superintendent tenure has drawn speculation and concern that revolving leadership may have negative consequences for schools and student achievement. A variety of factors contribute to superintendent turnover including: school board relations, job satisfaction, school district characteristics, and the personal characteristics of superintendents (Grissom &amp; Anderson, 2012; Kamrath &amp; Brunner, 2014; Wood, Finch &amp; Mirecki, 2013). This study provides insight into perceptions of rural superintendents (n=10) and why they stay or leave their roles in rural Idaho school districts. As we look for ways to build capacity for leadership and social change in rural settings, it is important to understand factors influencing the stability of leadership from the superintendent role. Findings suggest that school boards remain the most influential factor.
Education for the Whole Person in a Modern East Asian Context: &quot;Caring-About the World&quot; as a Form of Self-Love
Author: Kwak, Duck-Joo
Date: 2020-09-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Practices,Holistic Approach,Self Concept,Psychological Patterns,Confucianism,Caring

Purpose: The essay attempts to explore a possibility to conceive the idea of education for the whole person as a way of recovering the old spirit of liberal education or Bildung, yet in a new language. Design/Approach/Methods: The essay largely consists of two parts. The first part touches upon and diagnoses the current problems with educational culture in modern Korea where youths suffer their divided soul, by employing Rousseau's notions of two different kinds of self-love, &quot;amour-de-soi&quot; and &quot;amour-propre.&quot; The second part addresses how the pursuit of the whole person as being wholehearted can be a healthy form of self-love mediated by love of the world or other persons. Findings: The idea of education for the whole person may turn out to be an unfeasible ideal, in the modern condition. Yet, being a whole person as wholehearted can be taken as a regulative ideal that guides our practice in teaching and learning, stimulating us to make an effort to be so despite our knowledge that it is out of reach. Originality/Value: The essay shows how the idea of education for the whole person can be newly interpreted in modern East Asian context, which can resonate with current problems with education culture in the West as well as around the globe for the age of measurement.
Fostering Inclusive Culture through Partnerships with Nonprofits
Author: Badgett, Kevin
Date: 2019-00-00
Type: Journal Articles
Subjects: Inclusion,School Culture,Partnerships in Education,Nonprofit Organizations,Standards,School Community Relationship,Credibility,Public Schools

National Educational Leadership Preparation (NELP) Standards place a particular emphasis on &quot;the leaders' responsibility for the well-being of students and staff as well as their role in working with others to create supportive and inclusive district and school cultures&quot; (&quot;Preparing for the National Educational Leadership Preparation (NELP) Program Review: A Companion Guide,&quot; 14). This concept, that of working with others to create inclusive district and school cultures, necessarily means that school leaders are required to look at organizations and leaders in the community to foster positive growth. Because of this, there is a fertile ground upon which to investigate the benefits of partnerships with other nonprofit organizations in a school district. Mcmillian, Wolf, and Cutting (2015) found that the more rural an area, the more positive impact nonprofit organizations have on the local economy. The school district plays a vital role in leading the quality of the impact from nonprofits. Often, the public-school system is not only the largest nonprofit organization in a particular community, but it is also the largest employer as well. Considering, among other things, the potential mutual benefit of partnerships between schools and other nonprofit organizations in a community, a list of seven interview questions was developed and interviews were conducted with 18 nonprofit representatives located across the state of Texas in urban, suburban and specifically rural locations to develop a greater understanding of the perspectives of individuals who work in nonprofit organizations as they relate to characteristics embodied by school leaders and guided by the NELP standards.
Sense of Community, Peer Feedback and Course Engagement as Predictors of Learning in Blog Environments
Author: Gurer, Melih Derya
Date: 2020-10-00
Type: Journal Articles
Subjects: Sense of Community,Peer Evaluation,Feedback (Response),Learner Engagement,Predictor Variables,Web 2.0 Technologies,College Students,Student Attitudes,Learning Activities,Foreign Countries

Blogs have the potential to improve in-depth thinking, reflection, interaction and sense of community in higher education settings. Although the effectiveness of blogging on performance and thinking skills, student interaction and collaboration have been investigated by many educators, the number of studies on what influences learning in blog-based learning environments is limited. The aim of this study was to investigate the relationship between sense of community, perception of peer feedback, course engagement and learning in a blog-based learning environment. A relational study was adopted, and 170 university students participated in this study. The data of the study were collected through an online questionnaire that measures students' sense of community, peer feedback, course engagement, and perceived learning. In order to analyze the data, correlation and multiple regression tests were applied, as well as mean and standard deviation. At the end of the study, it was found that students' perceived learning, sense of community, peer feedback perceptions and course engagement were at a high level. In addition, the results of this study showed that in blog environments, students' sense of community, peer feedback perception and course engagement were significant predictors of their learning. The study findings have implications for both teachers and students and can be used as a framework to help the successful use of educational blogs.
Designing Our Principal Pipeline from a Job-Embedded Residency
Author: Palmer, Dusty L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Principals,Administrator Education,College School Cooperation,Partnerships in Education,Internship Programs,Experiential Learning,Teacher Competencies,Achievement Gains,Coaching (Performance),Leadership Training,Mentors,Skill Development

This qualitative case study explores the impact of job-embedded principal preparation residency programs through the lens of a school district's administrator. The school-university partnership provided an innovative way to prepare aspiring school leaders. The job-embedded structure provided an authentic, contextual base experience where aspiring principals served as interns over a 15-month period in their current school district. The praxis of the study positions principal interns to impact teacher growth and improve student achievement during their job-embedded placement. Overall, the school district invested in its own teachers and are now?leading their campuses in a principalship role.
STEM Education in Rural Schools: Implications of Untapped Potential
Author: Harris, Rachel S.
Date: 2018-00-00
Type: Journal Articles
Subjects: STEM Education,Rural Schools,Research Needs,Educational Finance,Resource Allocation,Access to Education,Parent Attitudes,Relevance (Education),Place Based Education,Outreach Programs,Elementary Secondary Education,Disadvantaged

A large number of students in American public schools attend rural schools. In this paper, the authors explore rural science, technology, engineering, and math (STEM) education and the issues associated with STEM education for students, teachers, and parents in rural communities. Characteristics of rural STEM education are examined to highlight unique considerations for this context. The authors conclude with the recommendation that more research is needed that specifically addresses rural STEM education.
Teaching the Way the Brain Is: Working Successfully in an Urban Classroom with Children Who Live in Poverty
Author: McCall, Linda Ann H.
Date: 2018-00-00
Type: Journal Articles
Subjects: Brain,Neurosciences,Scientific Research,Urban Schools,Poverty,Children,Classroom Techniques,Cognitive Development,Correlation,Elementary School Students,Teaching Methods,Culturally Relevant Education,At Risk Students

During the past three decades, growing attention has been paid to the idea of mind/brain-based teaching and learning--an exciting approach, rooted in neuroscience research, that proves the interrelatedness of the mind, brain, and body. The purpose of this report is multifold: (a) to explain why mind/brain-based teaching and learning is relevant to children growing up in poverty; (b) to offer a review of the findings in cognitive neuroscience; (c) to offer a review of the findings regarding the effects of poverty on the developing mind/ brain; (d) to identify themes emerging from these findings (i.e., research and understanding, communication, multiple intelligences, emotions and climate, patterning); (e) to describe my urban classroom settings and my struggles therein; (f) to share cross-curricular practical strategies that I have applied successfully with children living in poverty that reflect the research and emergent themes; and (g) to offer a summary/conclusion with implications for practice.