ethanporcaro/eric-fulltext-meta huggingface dataset:
An In-Depth Analysis of Learning Goals in Higher Education: Evidence from the Programming Education
Author: Xia, Belle Selene
Date: 2017-00-00
Type: Journal Articles
Subjects: Programming,Higher Education,Educational Theories,Student Centered Learning,Teaching Methods,Goal Orientation,Classification,Foreign Countries,Introductory Courses,College Students,Student Characteristics,Qualitative Research,Content Analysis,Interviews

Previous research has shown that, despite the importance of programming education, there is limited research done on programming education experiences from the students' point of view and the need to do so is strong. By understanding the student behaviour, their learning styles, their expectation and motivation to learn, the quality of teaching can be improved. The goal of this paper is to examine the connection between educational theories and student-centred pedagogy via an empirical study. While research results have confirmed student difficulties in learning programming in terms of the retention and completion rates of the programming courses, we will propose some of the solutions to overcome these challenges. We will also classify the various definitions of learning goals both theoretically and empirically in order to further our understanding in the subject field. New research opportunities are opened in the applied work of a personalised learning environment.
Development of Design Expertise by Architecture Students
Author: Oluwatayo, Adedapo Adewunmi
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Architecture,Architectural Education,Expertise,Design Requirements,Case Studies,Student Surveys,Building Design,Correlation,Factor Analysis,Novices,Student Attitudes,Masters Degrees,Undergraduate Students,Graduate Students,Statistical Analysis,Regression (Statistics)

What constitutes design ability and design expertise in architecture? Which categories of design expertise can be identified amongst architecture students? And which input factors differentiate one level of expertise from another? These questions were addressed in a survey of architecture students in Nigeria. Based on the results, students were classified as: novices, advanced beginners, competent and proficient design students. Also identified were five areas of design ability or competency, which include innovation and knowledge adaptation. The findings of the study presented in this paper suggest the need to encourage novice design students to use academic resources and spend more time on the analysis and synthesis stages of design so as to progress to higher levels of expertise. Other factors that can be harnessed to enhance development of expertise from one level to the next were also identified.
Evaluating Classroom Time through Systematic Analysis and Student Feedback
Author: Achen, Rebecca M.
Date: 2015-07-00
Type: Journal Articles
Subjects: Time on Task,Feedback (Response),Action Research,Observation,Educational Strategies,Active Learning,Student Attitudes,Student Surveys,Research Projects,Learning Strategies,Correlation,Classroom Observation Techniques,Classroom Environment,College Students

The purpose of this action research was to examine the use of class time through classroom observation and student feedback. Students', the teacher's, and whole class activities during class were categorized every two minutes. Students also were given pre- and post-course surveys to assess perceptions on lecture time, impact of learning strategies, and enjoyment of learning strategies. Results indicated students spent the majority of class time actively engaged in their learning instead of passively listening to lectures. However, their views of the optimal amount of lecture time did not change. Even though students overwhelmingly enjoyed engaging learning activities and found them helpful, they still believed teachers should lecture more than 60% of the time, even though the teacher in this course only lectured 30% of the time. Evaluating the way class time was spent was very useful to the teacher for course assessment and planning.
Change in Knowledge and Attitudes among Students in an Undergraduate Developmental Psychology Class
Author: Sohr-Preston, Sara
Date: 2015-07-00
Type: Journal Articles
Subjects: College Students,Developmental Psychology,Knowledge Level,Attitude Measures,Child Rearing,Attitude Change,Statistical Analysis,Child Development,Pregnancy,Sexuality,Misconceptions,Immunization Programs,Expectation,Parenting Styles,Surveys,Program Effectiveness

Non-parent college students enrolled in a lifespan developmental psychology course were assessed at two time points (beginning of the semester and shortly after midterm) on knowledge and attitudes that would likely to be useful for the transition to parenthood. Students reported perceived change in knowledge and attitudes, and repeated measures analysis of variance (ANOVA) revealed statistically significant increases in knowledge of infant and child development, knowledge of reproduction and sexuality, rejections of vaccination myths, and appropriate expectations for children. Participants also reported significantly reduced belief in the use and value of corporal punishment, and parent-child role reversal.
The Obama Education Files: Is There Hope to Stop the Neoliberal Agenda in Education?
Author: Carr, Paul R.
Date: 2011-00-00
Type: Journal Articles
Subjects: Neoliberalism,Educational Change,Resistance to Change,Educational Policy,Public Policy,Presidents,Government Role,Rhetoric,Theory Practice Relationship,Educational Legislation,Federal Legislation,Federal Aid,Federal Programs,Accountability,Charter Schools,School Choice,Privatization,Elementary Secondary Education,Public Schools,Teacher Evaluation,Mass Media

The contributors to this special issue of &quot;The Journal of Inquiry and Action&quot; provide insight into why the Obama administration's educational policies manifest the dominance of neoliberal ideology over most elements of social life. The articles presented in this issue build on the work originally presented in &quot;The Phenomenon of Obama and the Agenda for Education: Can Hope Audaciously Trump Neoliberalism?&quot; (Carr and Porfilio 2011). Given the dearth of critical analysis in relation to Obama's leadership and his administration's educational agenda, which the authors contend is fundamental to meaningful democratic development, this article examines the meaning of potential transformation in and through the Obama administration's approach to education. This analysis illuminates the disconnection between his rhetoric, especially during the two-year electoral campaign, and his policies.
Linking Trajectories: On-Line Learning and Intercultural Exchanges
Author: Levinson, Nanette
Date: 2015-07-00
Type: Journal Articles
Subjects: Online Courses,Intercultural Communication,Study Abroad,Classification,Computer Mediated Communication,Blended Learning,Travel,College Students,Computer Simulation,Cultural Awareness,Higher Education,Nontraditional Education,Literature Reviews

There has been tremendous growth both in study abroad and intercultural exchange options in the United States and also in on-line learning options in higher education. Reviewing 91 cross-cultural experiences with at least one type of formal on-line component, this paper provides an overview and categorization of these offerings as well as a discussion of trends. It also offers recommendations to help strengthen and shape further offerings and related research.
More than Math: On the Affective Domain in Developmental Mathematics
Author: Guy, G. Michael
Date: 2015-07-00
Type: Journal Articles
Subjects: Urban Schools,Two Year College Students,Community Colleges,Developmental Studies Programs,Remedial Mathematics,Algebra,Affective Behavior,Student Characteristics,Student Surveys,Mathematics Tests,Correlation,Scores,Self Esteem,Student Attitudes,Student Motivation,Student Participation,Self Management,Statistical Analysis,At Risk Students,Least Squares Statistics,Regression (Statistics)

Students at a large urban community college enrolled in fourteen sections of a developmental algebra class. While cognitive variables are often used to place students, affective characteristics may also influence their success. To explore the impact of affective variables, students took ACT's Engage survey measuring motivation, academic-related skills and social engagement, as well as the ATMI (Attitudes Toward Math Inventory) survey. Student performance on the course was measured by a common 25 question multiple choice final exam. Of the affective variables measured, ATMI Motivation was statistically significant in positive correlation with final exam score, and ATMI Confidence had a statistically significant negative correlation. More general measures of motivation and confidence were not significant suggesting a potential difference affective measures for mathematics learning. Longer term persistence models indicated ATMI Value of Mathematics and Engage Academic Discipline were positive predictors of success.
Participation Ahead: Perceptions of Masters Degree Students on Reciprocal Peer Learning Activities
Author: Lelis, Catarina
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Masters Degrees,Student Attitudes,Cooperative Learning,Peer Teaching,Learning Activities,Learning Modules,Tutoring,Tutors,Questionnaires,Likert Scales,Instructional Effectiveness,Credibility,Learning Strategies,Outcomes of Education,Interviews

Peer Learning is broadly described as the development of knowledge or skills by individuals from similar statutory conditions who are learning from and with each other in both formal and informal ways. There is a considerable amount of published work on peer learning in the context of schools and undergraduate courses but little work has been developed around postgraduate levels, specifically with Masters courses. The goal of the research presented in this paper was to understand how Masters degree students perceive and engage with a peer learning activity set in a taught module. One specialist subject topic from the curriculum was assigned to each student who, during two sessions in regular teaching times, had to perform both as peer tutor and tutee in a reciprocal peer learning approach. Two questionnaires were applied--one for each role the students had to perform. Results reveal that the majority of students considered the peer tutor role undeniably positive; however, while performing as tutees, students expressed skepticism regarding the effectiveness of the approach. As the credibility of peers was evidenced as an issue (when set against these students' high expectations), this paper contends that reciprocal peer learning may not be the most suitable peer learning method for master levels.
Welcome to the &quot;New Normal&quot;: The News Media and Neoliberal Reforming Education
Author: Goldstein, Rebecca A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Neoliberalism,News Reporting,Educational Change,Public Education,Discourse Analysis,Presidents,Elections,Guidelines,Moral Values,Social Values,Political Attitudes,Democracy,Elementary Secondary Education

This article demonstrates how media coverage employs dominant neoliberal narratives and discourses to blame public education for societal ills. The authors examine how the media's use of neoliberal narrative and discourse has hegemonically become the &quot;new normal&quot; of public education and school reform. Utilizing data from media coverage of public education since the election of President Barack Obama, the authors illustrate how mainstream media news outlets (television, cable, newspapers, etc.) frame public education reform as a social, political, moral, and, above all, an economic imperative through the use a neoliberal interpretive framework, particularly the discourse of &quot;shared sacrifice&quot;. The authors argue that the media's unbalanced treatment and integration of neoliberal educational discourses signals a dangerous turn in how we think about the relationship between public education and American democracy. Such hegemonic academic repression demands both moral outrage and a counter-hegemonic response.
Preservice Social Studies Teachers' Conceptions of and Experiences with Discussion as a Pedagogical Approach: A Case Study
Author: Tannebaum, Rory P.
Date: 2015-07-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Teacher Attitudes,Social Studies,Classroom Communication,Discussion (Teaching Technique),Case Studies,Preservice Teacher Education,Student Experience,Lecture Method,Preferences,Educational Attitudes,Role of Education,Citizenship Education,Educational Benefits,Qualitative Research,Interviews,Observation

An extensive body of empirical data emphasizes the numerous benefits of incorporating discussion into the social studies classroom. Therefore, it is necessary to better understand how educators view discussion and what experiences they have with in throughout their college courses. The authors conducted a single-case study at a large southeastern university that sought to explore how 12 preservice social studies teachers experience discussion in their college-level coursework. The study also sought to discover the extent to which the participants valued discussion within their coursework and whether they considered discussion as a practical approach for their own classroom. Findings suggest that the participants mostly experience lecture in their lower-level core curriculum courses as well as their teacher preparation coursework. Additionally, the study demonstrates that the participants valued discussion as a pedagogical approach, but they viewed it as a less practical strategy than more traditional forms of pedagogy such as lecturing.
On the Origin and Political Significance of Test-Based Teacher Evaluation and Compensation
Author: Garrison, Mark J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Teacher Salaries,Compensation (Remuneration),Educational Legislation,Federal Aid,Federal Legislation,Federal Programs,Public Education,Educational Change,Teacher Effectiveness,Value Added Models,Expenditures,Educational Finance

Education &quot;reform&quot; is unfolding at an unprecedented rate, with little public input. The most discussed factor driving this transformation is the nearly $5 billion in discretionary funding provided to the United States Department of Education (USDOE) by the &quot;American Recovery and Reinvestment Act of 2009&quot; (ARRA), known as Race to the Top (RTT). This program uses taxpayer funds to bribe states into compliance with increasingly unpopular USDOE reforms, including the use of test scores to evaluate teachers. Obama's &quot;blueprint&quot; for education, the administration's model for the reauthorization of the &quot;Elementary and Secondary Education Act,&quot; likewise includes provisions for increased student testing and the use of student test scores for the evaluation of teachers based on student test scores. This article offers an analysis of these historic changes now taking place by exploring the origin and political significance of test-based teacher evaluation and compensation (TBTEC). The push for TBTEC is connected to broad changes in local and national governing arrangements as they relate to official claims that there is simply not enough money in the public treasury to support public education as in the past. The connection between demands for the radical restructuring of public education in general and TBTEC in particular, and the demand of the wealthy elite to cut spending on public education (and nearly every social program), provides an important starting point for the study of the origins of and political significance of TBTEC systems from a historical, economic, and political vantage point. To this end, the paper asks: What are the origins and political significance of current TBTEC schemes and what does this analysis suggest for effective opposition to current education &quot;reform&quot; efforts? The paper argues that the impetus for TBTEC is the drive of a faction of the super rich to cheapen education, with two distinct aims, especially for those students who are the object of &quot;achievement gap&quot; rhetoric: (1) to reduce the total financial expenditure on public schooling; and (2) to lower the quality of education by converting public schooling into a guaranteed revenue/profit generator for venture capital and other corporate and banking interests.
How and Why Digital Generation Teachers Use Technology in the Classroom: An Explanatory Sequential Mixed Methods Study
Author: Li, Lan
Date: 2015-07-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Technology Integration,Mixed Methods Research,Online Surveys,Student Teachers,Teaching Methods,Interviews,Student Teacher Attitudes,Correlation,Self Efficacy,Access to Computers,Risk,Computer Literacy,Preservice Teachers

While teachers' conservative attitude toward technology has been identified as a barrier to effective technology integration in classrooms, it is often optimistically assumed that this issue will resolve when the digital generation enters the teaching profession (Morris, 2012). Using a mixed methodology approach, this study aimed to examine the current technology usage of digital generation student teachers and the impact of possible internal and external barriers (such as self-efficacy, risk taking, and technology access and support) on their use of technology. Seventy-one student teachers first responded to an online survey regarding their technology use in classrooms. Afterwards, six participants were purposefully selected, based on their survey responses, to participate in follow-up interviews about their attitudes toward technology and challenges of integrating technology to teaching. Findings of the study suggested that digital generation student teachers' use of technology in the classroom was significantly correlated with their self-efficacy, perceived computer skills, and technology access and support. However, the participants' perceived level of risk taking was not related to their use of technology in the classroom. Findings of the study suggest that digital native student teachers have not necessarily become more comfortable keeping pace with the fast rate of change in technology. Implications of findings are discussed.
Controlled by the Corporate Narrative: Obama's Education Policy, the Shock Doctrine, and Mechanisms of Capitalist Power
Author: Lea, Virginia
Date: 2011-00-00
Type: Journal Articles
Subjects: Presidents,Educational Policy,Neoliberalism,Social Systems,Low Income,Poverty,Middle Class,Multicultural Education,Public Schools,Equal Education,Power Structure,Corporations,Educational Change,Charter Schools,Race,Social Class,Foreign Countries,Case Studies

This article aims to illuminate how and why public schools have been sustained and/or strengthened as hierarchical, inequitable, and undemocratic sites that serve the corporate capitalist state. In doing so, the author draws on three theoretical ideas: the &quot;shock doctrine,&quot; described vividly by Naomi Klein (2007); &quot;critical multicultural education&quot; (Lea 2010); and the idea of &quot;modern disciplinary technologies or mechanisms of power&quot; (Foucault 1995). The article reviews the current, highly unequal, educational landscape in the United States, and some of the ways in which the corporate capitalist agenda has controlled the education policies of President Obama over the last two years. The author explores why most individuals, including members of the middle class and large numbers of poor and low-income people, have consented to a neo-liberal, &quot;free-market,&quot; global capitalist order, in spite of the growing inequalities that it generates. Suggestions for interrupting the current, neoliberal, capitalist program are provided.
Re-Visiting the Flipped Classroom in a Design Context
Author: Coyne, Richard David
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Homework,Video Technology,Lecture Method,Graduate Students,Class Activities,Evaluation Methods,Student Evaluation,Program Evaluation,Teacher Attitudes,College Faculty,Attendance,Grades (Scholastic),Student Attitudes,Foreign Countries,Blended Learning

After explaining our experience with a flipped classroom model of learning, we argue that the approach brings to light the dramaturgical and mediatized aspects of learning experiences that favour a closer connection between recorded content and &quot;live&quot; presentation by the lecturer. We adopted the flipped classroom approach to learning and teaching in a class of over 100 postgraduate level university students, some learning at a distance, and run over two successive years. This article describes the format of the lecture recordings, class activities and assessment method. We also describe the outcome of course evaluation, and present what we learned from the process.
How Learning Designs, Teaching Methods and Activities Differ by Discipline in Australian Universities
Author: Cameron, Leanne
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Foreign Countries,Universities,Learner Engagement,Higher Education,Investigations,Research Design,Qualitative Research,Online Surveys,Instructional Design,School Holding Power,Pedagogical Content Knowledge,Semi Structured Interviews,Student Evaluation of Teacher Performance,Intellectual Disciplines

This paper reports on the learning designs, teaching methods and activities most commonly employed within the disciplines in six universities in Australia. The study sought to establish if there were significant differences between the disciplines in learning designs, teaching methods and teaching activities in the current Australian context, as was reported in Scott's Course Experience Questionnaire (CEQ) analysis (2006). Although it found a broad range of teaching approaches are used in all disciplines, it emerged that there was still some bias toward the traditional discipline stereotypes, which in some cases has been found to negatively affect student engagement. Additionally, while there was a general awareness amongst study participants about the importance of responding to student evaluations of teaching, improvements to teaching and learning practice were most commonly adopted without reference to current research or professional advice, and rarely was advice sought outside their discipline. Although a small-scale study such as this could not be said to be wholly representative of the higher education sector in Australia, these initial findings might indicate a need for administrators to acknowledge the role of quality teaching in maximising student engagement and its relationship to student retention by encouraging the study of learning and teaching as a routine part of lecturers' practice.