ethanporcaro/eric-fulltext-meta huggingface dataset:
EFL College Students' Perceptions of Classroom English Tests
Author: Al-Nouh, Nowreyah A.
Date: 2014-00-00
Type: Journal Articles
Subjects: College Students,English,Language Tests,Student Attitudes,Testing Problems,Difficulty Level,Preservice Teacher Education,Preservice Teachers,Likert Scales,Predictor Variables,Age Differences,Nationalism,Grade Point Average,Cohort Analysis,Classroom Environment,Questionnaires,Statistical Analysis,Linguistic Performance,Psychological Characteristics,Foreign Countries,Test Anxiety

Students' perceptions of their classroom English tests play a crucial role in affecting their performance. Hence, the present study is interested in soliciting college students' perceptions of their classroom English tests to find out the reasons behind test difficulties. Participants were 585 female college students chosen randomly from all grade levels enrolled in a four years pre-service teacher education program at the CBE in Kuwait. The study employed a descriptive survey research design using Likert's five-point scale distributed into three categories: Linguistic reasons, psychological reasons and other reasons. Independent variables measured were age, grade level, nationality and GPA. Results revealed students' perceptions were at a medium level. Significant differences were found for nationality and GPA. Implications for ways of conducting classroom English tests as well as recommendations for future research were discussed.
Supporting Online Faculty through a Sense of Community and Collegiality
Author: Terosky, Aimee LaPointe
Date: 2015-00-00
Type: Journal Articles
Subjects: Online Courses,Collegiality,Communities of Practice,Qualitative Research,Educational Technology,Tenure,Nontenured Faculty,College Faculty,Teacher Attitudes,Attitude Measures,Technical Support,Faculty Development,Private Colleges,Teacher Surveys,Coding,Part Time Faculty,Gender Differences,Semi Structured Interviews,Teacher Characteristics,Professional Identity

In this qualitative study, we examine the experiences of seven tenure-track and non-tenure track current/future online faculty through the conceptual lenses of sense of community (McMillan &amp; Chavis, 1986) and collegiality (Gappa, Austin, &amp; Trice, 2007). We found: (1) participants reported that their sense of community and collegiality around online course development and teaching was lacking, (2) participants' communities for online teaching, if available, primarily focused on technical support, and (3) participants desired greater community and collegiality for philosophical and psychological concerns with the medium of online teaching. We conclude with recommendations for practice for online faculty professional growth.
Building Emotional Competence in Educators
Author: Kasler, Jonathan
Date: 2013-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Emotional Development,Teacher Characteristics,Interpersonal Communication,Emotional Intelligence,Interpersonal Relationship,Self Efficacy,Undergraduate Students,Preservice Teachers,Empathy,Program Effectiveness,Assignments,Group Discussion,Hypothesis Testing,Foreign Countries,Questionnaires,Self Control,Scores

The importance of emotion in the process of learning interpersonal communication in educational settings has been well documented. We administered the Schutte Self-Report Emotional Intelligence Test (Schutte et al., 1998), the Interpersonal Reactivity Index (Davis, 1980), and the Emotional Self-Efficacy Scale (Kirk et al., 2008) to 50 undergraduate education students who were enrolled in an elective course on emotional intelligence in education, at commencement and at the end of the course. Results showed an increase in emotional self-efficacy and emotional intelligence, but no increase in empathy. These results support the view that social emotional competence can be enhanced within an academic learning environment, thus providing students of education and perhaps other people-oriented professions with valuable preparation for future careers.
Self- and Peer Assessment in Massive Open Online Courses
Author: Admiraal, Wilfried
Date: 2014-00-00
Type: Journal Articles
Subjects: Large Group Instruction,Distance Education,Online Courses,Educational Technology,Self Evaluation (Individuals),Peer Evaluation,Higher Education,Evaluation Methods,Foreign Countries,Tests,Comparative Analysis,Correlation

Open online distance learning in higher education has quickly gained popularity, expanded, and evolved, with Massive Open Online Courses (MOOCs) as the most recent development. New web technologies allow for scalable ways to deliver video lecture content, implement social forums and track student progress in MOOCs. However, we remain limited in our ability to assess complex and open-ended student assignments. In this paper, we present a study on the quality of self- and peer assessments in three MOOCs. In general, the quality of self-assessments and peer assessments was low to moderate, suggesting that both self-assessment and peer assessment should be used as assessment &quot;for&quot; learning instead of assessment &quot;of&quot; learning. Based on low correlations with final exam grades and other assessment forms, we conclude that self-assessments might not be a valid way to assess students' performance in MOOCs. Yet the weekly quizzes and peer assessment significantly explained differences in students' final exam scores, with one of the weekly quizzes as the strongest predictor. Future research on MOOCs implies a reconceptualization of education variables, including the role of assessment of students' achievements.
The Integrative Model of Behavior Prediction to Explain Technology Use in Post-Graduate Teacher Education Programs in the Netherlands
Author: Admiraal, Wilfried
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Technology Uses in Education,Graduate Study,Questionnaires,Teacher Educators,Models,Computer Software,Computers,Teacher Attitudes,Computer Attitudes,Gender Differences,Teaching Experience,Self Efficacy,Measures (Individuals),Interviews,Regression (Statistics),Predictor Variables,Statistical Analysis

This study examined technology in post-graduate teacher training programs in the Netherlands. A questionnaire was completed by 111 teacher educators from 12 Dutch universities with a post-graduate teacher training program. The general view of the use of technology in Dutch post-graduate teacher education was quite conventional. Basic technology such as computers, WiFi, electronic whiteboards, virtual learning environments and presentation software was commonly used, but more advanced or innovative technology was less common. In addition, the psychological Integrative Model of Behavior Prediction of Fishbein and Azjen was applied to explain differences between teacher educators in the use of both hardware and software in teacher education. Teacher educators' positive attitudes toward technology in education were significantly related to the extent to which hardware facilities were used to support teacher training pedagogy. Perceived norm largely explained differences in the extent to which software applications were used. However, both aspects were moderated by teacher educators' gender and teaching experience showing that female teacher educators and experienced teacher eduactors reported to use technology in teacher education more than other teacher educators. Soft- and hardware conditions and self-efficacy in technology did not add much explanatory power. Implications for technology use in post-graduate teacher training are formulated.
Implicit Bias and First Name Stereotypes: What Are the Implications for Online Instruction?
Author: Conaway, Wendy
Date: 2015-00-00
Type: Journal Articles
Subjects: Online Courses,Stereotypes,Social Bias,Correlation,Racial Bias,Negative Attitudes,Teacher Attitudes,Teacher Student Relationship,Labeling (of Persons),Identification,Group Dynamics,Prediction,Measures (Individuals)

The online classroom is perceived as being a non-threatening, unbiased, safe environment due to the lack of visual cues that normally trigger hidden attitudes and biases. However, it is possible that stereotypical student names often trigger implicit bias in instructors leading to group expectations that can often manifest in a variety of ways including lack of attention or negative evaluations. In this study, we explored the relationship of underlying attitudes and biases of online instructors with respect to racially or ethnically identifiable student first names using the Brief Implicit Attitudes Test (BIAT) instrument specifically designed for this purpose. Participants included 147 online instructors with at least a Master's degree in their given field of expertise. Using an experimental research design, we found that to a small degree, implicit bias does exist with respect to stereotypical student names. This study also found that instructors consciously believed themselves to be warm and accepting of stereotypical names. In other words, what instructors say they feel and what they really feel are distinctly different?
Theoretical Perspectives Underlying the Application of Cooperative Learning in Classrooms
Author: Tran, Van Dat
Date: 2013-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Instructional Effectiveness,Comparative Analysis,Models,Constructivism (Learning),Cognitive Development,Socialization,Accountability,Interpersonal Competence

Cooperative learning has been the centre of worldwide attention because it has been shown to have strong effects on student learning, as well as other positive outcomes. Although the academic, social, affective and psychological outcomes of students taught by cooperative learning are more positive compared with students taught by the traditional teaching method, there are many misunderstandings and disagreements about the reasons why. This paper investigated this question and suggested a range of theoretical models to explain the effectiveness of cooperative learning. These theoretical perspectives include the social interdependence theory, the cognitive perspective, and the social learning theory, all of which contribute to the theory of learning known as constructivism.
Prevalence of and Factors Associated with Work Stress in Academia in Tanzania
Author: Mkumbo, Kitila
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Stress Variables,Performance Factors,Incidence,Teacher Surveys,Statistical Analysis,Teacher Attitudes,Work Environment,Psychological Characteristics,Fatigue (Biology),Questionnaires,Participant Characteristics,Teaching Load

Work stress has been identified as a common phenomenon in the teaching profession. However, little research has been done to examine the prevalence of and factors associated with work stress among employees in university context in Tanzania and sub-Saharan African countries in general. Using survey design within the quantitative approach, this study investigated the prevalence of and factors causing work stress among academic staff in public and private universities. The results show that a significant proportion of academic staff reported experiencing high stress, with respondents in public universities reporting being more stressed than their counterparts in private universities. Three factors have been identified as particularly associated with work stress among academic staff. These are lack of staff involvement in institutional reform processes, lack of necessary support systems related to their work and high workload levels. Highly qualified and experienced staff reported lower levels of stress than staff with low qualifications and less experienced. These results indicate that work stress is a common phenomenon among institutions of higher education with its associated consequences such as low job satisfaction, which is likely to affect staff's productivity.
Toward a Conceptual Synthesis and Ecological Approach to Case Studies of Curricular Innovation Implementation and University Restructuring in Russian HE
Author: Savelyeva, Tamara
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Case Studies,College Administration,Models,Curriculum Implementation,Curriculum Development,Educational Policy,Educational Change,Holistic Approach,Social Networks,Inquiry,Qualitative Research,Semi Structured Interviews,Observation

This study addresses the methodological and conceptual challenges associated with the application of disconnected frameworks of organizational theory and case studies, focused on &quot;efficiency, effectiveness, and economy&quot; to investigate complex educational phenomena in post-Soviet higher education systems under the condition of restructuring. I use the example of university restructuring and institutional curricular innovation implementation in Russian higher education to test and validate an alternative model, which employs ecological principles as the guiding value system and utilizes conceptual synthesis at all stages of this case study. The resulting descriptive model comprises antecedents, processes, and contents of university restructuring under three broad categories: organization, environment, and relation. Elaborated with an ecological approach, this model enriches the current vision of curricular innovation implementation from lineal to the perspectives of emergence, networking, and self-organization principles of ecological science. In discussing the results of the study, I offer a new research model with its possible methodological constraints as well as its great potentials to advance the sub-field of educational policy and educational administration.
Using Instructor-Generated Video Lectures in Online Mathematics Courses Improves Student Learning
Author: Hegeman, Jennifer S.
Date: 2015-06-00
Type: Journal Articles
Subjects: Online Courses,Mathematics Instruction,Algebra,College Freshmen,Academic Persistence,Notetaking,Video Technology,Homework,Multimedia Instruction,Teaching Methods,Mathematics Tests,Teacher Role,Time on Task,Scores

Low retention rates in online freshman-level mathematics courses are a concern, especially at postsecondary institutions that serve academically unprepared students. The purpose of this study was to determine if student performance in an online College Algebra course that relies heavily on text-based multimedia tools can be improved by replacing publisher-generated educational resources with instructor-generated video lectures. The original online College Algebra course placed the publisher-generated educational resources in the role of content provider by enabling all publisher-generated learning aids within the online homework system and treating instructor-generated educational materials as supplemental resources. In contrast, the redesigned online College Algebra course enhanced the course instructor's teaching presence by requiring students to complete instructor-generated guided note-taking sheets while watching instructor-generated video lectures, treating publisher-generated learning aids as supplemental resources by removing them from within the online homework system. Results indicate students who enrolled in a redesigned online College Algebra course that strategically placed the instructor in the role of content provider performed significantly better on both online and handwritten assessments than did students who enrolled in an online College Algebra course that placed the publisher-generated educational resources in that role.
The Intersection of Preservice Teachers' Confidence, Perceptions, and Ideas for Using Instructional Technology for Teaching and Learning
Author: Nadelson, Louis S.
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Preservice Teachers,Self Esteem,Student Attitudes,Measures (Individuals),Demography,Student Surveys,Statistical Distributions,Predictor Variables

The evolving landscape of instructional technology is influenced by access to a wide range of technology tools that can be accessed to enhance teaching and learning. Technological tools such as smart phones, apps, tablets, social media, and YouTube exemplify the kinds of resources that are readily available for teaching and learning. Further, the development of different course delivery systems and the exposure to concepts such as flipped classrooms and electronic portfolios have extended the use of mainstream technology into new instructional applications. The ongoing evolution of technology hardware, software, and instructional applications has numerous educational implications. In an effort to understand the implications of the evolving landscape of technology in education we examined the responses of 52 preservice teachers to determine their confidence with, perceptions of, and intentions for using instructional technology to teach and learn. Our research revealed a potential misalignment between the participants' comfort, perceptions, and intentions for using technology for teaching and learning. Implications and ideas for further research are discussed.
Identifying Students at Risk of School Failure in Luxembourgish Secondary School
Author: Klapproth, Florian
Date: 2013-00-00
Type: Journal Articles
Subjects: At Risk Students,Academic Failure,Foreign Countries,Elementary School Students,Secondary School Students,Predictor Variables,Low Achievement,Grade 6,Grade 7,Academic Achievement,Social Influences,Student Characteristics,Comparative Analysis,Success,Regression (Statistics),Mathematics Achievement,Reading Achievement,Language Arts,Age Differences,Student Behavior,Hypothesis Testing,Student Records,Scores,Achievement Tests,Standardized Tests,Gender Differences,Ethnic Groups,Track System (Education)

If teachers knew in advance whether their students are at risk of school failure, they would have the opportunity to supply these students with additional or special instruction. In Luxembourg, the likelihood of failure in school is particularly high. Taking this result into account, this paper deals with the identification of variables of primary school students that might help predict school failure in Luxembourgish secondary school. Failure was defined as (a) descending from a higher track to a lower track, (b) repeating a class, or (c) showing insufficient achievements in two main subjects. First, we chose variables from a cohort of N = 2787 students who finished primary school in 6th grade and started secondary school in 7th grade in school year 2008/2009 for further analyses which were shown to be effective in predicting school failure in past investigations. These variables entailed both information about students' achievements and their social background. We then examined similarities and differences in these variables between students who failed and those who succeeded. Additionally, logistic regression analyses showed that primary school achievements in mathematics and languages were the strongest predictors of failure in secondary school, followed by students' age and students' school-related behaviors. Finally, we could show that the same accuracy of prediction of school failure (mean ? = 0.183) was obtained when a fast and frugal algorithm, containing only three predictors or less, instead of a linear regression model was used. The findings support the hypothesis that poor academic achievement is one of the strongest predictor of school failure, and that accurate predictions can be made without using complex regression models.
Flawed Mathematical Conceptualizations: Marlon's Dilemma
Author: Garrett, Lauretta
Date: 2013-00-00
Type: Journal Articles
Subjects: Adult Education,Adult Learning,Developmental Programs,Mathematics Education,Educational Experiments,Abstract Reasoning,Knowledge Representation,Barriers,College Mathematics,Case Studies,African American Students,Males,Mathematics Instruction,Reentry Students,Algebra,Mathematical Concepts,Technology Uses in Education,Misconceptions,Learning Processes,Concept Formation,Learning Strategies,Teaching Methods,Qualitative Research

Adult developmental mathematics students often work under great pressure to complete the mathematics sequences designed to help them achieve success (Bryk &amp; Treisman, 2010). Results of a teaching experiment demonstrate how the ability to reason can be impeded by flaws in students' mental representations of mathematics. The earnestness of the subject's efforts and the frequent detours his learning took create a vivid portrait of what happens in the lives of students for whom &quot;the dream stops&quot; at developmental mathematics (Bryk &amp; Treisman, 2010, p. 19). Results provide teachers with a clearer picture of what is needed to help their students build mathematical understanding.
Accountability for Project-Based Collaborative Learning
Author: Jamal, Abu-Hussain
Date: 2014-00-00
Type: Journal Articles
Subjects: Accountability,Student Projects,Cooperative Learning,Models,Student Evaluation,Evaluation Methods,Task Analysis,Formative Evaluation,Knowledge Level,Self Evaluation (Individuals),Outcomes of Education,Summative Evaluation,Thinking Skills,Skill Development

One perspective model for the creation of the learning environment and engendering students' thinking development is the Project-Based Collaborative Learning (PBCL) model. This model organizes learning by collaborative performance of various projects. In this paper we describe an approach to enhancing the PBCL model through the creation of result-based accountability. Enhancing the model results in organizing PBCL as a two-phase process, creation of accountability for the students and their learning results, specific formation of a knowledge heterogeneous collaborative group, and the design of a learning assessment system. The teacher is accountable for teaching the subject through a sample project realized during the first phase of the process. Collaborative performance of group projects is realized in the second phase of PBCL. Student accountability for performance of determined project tasks is created on the basis of self-assessment of knowledge. A collaborative group is formed as a result of the coordination of personal accountabilities of students, taking into account teacher requirements providing students' shared accountability in performance of a group project. The learning assessment system includes: the initial formative assessments when studying a subject according to knowledge levels, inducing the building of higher-order knowledge; self-assessment that allows student accountability for learning outcomes; assessment knowledge built by students, owing to collaborative project performance; assessments when studying a subject; assessments of collaborative skills and accountability skills, and combined summative assessments. The approach promotes the collaborative building of knowledge, facilitation of knowledge sharing among students, and effective construction of higher-order thinking skills, accountability skills, and collaborative skills.