ethanporcaro/eric-fulltext-meta huggingface dataset:
Post-Occupancy Assessment of Thermal Environment in Classrooms
Author: Fatma, Arhab-Saidi
Date: 2017-00-00
Type: Journal Articles
Subjects: Environmental Education,Climate,Meteorology,Measurement Equipment,Classroom Environment,School Buildings,Architecture,Elementary Schools,Foreign Countries,Heat,Physiology,Physical Environment

In this paper, we present our main results of the post occupancy evaluation of thermal comfort of two primary schools constructed following the same plane, situated in two different climate zones. The first stage of the work consisted on measurements using meteorological equipments. These measurements are used to quantify the physical parameters of the thermal atmosphere, such as temperature, rate of relative humidity and wind speed prevailing inside classrooms. The second step aims to support the results of the first stage; and it is a psychological investigation using inquiry with users.
The Mediator Role of Organizational Support in the Relationship between Organizational Identity and Organizational Stress
Author: Eksi, Halil
Date: 2020-00-00
Type: Journal Articles
Subjects: Organizational Climate,Stress Variables,Structural Equation Models,Measures (Individuals),Teacher Attitudes,Preschool Teachers,Elementary School Teachers,High School Teachers,Correlation,Goodness of Fit,Work Environment,School Districts,Public Schools,Foreign Countries,Teacher Administrator Relationship

The purpose of this research is to test the theoretical model developed for the mediator role of perceived organizational support in the relationship between organizational identity and organizational stress. The research is conducted with 320 teachers who work in preschools, primary schools, elementary schools, and high schools. The data were collected using organizational stress scale, perceived organizational support scale, organizational identity scale, and personal information form. The direct and indirect relationships between perceived organizational support, organizational stress, and level of organizational identity were analysed using the Structural Equation Model. The proposed structural model was verified by the analyses. It is observed that the relationships between all variables in the research have significant values and their goodness of fit indices were within the acceptable level. The results of the analyses showed that, organizational identity significantly predicts organizational stress and perceived organizational support. It was also found that the impact of organizational identity on organizational stress was fully mediated by perceived organizational support. According to these results, organizational support plays a mediating role in the relationship between organizational identity and organizational stress.
Fostering Learning through Making: Perspectives from the International Maker Education Network
Author: Lock, Jennifer
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Design,Learning Processes,Networks,Communities of Practice,Entrepreneurship,Capacity Building,Informal Education,Preschool Education,Elementary Secondary Education,Skill Development,Teacher Educators,Teacher Attitudes,Faculty Development,International Cooperation,Foreign Countries,Universities,Distance Education,Competition,Online Courses

How are we preparing teachers to design and foster learning through making where disciplinary knowledge and skills are applied and developed? One approach that addresses this question can be found from the International Maker Educational Network (IMEN); an online professional learning community built upon shared interests in educational making. Members meet regularly to share their maker context and experiences and what can be gleaned to help support developing capacity to design and facilitate learning through making. In further studying their professional practice using a self-study methodology, four IMEN members shared their respective maker contexts, illustrating examples of making in formal and informal learning environments and what is being learned from their experiences. These cases provide examples of strategies and approaches that are being used to support learning through making and provide insight into developing and utilizing knowledge and skills in fostering learning through making in P-16 educational contexts. The article concludes with three recommendations for practice to support educators and teacher educators in fostering learning through making.
Second Life Application for Creativity in Art and Design Education
Author: Ceylan Dadakoglu, Sevda
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Computer Simulation,Educational Technology,Electronic Learning,Art Education,Design,Creativity,College Students,Program Effectiveness,Foreign Countries

This research aims at revealing the effects of Second Life (SL) application used in virtual environment in art and design education of creativity. This research is a qualitative study conducted evaluating the results of a group of 16 students studying art and design at universities, for a period of 12 weeks. For SL, a 3D, online, multi-user virtual environment was chosen as the study area. The process of the research was evaluated by the researcher with a Structured Observation Form (SOF). Student designs were evaluated by four graduated artists/educators and researchers with a Rubric. The study group discovered SL during the application process. They made numerous trials, took risks and tried different solutions in SL. The design process that started with an avatar creation continued with 3D design, adding texture, colour, and script to objects and creating a notecard. According to the researcher's feedback based on SOF, the group is considered &quot;Good&quot; in the design process. According to the Rubric for creativity, applied by the experts is evaluated as &quot;Accomplished.&quot; As for the rubric applied by the researcher, the group is evaluated &quot;Good.&quot; Based on these results, it can be considered that the inclusion of SL in the art and design education curriculum will contribute to 21st century skills and develop imagination and creativity of students.
Multiple Perspectives on Digital Literacies Research Methods in Canada
Author: Hagerman, Michelle
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technological Literacy,Educational Research,Research Methodology,Research Design,Ethics,Case Studies,Data Collection,Protocol Analysis,Eye Movements,Video Technology,Photography,Electronic Learning

In this article, we call for Canadian digital literacies researchers to invest in designs and research methods that centralise in-the-moment insights, embrace complexity, and that are informed by a deep commitment to authentic, ethical reciprocity that serves the communities in which our work is placed. We present three cases that offer multiple perspectives for how we might operationalise these principles, and we consider implications for the use of data collected with new approaches to digital literacies assessment, with virtual retrospective think alouds, eye-tracking, and spy glasses video. As the first coauthored article by The Digital Literacies Collective, this article contributes our shared position on the methodological priorities that will enable Canadian digital literacies researchers to construct new, contextually-situated frameworks that inform digital literacies policies and practices in Canadian systems of schooling.
The Use of Practice-Based Learning Days on Psychological Wellbeing Practitioner Training Programmes: A Self-Determination Theory Perspective
Author: Owen, Joel
Date: 2020-00-00
Type: Journal Articles
Subjects: Well Being,Barriers,Self Determination,Program Content,Psychological Needs,Personal Autonomy,Competence,Independent Study,Mental Health Workers,Behavior Modification,Counselor Training,Role Playing,Clinical Experience,Burnout,Stress Variables,Student Attitudes,Feedback (Response),Foreign Countries,Teaching Methods,Evidence Based Practice

Practice-Based Learning Days (PBLDs) account for approximately one-third of the total university-lead days on Psychological Wellbeing Practitioner (PWP) training courses. In this article, I consider a number of challenges facing teachers of PWPs and describe a recent attempt to respond to these challenges by restructuring the content of our PBLDs in a manner informed by Self-Determination Theory. I suggest that by designing these days in a manner intended to facilitate the satisfaction of the basic psychological needs for competence and autonomy, the PBLDs offer a way in which teachers of PWPs can promote more autonomous learning and greater psychological wellbeing amongst trainees. Further, I suggest that such use of these days supports education providers in developing learning opportunities that are optimally challenging for all students across each cohort. I finish with a call for future research into the effective use of the PBLDs on PWP training programmes.
The Organisation and Evaluation of a Statistical Consulting Service for Psychology Students
Author: Kerkhoff, Denise
Date: 2020-00-00
Type: Journal Articles
Subjects: Psychological Studies,Statistics,Consultation Programs,Consultants,Psychology,Student Research,College Students,Research,Program Descriptions,Program Effectiveness,Teaching Methods

Statistics and methodology play a crucial role in psychological research, and university psychology courses teach students the theory and application of various statistical methods. However, students who conduct their own research projects oftentimes face problems which are specific to their data and cannot be solved using standard curricular procedures. Instead, these issues need to be solved on a case-by-case basis. This article presents the organisation and evaluation of a statistical consulting service for students who face methodological issues in applied research. We describe the scope, contents, workload, and administrative framework of the service and evaluate its effectiveness and helpfulness as reported by the consultees over a two-semester period. Results show that the service is frequently used and well-received, and that consultants are adequately compensated for their work. We further provide recommendations for teachers and consultants regarding the organisation of the service and the consulting process from a practical perspective.
Educational Dialogue in the Conditions of Edification of Primary Education: Axiological Aspect
Author: Yashchuk, Inna P.
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary Education,Educational Change,Foreign Countries,Values,Moral Development,Student Development,Educational Philosophy,Educational Improvement,Elementary School Teachers,Elementary School Students

The article presents an empirical research of the problem of educational edification in the axiological plane, analyzes scientific literature, history, and strategies of edificatory changes in response to contemporary challenges in primary education, substantiates the features of cultural and historical and pedagogical processes related to the changes in pedagogical mentality in the context of edification and the new paradigm of education. The essence of edifying changes in the sphere of human culture and educational activity as a part of this culture are analyzed, including systematized general historical and pedagogical and general pedagogical foundations of edification in elementary education through educational dialogue as the means of active formation of a personality of the younger student. It is established that valuable and epistemological anthropocentrism determine the specifics of social philosophical analysis of the role of human-centric education, that sociocentrism of the sociological approach promotes the integration of modern theories into a unified methodological educational strategy, and that in the world a hermeneutical-dialogical tradition has been created, according to which a person develops through action and dialogue that which connects him with culture and the world. The credibility of the research results was confirmed by means of a Mann-Whitney U-test and the accuracy criterion for the differences of averages of the student's t-test for independent selections. On the basis of the research conducted the problems and directions are defined, and strategic, general pedagogical means of changes bringing edification through educational dialogue in primary education are outlined as an effective direction of its reformation.
This Is Why We Do It: Using a Design Based Approach to Optimize Student Learning in an Online Discussion Based Course
Author: Avery, Teresa
Date: 2020-00-00
Type: Journal Articles
Subjects: Online Courses,Electronic Learning,Discussion (Teaching Technique),Instructional Design,Instructional Effectiveness,Learning Processes,Scheduling,Graduate Students,Communities of Practice,Inquiry,Learning Analytics,Integrated Learning Systems,Teacher Role,Expectation,Learner Engagement,COVID-19,Pandemics,Foreign Countries,Teacher Education,Course Descriptions

The need to deliver good online courses has intensified due to the COVID-19 pandemic, with the surge in online education. Teaching online is a different experience from that of teaching in a face-to-face setting. In an online course, careful prior planning and course design is crucial to student success and a well-designed online course is essential to support students' learning experiences. One way to design an effective, fully online course is to think about the student learning cycle (Lawson, 2001; Kolb, 1984; Carver et al., 2007; Murphrey, 2010; Bassanjav, 2013) well before the course begins, which gives instructors time during the course to interact with their students. To better understand how course design and an instructor's activity affects the students' learning cycle, we explored students' learning cycles across three instances of a graduate-level online course offered at a leading education institution in Canada. In this paper, one instructor's use of a learning cycle across the three courses is studied, by mapping the instructor's activity to student activity. Using data from the LMS PeppeR, we focused on mapping the planned learning cycle across the three offerings. The results revealed that students found their rhythm online and it was was relatively consistent throughout the course, until week 7 when they became more focused on the final project. Also, we found that having a well-designed learning cycle in place gives the instructor a clear framework in which to further individuate the instruction during the course. This case study will be used as the foundation for conducting a larger analysis of online courses that employ learning cycles as a model for facilitating cognitive, social and teaching presences.
Injecting New Perspective, Meaning and Relevance into the Philosophy of Education
Author: Mwinzi, Joe Munyoki
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Teaching Methods,Learning Processes,Educational Theories,Correlation,Learning Experience,Educational Policy,Educational Practices,Relevance (Education)

The philosophy of education is both an activity and a process which is envisaged to underpin and evaluate pedagogical events and activities in terms of what is taught, how it is taught, who is taught, and the process of teaching and learning. Educational theory is a compound concept that refers to the purpose of learning in terms of its totality of applying, interpreting, and integrating teaching and learning experiences. The practice of education includes the process of converting ideas into reality within the learning context. The purpose of any philosophy of education is central in education because it envisages examining the significance of that which is taught. This study seeks to assess how current educational theory, policy and practice can correlate with the philosophy of education at all levels of education.
The Case for Digital Timelines in Teaching and Teacher Education
Author: DeCoito, Isha
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Student Attitudes,Educational Technology,Technology Uses in Education,Technological Literacy,Program Effectiveness,Pedagogical Content Knowledge,History,Foreign Countries,Science Instruction,Methods Courses,Visual Stimuli,Visualization

Digital timelines have been both transformational and supportive in enhancing the ways in which information is shared through text, images, interaction, and creativity to achieve course goals and objectives across numerous disciplines. In analyzing the experiences of teacher candidates (TCs) in their creation of a variety of resources to address the development of their digital competencies, it is worthwhile to further explore the design and effectiveness of one resource in particular, digital timelines. Thus, the aim of this paper is to explore TCs' development of digital timelines in a senior science methods course and to demonstrate the ways in which digital timelines can assist educators in their practice. Through surveys, interviews, and student coursework, the author examines TCs' attitudes towards technology, experiences with creating digital timelines, and their utilization of technology to promote and foster global skills and competencies. Findings of this study indicate beneficial effects of developing digital timelines including flexibility in achieving a variety of learning goals (including multi-scale analyses, visualizing different spatial and temporal arrangements, developing historical contexts, etc.) associated with the assignment, flexibility in application and actualization, and enhanced motivation and engagement. TCs engaged in knowledge construction as they created visually-enhancing and interactive timelines, and in doing so circumvented reducing, simplifying, and imposing linearity on complex scientific discoveries in the history of the discipline. TCs achieved success in developing scientific timelines that effectively immersed their peers in dynamic multimedia learning environments offering multiple sources of text, images, games, video, and audio, among other multimodal components.
The Increasing Importance of How We Think of the &quot;Others&quot; during a Time of Uncertainty
Author: Stewart, Tomm
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Social Change,Equal Education,Cultural Awareness,Cultural Literacy

This article presents one of the current and evolving societal challenges during the time of Covid-19 crisis and uncertainty: equity in education. Equal opportunities and how we think of the &quot;other&quot; play a vital role on maintaining a stable society. Transformative learning opportunities develop intercultural competencies and cultural proficiency. Finally, a process model for the Development of Intercultural Competencies is presented, accompanied by a table of functional factors completing the model.
How Collaborative Project Development Theory Can Be Used to Provide Guidance for International Curriculum Partnerships
Author: Fitzsimons, Sinéad
Date: 2020-00-00
Type: Journal Articles
Subjects: Ethics,Partnerships in Education,Educational Cooperation,Case Studies,International Cooperation,International Education,Program Administration,Curriculum Development,Validity,Educational Development,Public Agencies,Financial Support,Universities,Departments,Game Theory,Discourse Analysis,Communication (Thought Transfer),Innovation,Trust (Psychology),Diaries,Foreign Countries

In this paper we explore collaboration in the context of the educational services industry (ESI). We look to literature from the communication field to consider ethical strategies and methods for ensuring the validity of the outcomes of collaborative working. Drawing on Collaborative Product Development and conversation theory we devise four principles that can guide the collaborative process within an education-based partnership project. We then use a case study to consider how these principles supported the outcomes of a cross-national partnership project. Finally, we draw on these principles to consider the lessons for project management in education public private partnerships.
The Effect of Guided Inquiry Learning Model on Creativity and Linguistic Ability Viewed from Social Interaction Ability among Kindergarten Children of Group B
Author: Cahaya, I. Made Elia
Date: 2020-00-00
Type: Journal Articles
Subjects: Creativity,Language Aptitude,Interpersonal Relationship,Interpersonal Competence,Teaching Methods,Kindergarten,School Districts,Factor Analysis,Comparative Analysis,Conventional Instruction,Inquiry,Correlation,Foreign Countries

This study analyzed the effect of guided inquiry learning model on creativity viewed from social interaction skill of the kindergarten children of group B in North Kuta district, Badung regency. This study used the 2x2 factorial design. The population was all kindergarten B's in the North Kuta district with the total of 1.951 children from 49 schools, divided into 7 clusters. The sample was drawn by multistage random sampling technique creating 8 learning groups with 4 experimental groups and 4 control groups each of which consisted of 76 children. The study used a child's social interaction ability observation sheet and a child's creativity observation sheet as the instruments. The data were analyzed using two-way ANOVA. The data analysis revealed that (1) there is a significant difference in child's creativity between children who learned with guided inquiry learning model and those who learned with conventional teaching model (F= 18.874; p&lt;0.05) and (2) there is a significant interaction effect between learning model and social interaction ability on creativity (F= 15.975; p&lt;0.05). The children who had a high social interaction would be more efficient if they were taught by using guided inquiry learning model in achieving the students' creativity, meanwhile the students who had a low social interaction would be more efficient if they were taught by using conventional learning model.
Conformist Mass Society or Non-Conformist Rebellion? What Education Can Do to Resolve the Conformity -- Non-Conformity Dichotomy?
Author: Karikó, Sándor
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Behavior,Freedom,Adjustment (to Environment),Philosophy,Personal Autonomy,Education,Foreign Countries

The &quot;profane&quot; meaning of conformism is first provided by American philosopher and liberal thinker William Penn, in his work dated from around 1700. According to Penn, conformity is a civil virtue whose price is the loss of freedom. The description of conformity as deprivation of freedom becomes stronger in 20th century philosophy from Heidegger through Fromm up to Fischer's definition as &quot;the sinking of the Self into the Anyone is conformism.&quot; Education and pedagogy have serious debts as to the recognition of and solutions to the problem of conformity. In the community relations of the students, the principle of the structural regularity of increasing conformity, and in our schools, the easily adapting and more so conforming student have become the ideal. And where is the place, the value of conformity and nonconformity in society? And first of all: what can education do against the deceptive contrast of conformity - non-conformity. That is a matter of great importance.