ethanporcaro/eric-fulltext-meta huggingface dataset:
The Lilead Survey: A National Study of District-Level Library Supervisors: The Position, Office, and Characteristics of the Supervisor
Author: Weeks, Ann Carlson
Date: 2016-00-00
Type: Journal Articles
Subjects: School Districts,School Libraries,Supervisors,Administrator Role,Library Administration,Leadership Responsibility,Administrator Surveys,Administrator Characteristics,Administrator Qualifications,Career Development,Library Services,Financial Support,Online Surveys

The school district library supervisor occupies a pivotal position in library and information services programs that support and enhance the instructional efforts of a school district: providing leadership; advocating for the programs; supporting, advising, and providing professional development to building-level librarians; and representing school library programs to stakeholders in the school system and the community at large. With funding from the Institute of Museum and Library Services, the Lilead Project was founded at the University of Maryland in 2011 to &quot;study, support, and build community among school district library supervisors&quot; (Lilead Project n.d.). To gain a better understanding of supervisors--who they are, the duties they perform, and the challenges they face--and to establish baseline data upon which further research can be built, in 2012 the project team conducted a survey of supervisors nationwide: the Lilead Survey. In this paper, which is the first of two planned reports on the results of the survey, we present findings related to the position and office of the supervisor; demographic information, qualifications, and career paths of the incumbents of the position; and changes in policies, curriculum, and resources that impact the supervisor's responsibilities for library services. Survey findings related to responsibilities and tasks assigned to the position, professional development needs of supervisors and staff, and challenges and needs that supervisors face will be presented in the second report.
Designing for Learner Success (D4LS) at Otago Polytechnic: From an E-learning Designer's Perspective
Author: Gedera, Dilani S. P.
Date: 2016-00-00
Type: Journal Articles
Subjects: Electronic Learning,Instructional Design,Foreign Countries,Program Design,Program Development,Course Content,Learning Activities,Cooperation,Faculty Workload,Time Management,Technology Education,Universities,Course Evaluation

Otago Polytechnic (OP) is currently redesigning and redeveloping its programmes and courses under an institution-wide initiative called Designing for Learner Success (D4LS). This initiative has several phases--design, development, delivery, and evaluation. This article focuses on the processes and considerations in the development phase of D4LS, which adopted a collaborative and agile approach to developing high-quality course content, learning activities, assessments, and resources. A thematic analysis was conducted from a record of challenges and limitations encountered by e-learning designers in the development process. Four themes emerged as the key challenges: workload and timelines, products and process, communication, and capabilities and attitudes. Recommendations are offered for improving the support for e-learning designers and course developers who are undertaking similar institutional initiatives.
Professional Development across the Islands of the South Pacific: A Perspective of a Blended Learning Facilitator
Author: Hoffmann-Dumienski, Kamila
Date: 2016-00-00
Type: Journal Articles
Subjects: Faculty Development,Blended Learning,Semi Structured Interviews,Learning Theories,Geographic Isolation,Foreign Countries,Communities of Practice,Professional Isolation,Access to Information,Teacher Attitudes,Cultural Context,Socioeconomic Status,Qualitative Research

Access to information and communication technology (ICT) is becoming an increasingly important factor for education and training in the South Pacific region. While many studies have examined the attitudes and understanding of educators towards using ICT in their profession and for their professional development, studies that specifically deal with these matters in the socio-economic and cultural context of the South Pacific island states are rare. This study aims to address the gap in the literature by examining the professional development of blended learning facilitators working in remote and isolated communities of the Cook Islands. The research outcomes of this study are based on the analysis of in-depth, semi-structured interviews, and the theoretical foundation of this project is grounded in the social and situated theory of learning. The central finding of the study suggests that participation in online communities of practice offers ongoing opportunities for learning and development, and reduces the feeling of isolation associated with the geographical conditions of the South Pacific region.
What Are the Influences on Teacher Mobile Technology Self-Efficacy in Secondary School Classrooms?
Author: Tilton, Jo
Date: 2016-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Handheld Devices,Telecommunications,Educational Technology,Technology Uses in Education,Self Efficacy,Technological Literacy,Teacher Attitudes,International Schools,Semi Structured Interviews,Foreign Countries,Online Surveys

As digital technologies develop and change, so do the ways these tools are integrated into classrooms. In particular, as mobile digital technologies become ubiquitous there is a need to investigate how teachers engage with these tools--both personally and professionally. Research has consistently shown that teachers' underlying beliefs and attitudes (particularly their self-efficacy beliefs) are key elements that influence use and integration of digital technologies in the classroom. In this paper, changes to and factors influencing teachers' mobile digital technology self-efficacy beliefs, and their subsequent classroom use of devices, are examined in the context of a one-to-one iPad mini device programme in an international school. Results indicate that all of the teacher participants reported an increase in the use of the iPad mini in the classroom, partly as a result of students' development of collective efficacy. As well as this collective efficacy, which supported the increased use of devices, other factors supported the development of teacher self-efficacy. These included modelling and coaching from colleagues, but mastery (or actual experience) was the foremost contributor to the development of teachers' mobile technology self-efficacy. This study revealed that allowing teachers time to experience mastery in relation to mobile technology use, and having access to expertise (both colleagues and students), were key elements in building self-efficacy for teachers over time. Perceptions of device value and device affordances were also identified as factors that fostered the development of self-efficacy and subsequent mobile device implementation and use.
Socio-Pedagogical Priorities of the Educational Process at the University: The Didactic Aspect of Information Technology
Author: Rassolov, Ilya M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Educational Methods,Technology Integration,Blended Learning,Foreign Countries,Higher Education

The relevance of the study is conditioned by intensive introduction of information technologies in the educational process of the University. Analysis of practical activities of University groups shows that in the absence of science-based approaches to the implementation of information technologies in the educational process, there are increasing numbers of side effects among the students and graduates: moral and ethical indifference, a decrease in the level of personal communication, interpersonal communication, motivation to learn, and strengthening of computer and network addiction, the substitution of virtual reality, alienation from professional activities and other real-world problems, &quot;escape&quot; into virtual reality. In this regard, priority attention in the paper is devoted to establishing the theoretical and methodological approaches to realization of social- pedagogical priorities of the educational process at the University, which are presented as didactic components (target, content, procedural and technological, resource) of information technology. The paper presents the discourse of the concept &quot;social-pedagogical priorities of the educational process at the University&quot;; on the basis of the results of the study the complex of social and pedagogical priorities of the educational process is revealed, which are presented as the target, content, procedural and technological, resource components of information technology; pedagogical approaches to the design of new, hybrid types of information technologies are justified; the efficacy of the established set of priorities with the help of motivational, cognitive, axiological and activity-related criteria is proven.
Toward a Constructivist Approach in Saudi Education
Author: Alsulami, Sumayyah
Date: 2016-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Learning Processes,Learning Theories,Teaching Methods

In the way to develop the educational system in Saudi Arabia, the emphasis was only on the materials with no more attention for the role of the learner and the teacher in the learning process or even the external factors around them. However, there are many theories and approaches that may help the Saudi students in different levels to understand the real aims of learning. Constructivism is one of the most influential theories in learning but not the only one. Constructivist approach has different versions that might be applied successfully in Saudi context. This article will introduce two versions of constructivism which are cognitive and social constructivism. This approach can make a real change in learners and teachers in the circle of learning process in Saudi Arabia. Constructivism will be presented as an effective theory of knowledge can improve the educational system of Saudi Arabia.
Exploring Professional Development from Brief Experiences: Case Studies of Secondary EFL Teachers in China
Author: Qingling, Yuan
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Economic Development,Global Approach,Constructivism (Learning),Teaching Methods,Critical Incidents Method,Learning Experience,Teacher Education,Asians,Social Environment,Faculty Development,Teacher Motivation,Foreign Countries,Case Studies,Secondary School Teachers,Qualitative Research,Interviews,Teacher Attitudes,Teacher Characteristics

The current situation of educational reforms since 1990s has brought up a booming demand of competent EFL teachers because of economic globalization and further opening-up policy in China. So it's vital and significant to explore EFL teachers' professional development in order to promote English language teaching. Based on the Constructivism Perspective in educational psychology and new trends in Second Language Teacher Education, this research focuses on six secondary EFL teachers' critical incidents and narrates their brief experiences by deep interview and field notes. After categorized analysis through recurring themes, the discussions about four domains (i.e. learning experiences, knowledge &amp; beliefs, teaching practice and social context) are summarized below. These teachers have experienced pre-service &amp; in-service and formal &amp; informal learning that has different features. Secondly, they hold some common knowledge &amp; beliefs, which are always developing but fluctuate with realities. Next, their language teaching develops from initial to survival then to mastery and personalization, but each stage is distinctive in different situations. Social context facilitates or constrains their professional development, but their responses to it are various to seek personal and professional balance. In conclusion, it interprets five interactive factors in the process of teacher professional development: Normal education and professional programs play essential roles; Self-directed teaching &amp; school-based activities provide diverse paths; Perfection of language &amp; teaching serves as peculiar professional qualities; Love for students &amp; love for teaching functions as original driving force; Chinese social context works as potential external stimuli. Finally, it presents some feasible suggestions.
Favouring New Indigenous Leadership: Indigenous Students Attending Higher Education in Mexico
Author: Delgado, Manuel Lopez
Date: 2016-11-23
Type: Journal Articles
Subjects: Higher Education,Foreign Countries,Access to Education,Educational Opportunities,American Indians,Disadvantaged,American Indian Languages,Native Language,Cultural Differences,Academic Achievement,Urban Universities,Racial Discrimination,Program Implementation,Qualitative Research,Participant Observation,Semi Structured Interviews,Program Descriptions,Leadership Training

The opportunities to attend higher education in Mexico have traditionally been offered to the middle class population since around 30% of students who finish high school are able to attend higher education. The main reason for this low attendance is the poverty in which much of the population lives and the lack of higher education institutions in rural areas. Low attendance to higher education is accentuated in marginalised indigenous groups. Migration from the rural areas to the cities over the years has enabled that recently, some indigenous students pursue higher education as a way to improve their social and economic opportunities. Indigenous students attending higher education in urban areas have to face additional challenges given that they speak their own native language, they come from a different culture, usually have a history of poor academic achievement, and face discrimination. In the Autonomous University of Ciudad Juarez (UACJ), an urban university on the Mexico-US border, was implemented a programme to support indigenous students attending the UACJ to favour their academic success. This programme also aims to increase the number of indigenous students attending the UACJ to develop them as professionals and leaders to impact positively their communities. This paper presents the findings of a qualitative study using participant observation and semi-structured interviews as the data collection methods to explore the implementation of the programme. Findings of collected data were grouped in two main themes: progresses and challenges of this programme.
Evaluation of Fourth-Grade Primary School Students' Attitudes and Self-Efficacy towards Physical Education Course Using Socio-Cultural Approach
Author: Aydogan, Hayri
Date: 2016-11-23
Type: Journal Articles
Subjects: Grade 4,Elementary School Students,Factor Analysis,Student Attitudes,Validity,Reliability,Physical Education,Sociocultural Patterns,Teaching Methods,Measures (Individuals),Foreign Countries,Educational Change,Educational Legislation,Self Efficacy,Item Analysis,Statistical Analysis

Changes in the national education system in Turkey have negative effects on the development of sports. Because, as classroom teachers teach Physical Education courses themselves, instead Physical Education teachers teach the course. This was because of a recent legislation released by the Ministry of National Education related to 4+4+4 compulsory schooling and the last resort for compulsory schooling model was made as 4+4+4 on 2012 to 2013 education season. In this context, the purpose of this research is to evaluate fourth-grade primary school students' attitudes and self-efficacy towards physical education course based on socio-cultural approach. Physical Education Predisposition Scale (BEYÖ in Turkish) was used as the data collection tool and &quot;Explanatory Factor Analysis (EFA),&quot; &quot;Cronbach Alpha Coefficient&quot; and &quot;Item-Total Correlation Analysis&quot; were conducted on fourth-grade students in order to maintain validity and reliability of the data collected. In the normality hypothesis analysis of the collected data, it is thought that &quot;Kolmogorov-Smirnov Test&quot; along with skewness and kurtosis coefficients will contribute to existing literature.
Analysis of Students' School Engagement in Terms of Friendship and Teachers' Behavior
Author: Erdogdu, Mustafa Yüksel
Date: 2016-11-23
Type: Journal Articles
Subjects: Learner Engagement,Teacher Behavior,Friendship,Grade 4,Elementary School Students,Measures (Individuals),Metropolitan Areas,Prediction,Correlation,Counseling Services,Transportation,Multiple Regression Analysis,Peer Relationship,Foreign Countries,Statistical Analysis,Gender Differences,Team Sports,Extracurricular Activities,Class Size,Student Attitudes

The main goal of this study is to analyze &quot;Students' school engagement in terms of friendship and teacher behaviors.&quot; The population of the study is all students at 4th grade within the boundaries of Istanbul Metropolitan Municipality. The data of the study were gathered from 2066 students from 62 schools. &quot;School Engagement Scale,&quot; &quot;Peer Attachment Scale&quot; and &quot;Perceived Teacher Behaviors Scale&quot; were used apart from an information form developed by the researcher. Multiple Regression Analysis, T-test and one-way analysis of variance were used to analyze the data. Results show that; &quot;students' relationship with their friends predicts school engagement most.&quot; Female students have a higher level of school engagement. Students who do cultural and sports activities, those who get support from counseling service and those who do not have a problem with transportation have a higher level of school engagement. Students in crowded classrooms have a lower level of school engagement. It is reckoned that this study is significant in terms of presenting negative variables affecting students' engagement in school which has an important role in their personal and social lives and in terms of taking necessary precautions.
Promoting Student Teachers' Content Related Knowledge in Teaching Systems Thinking: Measuring Effects of an Intervention through Evaluating a Videotaped Lesson
Author: Rosenkränzer, Frank
Date: 2016-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Systems Approach,Thinking Skills,Student Teachers,Reflective Teaching,Grade 6,Video Technology,Teaching Methods,Intervention,Teacher Education,Sustainable Development,Biology,Science Teachers,Science Instruction,Teacher Competencies,Quasiexperimental Design,Foreign Countries,Student Evaluation,Statistical Analysis

The understanding of complex, dynamic and animate systems has a special standing in education for sustainable development and biology. Thus one important role of science teacher education is to promote student teachers' Content Related Knowledge (CRK) for teaching systems thinking, consisting of extensive Content Knowledge (CK) and well formed Pedagogical Content Knowledge (PCK). But the effective development of this knowledge is empirically uncertain. This article reports the effects of three different interventions (technical course, didactic course, mixed course) in promoting student teachers' reflective Content Related Knowledge for teaching systems thinking. Participants analyzed a videotaped lesson of 6th graders learning about the ecosystem lake and identified weak aspects in the teacher's CK and PCK. The results revealed that student teachers' reflective Content Related Knowledge for teaching systems thinking can be promoted in teacher education. The conclusion to be drawn from our findings is that a mixed course with equal technical and didactical input seems to be most effective in fostering student teachers' reflective Content Related Knowledge for teaching systems thinking.
A Perception Scale on the Use of Webquests in Mathematics Teaching: A Study of Scale Development
Author: Demir, Mevhibe Kobak
Date: 2016-11-23
Type: Journal Articles
Subjects: Foreign Countries,Attitude Measures,Likert Scales,Test Construction,Computer Assisted Instruction,Mathematics Instruction,Preservice Teachers,Student Teacher Attitudes,Undergraduate Students,Statistical Analysis,Construct Validity,Reliability,Factor Analysis,Test Items,Correlation,Computer Software,Educational Benefits

This study was aimed to develop a valid and reliable perception scale in order to determine the perceptions of pre-service teachers towards the use of WebQuest in mathematics teaching. The study was conducted with 115 junior and senior pre-service teachers at Balikesir University's Faculty of Education, Computer Education and Instructional Technologies Department in the spring semester of the academic year 2013 to 2014. The data analysis was carried out with statisitical package for social sciences (SPSS) 17. The construct validity of the scale was tested with factor analysis, while the Cronbach Alpha reliability coefficient was employed to determine the reliability of the scale. The distinguishability of the items was determined by adjusted item-total correlation and the calculation of t values between groups lower and higher than 27%. These analyses generated a scale of 38 items aggregated under 5 factors. The Cronbach's Alpha reliability (internal consistency) coefficient was found to be 0.91, and the t test revealed a significant difference for all items in the groups lower and higher than 27%.
Designing E-Portfolio with ARCS Motivational Design Strategies to Enhance Self-Directed Learning
Author: Mohamad, Syamsul Nor Azlan
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Methods,Portfolios (Background Materials),Higher Education,Instructional Design,Internet,Independent Study,Learning Motivation,Student Surveys,Student Attitudes,Self Efficacy,Case Studies,Likert Scales,Scores,Correlation,Statistical Analysis

This paper presents the instructional design effect on motivation towards the implementation of e-Portfolio with ARCS Motivational design strategies to enhance self-directed learning. The purpose of the study was to examine the learners' motivation level after the implementation of e-Portfolio. Initially, this paper was conducted to study a total number of twenty-four students as a small group evaluation. The survey instrument was divided into four subscales which involved (1) attention, (2) relevance, (3) confidence, and (4) satisfaction to measure the motivation subscales among learners. The findings reported that learners' motivation has a significant effect to create a desire and awareness in constructing, developing and exploring their knowledge. The e-Portfolio with ARCS motivational design strategies will enforce the learner in gaining their interest in learning. The integration of e-Portfolio and ARCS motivational design strategies will create an opportunity to enhance the transmission and instruction approach in teaching and learning for higher education environment.