ethanporcaro/eric-fulltext-meta huggingface dataset:
Collaboratively Designing a National, Mandated Teaching Performance Assessment in a Multi-University Consortium: Leadership, Dispositions and Tensions
Author: McGraw, Amanda
Date: 2021-05-00
Type: Journal Articles
Subjects: Performance Based Assessment,Advisory Committees,Foreign Countries,Specialists,Preservice Teachers,Teacher Education Programs,High Stakes Tests,Test Validity,Culture Fair Tests,Teacher Educators,Cooperation,Teacher Attitudes,Test Construction,Teacher Collaboration,Teaching Skills,Student Evaluation,Transformational Leadership

It is a requirement for pre-service students in Initial Teacher Education programs in Australia to successfully complete a teaching performance assessment (TPA) before they graduate. This follows similar requirements in other international contexts, particularly the United States, where standard-based assessment is also a focus. As members of the design team of a TPA, which was affirmed by a nationally appointed Expert Advisory Group in Australia, we examine the social processes contributing to the development of a high-stakes assessment task. Significant challenges emerged through the nature of the task and the responsibility developers had for ensuring validity and fairness, but also because the design team comprised of teacher educators from ten universities. Using collaborative self-study as a methodology we examine our reflexive narratives and find that collaborative leadership and key personal dispositions are at the heart of the design process. These enable us to identify, examine and navigate arising tensions.
What about Creativity in Computer Science Education?
Author: Žižic, Anisija
Date: 2017-00-00
Type: Journal Articles
Subjects: Creativity,Computer Science Education,Creative Development,21st Century Skills,Learning Activities,Electronic Learning

Not all educational institutions encourage creativity and it is therefore vital that more attention be placed on the importance of understanding specific strategies that foster creativity at all levels in the classroom. Creativity conferences and workshops have become internationally common and have resulted in positive change-based initiatives in the field of creativity. These creativity research initiatives have attempted to provide a framework for educating &quot;digital natives&quot; and this framework provides the knowledge and skills necessary for students in the 21st century. We suggest that the development of creativity should be fostered with students through creative thinking and problem solving. This targeted development of student creativity may increase their personal fulfillment and increase their employability in our changing knowledge-based societies. In addition to creativity representing an important 21st century skill, it is a field that has experienced increased awareness, and it is fundamental to who we are as human beings. This paper presents definitions, theories, and achievements in the field of creativity from the educational domain of computer science.
Do Online Courses Provide an Equal Educational Value Compared to In-Person Classroom Teaching? Evidence from U.S. Survey Data Using Quantile Regression
Author: Ojha, Manini
Date: 2021-06-21
Type: Journal Articles
Subjects: Online Courses,Electronic Learning,Synchronous Communication,Classroom Environment,Value Judgment,Public Opinion,Surveys,COVID-19,Pandemics,Prior Learning,Gender Differences,Age Differences,Regional Characteristics,Educational Attainment,Employment Level,Educational Trends

Education has traditionally been classroom-oriented with a gradual growth of online courses in recent times. However, the outbreak of the COVID-19 pandemic has dramatically accelerated the shift to online classes. Associated with this learning format is the question: what do people think about the educational value of an online course compared to a course taken in-person in a classroom? We address this question and present a Bayesian quantile analysis of public opinion using a nationally representative survey data from the United States. We find that previous participation in online courses and full-time employment status favor the educational value of online courses. We also find that the older demographic and females have a greater propensity for online education. In contrast, highly educated individuals have a lower willingness towards online education vis-à-vis traditional classes. Regional variations in the propensity to value online classes also exist. Besides, covariate effects show heterogeneity across quantiles which cannot be captured using probit or logit models.
Character and Expression of a Musical Piece in Foreign Language Teaching to Children
Author: Jarosz, Karolina
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,Second Language Learning,English (Second Language),Teaching Methods,Interdisciplinary Approach,Music,Memory,Attention Span,Listening Skills,Emotional Response,Vocabulary Development,Music Education,Nonverbal Communication,Children

The author explores the interdisciplinary use of music in teaching English as a foreign language to children in the context of function, genre, character and expression, trying to decipher the role and influence of music on various contexts of language learning, such as memory and concentration span, and takes under consideration a wide variety of musical aspects. From earliest childhood, active listening is perceived as an ability that helps a child to develop sensitivity to facilitate the acquisition of many skills, not only related to music. This assumption should lead to the list of the most idiomatic determinants -- the elements of a specific &quot;dialogue&quot; between a musical piece and a &quot;listener-learner&quot;: the child. The question whether multi-stimulating senses of a child and the development of sensitivity to Art leads to easier assimilation of a foreign language as well as leads to the general assimilation of information remains flowing and open. The idea of applying classical music to foreign language teaching draws on recent research into the interrelation of expression, verbal emotions and mood in the fields of musical perception and foreign language learning. The features of a musical piece are discussed in the context of intuitive and active listening to music against the techniques and methods used in foreign language teaching in early childhood such as &quot;total immersion,&quot; as well as in the context of linking emotional reactions to music to early vocabulary acquisition. The author hopes to provoke further research into musical properties which may influence the methodology in the above mentioned area.
Perceptions of Music Teachers Associated with Musically-Gifted Primary School Graduates Seeking Entry to an Elite Music High School in Sydney, Australia
Author: Andreasen, Felicity
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music Teachers,Music Education,Teacher Attitudes,Academically Gifted,High School Students,Selective Admission,High Schools,Admission (School),Tests,Student Evaluation,Evaluation Methods,Performance,Ability

Current selection test procedures for any higher-learning program rely on evidence of attainment in a specific domain (Gagné, 1995; Boyle &amp; Radocy, 1987; Subotnik, &amp; Jarvin, 2005). Pertinent to the assessment and selection of gifted young musicians for elite programs is the notion of obvious talent being due to all or a combination of factors of ability, practice, opportunity, personality, and/or passion and as such presents complex issues around the question of skill maintenance and/or skill loss (Simonton, 2005). This paper outlines the issues surrounding testing for the selection of musically-gifted primary graduates to elite secondary school music programs. A single case study of initial findings of a multi-phase research project where past and present music teachers reflect on entry test experiences is presented. The data collected through an online questionnaire and a semi-structured interview offers a representative framework for the investigation. The main purpose in gathering this narrative data is to track and gain understanding of entry test processes from 1980 to 2014 at a specialist music high school in Sydney, Australia. Results to date demonstrate an evolving test design model characterized by pedagogic influences, shifts in student recruitment emphasis, and innovative curriculum change. Strategies for further refinement of a process for high stakes selection and placement that are both fair and reliable are at the core of the subsequent phases of research and will be explored in this paper.
Tension in Chemistry and Its Contents
Author: Hoffmann, Roald
Date: 2016-00-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,Creativity,Stress Variables,Molecular Structure,Ethics,Collegiality,Foreign Countries,Conferences (Gatherings),Journal Articles,Writing for Publication

This article makes a case for a positive role of tension in the creative process in chemistry. I begin with an argument that there is an inherent tension in what makes molecules interesting--their positioning along various polar axes. One of these, the age-old differentiation between useful (to society and for personal profit) commercialization and pure understanding of molecules and their reactions is characteristic. The question of whether there are any bad molecules then leads me to ethical concerns in chemistry, and a particular working out of these in interactions of chemists in the Middle East. An analysis is made of the special tensions involved in publishing, especially in citation ethics; chemists publish a lot, so this is situation ethics worked out on a daily basis. I then find in the literature of psychology good evidence for the positive value of moderate stress in stimulating creativity. It is obvious that too much tension leads to distress, and there are some institutional aspects of chemistry that do not come out well here. But all in all, the dynamic middle is alive, and it leads to good new science.
&quot;Teachable Culture Moments&quot; in English as Second Language (ESL) Classes
Author: Bernardo, Alejandro S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Cultural Education,English (Second Language),Second Language Learning,Foreign Countries,Intercultural Communication,Learning Activities

Issues accruing to language and culture interlock when explored as first, second, or even third language learning instruction continue. Hence, this paper explores how evident culture instruction is in the English as a Second Language (ESL) classrooms in the Philippines. This paper primarily aims to answer the question &quot;Is culture taught in English language classes? If yes, what cultural information/knowledge is taught?&quot; In other words, it focuses on finding out whether national and other cultures are infused in the English language lessons, whether teachers make comments on how language relates to culture, or make statements/perspectives on culture. The rationale behind doing this is quite plain, to find out if language teachers are also culture teachers who assist the learners in developing a better understanding of their own or other's culture defined as: &quot;… the ideas, customs, skills, arts, tools which characterize a given group of people in a given period of time.&quot; (Brown, 2007, p.122). The results seem to agree with the assumptions that there are indeed 'teachable culture moments' in the English language classroom. Thus, culture must be fully incorporated as a vital component of language learning. Second language teachers, however, should identify key cultural items in every aspect of the language that they teach.
Exploring the Emerging COVID-19 Research Trends and Current Status in the Field of Education: A Bibliometric Analysis and Knowledge Mapping
Author: Karakose, Turgut
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Research,Educational Trends,COVID-19,Pandemics,Bibliometrics,Content Analysis,Publications,Electronic Learning,Web Based Instruction,Distance Education,Teacher Education,Foreign Countries,Research Methodology,Data Collection,Health

Background/purpose: The current study aims to analyze the thematic structures and trends of scientific publications that examine the relationship between the COVID-19 pandemic and education, while presenting a roadmap for future research on this topic. Materials/methods: The data were obtained from the Web of Science Core Collection (WoSCC) bibliographic database by identifying the publications that examine the relationship between the COVID-19 pandemic and education, then were analyzed using bibliometric methodology and content analysis. VOSviewer, GraphPad softwares, and visualization maps were used to analyze the data and to present the findings. Results: The results of the study show that publications examining the relationship between the COVID-19 pandemic and education focused on &quot;online education&quot; and &quot;teacher education,&quot; while the countries that contributed the most to publications on this issue were USA, United Kingdom, Canada, and Spain. It was determined that most publications preferred the &quot;theoretical model&quot; and the majority of the research data were obtained through &quot;scale/interview forms.&quot; Furthermore, the findings of this study revealed that during the COVID-19 pandemic period, the editorial/refereeing processes of the articles submitted to academic journals were carried out very quickly and the articles were published unusually quickly. Conclusion: This study indicated that the majority of scientific studies on COVID-19 are focused on the field of health, and that there is limited edition research on COVID-19-related education. To the best of the authors' knowledge, the current study is the first research article in the international literature to examine the thematic structures and trends of scientific publications on the relationship between solely education and COVID-19 through bibliometric and content analysis; and contributes to the knowledge base on COVID-19-related education by mapping the existing knowledge.
Perceptions of Artistically Gifted Rural Middle School Adolescents Regarding Support for Development of Their Talent by Their School and Community
Author: Roege, Gayle B.
Date: 2017-00-00
Type: Journal Articles
Subjects: Rural Schools,Middle School Students,Early Adolescents,Gifted,Artists,Talent Development,Student Attitudes,Self Concept,School Role,Community Role,Barriers,Experience,Time,Opportunities,Emotional Response,Art Activities,Family Role,Internet,Art Education,Creativity,Academically Gifted

This case study explored artistic journeys of six artistically gifted middle school adolescents in rural Montana, USA, in order to ascertain the perceived level of support offered by their schools and communities, for developing their talent. Two primary questions guided the qualitative research, and related to: 1) student perceptions of personal talent and 2) their perceptions of how their schools and communities encourage or inhibit the development of their talent. Three overarching themes--experience, time, and opportunity--emerged during analysis and provided categorical organization for findings related to: a) the students' emotional connection to the experience of art-making; b) the expressive power adolescents perceived being granted through their art; c) the importance of family encouragement and support of their personal talent; d) the internet as a community to which adolescents belong; e) temporal factors related to developing talent; and f) the adolescents' view of the timeline of opportunity. A crucial component of maintaining personal commitment to one's talent area is support. Adolescents believed support from family was adequate, but the support from school and community was lacking. An unforeseen outcome was a perceived lack of time to pursue the talent area.
Moderator Effect of COVID-19 Fear on &quot;Mediating Role of Boredom Proneness in Relationship between Internet Addiction and DASS-21&quot;
Author: Guner, Halim
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Fear,Addictive Behavior,Internet,Psychological Patterns,Depression (Psychology),Stress Variables,Anxiety,Undergraduate Students,Correlation

Background/purpose: COVID-19 emerged at a time when many different psychological factors can negatively affect the human psychology, and thereby making life even more difficult over and above the physical health impact. As known, with the development of modern-day technology, Internet usage has become a part of everyday life. However, this situation often brings about the problem of Internet addiction. A positive relationship is known to exist between Internet addiction and psychological problems. This study aims to examine the moderator effect of COVID-19 fear on the &quot;mediating role of boredom proneness in relationship between internet addiction and DASS-21.&quot; Materials/methods: In the current study, the effect of boredom proneness in this relationship was examined through the mediator effect of boredom proneness in the relationship between Internet addiction and the &quot;Depression, stress and anxiety scale&quot; DASS-21. Then, the moderator effect of the fear of COVID-19 was examined on the mediator role, which constitutes the main purpose of this research. For these purposes, 560 students studying at the undergraduate level at state universities in Turkey were reached as a sample. In the analysis of the collected data; parametric tests, correlation test, structural equation model, and moderator analysis were employed. Results: In the model in which the moderator effect of COVID-19 fear was examined; it appears that fear of COVID-19 increases the relationship between Internet addiction and boredom proneness. It also increases the relationship between boredom proneness and DASS-21. However, no significant moderator effect was found to exist in the relationship between Internet addiction and DASS-21. Conclusion: This study shows that the fear of COVID-19 has a significant effect on Internet addiction, boredom proneness, and psychological problems. This research was conducted based on the analysis of certain variables, presentation of the results and their subsequent discussion, and the putting forward of various suggestions.
Express Yourself: An Auto-Ethnographic Poetic Account
Author: Robinson, Shawn Anthony
Date: 2017-00-00
Type: Journal Articles
Subjects: African American Students,Males,Students with Disabilities,Academically Gifted,Dyslexia,Poetry,Autobiographies,Ethnography,Student Experience,Attitudes toward Disabilities,Special Education,Personal Narratives

To counter the narratives about African American males in special education, my poetic account represents the voice of a gifted AA male with dyslexia. I applied critical disability theory to learn, and become mindful, about my academic journey and how my identity was shaped. As an auto-ethnographer, I examined my schooling to understand my cultural experiences. Furthermore, after immersing myself in the literature of auto-ethnography poetry, I quickly recognized that this method would allow me to compose my stories and inspire students who are placed into special education that they too can reach their full academic capabilities. The organization of this account begins with a description of my method followed by a short description of who I am. Next, in the section entitled Express Yourself: An Auto-Ethnographic Poetic Account, I provide four poems followed by classroom pedagogy. Moreover, it is important to realize that scholarship rarely captures the voices of this population.
The Effects of a Mobile Pre-Learning System with Surface Learning Approach on Academic Achievement and Mobile Learning Attitude
Author: Yabanova, Ulas
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Teaching Methods,Program Effectiveness,Academic Achievement,Student Attitudes,Learning Processes,Foreign Countries,Preservice Teachers,Teacher Education Programs

Background/purpose: The main purpose of this study is to examine the effects of the mobile pre-learning system developed according to the surface learning approach on academic achievement and mobile learning attitudes. Materials/methods: The research was conducted with 135 university students and a 12-week pretest-posttest unequaled control group quasi-experimental research method. Prepared in line with the content of an Instructional Technologies course, 12 educational videos varying from 3 to 6 minutes, and designed according to the surface learning approach, were issued to the experimental group's students via the mobile pre-learning system 1 day prior to the relevant lesson, and the data obtained were then analyzed. Results: As a result of the research, it was determined that the mobile pre-learning system developed according to the surface learning approach had a significant effect on the participant students' academic achievement and mobile learning attitudes. Conclusion: It was observed that the mobile pre-learning system developed according to the surface learning approach had a close to medium-level effect on the satisfaction and motivation factors of the participant students' mobile learning attitudes. However, it was determined that it had no significant effect on the impact and usefulness factors of learning. In addition, it was concluded that the mobile pre-learning system based on the surface learning approach had a significant effect on the participant students' academic achievement.
The Use of Learning Management Systems in ESP to Explore Postgraduate Students&apos; Content Knowledge about Epidemiology and COVID-19: A Mixed-Methods Study
Author: El Messaoudi, Mohammed
Date: 2021-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Second Language Instruction,English (Second Language),Graduate Students,COVID-19,Pandemics,Knowledge Level,Integrated Learning Systems,Online Courses,Program Effectiveness,Epidemiology,Educational Technology,Technology Uses in Education,Distance Education,Foreign Countries

Background/purpose: This sequential explanatory mixed-methods study inspected the impact of an online ESP course on postgraduate students' content knowledge development about epidemiology in general and COVID-19 in particular. The course was titled &quot;English for Pandemics&quot; and was administered via a Learning Management System (Edmodo). Materials/methods: Needs Analysis was (informally) deployed to trace participants' needs, preferences, and wants in order to shape the landscape of the treatment. The researcher employed a quasi-experimental design (a one-group, pretest-posttest design). Participants were pretested prior to the treatment. The treatment consisted of online exposure to eight units (English for Pandemics), capitalizing on Edmodo in content delivery, receipt, mastery, and assessment. Following the treatment, after 8 weeks, the participants were post-tested. Results: Quantitative results revealed a statistically significant difference in the participants' content knowledge regarding epidemiology and COVID-19. Qualitative findings divulged that participants highly appreciated Edmodo interactive features (simplicity, functionality, control, communal learning, and real-time feedback), and voiced their readiness to opt for Edmodo in future learning experiences. Conclusion: Based on empirical evidence, the current study argues that the Edmodo learning management system has the potential to push content delivery, receipt, mastery, and assessment in ESP courses to the next level.