ethanporcaro/eric-fulltext-meta huggingface dataset:
Considerations about Flip Education in the Teaching of Advanced Mathematics
Author: Jordán, Cristina
Date: 2019-00-00
Type: Journal Articles
Subjects: Advanced Courses,Mathematics Instruction,Blended Learning,Video Technology,Foreign Countries,Undergraduate Students,Student Attitudes,Computer Science Education,Young Adults,Cooperative Learning,Synchronous Communication

The changes in our society in recent years and the consequent idiosyncrasy of young people demand new teaching methodologies. The methodology known as flip teaching, in which pupils study the subject before the class experience, using the material given by the teacher, makes it possible to turn the classroom into a place to solve different problems, to introduce new advanced concepts and to participate throughout collaborative learning in the classroom. Parallel to the social transformation, Information and Communication Technologies, also known as ICT, have undergone an important development accompanied by a clear reduction in costs and ease of use of different devices to create and edit quality videos, as well as the possibility of disseminating them on the network. In this way, the didactic material provided to the student can be in video format, which let us to be closer to students and also allow them to revise the class everywhere and all the times they need. In this work, we present and discuss the results of an experience carried out over several years with students of first and fourth grade of the subjects Discrete Mathematics and graphs, models and applications, respectively, at the Universitat Politècnica de València, in relation to the acceptance, advantages and drawbacks of flip teaching.
Teaching Using Digital Technologies: Transmission or Participation?
Author: Cutajar, Maria
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Technology,Technology Uses in Education,Higher Education,College Faculty,Foreign Countries,Role Models,Teacher Student Relationship,Teacher Attitudes

Digital technologies are becoming seamlessly incorporated in all we do, no less in teaching and learning. As technological developments and interdependent social change steer us deeper into a postdigital existence, higher education institutions are observed increasing the availability of learning technologies and related academic development initiatives. Alongside these developments, models of teaching as transmission are popularly criticized and set in contrast to models of teaching as participation, which are commended and avowed as more suited for the present day digital university. This paper presents the research findings of a qualitative study, which was specifically taken up in response to observed developments. The findings derive from phenomenographic analysis mapping variation in the accounts of 27 academics describing their experiences using digital technologies for teaching. These results represent a wide-ranging description confirming previous research findings and add new detail. They reaffirm teaching orientations of transmission and participation as important and significant facets of teaching moreover existing claims based on logical argumentation. These research results potentially serve professional development constructively supporting academics seeking to incorporate contemporary digital technologies in their teaching practices.
Printed versus Electronic Texts in Inclusive Environments: Comparison Research on the Reading Comprehension Skills and Vocabulary Acquisition of Special Needs Students
Author: Dagli Gökbulut, Özlem
Date: 2019-00-00
Type: Journal Articles
Subjects: Printed Materials,Vocabulary Development,Electronic Publishing,Special Needs Students,Inclusion,Reading Comprehension,Comparative Analysis,Instructional Effectiveness,Books,Reading Skills,Special Education,Foreign Countries,Teaching Methods,Elementary School Students,Reading Research

In this research, an effort is made to compare the effectiveness of reading texts presented through electronic books in a computer environment and regular (printed) texts, in terms of the development of the reading comprehension and vocabulary acquisition skills of students with special needs within inclusive educational environments. The research was designed with 'Adaptive Alternating Applications', and the study group of the research was formed by using the 'purposive sampling' method. As a requirement of the research design used, two special needs students were studied. According to the results of the study, the vocabulary acquisition levels of both students produced more effective results in presentations made with electronic texts, and in addition, electronic texts were found to be more effective in improving reading comprehension skills than printed texts.
Even When No One Is Looking: Students&apos; Perceptions of Social Work Professions. A Case Study in a Northern Ireland University
Author: MacDermott, Denise
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Social Work,College Students,Occupations,Individual Characteristics,Caseworkers,Professionalism,Administrative Organization,Reliability,Accountability,Ethics

Public perceptions, increased scrutiny and successive governments' reshaping and attempting to define what is and what is not social work has eroded the progressive and radical force of the profession. This article explores how students' perceive the profession and presents evidence from a small-scale study conducted in a Northern Ireland University with 37 undergraduate social work students and 25 postgraduate student social workers (training-as-practice educators) on their perceptions of the characteristics of a professional social worker. A quantitative research design was used, consisting of a face-to-face survey distributed to respondents following an input on the Place Model, (Clarke, 2016). Respondents also shared their perceptions in relation to Freidson's (2001) three logics: professionalism, bureaucracy and the free market, with Ternary graphs and word clouds used as a novel way to present this data. Several themes emerged as important characteristics of social work professionals including reliability, accountability, ethics and appearance. At the other end of the scale, respondents identified unprofessional, de-personalised and cynical as the least aspirational qualities of the profession.
Emotional and Behavioral Difficulties, Communication, Intelligence, and Reasoning in Children with Hearing Difficulties
Author: Alegre de la Rosa, Olga María
Date: 2019-00-00
Type: Journal Articles
Subjects: Behavior Disorders,Emotional Disturbances,Hearing Impairments,Assistive Technology,Behavior Problems,Child Behavior,Questionnaires,Screening Tests,Language Tests,Vocabulary,Intelligence Tests,Verbal Ability,Individual Differences,Interrater Reliability,Logical Thinking,Foreign Countries,Children,Adolescents,Parents,Teachers,Intelligence,Allied Health Personnel,Speech Language Pathology,Predictor Variables

This study aims to investigate whether emotional and behavioral difficulties (EBD) differ between children with cochlear implants (CIs) or hearing aids (HAs), according to multi-informant ratings. Methods: A battery of psychological measures (e.g., Strengths and Difficulties Questionnaire (SDQ), Illinois Test of Psycholinguistic Abilities (ITPA), Peabody Image Vocabulary Test (PPVT), and Raven Progressive Matrices Test (RPM), was administered to children with CIs or HAs. The study involved 187 children with CIs, 113 children with HAs, 176 fathers and mothers, and 300 schoolteachers. Results: Significant disagreements were found between children, parents, and schoolteachers with regard to SDQ ratings. Total SDQ difficulties score correlated poorly with other outcomes (e.g., total ITPA, final PPVT, and final RPM). Regression linear analyses showed six socio-demographic and linguistic covariates that significantly predicted children's total SDQ difficulties score. Conclusion: Several independent variables were found to be associated with children's total EBD scores. This article highlights the importance of providing professionals with sufficient training so that they are knowledgeable about the procedures they are to use to support children with EBD (e.g., developing and implementing instructional approaches for school students with EBD).
Utilization of Linguistic Aspects of Bloom&apos;s Taxonomy in Blended Learning
Author: Pikhart, Marcel
Date: 2019-00-00
Type: Journal Articles
Subjects: Taxonomy,Blended Learning,Student Attitudes,Foreign Countries,Intercultural Communication,Business Communication,Course Descriptions,Online Courses,Teaching Methods,Comparative Analysis,Course Evaluation,Business Administration Education,Undergraduate Students

This paper presents findings from the practical implementation of Bloom's taxonomy into the class of Intercultural Business Communication that has been taught for several years at the Faculty of Informatics and Management, University of Hradec Kralove, Czech Republic. The class utilizes blended learning, and recently, Bloom's taxonomy has been introduced into the online course. Research I tests the students' satisfaction with the class before introducing Bloom's taxonomy, and Research II tests the students' satisfaction with the new approach using the Bloom's taxonomy. The findings are as follows: the students realized the difference after the implementation of Bloom's taxonomy into the online course; moreover, the students also evaluated the new course in a much more positive way than the previous one. Bloom's taxonomy, therefore, proved to be enormously useful in this blended learning environment, and the present paper highlights the importance of such an implementation. As a consequence, blended learning courses using Bloom's taxonomy will be more systematic and therefore more efficient. The results of this research show that proper linguistic utilization of Bloom's taxonomy terminology proved to be useful, and the paper stresses the importance of systematic approaches in blended learning courses so that they are creative and attractive for the new generation of online course users. Considering the small number of participants, further studies are needed to confirm the results of this research.
Exploring the Relationship between Law Students&apos; Prior Performance and Academic Achievement at University
Author: Kleemola, Katri
Date: 2019-00-00
Type: Journal Articles
Subjects: Law Students,Academic Achievement,College Entrance Examinations,Correlation,Prior Learning,Advanced Courses,College Credits,Grade Point Average,College Admission,Research Universities,Foreign Countries,Mathematics Achievement

As Finnish university admissions are reformed, more information is needed on the relationship between performance in prior education and later academic achievement. Transition to university is a critical period, and low performance in prior education is associated with challenges in later study. In the present study, law students' (n = 426) performance in the National Matriculation Examination was investigated in relation to later academic achievement at university. Quantitative methods were used. Findings showed that prior performance was not only associated with study success but also with study progress. The results also showed that law students who had grades in the advanced mathematics course were faster and more successful at university. This work contributes to the existing knowledge of university admissions ahead of the Finnish reform by providing new insights into prior performance and how it is related to academic achievement at university.
Art, Technology, Education: Synergy of Modes, Means, Tools of Communication
Author: Papadopoulou, Agnes
Date: 2019-00-00
Type: Journal Articles
Subjects: Secondary School Students,Technology Uses in Education,Student Projects,Art,Creative Activities,Participation

The purpose of this article is to highlight the fact that the fertile learning circle of creative production/cultivation and technology in the organization and implementation of school projects by secondary schools for students aged 12-18, is aimed at the management of digital content, not just by using ready-made applications, but also by emphasizing the &quot;we&quot; in the use of technology. This entails focusing on a pedagogical notion of the efficacy of art, and also expanding the concept of the artwork by investigating it as a participatory practice, studying the relations between multiple nodes, the dynamic potentials and practices of composition in the media. Artwork as a rhizome, complex, pluralistic emerges as an open-ended assemblage and reorients the way of teaching. The dynamic field 'Art and Technology' as a field of synthesis, convergence, a modality of happening, and as a means of acquiring the skills and extensive knowledge necessary to bring about change, is based on technological, experimental, interactive and procedural technologies that involve the actions and/or influences and input of multiple persons as well as the machines. A new reality is built, encoded, recorded, and students are actively involved.
Comparing Teaching Methods of Mathematics at University Level
Author: Voskoglou, Michael
Date: 2019-00-00
Type: Journal Articles
Subjects: College Mathematics,Mathematics Instruction,Teaching Methods,Constructivism (Learning),Foreign Countries,Student Centered Learning,Grade Point Average,Educational Experiments,Conventional Instruction,Experimental Groups,Control Groups,Arithmetic,Outcomes of Education

According to the views of social constructivism, learning takes place when individuals engage socially to talk about and act on shared problems or interests. In recent years, this approach has been very popular for the teaching and learning of mathematics in primary and secondary education. On the contrary, in tertiary education, it seems that most teachers still prefer the traditional way of delivering explicit mathematics instruction, sometimes combined with challenging questions and mathematical discourse with the students to promote conceptual understanding and critical analysis of the mathematical context. The paper at hand presents a classroom experiment comparing those two teaching methods at university level. The outcomes of the experiment were assessed and compared with the help of the Grade Point Average index to evaluate the student quality performance and by using grey numbers to evaluate their mean performance. Further empirical research is needed to obtain definitive results on the effectiveness of those two methods for teaching mathematics at university level.
Choice without Inclusion?: Comparing the Intensity of Racial Segregation in Charters and Public Schools at the Local, State and National Levels
Author: Vasquez Heilig, Julian
Date: 2019-00-00
Type: Journal Articles
Subjects: School Choice,Charter Schools,Public Schools,School Segregation,Racial Segregation,Urban Education,Urban Schools,African American Students,Hispanic American Students,Incidence,Academic Achievement,Student Diversity,Demography

We conduct descriptive and inferential analyses of publicly available Common Core of Data (CCD) to examine segregation at the local, state, and national levels. Nationally, we find that higher percentages of charter students of every race attend intensely segregated schools. The highest levels of racial isolation are at the primary level for public and middle level for charters. We find that double segregation by race and class is higher in charter schools. Charters are more likely to be segregated, even when controlling for local ethno-racial demographics. A majority of states have at least half of Blacks and a third of Latinx in intensely segregated charters. At the city level, we find that higher percentages of urban charter students were attending intensely segregated schools.
Multidimensional Self-Concept and Its Association with Problematic Use of Video Games in Spanish College Students
Author: Castro-Sánchez, Manuel
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Self Concept,Video Games,Addictive Behavior,Gender Differences

Background: At present, new technologies provide numerous benefits in their correct use, while the need arises to study the consumption of some technologies, in this case, videogames, due to the negative consequences that they can cause in those subjects who have not yet consolidated their personality due to their excessive use. The study aimed to determine and establish associations between the dimensions of self-concept and the problematic use of videogames and their gender differences. Methods: A total of 525 university students participated in this study, representing 44.7% of the male gender and 55.3% of the female gender, with an average age of M = 20.80 SD = 3.12 years old. The instruments used were the CESR and AF-5 questionnaires. Results: The results reveal the association (p = 0.05) between the problematic use of videogames and the dimensions of self-concept, showing that students with severe or potential problems have lower levels of self-concept. In addition, it has been found that men have more problems associated with the use of video games than women. Men have a greater physical and emotional self-concept, while women have better social self-concept. Conclusions: This study highlights the inverse association between self-concept and problematic use of video games, a fact that shows the need to develop intervention programs aimed at improving self-concept and to reduce the problematic use of video games. Likewise, the levels of self-concept reveal that men have higher scores in the emotional and physical dimension, while women stand out in the social dimension.
Organising Levels of Organisation for Biology Education: A Systematic Review of Literature
Author: Schneeweiß, Niklas
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Instruction,Biology,Biological Sciences,Teaching Methods,Scientific Concepts,Concept Formation,Systems Approach,Organization

Many authors suggest an explicit reflection on the levels of organisation, based on known difficulties related to understanding biological systems. Yet, there is no scientific consensus on the characteristics of biological levels and the quality of their relationships. This review intends to present the state of the current discussion in order to establish an educational argumentation as a basis for the development of learning environments and teaching experiments in biology education. For this purpose, we conducted a systematic literature review. Three databases (BIOSIS, ERIC, Fachportal-Pädagogik) were searched for literature on levels of organisation. The papers were analysed by means of a qualitative content analysis based on the following research questions: (1) Which levels of organisation do the authors name? (2) How do the authors describe the levels of organisation? (3) How do the authors describe the relationship between different levels of organisation? (4) How do the authors describe the challenges of these levels for biological education? (5) How do the authors describe the benefit of these levels for biological education? Based on the results, we propose a system of levels that features the concept of zooming-in and makes the relationships between the levels explicit.
Integral Design of a Physics Course
Author: Riveros, Héctor G.
Date: 2019-00-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Instructional Design,Curriculum Design,Science Curriculum,Student Educational Objectives,Teaching Methods,Science Activities,Demonstrations (Educational),Science Experiments,Problem Solving

This paper discusses the importance of one of the most crucial elements in science and technology education: the development of the individual capacity to cope with new problems. Also, discuss the importance of being aware of the existence of &quot;formative objectives&quot; and &quot;tacit knowledge&quot;. In the planning of a course, taking into account its aims, we need to define the explicit and implicit objectives of each topic covered. If we can find why and how the students are going to use that knowledge, and how we are going to evaluate the learning; then we can decide how, when and where see each topic; combining the theoretical and experimental resources in the best way. The problem-solving capabilities of the scientific method should be illustrated experimentally, using it to design our teaching procedures. The objectives of Physics courses are that the students learn how to use what they know to solve problems in the real world (competencies), but no one learns to do this seeing as the professor thinks on the blackboard. The program of a course uses topics as examples of reasoning. Reasoning involves the ability to use their knowledge. In writing the assessments before teaching the class, you will realize what you really want to teach. Using specialized questions can recreate the Socratic Method, which has evolved as constructivism and flipped class. How their new understanding is going to be used by the student gives an even better motivation. The best teaching tool that I know is the pleasure that comes with understanding, and what is learned with pleasure is not soon forgotten. Through experiments, demonstrations, and tips a professor can motivate learning and student competencies if one can find them.
Insights from a Latent Semantic Analysis of Patterns in Design Expertise: Implications for Education
Author: Casakin, Hernan
Date: 2019-00-00
Type: Journal Articles
Subjects: Semantics,Design,Expertise,Interdisciplinary Approach,Periodicals,Discourse Analysis,Documentation,Factor Analysis,Teaching Methods,Problem Solving,Creativity,Teamwork,Classification

Design and design thinking are increasingly being taught across several disciplines--ranging from arts, architecture, and technology and engineering to business schools--where expertise plays a central role. A substantial corpus of literature on research in regard to design expert and design expertise has accumulated in the last decades. However, in spite of its importance for design and design education, the topic has remained largely unframed. A major goal of this study was to carry out an assessment of literature through leading interdisciplinary design journals in order to identify main topics and categorize them into thematic patterns concerned with expertise in design. A structured assessment approach based on Latent Semantic Analysis (LSA) was used over 861 abstracts. The emerging thematic patterns associated with design expertise allowed a categorization at different levels of detail, which included 80, 50, 20, and 12 factors analyses, respectively. The major contribution of the study was to offer a structured assessment of key design literature that enabled to gain a clearer and more comprehensive understanding of the thematic patterns in the discussion on design expertise. Implications of the identified key factors for design education are discussed.