ethanporcaro/eric-fulltext-meta huggingface dataset:
TBAL: Technology-Based Active Learning in Higher Education
Author: Ghilay, Yaron
Date: 2015-00-00
Type: Journal Articles
Subjects: Active Learning,Higher Education,Handheld Devices,Technology Uses in Education,Technology Integration,Teaching Methods,Multimedia Instruction,Teaching Models,Program Descriptions,Instructional Innovation,Instructional Effectiveness,Business Administration Education,Learning Processes,Educational Improvement,Questionnaires,Likert Scales,Student Attitudes,Participant Satisfaction

In many institutions of higher education worldwide, faculty members manage lessons based on information transfer whereas their students become passive listeners. According to international research, passive learning has disadvantages mainly because students do not engage in the lesson. The study introduces a new model for higher education called TBAL: Technology-Based Active Learning. It intends to face the challenge of transfer to active learning, using mobile devices in face-to-face courses. Following a research undertaken at the Neri Bloomfield School of Design and Education (n = 67), the new model was found to be very successful. Students, who participated in the research, reported that courses based on TBAL principles, improved their learning process, were very experiential and had a significant contribution for better participation, collaboration and teamwork. The TBAL model was found to be applicable to courses based on text reading, in particular, but it may be also suitable for quantitative courses, subject to appropriate adjustments.
Using Information Processing Theory to Teach Social Stratification to Pre-Service Teachers
Author: Brown, Jennifer L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Teaching Methods,Social Stratification,Preservice Teachers,Mixed Methods Research,Learning Experience,Simulation,Knowledge Base for Teaching,College Freshmen,Cultural Awareness,Journal Writing,Measures (Individuals),Student Attitudes,Pretests Posttests,Games,Intervention,Social Class,Attitude Measures,Teacher Education

Information in context has meaning for the student, easily understood, easily retrieved, and successfully moves to long term memory. If information is not in context, rote memorization occurs with the less meaningful information, and information is not easily retrieved or successfully stored in long term memory. The purpose of this study was to determine if using a teaching simulation to teach social stratification can improve the students' knowledge of culture and knowledge of effective instructional practices using 21 incoming freshman students. This study used a mixed methods approach with journal entries and inventories. The results indicated the pre-service teachers felt the simulation allowed them to apply the classroom content within a direct learning experience.
Perceptions and Performance of King Saud University Students' about Concept and Finding Limit of Functions Graphical and Symbolic
Author: El-khateeb, Mahmoud M. A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Misconceptions,Knowledge Level,Mathematical Concepts,Data Analysis,Statistical Analysis,Algebra,Mathematics,Calculus,Males,Mathematics Skills,Graphs,Statistical Significance,Error Patterns,Correlation

The purpose of this study was to investigate the misperceptions and performance of king Saud University students' about concept and finding the limit of same partial functions given in the form of both graphical and symbolic. In the collection of the data, the researcher employed the open-ended question test consisted of four items. Firstly, symbolic representation of the questions, later graphical representation of the same questions was given to the students. In the data analysis, descriptive analysis method was used and independent samples t-test was employed with a = 0.01 in the analysis of the differences of students' algebraic and graphical performance. The result showed that some students had some misconceptions and misunderstanding related to the concept of limit. It was also observed that there were significant differences found between students' performances algebraic and graphical. The students had higher scores in graphical representation than symbolic.
Having Many Irons in the Fire--&quot;Finnish Female Leaders' School Memories&quot;
Author: Hyvärinen, Sanna
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Leadership,Administrator Attitudes,Females,Educational Background,Prior Learning,Career Development,Personal Narratives,Qualitative Research,Interviews,Interpersonal Relationship,Educational Experience,Student Experience,Memory,Educational Attitudes

Education and school years impact leadership development, but this development has still been little studied. This study contributes Finnish female leaders' narratives to the discussion. The purpose was to analyze how female leaders describe their school years and themselves as learners and how these elements have shaped their careers. The following questions were set for this research: (1) How do female leaders describe the significance of school in the light of their career development? and (2) How did female leaders experience school going and their school years? This was a qualitative study employing a narrative approach and in which ten female leaders were interviewed. Women's activity and social relationships appeared the most important factors in their study paths when considered from the perspective of leadership development. Based on the findings, the role and meaning of school experiences in becoming a leader were discussed.
The Development of Critical Thinking in Professional and Academic Bachelor Programmes
Author: Evens, Marie
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Critical Thinking,Undergraduate Students,Undergraduate Study,Longitudinal Studies,Comparative Analysis,Professional Education,Academic Education,Measures (Individuals),Statistical Analysis,Pretests Posttests

Critical thinking is an important goal in higher education. Students are expected to grow in critical thinking during their higher education programme. The present study investigates the development of critical thinking in 1134 bachelor students in Flanders, Belgium. The study followed a mixed longitudinal design. Students' critical thinking was measured by the Scipio, a test consisting of both constructed response items and forced choice items. The analyses were split up for academic and professional bachelor students. Students in both academic and professional bachelor programmes are shown to become better critical thinkers during the first two years of study, although the specific growth patterns of both programme types are different. Professional bachelor students show a large growth in the first year of higher education, but do not improve their critical thinking during the next two years. Academic bachelors on the other hand show a moderate growth in the first year and continue developing their critical thinking during the next years, leading to a higher overall growth than professional bachelor students.
First-Generation College Student Dissertation Abstracts: Research Strategies, Topical Analysis, and Lessons Learned
Author: Banning, James H.
Date: 2014-00-00
Type: Journal Articles
Subjects: First Generation College Students,Doctoral Dissertations,Documentation,Content Analysis,Synthesis,Search Strategies,Intellectual Disciplines,Research Methodology,Social Theories

First-generation college students are students whose parents or guardians did not obtain a four year college degree (Davis, 2012). As a group these students make up a large part of the college student population and are often reported to encounter difficulties in their campus experience. While the topic of first-generation student has received much attention over the past years, no research effort has been reported that examines dissertations on the topic. This article utilizes a bounded qualitative synthesis study framework to examine the 133 dissertation abstracts found by searching the ProQuest Dissertation and Theses™ digital database for dissertations abstracts from 2009 through 2013 using the search terms &quot;first-generation college students&quot; and &quot;higher education.&quot; The research question for this study was: What can we learn from the examination of doctoral dissertation abstracts that focus on the experience of first-generation college students regarding research strategies, topics addressed, and lessons learned? The study's findings provide an overview of researcher attributes and the characteristics of the research in terms of methodology and topical focus. &quot;Lessons learned&quot; from the abstracts as well as the omissions in the research are presented. A major finding of the investigation was that very few of the dissertations have entered the academic conversation regarding first generation students--major books on the topic do not reference the dissertations and in a search of academic journals only three of the 133 dissertations were found to have been published.
The Philosophy of Learning and Listening in Traditional Classroom and Online Learning Approaches
Author: Hassan, Aminuddin
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Teaching Methods,Online Courses,Listening Skills,Conventional Instruction,High Achievement,Metacognition,Foreign Countries,Islam,Universities,Blended Learning,Undergraduate Students,Learning Processes,Experimental Groups,Control Groups,Courseware,Statistical Analysis,Instructional Effectiveness,Student Attitudes,Scores,Pretests Posttests,Questionnaires,Likert Scales

It is important to consider the concepts of traditional classroom and online learning in evaluating effective learning and listening conducted in higher learning institutions. To reach the depth of both concepts, one should understand them in the philosophical point of view. Both traditional classroom and online learning play a role in the learning process. It was investigated by many researchers before and important findings had been revealed. Both play different roles. There are researchers who came out with blended learning as the solution. However, many other factors need to be considered. This study has defined several objectives to investigate the type of learning that can provide high achievement within the students and to determine whether there is any significant difference in metacognitive awareness listening strategies students used in learning listening online and learning listening in a traditional classroom. This study was conducted in Universiti Sains Islam Malaysia (USIM), a local university in Negeri Sembilan. This university is located in Nilai, Negeri Sembilan. 44 students were selected (22 in control group, 22 in experimental group) from the Syariah and Law Faculty as participants of the research. From the pre-test, the student's level of proficiency was the same. After determining on what type of instruments and data analysis procedure to be used, the researcher compared the data using t-test. In listening strategies, based on the findings, there is no significant difference between two groups of approach. The students use the same strategy either online classroom or traditional classroom. It differs on the type of strategy used, but the frequency of applying the strategy between two groups is the same. Because the result showed that traditional classroom performed better result than online, it might have been something wrong with the courseware used by the teacher. The lack of instruction provided by the teacher might be why the students in online learning could not perform in the listening task.
Generational Perspective of Higher Education Online Student Learning Styles
Author: Williams, Chad J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Generational Differences,Higher Education,College Students,Student Attitudes,Cognitive Style,Electronic Learning,Online Courses,Satisfaction,Statistical Analysis,Scores,Expectation,Distance Education,Correlation,Hypothesis Testing,Multiple Regression Analysis

A study was conducted of students participating in on-line academic courses in institutions of higher education to ascertain if there was a generational influence on learning styles. The specific research question was: What, if any, relationships exist among learning styles, generational groups, and satisfaction with online learning? Inferential and descriptive statistics were used to determine there was a statistically significant differences between Baby Boomers and the Millennial Generation as well as Generation X. Baby Boomers were found to have significantly lower scores on this subscale as compared with both the Millennial Generation and Generation X. In addition, the Millennial Generation reported lower scores on overall satisfaction survey components as compared with both Generation Xers and Baby Boomers.
Supporting Sustainable Strategies for SMEs through Training, Cooperation and Mentoring
Author: Brien, Emma O.
Date: 2014-00-00
Type: Journal Articles
Subjects: Mentors,Sustainability,Small Businesses,Training Methods,Institutional Cooperation,Organizational Change,Problem Based Learning,Web Based Instruction,Electronic Learning,Educational Practices,Communities of Practice,Foreign Countries

In order to remain successful and competitive in business today it is important that SMEs can sustain themselves by adapting to economic changes. SMEs have a distinct advantage over large companies in that they have less bureaucracy and hierarchical restrictions and can implement changes quickly. However often they are slow to change their way of doing business and collaborate. Through implementing training collaboration is facilitated which allows SMEs to discover new ways of doing business and practical methods of implementing these. This paper emphasises the importance of training and collaboration in sustaining SMEs going forward and outlines methods that SMEs can use to collaborate and learn to enhance their business.
Effect of Group Work on EFL Students' Attitudes and Learning in Higher Education
Author: Taqi, Hanan A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Group Activities,Teaching Methods,English Instruction,Phonetics,Phonics,English (Second Language),Second Language Learning,College Students,Student Attitudes,Questionnaires,Tests,Instructional Effectiveness,Age Differences,Grade Point Average,Foreign Countries,Cooperative Learning,Males

The use of group work in classroom activities is a method used for motivating learning and increasing the idea of pleasure through learning. The current study investigates the advantages of group work in exams in the English department, in the College of Basic Education. 40 students in two classes of &quot;The Introduction of Phonetics and Phonology&quot; participated in the study. They performed six tasks; two prior to group work, two done in group work (by one group only) and two after group work. The tasks were all practical, and they were based on phonetic transcription. One of the groups participated in group work while the other did not. This was done enable to compare the results. In addition to exam results, a five-open-questions questionnaire on the students' perception of group work was distributed to the participants. Throughout the application of the study, the instructor took notes of her observation of the formation of and participation in group work. It was found that the students who worked in groups did not improve. However, most students reported that they enjoyed the tasks and would like to work in a group more often. The method of forming a group also seemed to affect learning. It was found that social and academic variables of age and GPA affected the formation, engagement and results of group work.
Teacher Performance Appraisal: More about Performance or Development?
Author: Elliott, Kerry
Date: 2015-09-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Effectiveness,Teacher Evaluation,Standards,Value Added Models,Teacher Attitudes,Educational Change,Pedagogical Content Knowledge,Academic Achievement,Correlation,Feedback (Response),Teacher Education,Elementary Secondary Education,Higher Education

Given that &quot;teacher appraisal can be a key lever for increasing the focus on teaching quality&quot; (OECD, 2013b, p.9) and that many reforms in the past have failed (Kleinhenz &amp; Ingvarson, 2004), an understanding of the various aspects of successful performance appraisal is essential. The literature has begun to refer to a number of factors that support the development of an effective performance and development system. This paper discusses some of the key research connected with teacher performance appraisal, including aspects and outcomes and points to the need for a better understanding of how they are connected to bigger ideas. Highlighting the importance of an enhanced understanding of performance appraisal as a discursive approach to building teaching quality, this paper identifies elements that need further research if we are to grasp the implications of performance appraisal.
Fostering Students' Creativity through Van Hiele's 5 Phase-Based Tangram Activities
Author: Siew, Nyet Moi
Date: 2014-00-00
Type: Journal Articles
Subjects: Creativity,Elementary School Students,Grade 3,Pretests Posttests,Geometry,Intervention,Mathematics Instruction,Elementary School Mathematics,Creativity Tests,Learning Activities,Manipulative Materials,Puzzles,Instructional Effectiveness,Student Attitudes,Foreign Countries,Statistical Analysis

The aim of this study was to determine whether Van Hiele's 5 phase-based tangrams activities could help to foster creativity among Grade Three primary school students. Students' creativity was investigated in terms of Torrance's Figural Test of creative thinking: Fluency, Originality, Elaboration, Abstractness of title, and Resistance to a premature closure. The study further examined students' responses to learning experience in tangram activities. A pre-test and post-test single group experimental design was employed in the study. This research design involved assessment on the students' creativity based on the figural constructing task which was implemented prior and subsequent to the intervention. A total of 144 Grade Three students took part in the study. The students learned Two-dimensional geometry and Symmetry through the Van Hiele's 5 phases of learning using tangram. The intervention took place for 3 hours. Paired samples t-tests which compared the mean scores of pre- and post- figural test were computed to determine if a significant difference existed. The results showed that there were significant differences in mean scores between pre- and post-figural test. The in-depth analysis about the five dimensions of Torrance's creativity found that the applied intervention was only significant in improving students' elaboration, no significant changes in students' fluency and abstractness of title, and significant dropping performance in originality and resistance to premature closure. Generally, students felt that the tangram activities had provided an opportunity for them to think creatively. In conclusion, this study shows that the tangram, when integrated with van Hiele's five Phases of learning is able to foster student's creativity in geometric lessons.
From Research to Praxis: Empowering Trinidadian Primary School Teachers via Action Research
Author: Bissessar, Charmaine S.
Date: 2015-09-00
Type: Journal Articles
Subjects: Elementary School Teachers,Action Research,Literature Reviews,Interviews,Telephone Surveys,Electronic Mail,Student Teachers,Young Children,Andragogy,Teacher Empowerment,Student Satisfaction,Praxis,Theory Practice Relationship,Transformative Learning,Models,Reflection,Foreign Countries

An exponential body of extant research illustrates the symbiotic dyad action research, andragogy, reflective praxis, and transformative learning share. This paper contains a narrative review of 83 action research papers submitted to the researcher as part of the fulfilment of the Bachelor of Education degree from April 2011 to May 2013. Additionally, interviews via email and telephone with 42 of the 83 student-teachers on their perceptions of the importance of action research on their instructional practice are examined. The narrative review of student-teachers' archival action research proposals was thematically coded to reflect challenges confronting primary school, special needs, and early childhood educators in Trinidad. Interviews from 42 of the 83 participants yielded the following four themes: (a) andragogy/empowerment; (b) student satisfaction; (c) the promotion of a culture of reflective praxis; and (d) transformative learning.
The Attitudes of the High School Students of Hail, Saudi Arabia towards the Current Educational Concepts
Author: Khasawneh, Kholoud Ahmed Saleem
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Student Attitudes,Predictor Variables,Questionnaires,Statistical Significance,Technology Education,Democratic Values,Democracy,Integrated Curriculum,Creativity,Environmental Education,Statistical Analysis

This study aimed to identify the attitudes of public secondary school students in the State of Hail towards the modern educational concepts, and what are the differences between them. It has been used in the study descriptive analytical method. The study was conducted on a sample of 400 male and female students, chosen randomly according to the variables of gender, branch of high school, school type, and average. A questionnaire was made and consisted of (39) items, and distributed on five key areas: Technology Education, Democratic Education, Integrated Education, Creative Education, and Environmental Education. The results indicated that students' attitudes toward contemporary educational concepts have come up in two areas: Technology Education and Democratic Education and the rest of the areas were the medium degree of importance. The results also showed no statistically significant differences in students' attitudes due to the variables of the study.
Prospective Secondary Science Teachers' Argumentation Skills and the Interaction of These Skills with Their Conceptual Knowledge
Author: Acar, Ömer
Date: 2015-09-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Science Process Skills,Persuasive Discourse,Physics,Inquiry,Misconceptions,Knowledge Level,Scientific Concepts,Task Analysis,Skill Development,Multivariate Analysis

This study investigated if prospective secondary science teachers enhance their argumentation skills and the interaction of the change in their argumentation skills with their conceptual knowledge during an argumentation-based guided inquiry course. 37 prospective secondary science teachers constituted the study sample. They were grouped according to whether or not they had a misconception about understanding of balanced forces at the beginning of the course. They performed oral and written argumentation tasks during the course. Their written argumentation tasks were assessed four times during the course for balanced forces and sinking and floating behaviour of objects. Results indicated that prospective secondary science teachers developed mostly counter-argument and rebuttal skills. In addition, different trends of the change in argumentation skills were identified for prospective secondary science teachers having a misconception and those having a scientific conception. Implications for teacher education and science education were discussed according to these results.