ethanporcaro/eric-fulltext-meta huggingface dataset:
The Importance of Academics: Feedback from Students of Service-Learning Curriculum
Author: Liu, Xiangling
Date: 2019-00-00
Type: Journal Articles
Subjects: Feedback (Response),Student Attitudes,Service Learning,College Faculty,Team Teaching,Course Evaluation,Correlation,Intellectual Disciplines,Outcomes of Education,Scores,Self Evaluation (Individuals),College Students,Foreign Countries

This article asserts that academics should constitute the majority of the teaching team of university service-learning curriculum. Using appraisals for service-learning courses for eight recent years at Shantou University, we apply the methods of one-way variance analysis and correlation analysis to analyze the data. The results show that academics teaching courses closely related to their specialties are the most popular with the students, that the self-appraisal scores of students taking the courses taught by those academics are the highest in learning outcomes, and that the correlation between the scores of the students' appraisals of these teachers and the learning outcomes received by students is the highest.
A Sample Design in Programming with Four-Component Instructional Design (4C/ID) Model
Author: Guney, Zafer
Date: 2019-00-00
Type: Journal Articles
Subjects: Instructional Design,Computer Science Education,Programming,Models,Skill Development,Transfer of Training

The aim of this study is to introduce the four-component instructional design (4C/ID) model in teaching loops for programming by using the model, which is defined in programming instruction, with the principles of the model for teaching technical skills and to discuss the differences in instructional planning and to discuss in the process of design of loops. It is important to integrate knowledge, skills and attitudes in the transfer of knowledge learned in schools to our business life and culture, and to transfer behaviors to new tasks. In the software development process, the planning, design, development and implementation of the programming courses with appropriate instructional design models and strategies should be ensured in order to teach and learn the subjects of the different courses in an effective and meaningful way. At this time, four-component instructional design (4C/ID) model are used for learning complex technical skills and presented in programming to apply loops for teaching skills in software development for programmers, designers and educators. At the end of study, the relationships between ID models and their use in programming process are indicated, and suggestions for developers, programmers and designers are discussed for the future research and applications in programming.
Design and Evaluation of Worked Examples for Teaching and Learning Introductory Programming at Tertiary Level
Author: Nainan, Mariam
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Science Education,Demonstrations (Educational),Programming,Introductory Courses,Problem Solving,Foreign Countries,Instructional Effectiveness,Web Based Instruction,Undergraduate Students,Visual Aids,Instructional Design

Studying worked examples has been found to be effective for learning problem solving, especially among students. However, students need to actively process example content to benefit from it and content must be structured in a manner that facilities knowledge construction. This study investigated the use of worked examples for teaching and learning programming. Programming involves problem analysis and solution generation. But students tend to jump to solution generation without adequately analysing the problem. Consequently, the current study designed and implemented a new worked example design that emphasised problem analysis and utilised highlighting through web technology to encourage active processing of example content. This study also evaluated the new design in a quasi-experiment in a university course in Malaysia, compared to subgoal labelled worked examples, and conducted over three sessions. Posttest performance was analysed using independent samples t-test and frequency distributions. The results suggested that worked examples based on the new design were more effective than subgoal labelled worked examples, with statistically significant difference in performance, and medium effect size for the first session. For the second and third sessions, performance was marginally better, with learning in both groups possibly limited by the complexity of the worked examples and assessments.
Investigate the Evaluations of Prospective Teacher on STEM Education, Based on Their Experiences with Planning and Implementing STEM Activities
Author: Bozkurt, Ali
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,STEM Education,Learning Activities,Instructional Development,Program Implementation,Material Development

This study intends to investigate the evaluations of prospective teachers on STEM education, based on their experiences with planning and implementing STEM activities. The research's study group, designed qualitatively, is composed of 18 prospective teachers who graduated from the department of mathematics, 16 prospective teachers who graduated from the department of chemistry, 9 prospective teachers who graduated from the department of physics engineering and one prospective teacher from the department of textile engineering. STEM education programs carried out within the scope of the research lasted for 12 weeks, with four hours per week. Prior to the training programs, it was determined whether the prospective teachers had previous knowledge of STEM. After six weeks of training, study groups were formed which were composed of prospective teachers from different branches. Each study group performed what they thought was an STEM activity. A structured interview was undertaken with the teams following completion of the activities. The content analysis method was used to analyze the data gathered from the interviews. As a result of the research, it was determined that the applicability of the activity, compliance with the disciplines of STEM, being instructive and the features of the learning outcome are the selecting criteria in determining STEM activities applied. Prospective teachers mentioned a few problems they encountered during the activities. It was found that the participants thought to implement STEM activities in their professional lteacing routes, but some participants had reservations about the preparation stage and In this context, the most obvious drawbacks about the preparation phase of the activities are the material supplementation and the preliminary preparation of the activities. The drawbacks regarding the implementation process were caused by concerns such as time consuming activities, in efficient implementation of STEM activities, lack of cooperation between students, lack of active participation of students and a lack of materials.
Teacher-Student Eye Contact during Scaffolding Collaborative Mathematical Problem-Solving
Author: Haataja, Eeva
Date: 2019-00-00
Type: Journal Articles
Subjects: Eye Movements,Teacher Student Relationship,Scaffolding (Teaching Technique),Mathematics,Problem Solving,Nonverbal Communication,Mathematics Instruction,Secondary School Teachers,Secondary School Students,Foreign Countries,Cooperative Learning

Teacher's gaze communicates consciously and unconsciously her pedagogical priorities to the students. By creating and responding to eye contact initiatives, people can communicate both status and affection. This research explores the frequency of teacher-student eye contacts and their connection to teachers' scaffolding intentions. The data consisted of mobile gaze tracking recordings of two teachers and stationary classroom videos during three collaborative mathematical problem-solving lessons. The quantitative analysis showed that most of the teacher gazes on student faces did not lead to dyadic eye contacts and those gazes that did, occurred often during affective and cognitive scaffolding. These results offer us novel and important insight in the nonverbal part of scaffolding interaction.
Parents&apos; Perspectives on Elementary Engineering Education Using Hands-On, Heads-On, and Hearts-On (3Hs) Approach
Author: Ling, Lee Yee
Date: 2019-10-00
Type: Journal Articles
Subjects: Parent Attitudes,Elementary Education,Engineering Education,Experiential Learning,Program Effectiveness,Parent Participation,Training,Instructional Materials,Learning Activities,Constructivism (Learning),Student Interests,Foreign Countries

The concept of hands-on, heads-on, and hearts-on (3Hs) education, which conceptualises &quot;whole-child&quot; development in terms of a child's cognitive, social, physical, and affective domain can be appropriately integrated into elementary engineering education. This study aimed to assess parents' perceptions on a 3Hs elementary engineering education program, &quot;Let's Go to Mummie's Lab&quot;, which they participated as co-facilitators. Using survey questionnaires and interviews, the parents' opinions on this 3Hs program were collected and analysed. The study found that the parents gave positive responses to this 3Hs program from the aspects of training session, teaching materials as well as the benefits of this program to the parents themselves and the young students. The parents suggested that making the activities more diverse and prolonging the duration of this program could ensure its sustainability. Training session for parents and physical environment also needed to be improved. This study suggests that 3Hs elementary engineering education can be promoted through activity-based, constructivist education environment, interest-based learning, and play. This research encourages schools to involve parents in promoting 3Hs elementary engineering education for the benefits of stakeholders, including parents and young children.
Investigating the Overlapping Experiences and Impacts of Service-Learning: Juxtaposing Perspectives of Students, Faculty, and Community Partners
Author: George-Paschal, Lorrie
Date: 2019-00-00
Type: Journal Articles
Subjects: Service Learning,Student Attitudes,Teacher Attitudes,Community Attitudes,Partnerships in Education,Public Colleges,College Students,Stakeholders,Academic Achievement,Cultural Awareness,Citizenship Responsibility,Institutional Mission,College Faculty,School Community Relationship,Time Management,Educational Benefits,Self Concept,Discovery Learning

As service-learning and community-based learning proliferate in higher education, increased attention has been directed toward gathering evidence of their impacts. While the bulk of the literature has focused on student outcomes, little work has been done to examine how the perspectives of stakeholder groups overlap and intersect. This study uses an exploratory qualitative design to examine the experiences of service-learning students, faculty, and community partners at a four-year public university, which revealed five key themes: the time-intensive nature of service-learning, the added value provided by the service-learning faculty member, the additional benefits created by service-learning connections, the unintended opportunities for discovery of self and others, and the impacts of the liminal space of service-learning transcending traditional academic boundaries. Implications of the study reveal the importance of institutional support and coordination to maximize impacts on stakeholders, as well as the need for further study of overlapping stakeholder perspectives in multiple contexts.
Optimizing Service-Learning for Self-Efficacy and Learner Empowerment
Author: Gonsalves, Joanna
Date: 2019-00-00
Type: Journal Articles
Subjects: Service Learning,Self Efficacy,Student Empowerment,Outcomes of Education,Student Motivation,Community Colleges,State Universities,College Students,Attitude Change,Educational Attainment,Hispanic American Students,Females,Program Effectiveness

A framework widely used in the field of industrial-organizational psychology, the Job Characteristics Model (JCM) (Hackman &amp; Oldham, 1976), was applied in the current study to measure the quality of students' service-learning experiences as they relate to student outcomes. It was hypothesized that service-learning projects with higher motivating potential, in terms of characteristics underlying job satisfaction according to the JCM, would lead to greater increases in learner motivation and general self-efficacy. Study participants were 228 students engaged in service-learning courses at five community colleges and one state university in the Northeastern United States. The results showed that changes in students' self-efficacy scores were moderated by the motivating potential of service-learning courses. Furthermore, learner empowerment appeared to be a partial mediator of this relationship. The study provides support for the application of the JCM in designing service-learning experiences to strengthen students' course motivation and self-efficacy.
Participatory Orientation in GSL Research to Hear the Community: Who and How Matters
Author: Reynolds, Nora Reynolds
Date: 2019-00-00
Type: Journal Articles
Subjects: Service Learning,Partnerships in Education,Global Approach,International Programs,School Community Relationship,Higher Education,Geographic Regions,Rural Areas,Foreign Countries,Engineering Education,College Faculty,Administrators,College Students,Community Organizations,Water,Research Methodology,Participatory Research

In this article I analyze postcolonial theory as a critical framework to improve understanding of global service-learning (GSL) partnerships. Although research on student learning outcomes from participation in GSL has grown dramatically over the past decade, scholarship on community outcomes and perspectives in GSL continues to lag. Just as participation in GSL does not necessarily result in global learning outcomes for students without intentional programming, I argue that GSL research on community perspectives does not necessarily result in ethical community-university partnerships without interrogation of who is involved and how that research happens. In this article, I pull back the curtain to describe my positionality (who) and the methods utilized (how)--including the cautionary tales and challenges encountered--to provide an example of a participatory orientation to GSL research.
Service Leadership Emergence through Service-Learning Internships in Hong Kong
Author: Snell, Robin Stanley
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Service Learning,Leadership Training,Internship Programs,Experiential Learning,School Business Relationship,College Students,Self Determination,Empowerment,Competence,Personal Autonomy,Readiness,Relevance (Education),Leadership Qualities,School Community Relationship

This article is about a Hong Kong-based summer internship program designed to foster service leadership attributes through service-learning. We report research based on interviews with interns and their partner organization representatives (PORs) and on written assignments as required by the program. We also report how the research informed the redesigning of the program. The research identified factors that support service leadership emergence, including servant leadership by PORs; appropriate intern responsibilities; support from other stakeholders; and interns' possession of a secure knowledge foundation. Conservation of resources (COR) theory underpins our explanation of how these factors enhance service leadership emergence, while self-determination theory (SDT) also explains the impact of servant leadership by PORs. We conclude by explaining the subsequent actions that have been taken to leverage the supportive factors.
Research on Psychometric Modeling, Analysis, and Reporting of the National Assessment of Educational Progress
Author: Oranje, Andreas
Date: 2019-12-00
Type: Journal Articles
Subjects: National Competency Tests,Psychometrics,Statistical Analysis,Computation,Error of Measurement,Statistical Inference,Standard Setting,Test Items,Scores,Item Response Theory

The design and psychometric methodology of the National Assessment of Educational Progress (NAEP) is constantly evolving to meet the changing interests and demands stemming from a rapidly shifting educational landscape. NAEP has been built on strong research foundations that include conducting extensive evaluations and comparisons before new approaches are adopted. During those evaluations, many lessons are learned and discoveries surface that do not often find their way into widely accessible outlets. This article discusses a number of those insights with the goal to provide an integrated and accessible perspective on the strengths and limitations of NAEP's psychometric methodology and statistical reporting practices. Drawing from a range of technical reports and memoranda, presentations, and published literature, the following topics are covered: calibration, estimation of proficiency, data reduction, standard error estimation, statistical inference, and standard setting.
A Comparative Analysis of the &quot;Early Childhood Environment Rating Scale--Revised&quot; and &quot;Early Childhood Environment Rating Scale, Third Edition&quot;
Author: Neitzel, Jennifer
Date: 2019-12-00
Type: Journal Articles
Subjects: Rating Scales,Early Childhood Education,Educational Quality,Scoring,Scores,Predictive Validity,Interrater Reliability,Test Items,Comparative Analysis

The Early Childhood Environment Rating Scales, including the &quot;Early Childhood Environment Rating Scale--Revised&quot; (Harms et al., 2005) and the &quot;Early Childhood Environment Rating Scale, Third Edition&quot; (Harms et al., 2015) are the most widely used observational assessments in early childhood learning environments. The most recent version of the scale addresses some of the criticisms in the research literature, particularly related to the organization of the Scale and the standard scoring procedures. In the current study, we explore the relationship between the two scales. Specifically, we evaluated the correlations between the &quot;Early Childhood Environment Rating Scale--Revised&quot; and the &quot;Early Childhood Environment Rating Scale, Third Edition,&quot; as well as the differences between the overall scores, individual items, and subscales. Implications for practice and future research are also provided.
Exploring Shame and Pedagogies of Discomfort in Critical Citizenship Education
Author: Costandin, Elmarie
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Citizenship Education,Social Justice,Social Change,Emotional Response,Psychological Patterns,Design,Exhibits,Local History,Student Attitudes,College Students,Attitude Change,White Students,Cultural Awareness

Background: Social transformation in South Africa is a sensitive issue because of the historical realities of segregation and past injustices. Aim: To address transformation, Visual Communication Design students were asked to design an exhibition, event, sculpture or garden to memorialise the forced removals that took place on the site of the current Arts and Social Sciences Building of Stellenbosch University and to thereby contribute with their own 'voices' to an event or exhibition. Setting: The focus of the project was to memorialise the forced removals that occurred on the place known then as Die Vlakte. The aim was to investigate the reactions of students and community members to explore how a visual communication project prepared them or failed to prepare them for dealing with social injustice. Methods: A case study research design was applied, and inductive qualitative content analysis was used in processing and organising data. The theoretical framework included critical citizenship education, social justice, pedagogy of discomfort, shame and white shame. Results: Critical citizenship education may form part of pedagogies of discomfort, and shame may be used positively as we ask students to negotiate emotionally charged subjects through visual communication. Conclusion: As the case studies have shown, students are capable of identifying sources of discomfort and growing from them to perceive a local historic event in a more sensitive and inclusive way.
The Relationship of Good University Governance and Student Satisfaction
Author: Muhsin
Date: 2020-00-00
Type: Journal Articles
Subjects: Universities,Higher Education,Governance,College Faculty,Student Attitudes,Economics Education,Teacher Effectiveness,Educational Quality,Foreign Countries,College Administration,Predictor Variables,Correlation,College Students

The purpose of this paper is to examine the relationship of good university governance, teaching quality of lecturers and student satisfaction. It also aims to examine the effect of learning facilities on good university governance and student satisfaction. 361 students of the Faculty of Economics, Semarang State University, were involved in this study using proportionate random sampling. Then, to gather the data, a questionnaire was distributed, and the data were analyzed by applying SEM-PLS. The results showed that good university governance, teaching quality of lecturers, and learning facilities had a positive and significant effect on student satisfaction. The teaching quality of lecturers is proven to be influenced by good university governance. In addition, learning facilities also have a significant effect on good university governance.
Development of a Learning School in Wat Srichan School, Khon Kaen Province: A Participatory Action Research
Author: Chanthago, Phramaha Jittipong
Date: 2020-00-00
Type: Journal Articles
Subjects: Scores,Critical Thinking,Thinking Skills,Creativity,Postmodernism,Educational Quality,Skill Development,Action Research,Participatory Research,Foreign Countries,Religious Education,Buddhism,Experiential Learning,Learning Processes,Teaching Methods

This research was conducted in order to develop a learning school system at Wat Srichan School. This monk school has experienced problems related to quality due to the students' low proficiency as evidenced in the unsatisfying O-net Test score. This research was framed around the participatory discipline in which both critical social theory and theory of post-modernism were integrated in order to assure the attainment of information from collaboration between the researcher and the research participants. Thirty research participants were engaged in different processes of the research, including planning, acting, observing, and reflecting upon the results. These research processes were deployed in 2 semesters between the academic year 2015-2016. The development was aimed at creating positive changes in the student's learning. The research created three developmental projects: 1) Creating an environment that promoted learning, 2) Developing teachers to foster teaching skills that promote critical thinking and creativity among the learners, and 3) Developing critical thinking skills and creativity for the learners. The projects were found to be effective for the promotion of learning at the school because the overall scores of all of the projects' indicators and the score for each individual project were both averaged above 3.50. The project helped to create awareness among the researchers and the participants regarding the importance of collaborative and democratic measures as crucial means for success. Particularly in this research, it was observed that in order for the learning environment to be created the three projects mentioned above should be implemented.