ethanporcaro/eric-fulltext-meta huggingface dataset:
Does Student Proactivity Guarantee Positive Academic Results?
Author: Cansino, J. M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Attitudes,Academic Achievement,Instructional Effectiveness,Introductory Courses,College Students,Foreign Countries,Politics of Education,Economic Factors,Correlation,Attendance,Probability,Outcomes of Education,Scores

This paper analyzes the impact of students' proactivity on academic performance based on a sample from students enrolled in an introductory course of Political Economy at the University of Seville (Spain) in three consecutive courses (2014-2015, 2015-2016 and 2016-2017). Proactivity is measured by several indicators, such as class attendance, case-study oral presentation and its delivery in a foreign language, all of them being non-mandatory activities for students who have participated in the experiment. Specifically, this study aims to assess the impact of a student's proactivity on two academic outcomes: (i) to pass or fail the exam; and (ii) the score obtained. Impact assessment has been performed using a probit and ordered multinomial logit models. The results show that a student's proactivity measured by class attendance and case-study presentation significantly increases the probability of passing the exam, while the impact of using a foreign language seems to be non-significant. In relation to the score obtained, the proactivity measured through the case presentation raises the probability of obtaining a higher mark more than regular class attendance.
The Use of Technology to Assist School-Aged Students with High Incidence Special Needs in Reading
Author: Stetter, Maria Earman
Date: 2018-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Incidence,Special Needs Students,Reading Improvement,Reading Achievement,Reading Instruction,Elementary Secondary Education,Assistive Technology,Electronic Learning,Reading Comprehension,Disabilities,Educational Environment,Reading Strategies,Special Education

This paper delineates some of the ways students with high incidence special needs are currently being served with technology in the United States in K-12 to learn skills or accomplish tasks related to reading. Categories examined were read aloud tools, computer applications, traditional instructional methods that utilized technology, and online instructional environments. The categories examined in online instructional environments include the prevalence of students with special needs, how Individual Education Plan requirements, such as accommodations and modifications, are being addressed, parental participation, and concerns in the online environments. Suggestions for future work at the intersection of reading technology and teachers of students with special needs are included, as well as conclusions from the current work. Future work with teachers of students with special needs is required to help better serve their unique learning requirements.
Exploring First Year Undergraduate Students&apos; Conceptualizations of Critical Thinking Skills
Author: Forbes, Karen
Date: 2018-00-00
Type: Journal Articles
Subjects: College Freshmen,Undergraduate Students,Critical Thinking,Thinking Skills,Student Attitudes,Foreign Countries,Recall (Psychology)

The development of critical thinking skills forms an important part of many higher education courses and has become increasingly visible in syllabi and assessment criteria. Yet, in spite of this, students often struggle to understand what it is and to demonstrate it in their work. This paper aims to explore how students understand the term critical thinking and to identify some of the key factors which influence this. An in-depth case study was conducted with four first-year undergraduate students in the education faculty of a university in England. Data were collected through thematic interviews and stimulated recall interviews. Key findings highlight that students believe strongly in the importance of developing critical thinking skills, yet while they can speak relatively easily about more abstract definitions of the term, they often find it difficult to do and to identify in their own work. Findings suggest that their conceptualizations are influenced by their prior educational experiences and vary according to discipline. Implications for pedagogy include the need for explicit guidance on critical thinking, the provision of substantial opportunities for practice, and the need to engage in dialogue across disciplines to highlight opportunities for promoting connection-making and transfer between different contexts.
Exploring the Intersections of Interdisciplinary Teaching, Experiential Learning, and Community Engagement: A Case Study of Service Learning in Practice
Author: Culhane, Jennifer
Date: 2018-00-00
Type: Journal Articles
Subjects: Service Learning,Interdisciplinary Approach,Agricultural Education,Biological Sciences,Science Instruction,Experiential Learning,Teaching Methods,Values,Undergraduate Students,Case Studies,Sustainable Development,Course Descriptions,College Faculty,Best Practices,Learning Processes,Social Change,Theory Practice Relationship

In 2009, the National Academy of Sciences (NAS) called for more interdisciplinary and community-engaged approaches to teaching and learning in the agricultural and life sciences to better respond to the food system challenges of the 21st century. As a result, institutions from across the nation have responded with a number of experiential learning and service-learning frameworks and practices aimed to enhance the academic experience for both student and community stakeholders. Sustainable agriculture education, with its explicit focus on experiential learning, interdisciplinarity, and values-based programming, has emerged as a promising approach to strengthen the fabric of agriculture and life sciences education. The purpose of this paper is to illustrate the complex role of service learning as a central approach to undergraduate teaching and learning where interdisciplinary teaching, experiential learning, and community engagement are core goals. Specifically, we conducted a single embedded case study of a sustainable agriculture education program at a land grant university to explore how this triad was organized and possible service learning outcomes. Our case study was informed by semi-structured interviews of faculty and community partner stakeholders, participant observations of faculty and students, and secondary data analysis of course syllabi and other programmatic artifacts. Despite different understandings and practices of service learning by faculty within this, we found a common core of best practices. We conclude with criteria and best practices to guide teaching and learning from this triad perspective.
Against the Odds: Insights from a Statistician with Dyscalculia
Author: Lewis, Katherine E.
Date: 2018-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Statistics,Professional Personnel,Mathematics Instruction,Academic Accommodations (Disabilities),Problem Solving,Equations (Mathematics),Majors (Students),Mathematics Skills,Mathematics Achievement,Student Experience,Student Attitudes,Cognitive Style,Symbols (Mathematics),Misconceptions,Mathematical Concepts

Students with dyscalculia are typically thought of by both researchers and educators as having deficits. The deficit language permeates studies of dyscalculia as well as assessments and documentation of students in schools. In this paper, we offer an alternative to the dominant narrative. We understand disabilities, and dyscalculia specifically, as resulting from cognitive differences--not deficits--which lead to issues of access. We provide a case study of Dylan (second author), an individual with dyscalculia who decided to major in statistics at University of California, Berkeley and become a statistician. Although she experienced significant issues of access--both in the standard tools used to do mathematics, and in navigating the structures at the university--she developed systems to enable her to compensate. She collaborated in this research enterprise in order to share with researchers, teachers, parents, and students her experiences with dyscalculia and how she was able to succeed in higher level mathematics. Informed by previous empirical work, we collected video recordings of Dylan's deliberate efforts to share insights and strategies with another student with dyscalculia. In this work, Dylan challenges dominant and problematic myths about ability and mathematics.
First Impressions: Student and Faculty Feedback on Four Styles of Syllabi
Author: Lightner, Robin
Date: 2018-00-00
Type: Journal Articles
Subjects: Course Descriptions,Feedback (Response),Student Attitudes,Teacher Attitudes,College Faculty,College Students,Student Centered Learning,Course Content,Comparative Analysis,Service Learning,Faculty Development,Workshops,Undergraduate Students,Majors (Students),Two Year College Students

Recommendations about syllabi design have emerged over the last two decades. From a Promising Syllabus, to a Graphic Syllabus, to a Student-Centered Syllabus, faculty are encouraged to purposefully set the tone with this document. Few studies examine students' impressions of these documents. In order to do this, we created four types of syllabi with consistent course content. First, we presented a focus group with four different syllabus types and gathered their comments. Then, larger groups of students rated the syllabi to reflect their impressions of the documents, their instructor, and the upcoming course. Finally, a group of instructors indicated their preferences and reactions. Student ratings revealed a preference for warmth, clarity, and brevity. We discuss notable differences between student and instructor ratings and offer recommendations.
Experiences of the Teaching-Learning Environment and Approaches to Learning: Testing the Structure of the &quot;Experiences of Teaching and Learning&quot; Inventory in Relation to Earlier Analyses
Author: Karagiannopoulou, Evangelia
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Environment,Learning,Measures (Individuals),Undergraduate Students,Correlation,Questionnaires,Teaching Methods,Academic Achievement,Foreign Countries

This study examines the structure of the inventory, the second part of the Experiences of Teaching and Learning Questionnaire (ETLQ). Three hundred and sixty-four students participated in the study. To strengthen the validation of the ETL, the short version of Approaches to Learning included in the ETLQ was substituted by its widely-used, full-version Approaches and Study Skills Inventory for Students (ASSIST). Exploratory and confirmatory factor analyses tested the factor structure of the inventory. Twenty questions covered four factors: &quot;Congruence and coherence in course organization,&quot; &quot;Teaching for understanding and encouraging learning,&quot; &quot;Support from other students,&quot; and &quot;Integrative learning and critical thinking&quot;. Appropriate associations between these factors and (a) the subscales comprising the deep, surface, and strategic scales (b) acquired knowledge, generic skills, and (c) self-evaluation supported the validation of the instruments. The factors seem highly similar to those reported in previous studies and Cronbach coefficients were appropriate. The study suggests the ETL as a valuable instrument to be used across cultures and different contexts.
Gamification as Design Thinking
Author: Hung, Aaron Chia Yuan
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Games,Teaching Methods,Student Motivation,Learner Engagement,Problem Solving,Mathematics Instruction,Instructional Design,Educational Technology,Technology Uses in Education,Graduate Study,Teacher Education,Elementary Secondary Education,Empathy,Brainstorming

Gamification, which introduces game mechanics into a non-game setting, has been considered a potential way to improve student learning, motivation, and engagement. Empirical studies of gamification often focus on students' outcomes and/or their perceptions of the gamified system while giving less attention to the rationale behind the conceptualization and design process itself. This article uses gamification as a lens through which to re-imagine a learning environment, drawing on design thinking methods of problem solving. Design thinking is an approach to addressing &quot;wicked problems&quot; that do not have simple, right answers. By using gamification as a form of design thinking, this article explores ways that gamification can help instructors take apart and re-configure courses that are challenging to design, using a graduate-level online philosophy course as a worked example. Readers are provided the rationale behind the iterative prototypes and the culminating reflection of the process. The article concludes by arguing that gamification's contribution is not limited to student outcomes and that it can be also be used as an innovative approach to course design.
Interdisciplinary Professional Learning Communities: Support for Faculty Teaching Blended Learning
Author: Terry, Laura
Date: 2018-00-00
Type: Journal Articles
Subjects: Communities of Practice,Blended Learning,Interdisciplinary Approach,College Faculty,Faculty Development,Teacher Attitudes,Teacher Collaboration,College Instruction

In higher education, despite disciplinary expertise and teaching experience, faculty who are asked to implement curriculum into new modalities, particularly ones that rely heavily on technology such as blended learning, may be intimidated and overwhelmed. However, instructors may be more willing to explore new modalities if they feel that support is available. Professional Learning Communities, or PLCs, support instructors embarking on teaching in new modalities and and using new technology to support and expand their instruction. The current study looks at how a PLC was utilized to support faculty who piloted a blended learning model of course instruction. Seven faculty members from different disciplines shared their perceptions of how PLC meetings affected their ability to teach in the blended learning modality. Various sources of qualitative data, including surveys, interviews, and meetings notes, were analyzed to see the ways in which the faculty members viewed and utilized the PLC. Faculty reported that the PLC provided support, new ideas, and enhanced teaching and learning outcomes. The interdisciplinary nature of this collaborative group was particularly helpful in allowing instructors to expand their pedagogical practices within this new modality. They also felt more comfortable in their own ability to teach in this modality after receiving feedback from their peers who were also teaching blended learning sections for the first time. This preliminary study provides support that PLCs can assist in shaping faculty skills and boost interdisciplinary collaboration when faculty adapt their teaching to a new pedagogical modality, such as blended.
Poets with a Purpose: Using Autobiographical Writing to Engage Pre-Service Teachers
Author: Marlatt, Rick
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Writing Assignments,Autobiographies,Student Diversity,Cultural Awareness,Teaching Methods,Language Teachers,English (Second Language),Second Language Instruction,English Teachers,Language Arts,Poetry,Learner Engagement,Social Development,Emotional Development,Educational Environment,Professional Identity,Secondary School Teachers,Communities of Practice

Teacher educators strive for student engagement in their pre-service curricula. Recent studies of university-level engagement have focused on the need for active learning pedagogies. Grounded in anti-deficit approaches that are relevant, responsive, and sustaining for diverse cultures and literacies, this article discusses the use of autobiographical writing as a strategy for active student engagement in college Teaching English to Speakers of Other Languages (TESOL) and English Language Arts (ELA) settings. By creating these opportunities, teacher educators can encourage their students to cultivate community and a sense of belonging while they explore teacher identity. When college classrooms are transformed into spaces to expand the imagination, the implementation of such writing exercises has the potential to enhance teaching and learning now and in the future.
Reflective Thinking Tendencies and Epistemological Beliefs in Terms of Learning Styles
Author: Balta, Elif Emine
Date: 2018-00-00
Type: Journal Articles
Subjects: Cognitive Style,Epistemology,Preservice Teachers,Measures (Individuals),Reflection,Student Attitudes,Foreign Countries,Correlation

This research has focused on whether preservice teachers' reflective thinking tendencies and epistemological beliefs differ in terms of learning styles. The participants involved 410 preservice Turkish teachers who were studying at six different universities. Three different measurement tools that Grasha-Riechmann Learning Style Inventory, Reflective Thinking Tendency Scale and Epistemological Beliefs Questionnaire were administered to the participants within the context of the research purpose. Analysis of the data has led to the conclusion that there is a relationship between reflective thinking tendencies and epistemological beliefs. Additionally, it has become clear that reflective thinking tendencies and epistemological beliefs differed in terms of learning styles.
The Role of Individual Absorptive Capacity, Subjective-Wellbeing and Cultural Fit in Predicting International Student&apos;s Academic Achievement and Novelty in China
Author: Teye, Emmanuel Tetteh
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Academic Achievement,Well Being,Personality Theories,Graduate Students,Novelty (Stimulus Dimension)

This study investigated the role of cognitive-(absorptive capacity), psychological-(subjective-wellbeing) and cultural-fit-factors as predictors of academic achievement-novelty in a Chinese-C9-league-University. We addressed the question of what drive student's achievement of high graduations requirements and innovativeness in their Host-University; focusing mainly on whether interactionistic-nature-(fit-capabilities) are better mechanisms. The quantitative approach was adopted; collect 234 valid data via survey questionnaire (Note 1), and conduct analysis via structural equation modeling technique. We found that individual-absorptive-capacity has significant effect on supervisor-fit, but a non-significant effect on university-fit dimensions of cultural-fit. Subjective-wellbeing significantly affects both dimensions of cultural-fit. The findings further show how supervisor-fit and university-fit indirectly mediate the (absorptive-capacity, subjective-wellbeing)-achievement-novelty relationship. We highlight the importance of cultural-diversity-awareness; considering supervisor-institutional-fit-factors in research-mentorship-development to support international-students 'induction for research productivity in educational-settings.
Investigation of the Reasons for Students&apos; Attitudes towards the Interactive Whiteboard Use in Mathematics Classrooms
Author: Erdener, Kevser
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Educational Technology,Teaching Methods,Mathematics Instruction,Technology Integration,Middle School Students,High School Students,Mathematics Anxiety,Mathematics Achievement,Validity,Factor Analysis,Predictor Variables,Gender Differences,Information Technology

The aim of this study is to investigate the reasons of the students' attitudes towards interactive whiteboard (IWB) use in mathematics classrooms in middle schools and high schools. For this purpose the effect of IWB's features, students' mathematics anxiety, teachers' ICT integration, students' mathematics achievement and gender to students' attitudes towards use of interactive whiteboard were investigated. This study is a descriptive research designed as a relational survey method. The research sampling consisted of 350 students in middle schools and 557 students in high schools in Balikesir. The Attitude and Characteristics of IWB scale to measure the students' attitudes and the perceived features of IWB was used. Also the Mathematics Anxiety scale that consists of five items was used to measure students' mathematics anxiety. To determine the students' opinions about the teachers' technology integration approaches, the ICT integration approaches scale was used. In order to determine the structural validity of scales, confirmatory factor analysis was conducted. In order to determine the relation between the students' attitudes toward IWB use and independent variables, multiple regression analysis was conducted separately for the data collected from middle schools and high schools. According to the results of regressions analysis of the data collected from middle school students, IWB's characteristics, traditional ICT integration and math achievement are positive predictors and mathematics anxiety is negative predictor of students' attitudes. The results for high school students show that features of IWB and gender are predictors of students' attitudes. This study has several implications for teachers about reasons of students' attitudes towards IWB use in mathematics classrooms, so that they could have effect on students' attitudes and organize their classroom environment. Also that kind of studies leads the use of information and communication technologies and help to plan the future investments for educational technologies effectively.
Higher Education Supervision Practices on Student Thesis Writing: Language Function and Focus of Written Feedback
Author: Nurie, Yenus
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Masters Programs,Masters Theses,Supervision,Supervisory Methods,Language Usage,Feedback (Response),Written Language,Teacher Student Relationship,Supervisor Supervisee Relationship,Instructional Effectiveness,Academic Discourse,English (Second Language),Second Language Instruction,Language Teachers,Communications

Supervisors' feedback can be taken as the most powerful pedagogical tool in thesis writing. However, relatively little is known about the type of information supervisors focus on and the language functions supervisors use to communicate with their students. Data collected from eight supervisors' written feedback to students' theses at Bahir Dar University, Ethiopia were coded, tabled, and converted into percentages for analysis. The results of this study showed a wide range of supervisors' practices concerning the functions and types of written feedback. While the supervisors favored feedback on the genre knowledge the most and directive clarification language functions was most frequently used to communicate with the students, little or no attention was given for the expressive approval of language functions. Overall, the results of this study suggest that supervisors' written feedback can be taken together in regard to the process of effective communication. Finally, implications for better supervision practices and further research are presented that could shed light on the strengths of using other research tools.