ethanporcaro/eric-fulltext-meta huggingface dataset:
Pensive Professionalism: The Role of &apos;Required Reflection&apos; on a Professional Doctorate
Author: Cunningham, Bryan
Date: 2018-03-00
Type: Journal Articles
Subjects: Reflection,Writing (Composition),Professional Identity,Education Majors,Doctoral Programs,Doctoral Dissertations,Graduate Students,Professional Development,Language Usage,Foreign Countries

This short paper examines the origins and nature of the reflective writing that is presently required on one part-taught doctorate in education (EdD) programme. It explores the various ways in which EdD candidates have engaged with self-reflection, using a number of extracts from writing submitted for formal assessments (including of the doctoral thesis itself, the culmination of their doctoral journey). The specific ways in which individuals have been caused to interrogate their place within, and contributions to, their respective professional realms are examined, as is the question of how writing in reflective vein has contributed to the evolution of professional identity. In the context of reflective writing, particular attention is paid to the ways in which the specific matter of developing confidence with accessing and manipulating language is frequently cited by individuals. As appropriate, connections are made in the paper between the above dimensions of what I am terming &quot;pensive professionalism&quot; and the perspectives of certain writers. The article concludes by drawing attention to the ways in which those of us involved in delivering professional doctorates need to be aware of, and induct our candidates into, the benefits of pensive professionalism.
The Acceptance of Smartphone as a Mobile Learning Tool: Students of Business Studies in Bangladesh
Author: Ahmed, Mazharuddin Syed
Date: 2018-00-00
Type: Journal Articles
Subjects: Handheld Devices,Telecommunications,Electronic Learning,Foreign Countries,Technology Uses in Education,Business Administration Education,Business Schools,Undergraduate Students,Educational Technology,Information Technology,Technology Integration,Models,Student Surveys

Mobile devices have become attractive learning devices for education. It is common to assume that our current undergraduates are digital natives who are naturally proficient and expert in the use of technology so do mobile devices such as Smartphone. Smartphone has become more of a computing device and are multi-functional, hence, its use as a learning tool needs to be assessed for its effectiveness. Researchers in the field of technology acceptance have been consistently improvising the technology acceptance models to fit in different contextual parameters. Unified Theory of Acceptance and the Use of Technology model 2 (UTAUT2) has gained a lot of credibility in this area and hence better suited for this study. This research is an attempt to understand the potentials of the acceptance of Smartphone underpinning the UTAUT2 model for the undergraduate Business students of a reputed private University in Bangladesh.
Trends in Educational Augmented Reality Studies: A Systematic Review
Author: Sirakaya, Mustafa
Date: 2018-00-00
Type: Journal Articles
Subjects: Simulated Environment,Teaching Methods,Literature Reviews,Research Methodology,Science Education,Engineering Education,Medical Education,Statistical Analysis,Undergraduate Students,Sample Size,Surveys,Educational Technology,Technology Uses in Education,Telecommunications,Handheld Devices,Computer Simulation,Intellectual Disciplines,Data Collection

This study aimed to identify the trends in the studies conducted on Educational Augmented Reality (AR). 105 articles found in ERIC, EBSCOhost and ScienceDirect databases were reviewed with this purpose in mind. Analyses displayed that the number of educational AR studies has increased over the years. Quantitative methods were mostly preferred in those articles and educational AR was often found to be used in science education (physics, chemistry and biology), engineering education and medical training. The reviewed articles showed that &quot;undergraduate students&quot; were used as samples for most of the time, the most often preferred sample size was between &quot;31-100&quot; and &quot;surveys&quot; were the most utilized data collection tools. While the majority of the articles used marker-based AR as AR type, mobile devices were utilized in many of these articles as the delivery technology. It is believed that the results obtained in this study will light the way for future research.
Use of Study Guide as Intervention Tool in Enhancing Students&apos; Motivation in Grade 8 Genetics Concepts
Author: Balan, Hazel R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Study Guides,Genetics,Science Instruction,Learning Motivation,High School Students,Student Attitudes,Action Research,Scientific Concepts,Illustrations,Visual Aids,Intervention,Instructional Effectiveness,Questionnaires,Science Tests,Teaching Methods,Foreign Countries

Genetics is considered as one of the topics in science that students have difficulty and trouble in understanding. This study used study guide as an intervention tool to address the difficulties of students in learning genetics concepts. The main purpose of this study was to determine the perceptions of students on the effectiveness of study guide in enhancing motivation and learning in genetics lessons.The study used descriptive action research design. The development and evaluation of the study guide focused on the ADDIE Model. The respondents of the study were 75 students of Gingoog City Comprehensive National High School (SY 2015-2016).The study guide is a double-sided A4 size hard copy colored sheets that contains genetics concepts. The concepts were presented in the form of diagram and pictures. The study guide was handed out to students at the beginning of the 4th quarter where genetics lessons are dealt. The respondents answered the survey questionnaire at the end of the lessons. The results of the present study revealed that the students strongly agree that the study guide presented figures/pictures which are colourful and attractive that makes it interesting and provided adequate and comprehensive information. Majority of the students perceived that the study guide helped them when undertaking tests or exam followed by tutorials, reports and assignments. Moreover, students strongly perceived that the use of the study guide is very effective as supplemental tool in learning genetics concepts. The study guide exhibits good features that motivated students to read, learn and understand genetics lessons.
Teachers&apos; Views about the Use of Tablet Computers Distributed in Schools as Part of the Fatih Project
Author: Gökmen, Ömer Faruk
Date: 2018-00-00
Type: Journal Articles
Subjects: Handheld Devices,Educational Technology,Technology Uses in Education,Case Studies,Secondary School Teachers,Teacher Competencies,Technological Literacy,Training,Technology Integration,Barriers,Foreign Countries,Questionnaires,Interviews,Content Analysis,Faculty Development,Qualitative Research

The purpose of this study is to investigate teachers' views about the use of tablet computers distributed as a part of the FATIH (Movement for Enhancing Opportunities and Improving Technology) Project. In this study, the case study method, one of the qualitative research methods, was used. The participants were 20 teachers from various fields working in secondary schools. Data were collected using a form with semi-structured questions. For analysing the data, content analysis was used. In addition, the frequency of analogical remarks and participants' statements supporting the findings are included. The findings of the study represents that the teachers had not received in-service training on the use of tablet computers and that they rarely used them in education settings. It was also identified that the teachers using tablet computers are very few and that they use these tablets for the purpose of doing exercises or getting learners to watch videos and animations. Several reasons for not using tablet computers were identified as; there is no connection between the tablet and interactive whiteboards (IWBs), tablets cause teachers to encounter classroom management problems, tablets can distract students, and students play games on the tablets while teachers are teaching in the classroom. In addition, the teachers stated that the tablets have restrictions on access to educational contents, they could not access any resources except the Educational Informatics Network (EBA) and the content of EBA is inadequate. Finally, the teachers stated that infrastructure problems (such as network and internet connections) should be solved in order for them to be aided in the education processes. And they stated that teachers should receive in-service training on teaching and learning with tablets.
An Investigation on Instructors&apos; Knowledge, Belief and Practices towards Distance Education
Author: Yildiz, Merve
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Characteristics,Teacher Attitudes,Beliefs,Teaching Methods,Distance Education,Foreign Countries,Mixed Methods Research,Technology Uses in Education,Educational Practices,Self Efficacy,Educational Technology,Information Technology,Technology Integration,Universities,College Faculty,Delphi Technique,Integrated Learning Systems,Virtual Classrooms,Instructional Effectiveness,Semi Structured Interviews

Distance education systems have emerged as increasingly accessible and indispensable features in education owing to the development and spread of communication technologies and the transformation of individual characteristics, needs and demands. With the growing popularity of distance education programs, detailed analysis of their actual success and the factors contributing to this success are necessary. Distance education involves technological, organizational, social, instructional and psychological dimensions and its success rests on an acceptable arrangement of all dimensions. Instructors play a role of critical importance and act as an agent of change. Based on these defining features, this study focuses on the instructors tasked with giving lessons in distance education programs and aims to determine their instructional practices and the effect of their knowledge and beliefs on these practices. The study sample includes 16 instructors from three different public universities conducting lessons in distance education programs. Study data were collected during interviews and analyzed using qualitative and quantitative data analysis methods. The study findings indicate that the majority of instructors have greater understanding of the facilities such as time and space flexibility that distance education system provides than of subjects related to the instructional process, such as the role of the student and teacher and the use of learning-teaching principles. In the dimensions of technology management and virtual classroom management, instructors have strong self-efficacy beliefs, but low self-efficacy in learning process management. Similarly, instructors have high benefit beliefs as to the economical nature of distance learning, but lower benefit beliefs about the effectiveness of the learning products and the variety of learning experiences. Furthermore, instructors perform the tasks the system requires, but do not endeavor to increase the quality of teaching. Therefore, this study concludes that the beliefs of instructors teaching in distance education programs should be strengthened by ensuring a proper knowledge background to increase the effectiveness of the instructional process.
The Effect of Mobile Learning Applications on Students&apos; Academic Achievement and Attitudes toward Mobile Learning
Author: Demir, Kadir
Date: 2018-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Foreign Countries,Randomized Controlled Trials,Semi Structured Interviews,Comparative Analysis,Lecture Method,Attitude Measures,Achievement Tests,Program Effectiveness,Animation,Scoring Rubrics,Academic Achievement,Instructional Effectiveness,Quasiexperimental Design,Statistical Analysis,Pretests Posttests,Experimental Groups,Control Groups

This study examines the effect of mobile learning applications on undergraduate students' academic achievement, attitudes toward mobile learning and animation development levels. Quasi-experimental design was used in the study. Participants of the study were students of the Buca Faculty of Education at Dokuz Eylul University in Turkey. The experiment was conducted during the first semester of 2013-2014 academic year. A mobile learning-based strategy was used in experimental group (n = 15), while the control group participated in a lecture-based classroom (n = 26). An attitude scale was used to measure the students' attitudes toward mobile learning, and achievement test was used to examine the effect of mobile learning applications on the students' achievement. In order to evaluate the animations developed by students, a rubric was used. For exploratory analysis, interviews were conducted with students. The findings suggest that mobile learning may promote students' academic achievement. Both groups had significantly high attitude scores toward mobile learning. Furthermore, the students appreciated mobile learning as an approach that may significantly increase their motivation. Researchers and practitioners should take into consideration that mobile learning can create positive impact on academic achievement and performance and increase the motivation of students.
Enhancing Primary Science Teaching: Interconnections of Content, Policy and Practice in a New Zealand Professional Learning and Development Programme
Author: Sexton, Steven S.
Date: 2018-03-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Teaching Methods,Faculty Development,Course Content,Educational Policy,Educational Practices,National Curriculum,Science Education,Knowledge Base for Teaching,Program Descriptions,Teacher Surveys,Statistical Analysis

This paper reports on an ongoing professional learning and development (PLD) initiative in New Zealand. The Academy is designed to provide primary and intermediate classroom teachers with the knowledge, materials and support needed for effective delivery of &quot;The New Zealand Curriculum's&quot; science subject area. Specifically, this paper reports on the Academy's interconnections of government policy, professional learning and development, teachers' practice and students' learning. Results indicate how relevant, useful and meaningful education through science has influenced classroom teachers' practice. The implications support the critical importance of effective connections between content, policy and practice in the ongoing development of teaching practice.
Academic Degree Recognition in a Global Era: The Case of The Doctorate of Education (EdD) in Israel
Author: Bamberger, Annette
Date: 2018-03-00
Type: Journal Articles
Subjects: Foreign Countries,Doctoral Programs,Global Approach,Case Studies,Academic Degrees,Recognition (Achievement),Quality Assurance,Relevance (Education),Accreditation (Institutions),Educational Policy,Postsecondary Education as a Field of Study,Classification,Qualitative Research

The current discussion around recognition of the doctorate of education (EdD) typically focuses on a national context, usually in relation to the PhD; however, relatively little is known about recognition of the EdD degree in countries that do not offer the qualification. As international cohorts and online delivery of doctoral education grows, it is valuable to understand the recognition of the EdD, particularly in countries that do not currently offer it, and in which policy and legislation may impede its recognition. Using Israel as a case, this study explores EdD recognition in a country that does not offer the degree and that has a particularly rigid recognition system, likely as a result of a neoliberal experiment with the deregulation of the higher education arena in the 1990s. My investigations indicate three spheres of recognition for the degree: the public, private and academic spheres. This article outlines these spheres and explores the implications of such a system.
Being Written: Thinking the Normative in the EdD
Author: Chua, S. M. J.
Date: 2018-03-00
Type: Journal Articles
Subjects: Doctoral Programs,Doctoral Dissertations,Graduate Study,Educational Philosophy,Ethics,Education Majors,Educational Experience,Writing (Composition)

In this paper, I give various reasons why the doctorate in education (EdD) programme helpfully heightens our normative senses. The writing of a thesis in time, and hence the realization that the same time--that window of opportunity--to do other things and enjoy other experiences is traded off, comports the student in a manner that heightens his or her sense of his or her own temporality and invites reflexive consideration of what it is that truly matters. Thus, embarking on a graduate programme and writing an EdD is an invitation to theorize, no doubt--we are invited to read, think, reason, discuss and write down our thoughts. But at the end of the day, it is the EdD that writes us. Amid our scholarly striving, it shapes us and graces us with the keen sense of what it is that ultimately matters. Such a grasp of what truly matters ought then to inform our own reform of our scholarly and professional discourses in our field.
Final Exam Weighting as Part of Course Design
Author: Franke, Matthew
Date: 2018-00-00
Type: Journal Articles
Subjects: Tests,Course Content,Weighted Scores,Program Design,Grading,Academic Achievement

The weighting of a final exam or a final assignment is an essential part of course design that is rarely discussed in pedagogical literature. Depending on the weighting, a final exam or assignment may provide unequal benefits to students depending on their prior performance in the class. Consequently, uncritical grade weighting can discount student learning, by ensuring that improved mastery of material at the semester's end is not reflected in the course grade. Problems related to several common final exam weights are explored, as are potential solutions to unequal student outcomes made possible by uncritical grade weighting. Ultimately, this essay argues that choosing a weight for a final exam or a final assignment determines what types of student success ought to be possible in the class; therefore, instructors should assign exam weights intentionally, being fully aware of the potential benefits and problems of the weights that they choose.
First-Year Seminar Faculty: Recruitment, Supports, Motivators, and Challenges
Author: Sobel, Karen
Date: 2018-00-00
Type: Journal Articles
Subjects: First Year Seminars,Teacher Recruitment,Undergraduate Study,Compensation (Remuneration),Administrative Organization,Barriers,Teacher Competencies,Relevance (Education),Freedom of Speech

The majority of universities and four-year colleges in the USA currently offer first-year seminars in at least one format. These programs often pride themselves in recruiting from among their institutions' best teachers to lead the seminars. In reality, this process of recruitment to teach in the program, as well as retention of faculty members who have received training and gained experience in the program, requires thoughtful strategies. Among other challenges, well-regarded faculty members often have many demands on their time already, including teaching and research. Department chairs may pressure them to focus on teaching courses that are seen as more crucial to their departments' missions. Many institutions have found that appealing to potential instructors' intrinsic motivations and building a strong sense of community among instructors help to recruit and keep groups of high-quality instructors. Those instructors are still prey to the challenges of extrinsic motivations, however. This article outlines and summarizes findings on both motivations and challenges shared by institutions across the USA.
Influence of Co-Teaching on Undergraduate Student Learning: A Mixed-Methods Study in Nursing
Author: Lock, Jennifer
Date: 2018-00-00
Type: Journal Articles
Subjects: Team Teaching,Mixed Methods Research,Undergraduate Students,Nursing Education,Student Experience,College Faculty,Instructional Effectiveness,Scaffolding (Teaching Technique),Teamwork,Higher Education,Experiential Learning,Teaching Methods,Interviews,Foreign Countries

Co-teaching has been explored in the field of education but is a relatively new phenomenon in higher education. Its benefits and challenges are well documented; however, what is lacking is substantive evidence highlighting the influence of co-teaching amongst undergraduate students. Particularly, in practice-based professions like teaching, nursing, and social work, active participation in collaborative teams is more the norm than the exception. Undergraduate students need to have opportunities to learn how to be collaborative, as well as observe modeling of collaborative teaching practice. In the article, we report on a two-year mixed-methods research study that investigated students' and instructors' experiences with co-teaching in a &quot;Nurse as Educator&quot; course. The findings from three cohorts engaged in the research suggest co-teaching to be an effective teaching and learning strategy. However, for co-teaching to be a positive experience for both students and instructors, purposeful scaffolding and supports need to be in place. Also outlined are recommendations for higher education with regard to designing and modeling co-teaching practice.
A Systematic Review of Research on Professional Doctorates
Author: Hawkes, Denise
Date: 2018-03-00
Type: Journal Articles
Subjects: Doctoral Programs,Literature Reviews,Professional Education,Intellectual Disciplines,Geographic Distribution,Research Methodology,Incidence,Publications,Educational Practices

Alongside the growing numbers of professional doctorate programmes being offered within universities in the past 20 years, there has been a growth in the academic literature associated with various aspects of these research degrees. This systematic literature review draws on the evidence of 193 academic papers to map out the existing academic knowledge about professional doctorates and highlight the gaps that this special issue aims to address. We use a simple vote-counting approach to categorizing the identified papers, considering: the type of professional doctorate studied, the country in focus, the main themes explored, the research methods used and the year of publication. This review highlights the need for academic work in this area to move beyond individual case studies of practice on programmes towards developing principles of practice for professional doctorates as a whole. This special issue hopes to start that academic conversation.
Institutional Variation in Enrollment of Low-Income Students
Author: Monks, James
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Financial Aid,Higher Education,Correlation,Tuition,Low Income Groups,Postsecondary Education,College Students,Grants,Costs,Enrollment,Selective Admission

Socioeconomic diversity in tertiary education has come under heightened scrutiny in the past few years. This paper estimates the relationship between prices (both sticker price and net price), financial aid policies, and selectivity on the variation of low-income students across postsecondary institutions. All three factors are significant in identifying variation across postsecondary institutions in the representation of Pell Grant recipients as a percentage of an institution's entering class. A focus on net price alone ignores the correlation between sticker price, selectivity, and financial aid policies on low-income students' enrollment outcomes.