ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring and Comparing Computational Thinking Skills in Students Who Take GCSE Computer Science and Those Who Do Not
Author: Gillott, Lauren
Date: 2020-04-00
Type: Journal Articles
Subjects: Computation,Thinking Skills,Computer Science Education,Exit Examinations,Secondary School Students,Skill Development,Computer Literacy,Troubleshooting,Foreign Countries,Problem Solving

This study compares computational thinking skills evidenced by two groups of students in two different secondary schools: one group per school was studying a qualification in Computer Science. The aim was to establish which elements of computational thinking were more prevalent in students studying Computer Science to a higher level. This in turn would evidence those elements likely to be present from their earlier computing education or through their complementary studies in Science or Mathematics, which all students also studied. Understanding this difference was important to identify any increased competence in computational thinking that was present in the Computer Science groups. Interviews involved a set of questions and a maze activity designed to elicit the sixteen students' computational thinking skills based on the Brennan and Resnick (2012) model of computational concepts, practices and perspectives. Analysis of students' responses showed surprisingly little difference between the computational thinking practices of the two groups in relation to abstraction, decomposition, evaluation, generalisation/reusing, logical reasoning and debugging/testing. The study concludes that general computational thinking skills can be developed either at a lower level of study or in cognate curriculum areas, leaving computer science as the rightful locus of computational thinking for automation.
Factors Influencing Job Satisfaction among Academic Staffs
Author: Hee, Ong Choon
Date: 2020-06-00
Type: Journal Articles
Subjects: Foreign Countries,Private Colleges,College Faculty,Job Satisfaction,Administrators,Salaries,Teacher Employment Benefits,Fringe Benefits,Work Environment,Faculty Workload

The purpose of this study is to examine the relationship between pay and benefits, work environment, top management leadership, workload and job satisfaction among academic staffs in a private academic institution in Malaysia. Motivation-Hygiene Theory, Maslow's Needs Hierarchy theory and Leader-Member Exchange (LMX) theory were used to establish the theoretical framework of this study. Questionnaire survey method was employed to collect data which yielded 82 responses in this study. Statistical Package for Social Science (SPSS) was used to perform data analysis throughout the study. All study variables were found to have significant positive relationships with job satisfaction among academic staffs in the selected institution. Top management leadership was discovered to have the most significant relationship with job satisfaction. The findings of this research provide a clear message to the top management that leadership plays an important role in enhancing job satisfaction of the academic staffs. Hence, it is suggested that the institution management should adopt appropriate leadership style and establish effective strategies and policies that aim to increase job satisfaction and performance of the academic staffs.
The Benefits of Near-Peer Teaching Assistants in the Anatomy and Physiology Lab: An Instructor and a Student&apos;s Perspective on a Novel Experience
Author: Rompolski, Krista
Date: 2020-04-00
Type: Journal Articles
Subjects: Educational Benefits,Teaching Assistants,Peer Teaching,Undergraduate Students,Anatomy,Physiology,Teaching Methods,Science Instruction,Medical Education,Laboratory Experiments,Program Evaluation,Outcomes of Education,College Faculty,Teacher Attitudes,Student Attitudes,Mentors,Criticism,Computer Assisted Instruction,Reflection,Portfolios (Background Materials)

Near-peer teaching, in which students one or more years removed from a student within the same academic program, is utilized broadly in medical school curricula and increasingly in undergraduate anatomy and physiology courses. While the literature on near-peer teaching suggests that the practice is overwhelmingly positive, it is primarily from anatomy courses in a medical school setting. Therefore, instructors who implement near-peer programs at the undergraduate level should share their experiences and evaluate these programs on an ongoing basis. The purpose of this paper is to share a personal experience with utilizing undergraduates as teaching assistants in the anatomy and physiology laboratory setting. A detailed description of the near-peer experience is first provided, followed by the observed benefits for everyone involved from both the instructor and a near-peer's perspective. Finally, recommendations are made for implementing a near-peer program with future directions for research into evaluating outcomes of a near-peer program.
Statistics: A Cautionary Tale
Author: Zane, Len
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Evaluation,Statistical Analysis,Honors Curriculum,Admission Criteria,Academic Persistence,Scholarships,College Students,Data Analysis,Decision Making,Probability,Grades (Scholastic),Scores,Tests,College Entrance Examinations,College Admission

Many of the numbers used to assess students are statistical in nature. The theoretical context underlying the production of a typical number or statistic used in student assessment is presented. The author urges readers to recognize objective data as subjective information and to carefully consider the numbers that often determine admission, retention, and scholarship distribution in honors.
Model of Organizational Abilities among Secondary School Teachers
Author: Mawardi, Dona Ningrum
Date: 2020-06-00
Type: Journal Articles
Subjects: Secondary School Teachers,Teacher Motivation,Job Satisfaction,Job Performance,Teacher Persistence

This study confirms the correlation model constructed among organizational abilities variables of secondary school teachers. The organizational abilities variables are: organizational commitment, and professional commitment, job satisfaction, and job performance. The samples are secondary school teachers selected using purposive sampling techniques. Data were collected through a rating scale questionnaire (1-5) and analyzed using Lisrel 8.0 program. The results show that professional commitment has a significant effect on organizational commitment and job satisfaction with values of 2.72 and 2.60. Other findings that organizational commitment and job satisfaction have an effect on job performance with values of 2.36 and 2.02. Empirically, the results concluded that the correlation among the variables theoretically fulfilled the fit criteria.
Incorporating Social Justice into Statistical Instruction: Using Action Research to Impact Pre-Service Teachers
Author: Conway, Basil M., IV.
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Justice,Statistics,Mathematics Instruction,Action Research,Preservice Teachers,Educational Practices,Equal Education,Student Attitudes,Attitude Change,Racial Attitudes

The following action research depicts how two researchers from two universities merged their courses and goals of instruction to impact change in future teachers. Two currently practicing middle school teachers from one university worked with researchers to develop a social justice lesson that had relevance to seventeen K-8 pre-service teachers at another university to promote changes in beliefs about equitable teaching practices and policy. Findings from pre- and post-surveys, field notes during enactment, and reflections teachers found teaching statistics for social justice (TS4SJ) in this setting provided an increased responsiveness to the needs of students and statistical connections while also attending to excuses by those facing dilemmas in belief and racial dominance.
IDAE Framework: A Guide for Establishing Industry-Driven Academic Programs
Author: Omorog, Challiz D.
Date: 2020-06-00
Type: Journal Articles
Subjects: Guidelines,Educational Development,Decision Making,Models,Academic Education,Access to Education,Foreign Countries,Program Development,Curriculum Development,Labor Needs,Education Work Relationship,Industry,Information Technology,Socioeconomic Status,Track System (Education),High School Students,College Choice,Career Choice,Grade 10,Student Attitudes,Vocational Education,Team Sports,Art Education,Design,Institutional Characteristics,Compliance (Legal),Higher Education,Technical Education

An empirical study using descriptive-quantitative methods was conducted to investigate this hypothesis and examine the appropriateness of the framework components on the potential offering of an academic program at Camarines Sur Polytechnic Colleges (CSPC). The Identify, Determine, Assess and Establish (IDAE) model provided strategies and results essential for institutional decision-making. The model also proposes that if at least one of the components- I-D-A were not satisfied, the last component- E should not be pursued. Simply put, the academic program should not be instituted. However, further research is encouraged to support these arguments.
Critical Thinking and Critical Literacy: Mutually Exclusive?
Author: Giselsson, Kristi
Date: 2020-00-00
Type: Journal Articles
Subjects: Critical Thinking,Critical Literacy,Student Evaluation,College Students,College Programs,Transitional Programs,Program Effectiveness,Foreign Countries,Abstract Reasoning,Bias,Discourse Analysis

Critical thinking is a core skill within tertiary education, traditionally relying on such principles as logic and truth. Relativistic pedagogical frameworks, such as critical literacy, however, have become increasingly widespread within all levels of education and call into question such principles. In order to ascertain whether critical thinking skills are enhanced or hindered by relativistic approaches, the assessment results of students studying critical literacy within an enabling program at a regional university in Australia were analysed in a small-scale study. The findings potentially suggest that the framework of critical literacy may have had a negative impact on students' results and, possibly, their critical thinking skills, raising the question as to whether the two frameworks might be mutually exclusive.
The Teacher-Parent Nexus in the Competency Based Curriculum Success Equation in Kenya
Author: Amunga, Jane
Date: 2020-00-00
Type: Journal Articles
Subjects: Parent Teacher Cooperation,Learning Theories,Constructivism (Learning),Foreign Countries,Competency Based Education,Teaching Methods,Parent Attitudes,Parent Participation,Instructional Materials,Class Size,Parent Role,Elementary Schools,Educational Finance,Educational Policy,Photography,Teacher Attitudes,Portfolios (Background Materials),Homework,Equipment,Role Conflict,Talent Identification

Competency Based Curriculum (CBC) is based on learners demonstrating the ability to apply the knowledge, skills, attitudes and values they acquire as they progress through their education. Despite initial resistance, this curriculum is now under implementation in Kenya after a pilot study conducted across counties. Successful implementation of this curriculum requires the concerted efforts of teachers and parents. The purpose of this study is therefore to establish the CBC activities that require parental involvement, parents' opinion towards this expectation, teachers' perceptions of CBC and the challenges they experience in the implementation of the CBC. The study was anchored on Vygostsky's social constructivism theory and employed an exploratory research design. A sample of 56 participants took part in the study. Data were collected using open-ended questionnaires and in depth interviews, and analyzed thematically. Findings revealed that, parents were expected to work as co-educators with teachers and provide learning materials for practical sessions, but they were reluctant to do this. The teachers appreciated the sustained interest in learning brought about by CBC but cited numerous challenges like lack of materials, parental support, time, curriculum structure and class size among others. The study recommends that parents should be sensitized about their role in CBC, schools maintain optimum class sizes, the government provides adequate funding, and TSC improves staffing in public primary schools. In addition, talent schools should be established.
The Future of Education in Turkey&apos;s 2023 Educational Vision Document: Views of Academicians in the Faculty of Education
Author: Semerci, Cetin
Date: 2020-00-00
Type: Journal Articles
Subjects: Futures (of Society),Position Papers,Teacher Educators,Teacher Attitudes,Foreign Countries,Educational Principles,21st Century Skills,Competency Based Education,Educational Objectives,Educational Philosophy,Secondary Education,Values Education,Problem Solving,World Problems,Time Factors (Learning),Educational Change

Purpose: This study was conducted to reveal the views of academicians, working in the Faculty of Education, on the 2023 Vision Document of the Ministry of National Education. Method: Qualitative research method was used in this study. The study group consisted of six faculty members. In the determination of participants, easily accessible situation sampling, which is one of the purposive sampling methods, was used. A descriptive qualitative research design was used in this study; interview technique and semi-structured interview form were used as data collection tools. Findings: The findings showed that the views of academicians, who participated in this study, about the education system were based on a philosophical foundation that continues from individuality to sociality, from material dimension to spiritual dimension, and emphasizes an original national and spiritual thought system extending from local to universal. Also, results indicated that, firstly, students should gain national and universal values and then should be equipped with 21st-century skills and competencies if the courses are satisfactory concerning quality, the reduction of the course hours can be positive; emphasis can be given on the necessity of giving the pedagogical formation education rather than giving it. Implications for Research and Practice: The findings obtained from this study suggest that the views of the academicians may contribute to the successful implementation of the document. Studies should be carried out to reveal the opinions of teachers and school administrators, which are important components of education programs, within the framework of the document.
Incentivizing Students to Encourage Consistent Study Group Attendance Is Associated with Improved Course Performance
Author: Hebert, Amy K.
Date: 2020-04-00
Type: Journal Articles
Subjects: Communities of Practice,Study,Groups,Study Habits,Test Preparation,Undergraduate Students,Nursing Education,Academic Achievement,Grades (Scholastic)

Human Anatomy and Physiology I is a rigorous course where developing strong study habits poses a challenge that many students have difficulty overcoming. In an attempt to help students better prepare for exams and improve their overall performance, we introduced incentives for participating in study groups. Here we examine the possible impact these study groups had on exam and course grades of students who participated in study groups versus those who did not, as well as the students' overall attitudes on incorporating these groups into their study habits. Students reported that participation in study groups was a positive experience that helped keep them on track with their material as well as aiding them in preparing for exams. Our goal was to help students develop good study habits that will set them on a path to success in their subsequent coursework. In addition, we anticipated that students would recognize the value of working in groups and strengthen their learning networks and sense of learning community.
Red State or Blue State Depends on the Ventilation Rate: A Respiratory Acid Base &quot;Shock and Awe&quot; Demonstration
Author: Lujan, Heidi L.
Date: 2020-04-00
Type: Journal Articles
Subjects: Demonstrations (Educational),Science Instruction,Chemistry,Learning Experience,Physiology,Teaching Methods,Learner Engagement

This article describes a simple and inexpensive &quot;shock and awe&quot; classroom demonstration for understanding the importance of carbon dioxide (CO[subscript 2]) in acid-base regulation. Before class, a solution was prepared by adding sodium bicarbonate and universal indicator solution to a sample of distilled water contained in a standard plastic water bottle. Upon arriving to class, the students observed the blue-violet solution and were told that the solution could be considered a surrogate for the arterial blood. At this point, a small piece of solid CO[subscript 2] (dry ice) was dropped into the bottle and a balloon, filled with confetti, was placed over the opening of the bottle. As expected, the solution rapidly turned bright pink/red as the solid CO[subscript 2] underwent sublimation and filled the balloon. At this point the balloon was &quot;popped&quot;, making a loud noise and flying confetti about the room contributing to the &quot;shock and awe&quot; appeal. Furthermore, CO[subscript 2] was released simulating ventilation. To simulate hyperventilation, a piece of tubing connected to a hand bicycle pump was inserted into the bottle and air was pumped into the solution. As expected, the solution slowly changed from red to orange to yellow to green and finally approached blue as CO[subscript 2] was forced out of the solution. This straightforward and easy to perform demonstration provoked intense interest and provided a memorable learning experience by attracting and sustaining attention and increasing students' motivation to focus on the material.
Testing in the Age of Active Learning: Test Question Templates Help to Align Activities and Assessments
Author: Crowther, Gregory J.
Date: 2020-04-00
Type: Journal Articles
Subjects: Science Tests,Active Learning,Biology,Undergraduate Students,Teaching Methods,Alignment (Education),Questioning Techniques,Test Format,Taxonomy,Thinking Skills,Test Construction,Student Attitudes,Feedback (Response),Science Instruction,Creativity,Test Preparation

Many undergraduate biology instructors incorporate active learning exercises into their lessons while continuing to assess students with traditional exams. To better align practice and exams, we present an approach to question-asking that emphasizes templates instead of specific questions. Students and instructors can use these Test Question Templates (TQTs) to generate many variations of questions for pre-exam practice and for the exams themselves. TQTs are specific enough to show students which material they should master, yet general enough to keep the exact exam questions a surprise and easy to change from term to term. TQTs generate biology problems analogous to other STEM disciplines' standard problems whose general format is known to students in advance. TQTs thus help instructors ask more exam questions at the higher-order cognitive levels of Bloom's taxonomy, while empowering students to prepare actively and creatively for such questions.
Best Practices in Honors Pedagogy: Teaching Innovation and Community Engagement through Design Thinking
Author: Chaney, Beth H.
Date: 2020-00-00
Type: Journal Articles
Subjects: Best Practices,Honors Curriculum,Design,Thinking Skills,College Freshmen,First Year Seminars,Entrepreneurship,Sense of Community,Problem Solving,Social Problems,Innovation,School Community Relationship,Teamwork,Skill Development,College Faculty,Research Projects,Interdisciplinary Approach

Honors colleges aim to provide unique first-year experiences that promote life skills and emphasize process over product in an interdisciplinary setting that builds community. A two-semester, five-semester-hour course sequence with colloquia tackles these challenges by introducing an entrepreneurial mindset that pushes students toward innovative understanding and building of community. The first iteration includes an introduction to design thinking; identification of wicked problems; collection of data using immersion experiences, interviews, and literature review; and experiments (n = 35) in project-based entrepreneurial methodologies using &quot;Lean LaunchPad.&quot; The second iteration involves assessment, applied qualitative analysis, out-of-class learning, and peer mentoring. Results provide a framework for developing innovative thinking, an entrepreneurial mindset, and community engagement among first-year students--a design that, the authors conclude, has not only developed in students specific, non-academic skills (such as resiliency and creative self-confidence) but effectively doubled the size (as mandated by the university) of the first-year class. Implications for future iterations are considered, calling for strengthening administrative support, increasing academic/community partnership, and sustaining funding beyond the first year.
Contracts for Honors Credit: Balancing Access, Equity, and Opportunities for Authentic Learning
Author: Bahls, Patrick
Date: 2020-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Authentic Learning,Contracts,College Credits,Student Attitudes,Interdisciplinary Approach,College Faculty,Teacher Attitudes,College Students,Educational Practices,Access to Education,Equal Education,Metacognition,Academic Ability,Academic Standards,Difficulty Level,Program Descriptions,Student Diversity,Faculty Workload,Alumni,Community Leaders,Student Leadership,Experiential Learning

Research indicates that a majority of honors students across the country are able to earn honors credit through the fulfillment of honors contracts. These learning contracts grant honors credit to students who perform additional work in non-honors-designated sections of other courses. Despite their popularity, little has been written on the design and delivery of honors contracts. An inaugural annual honors contract system is presented, involving student reflections on contract fulfillment and programmatic assessment of learning outcomes. Students (n = 38) demonstrate an understanding of interdisciplinarity, alternative ways of knowing and being, and intellectual humility while faculty (n = 28) indicate a high level of satisfaction with contracts' design and output. Strengths and weaknesses are discussed. The author concludes that despite legitimate concerns about the effects of contracts on honors curricula and community, these agreements provide flexible ways for offering rich learning opportunities to students. A historical overview of honors contracts is provided.