ethanporcaro/eric-fulltext-meta huggingface dataset:
An In-Depth Analysis of Teaching Themes and the Quality of Teaching in Higher Education: Evidence from the Programming Education Environments
Author: Xia, Belle Selene
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Quality,Teacher Competencies,Computer Science Education,Web Based Instruction,Teaching Methods,Programming,Higher Education,Barriers,Student Centered Learning,Individualized Instruction,Cooperative Learning,Educational Technology,Technology Uses in Education,Student Attitudes,College Students,Foreign Countries

Education research in computer science has emphasized the research of web-based learning environments as a result of the latest technological advancement in higher education. Our research aim is to offer new insights on the different teaching strategies in programming education both from a theoretical and empirical point of view as a response to the theory-scarce nature of the subject. We have classified the teaching themes in computing education research based on the students' experience and reviewed the respective teaching methods introduced by the previous literature in the subject field. Our research results confirm that despite the benefits brought by technology to higher education and the high quality of the programming courses, there exist challenges associated with programming education environments that need to be addressed with further research. We bring up the concepts of student-centered pedagogy and personalized learning environments in response to the challenges faced by students in programming education. Specifically, we will analyze these challenges via teaching strategies and by considering the students' needs in a collaborative learning environment. Our research results are especially valuable to the understanding of the development of the programming education environment. We will open up new research opportunities in the quality management of distance learning.
Mathematics Test, Numerical Task and Mathematics Course as Determinants of Anxiety toward Math on College Students
Author: García-Santillán, Arturo
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Anxiety,College Students,College Mathematics,Factor Analysis,Questionnaires,Hypothesis Testing,Anxiety,Rating Scales,Economics Education,Foreign Countries,Statistical Analysis

The aim of this study was to determine the variables that explain the anxiety towards mathematics in college students. For this purpose, we used the scale RMARS that integrate 25 items. The sample is non-probabilistic by convenience and the questionnaire was applied to 100 student's enrollment in the &quot;Instituto Tecnológico de Veracruz&quot; (ITVER). Exploratory factorial analysis with component extraction was used for data measurement. The internal consistency of the test was a = 0.911. The Bartlett's test of Sphericity with KMO (0.857), chi-square test X[superscript 2] with 276 &quot;df&quot; (1404.084) and significance p &lt; 0.000 as well as the values of MSA tending to 1, show a significant result that allow us reject null hypothesis Ho. The percentage of the 65.62% variance is explained by five components. The result shows that anxiety in the ITVER students is explained by a five factors model and not by the tridimensional model as stated by Richardson y Suinn.
Testing Methodology in the Student Learning Process
Author: Gorbunova, Tatiana N.
Date: 2017-00-00
Type: Journal Articles
Subjects: Testing,Evaluation Methods,Feedback (Response),Simulation,Multiple Choice Tests,Hypothesis Testing,Scoring,Knowledge Level,Test Reliability,Foreign Countries,Computer Science Education,Mathematics Skills,Mathematical Models,Problem Solving,Computation,College Students,Correlation

The subject of the research is to build methodologies to evaluate the student knowledge by testing. The author points to the importance of feedback about the mastering level in the learning process. Testing is considered as a tool. The object of the study is to create the test system models for defence practice problems. Special attention is paid to the reliability of simulated tests, and to their differentiating ability to assess knowledge. The author pays significant attention to the learning aspect of tests, that assumes the student's choice of the method to solve proposed test tasks. Various methods are suggested, including a model of fuzzy estimation of knowledge based on testing results, which allows to evaluate not only the result obtained, but also the solution method. Open and multiple choice problems, offered to students and evaluated by the binary system, are chosen as a methodology for creating tests. An algorithm to test the hypothesis of normal distribution using the Shapiro-Wilk criterion is proposed. The scoring scales and the creating tests methodology are also described. There are the following conclusions. The first, the possibility of using tests to evaluate students' understanding of the acquired material. The second, the possibility of including testing in the educational process. The technology for estimating knowledge using a fuzzy model is proposed, which is in good agreement with the methodology of training itself. The main result is the developed technology of testing with automatic option development and result processing. The proposed testing algorithm can be included in the general methodology of studying the discipline.
Investigating the Efficiency of Scenario Based Learning and Reflective Learning Approaches in Teacher Education
Author: Hursen, Cigdem
Date: 2017-00-00
Type: Journal Articles
Subjects: Vignettes,Preservice Teachers,Social Networks,Reflection,Teaching Methods,Academic Achievement,Student Attitudes,Self Efficacy,Qualitative Research,Course Descriptions,Comparative Analysis,Instructional Effectiveness,Pretests Posttests,Experimental Groups,Control Groups,Multiple Choice Tests,Foreign Countries,Statistical Analysis,Preservice Teacher Education

The main purpose of this research is to investigate the efficiency of scenario based learning and reflective learning approaches in teacher education. The impact of applications of scenario based learning and reflective learning on prospective teachers' academic achievement and views regarding application and professional self-competence perceptions are also searched. This research is both qualitative and quantitative oriented and is conducted with two different groups: one is scenario based learning group and the other one is reflective learning group. Besides, the research is carried out with 62 prospective teachers who take --Teaching Practice? course. The group of reflective learning is composed of 30 prospective teachers whereas the scenario based learning group is composed of 32 prospective teachers. The applications which are lasted 12 weeks are supported with one of the educational social networks called edmodo. The findings of the research revealed that the scenario based learning is more effective than reflective learning in terms of prospective teachers' academic achievement. However, there is no significant difference found in the professional self-competence perceptions of both scenario based learning group and reflective learning group.
Competency-Based Education in a Traditional Higher Education Setting: A Case Study of an Introduction to Psychology Course
Author: Simonds, Jennifer
Date: 2017-00-00
Type: Journal Articles
Subjects: Competency Based Education,Higher Education,Introductory Courses,Psychology,Case Studies,Undergraduate Students,Active Learning,Student Projects,Scoring Rubrics,Curriculum Design,Learning Experience,Teaching Methods,Online Courses

This paper presents a case study of a Competency-Based Education Introduction to Psychology course conducted in a small, private, traditional university in the western United States. Two competency-graded sections were offered, one online and one in the classroom. Eleven undergraduate students completed the online section, and 24 students completed the classroom-based section of the course. For both sections, we present the course design including learning outcomes, course projects, grade assignments, instructional methods, and both student and instructor reflections on learning outcomes. This case study illustrates how competency-based courses can be designed and executed in a traditional academic environment in both online and classroom-based courses.
Fostering Undergraduate Research through a Faculty-Led Study Abroad Experience
Author: Shostya, Anna
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Research,Undergraduate Students,College Faculty,Study Abroad,Case Studies,Curriculum Development,Reflection,Business Administration Education,Economics Education,Foreign Countries,Qualitative Research,Statistical Analysis,International Studies

This case study contributes to the higher education curriculum development literature by showing how a faculty-led short-term study abroad experience can become the catalyst for student research and offer students an international perspective. The authors analyze students' reflections and provide data collected over the years of taking undergraduate business and economics majors on a study abroad course to China to learn about the country's political, social, and economic dynamics. The paper argues that a faculty-led study abroad program provides a unique platform that helps students find appropriate research topics, gather quantitative and qualitative data, and develop meaningful relationships among observed phenomena. We find that the whole experience of involving students in research through a faculty-led international course enhances the students' understanding of research, broadens their intellectual horizons, and enhances their interest in, and facility to, understand international issues. Recommendations from the authors' experiences with curriculum development through a faculty-led study abroad course are offered to show how the undergraduate research experience can be enhanced.
Leading Change: An Organizational Development Role for Educational Developers
Author: Weston, Cynthia
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Change,Organizational Development,Educational Development,Teaching Methods,Leadership Role,Intuition,Intention,Universities,Foreign Countries,Models,Institutional Mission

While educational development has long been aligned with organizational development in the literature (Berquist &amp; Phillips, 1975; Gaffe, 1975), in practice this link has faded with time. Schroeder (2011) has recently asserted that given the broad-based changes in teaching and learning that are taking place at universities, it is important that educational developers take an organizational development role and lead institutional level changes in teaching and learning (p. 1-2). For many of us, it has not been apparent how to initiate or clarify a leadership role in organizational development. We share the story of how we came to recognize that our role in leading an institutional change initiative to re-envision classroom spaces was organizational development. We contextualize our experience in a way that makes it meaningful for practitioners seeking to clarify or enhance their own organizational development roles. From our experience, we have gleaned lessons that might be of use to colleagues in the field. First, organizational development should become part of a curriculum for educational developers. Second, we should move from intuition to intention in our organizational development efforts.
Psychological and Pedagogical Support of the Formation of Professional World Outlook of the University Students
Author: Kirillova, Olga V.
Date: 2017-00-00
Type: Journal Articles
Subjects: College Students,World Views,Professional Identity,Professionalism,Concept Formation,Human Capital,Motivation Techniques,Career Choice,Lifelong Learning,Self Management,Employment Potential

The research urgency is caused by necessity of the accumulation of human capital as the main factor of economic growth. The purpose of this article is to identify methods of psychological and pedagogical support of formation of professional outlook of the university students. Methodological basis of the research was the principle of acmeology, which allowed to consider professional outlook as a set of special knowledge, value orientations, ways of activity, influencing the formation of professional competencies, readiness for lifelong learning, and competitiveness on the labour market. The main results of the study are to identify informational, motivational, activity-methods of psychology-pedagogical support. The significance of the results is that informational methods (lectures, discussions, lecture-discussions) is aimed at assimilation of special knowledge, which became a belief and contributes professional views of the future specialist. Motivational techniques (exhibition of achievements of the students, the construction of individual educational trajectories) promote awareness of belonging to a professional community, the formation of relatively autonomous and sustainable system of internal determinants of professional activities (interest, social, group, personal values). Activity methods (research work of students, internships) provide a co-creative artistic search teacher and student the solution of existential problems of professional activity and the formation of an integrated system of beliefs, attitudes, values and skills. Performance criteria methods of psychological and pedagogical support reflect a relationship of professional ideals, values related to the chosen profession, readiness for lifelong learning, self-organization and competitiveness on the labour market. The criteria of the effectiveness of the methods of psychological and pedagogical support reflects a relationship of professional ideals, values related to the chosen profession, readiness for lifelong learning, self-organization and competitiveness on the labour market.
Education of Social Responsibility among Sports Schools Students
Author: Malinauskas, Romualdas K.
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Responsibility,Team Sports,Hypothesis Testing,Males,Experimental Groups,Control Groups,Statistical Analysis,Scores,Altruism,Caring,Helping Relationship,Questionnaires,Likert Scales,Foreign Countries,Intervention,Program Effectiveness,Factor Analysis

Research aim was to analyze peculiarities of education of social responsibility among football sports school students. We hypothesized that after the educational program sport school students will have more developed social responsibility. The total sample comprised 52 male students. Experimental group consisted of 26 and the control group of 26 football sports school students. Statistical analyses revealed that after educational program experimental group had significantly higher scores of social responsibility components: &quot;respect&quot; and &quot;caring and helping&quot;. Overall results showed significant higher effects on social responsibility in experimental group and no significant effects in control group.
Academic Competition: Rating Race
Author: Rogach, Olga V.
Date: 2017-00-00
Type: Journal Articles
Subjects: Competition,College Faculty,Foreign Countries,Teacher Surveys,Questionnaires,Teacher Qualifications,Personnel Policy,Higher Education,Correlation,Faculty Publishing,Research,Teacher Motivation

The purpose of the study is to identify the factors of competitiveness among university teachers through an assessment of a modern teacher desire and abilities to be demanded professionally. Three hypotheses were put forward: about the impact of a teacher's qualification level on his competitiveness, about the motivational component role of the personnel policy, and about the improvement of research work quality as the result of competition development. The authors conducted a questionnaire survey among Russian university teachers (N = 170) aged from 22 to 70, who were grouped into three groups according to 10 indicators of research work: teachers with high, average and low individual rating. The study result established the correlation between the desire of teachers to reach high rating positions within the conditions of fierce competition, their quantitative indicators, the publication activity and the quality of research activity. The level of a teacher's qualification, which is one of the basic requirements for the university teaching staff, does not ensure the competitiveness of a teacher for a long period. It should be accompanied by an active publication activity of a teacher and high rates of research activity. The study showed that the motivational component of the personnel policy is an obligatory, but an insufficient factor ensuring the professional growth of scientific and pedagogical personnel. The authors come to the conclusion about the dual effect of the rating race: the factors of competitiveness among university teachers may contribute to teaching staff quality increase and reduction. But it depends on the adaptive features of teachers.
Online Case-Based Learning Design for Facilitating Classroom Teachers' Development of Technological, Pedagogical, and Content Knowledge
Author: Saltan, Fatih
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Self Esteem,Technological Literacy,Pedagogical Content Knowledge,Pretests Posttests,Quasiexperimental Design,College Students,Case Studies,Video Technology,Educational Technology,Technology Uses in Education,Student Motivation,Likert Scales,Statistical Analysis,Randomized Controlled Trials,Foreign Countries

The aim of this study is to investigate whether, and if so how, online case-based learning influence pre-service classroom teachers' self-confidence on technological pedagogical content knowledge (TPACK). To achieve the goal, a control group pretest-posttest quasi experimental design was used. Participants of the study consisted of 160 pre-service classroom teachers studying in a public university. There were two classes which were randomly assigned to experimental (n = 78) and control (n = 82) groups. The eight video cases were developed by the researchers based on an analysis of relevant learning content and real stories. During 10 weeks only pre-service teachers in the treatment group were participated in an online case-based learning environment and investigate video cases. An &quot;Academic Motivation Scale&quot; consisting of 20 Likert-type questions was used to measure pre-service teachers' academic motivation. The data were analyzed using two-way ANOVA statistical analysis with SPSS 20 packet program. The results showed that using online case-method significantly improved TCK and TK subdomains. However, pre-service classroom teachers' self-confidence on technological pedagogical content knowledge did not improve significantly.
The Role of Irish Language Teaching: Cultural Identity Formation or Language Revitalization?
Author: Slatinská, Anna
Date: 2017-00-00
Type: Journal Articles
Subjects: Irish,Language Maintenance,Second Language Instruction,Self Concept,Strategic Planning,Role,Teaching Methods,Course Content,Second Language Learning,Language Teachers,Barriers,Foreign Countries,Official Languages,Language Usage,Interviews,Focus Groups,Language Attitudes,Bilingualism,Public Policy,Native Language,Legislation,Language of Instruction,Educational Policy,Student Attitudes,Elementary Secondary Education

The focal point of the article is Irish language teaching in the Republic of Ireland. Firstly, we deal with the most significant documents where the status of the Irish language is being defined. In this respect, for the purposes of analysis, we have chosen the document titled &quot;20 Year Strategy for the Irish language&quot; which plays a crucial role in preservation and further cultivation of the Irish language given the fact that the Irish language is still regarded as an important element of Irish national and cultural identity. New didactic methods used in Irish language teaching are also included in the contribution. Specifically, we focused on CLIL methods used in Irish language classes. Last but not least, we also present new challenges that Irish language teachers must face in the 21st century as well as on the crucial issues concerning Irish language revitalization and protection.
Enabling Systemic Change: Creating an ePortfolio Implementation Framework through Design and Development Research for Use by Higher Education Professionals
Author: Blevins, Samantha
Date: 2017-00-00
Type: Journal Articles
Subjects: Research Universities,College Faculty,Teacher Attitudes,Administrator Attitudes,Electronic Publishing,Portfolios (Background Materials),Research and Development,Program Implementation,Surveys,Use Studies,Educational Technology,Expertise,Educational Innovation,Models,Adoption (Ideas),Design

Drawing from a design and development research approach, specifically model research, this study investigated the perspectives of higher education faculty and administrators regarding their experiences with a university-wide electronic portfolio implementation initiative. Participants in the study were fifty-two faculty and administrators at a large research university in the United States who were either continued users or recent abandoners of electronic portfolios. Survey and interview data were used to understand participant perspectives on the electronic portfolio implementation process, including perceived enablers and barriers to adoption of this instructional technology. Study findings and Diffusion of Innovation (DOI) theory informed the development of a six-component electronic portfolio implementation framework. Three external experts in systemic change were then asked to review the framework. Feedback from these external experts was incorporated into a revised version of the framework that is presented here. The framework can be used by an educational institution to support the successful adoption and integration of electronic portfolios regardless of where the organization is within the implementation process.
Continuous Linguistic Rhetorical Education as a Means of Optimizing Language Policy in Russian Multinational Regions
Author: Vorozhbitova, Alexandra A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Russian,Corporations,Public Policy,Language Planning,Personality Traits,Second Languages,Bilingualism,Multilingualism,Sociocultural Patterns,Educational Innovation,Semantics,Linguistic Competence,Control Groups,Experimental Groups,Comparative Analysis,Language Maintenance,Student Attitudes,Language Minorities,Language Role,English (Second Language),Self Concept,Rhetoric

Drawing on the function of Russian as a state language the paper proposes a concept of continuous linguistic rhetorical (LR) education perceived as a means of optimizing language policy in Russian multinational regions. LR education as an innovative pedagogical system shapes a learner's readiness for self-projection as a strong linguistic personality of a dialogical, democratic, multicultural type transformed into a professional linguistic personality at the higher school level. From the standpoint of parity and mutual complementarity of languages in the context of national-Russian bilingualism and multilingualism the article outlines principles of bi (poly) linguistic education. The latter contributes to the formation of substructures of a learner's &quot;primary&quot; and &quot;secondary&quot; linguistic personalities on the complex basis of the integral LR competence of a mixed type with a successive formation of a learner as an active and conscientious subject of the discursive processes of the 21st century Russian multiethnic socio-cultural and educational space at all educational levels. From the process-dynamic perspective the goal of the innovative pedagogical process suggested by the system of continuous LR education in multi-national regions consists in forming a learner's readiness for effective communicative-cognitive activity on the basis of bi(poly) linguistic LR competence of a mixed type. The components of this readiness include motivation-volitional, informational-semantic, operational-actional, empirical; the criteria for the readiness level are motivational, reflexive, theoretical, practical.