ethanporcaro/eric-fulltext-meta huggingface dataset:
Blended Online Learning in Initial Teacher Education: A Professional Inquiry into Pre-Service Teachers' Inquiry Projects
Author: Hunt, Anne-Marie
Date: 2015-00-00
Type: Journal Articles
Subjects: Blended Learning,Inquiry,Preservice Teacher Education,Preservice Teachers,Online Courses,Database Management Systems,Educational Technology,Electronic Learning,Case Studies,Learning Strategies,Social Networks,Feedback (Response),Educational Practices,Educational Strategies,Teaching Methods,Foreign Countries

Online and blended learning bring opportunities and challenges, including more opportunities for authentic activities (Gikandi, Morrow, &amp; Davis, 2011). Blended online environments are now a common mode for pre-service teacher education, providing interesting opportunities to develop and showcase alternative approaches that blend with practice in the field. This paper presents a case study of an online course that supported 55 student teacher inquiries into the practice of teaching. The author describes some successful strategies, using a range of e-learning tools, including the university's Moodle learning management system, in the professional inquiry focused course that she led. The study informs course and programme redesign to encourage student teachers to develop their own networks of practice during pre-service tertiary education.
Analysis of Pre-Service Social Sciences Teachers' Geography Perceptions through Metaphors: Case of Dumlupinar University
Author: Sahin, Süleyman Hilmi
Date: 2016-02-00
Type: Journal Articles
Subjects: Preservice Teachers,Geography,Teacher Attitudes,Undergraduate Students,Phenomenology,Content Analysis,Figurative Language,Student Attitudes,Social Studies,Classification,Geography Instruction,Foreign Countries,Qualitative Research

The purpose of this study was to try to explain the perceptions of undergraduate students regarding geography concept using metaphors. A total of 192 students studying in the Department of Social Studies at Kütahya Dumlupinar University in the academic year 2014-2015 participated in this research. In the study following questions were searched to answer: (a) through which metaphors do undergraduate students explain the perceptions they have in relation to the concept of geography? (b) Under which categories are these metaphors collected in terms of common properties? The data in the study were obtained depending on students? answers to this sentence: &quot;Geography is like... because...&quot;. In this research, phenomenological pattern were used and the data were analyzed by using content analysis technique. According to the findings of the research; (a) undergraduate students have produced 112 valid metaphors related to the concept of geography in total. (b) These metaphors by being examined in terms of common features were grouped under five different categories. As a result of the survey, it was observed that 15.2% of the students in Social Studies Department perceived the concept of geography as the source of life, 32.2% of them as part of the review of research, 18.7% as a reflection of the natural environment, 15.2% as nature and human interaction, 18.7% as entertainment factor. As a consequence, the metaphor related to the concept of geography could be used as a powerful research tool in understanding and explaining the perceptions concerning geography concept of undergraduate students.
Examination of the Relationship between Eighth Grade Students' Learning Styles and Attitudes towards Mathematics
Author: Aydin, Bünyamin
Date: 2016-02-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Grade 8,Cognitive Style,Student Attitudes,Mathematics Education,Measures (Individuals),Attitude Measures,Correlation,Statistical Analysis

The aim of this research is to determine eighth grade students' learning styles and attitudes toward math class and to show the relationship between their learning styles and attitudes toward math class. Sample of the research consists of 100 eighth grade students having education in a school in the Central Anatolia of our country. As data collection tool, Kolb Learning Style Inventory and attitude scale toward math class. According to the data obtained, it has been seen that attitude level to math lesson of eighth grade students who have participated in the research and their learning style are related.
Collaborative Development and Assessment of Student Learning Outcomes for LIS Electives
Author: Bishop, Bradley Wade
Date: 2015-00-00
Type: Journal Articles
Subjects: Higher Education,Accountability,Student Evaluation,Outcomes of Education,Library Science,Information Science Education,Faculty Workload,Academic Standards,Elective Courses,Value Added Models,Scores,Instructional Effectiveness,Geographic Information Systems,Course Evaluation,Pretests Posttests,Multivariate Analysis

In higher education's environment of accountability, the development and assessment of student learning outcomes (SLOs) are driven by both external stakeholder requirements for accreditation and internal institutional pressures to demonstrate student learning as the core function of universities and colleges. This paper presents a framework to reduce faculty workload and increase standardization of SLOs for LIS electives across multiple schools. The framework includes a value-added assessment with results that show a significant increase in the overall scores and specifically in areas of focus for the elective. This approach provides a framework for other popular LIS electives to collaborate across schools and standardize SLOs to determine the overall effectiveness of courses and programs without reinventing course objectives, SLOs, and evaluation techniques at each institution.
Medical Students Cultural Attitudes: The Health Belief Attitudes Survey
Author: Corley, James Earl
Date: 2016-02-00
Type: Journal Articles
Subjects: Attitude Measures,Beliefs,Health Behavior,Medical Students,Likert Scales,Social Attitudes,Cultural Literacy,College Freshmen,Psychometrics,Student Surveys,Factor Analysis,Item Analysis,Minimum Competency Testing,Cultural Relevance

Cultural competent care is the ability to deliver effective medical care to people from different cultures. The lack of methodological rigor and paucity of psychometric properties information of the instruments limits the generalizability of cultural competency educational interventions. We examined cultural attitudes of first year medical students and examined psychometric properties of the scale to better define the constructs it intends to measure. In a cross-sectional study, first year medical students completed the Health Belief Attitudes Survey (HBAS) in September of their matriculating year (2011-2013) within the context of Introduction to Clinical Medicine. The survey has 15 items scored on a 6-point Likert scale (1-6), higher score indicates higher culturally competent attitudes. We used factor analysis to explore constructs and examine internal consistency (Cronbach's alpha). The response rate was 98% (536/548), 42.2% students were female (n = 231), 73.0% (n = 400) white, 14.6% Asian (n = 80), and 4.4% African American (n = 24)(4.9%, n = 27, did not provide race or ethnicity). The HBAS median score was 5.3 (25th percentile [Q1], 4.9; 75th percentile [Q3], 5.7). A two-factor solution explained 97% of the variance with Eigenvalues of 5.6 and 1.2, respectively. We conceptualized the constructs as &quot;Understanding the Patients' Cultural and Socio-Economic Background&quot; (Factor 1, 11 items; Cronbach's alpha, 0.89). &quot;Building the Professional Relationship and Quality of Care&quot; (Factor 2, 4 items; Cronbach's alpha, 0.74). First year medical students have high culturally-relevant attitudes. The HBAS instrument captures two main constructs, understanding the patients' background and perspective and building the professional relationship.
Competency-Based Curriculum: An Effective Approach to Digital Curation Education
Author: Kim, Jeonghyun
Date: 2015-00-00
Type: Journal Articles
Subjects: Competency Based Education,Curriculum Development,Instructional Design,Capacity Building,Library Science,Information Science Education,Electronic Publishing,Preservation,Knowledge Management,Curriculum Implementation,Educational Innovation

The University of North Texas conducted a project involving rigorous curriculum development and instructional design to address the goal of building capacity in the Library and Information Sciences curriculum. To prepare information professionals with the competencies needed for digital curation and data management practice, the project developed curriculum using a competency-based approach. The purpose of this paper is to discuss the design and implementation of the digital curation curriculum at the University of North Texas. The paper advances theoretical perspectives of competency-based curriculum as steps taken toward innovative curriculum development efforts. Additionally, it contributes to the practice of digital curation education. The set of competencies defined in the paper can serve as a common language among stakeholders to prepare future digital curation professionals. This paper concludes that a competency-based approach is effective, sustainable, and can be customized to address the skill gaps in the rapidly evolving information professions.
Analysis of Reading Comprehension Levels of Fifth Grade Students Who Learned to Read and Write with the Sentence Method
Author: Sagirli, Muhittin
Date: 2016-02-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Comprehension,Elementary School Students,Grade 5,Teaching Methods,Sentences,Primary Education,Achievement Tests,Multiple Choice Tests,Comparative Analysis,Mixed Methods Research

The purpose of this study is the determination of reading comprehension levels of fifth grade's students who learned to read and write with the sentence method. With the program of 2005, it has been amended in the first reading and writing method. In the teaching of first reading and writing, it was passed to the sentence method instead of sound based sentence method. Fifth grade students in this study can be considered as the last group of students who learned first reading and writing with the sentence method. This research carried out by the group who is a total of 1000 students who studying in the primary schools in Üsküdar, Kadiköy, Atasehir, Ümraniye, Bahçelievler, Bayrampasa in Istanbul. Both quantitative and qualitative methods were used in this study. The application of research has been done in the 2008-2009 academic year. Achievement Test which developed by researchers were applied to fifth grade students in the elementary school. The test consist of a total of 15 questions. 10 of the questions are multiple-choice questions (closed-end) and 5 of the questions are open-ended questions. The open-ended questions were applied to 50 students who randomly selected students from thousand students. The percent of correct answer to 10 multiple-choice questions of students is 77,12%. The percent of wrong answer is 22,09%. The percent of blank answer is 0,79%. The percent of correct answer to 5 open-ended questions of students is 34%. The percent of wrong answer is 32,4%. The percent of blank answer is 34,4%. In terms of students' reading comprehension skills, it is seen to be more successful multiple-choice questions than open-ended questions.
Validity and Reliability of the DeMoulin Self-Concept Developmental Scale for the 36-72 Month Old Children
Author: Zembat, Rengin
Date: 2016-02-00
Type: Journal Articles
Subjects: Test Validity,Test Reliability,Self Concept Measures,Age Differences,Gender Differences,Preschool Children,Test Items,Statistical Analysis,Foreign Countries

The aim of this study is to investigate the reliability and validity of the DeMoulin Self-Concept Developmental Scale for 36-72 month old children. In addition, it has been attempted to examine the effects of age and gender variables on the self-concept of children. The study is in survey method. The sample consists of 810 children who attend preschools in Istanbul, Turkey. Data collection tools used in the research are; the Demographic Form, the DeMoulin Self-Concept Developmental Scale for Children, the Social Competence and Behavior Evaluation Scale-30 and the Emotion Regulation Scale. The results of the item discrimination and criteria validity analyses support the validity of the scale. It could be said that the founded Cronbach's Alpha value of the total scale and subscales and the results of the split half method and test-retest method analyses indicate that the scale is a reliable measurement tool. In addition, it has been found that the age variable affected the self-concept scores, but the gender variable had no effect on it. The research findings are discussed within the framework of the related literature.
Academically Informed Creative Writing in LIS Programs and the Freedom to Be Creative
Author: Dali, Keren
Date: 2015-00-00
Type: Journal Articles
Subjects: Creative Writing,Library Education,Information Science Education,Creativity,Creative Thinking,Independent Study,Writing Skills,Skill Development,Writing Assignments,Case Studies,Story Telling,Student Evaluation,Writing Evaluation,Evaluation Methods,Educational Benefits,Student Educational Objectives,Teacher Student Relationship,Trust (Psychology),Citations (References),Grading,Writing Processes,Academic Freedom

This article makes a case for the inclusion of creative writing in Library &amp; Information Science (LIS) courses. Using an example of the course on reading practices and audiences, it shows how creative writing can contribute to the development of creativity, critical thinking, ability for self-direction and independent learning--all the necessary skills for future leaders in the field of LIS. It presents a unique professor--student perspective on creative writing assignments and focuses on two case studies: the role of creative writing in validating students' personal experiences and previous educational background; and the importance of creative writing in fostering a skill of meaningful and engaging storytelling. It also analyzes several possible concerns related to the incorporation of creative writing in LIS courses, with a particular emphasis on the rigorous but flexible evaluation methods of students' creative work. The article will be of interest to LIS educators and LIS students, who, it is hoped, would become more involved in the direction of their graduate education.
A Study on CPH and Debate Summary in FLL
Author: Liu, Zhiliang
Date: 2009-09-00
Type: Journal Articles
Subjects: Second Language Learning,Developmentally Appropriate Practices,Age Differences,Cognitive Structures,Educational Theories,Misconceptions,Language Acquisition,Educational History,Child Language,Piagetian Theory,Native Language,Educational Environment,Educational Attitudes,Educational Practices,Foreign Countries

The optimal age in FLL (foreign language learning) for children has been discussed over 50 years but there is no satisfactory conclusion for us. However, the notion &quot;the younger, the better&quot; in FLL has a big market in the world. As a result, the distorted hypothesis is being spread widely as a true and complete theory. Specifically speaking, it's caused by the confusion on the concepts of &quot;second language and foreign language&quot;, &quot;learning and acquisition&quot;, &quot;CPH (critical period hypothesis)&quot;. Therefore, based upon the discussion of theoretical foundation of linguistics, psychology and physiology in FLL for children, the environment of FLL and the importance of mother tongue, all of us will have a complete knowledge of the concept. By analyzing the deep reasons on the tendency of lowering the age in FLL both at home and abroad, those blind followers who are still being misled will have a rational attitude towards FLL. Hence, the rational deeds of &quot;a language can be taught from any age upwards&quot; will definitely go into the heart of everyone.
A Survey on the English Learning Strategy of the Rural High School Students and Urban High School Students
Author: Hu, Yanfeng
Date: 2009-09-00
Type: Journal Articles
Subjects: High School Students,Rural Schools,Urban Schools,Comparative Analysis,Learning Strategies,English (Second Language),Statistical Analysis,Questionnaires,Cooperative Learning,Affective Behavior,Metacognition,Memorization,Foreign Countries

This paper aims to investigate the overall characteristics of the rural and urban high school students' learning strategy selection and use. The results indicate that the general frequency of the subjects' learning strategies selection and use is not satisfying. Among the six learning strategies, the most used strategies are affective strategies, and the least used strategies by the subjects are social strategies. What's more, the research results show that the urban students, compared to the rural ones, do better in using all the strategies. But through T-test analysis we can find that there is only significant difference in the using of compensation and social strategies between them and no evident distinction exists between the two groups when using metacognitive, cognitive, affective and memory strategies.
A Close Look at the Relationship between Multiple Choice Vocabulary Test and Integrative Cloze Test of Lexical Words in Iranian Context
Author: Ajideh, Parviz
Date: 2009-09-00
Type: Journal Articles
Subjects: Foreign Countries,Vocabulary,Tests,Multiple Choice Tests,Cloze Procedure,Language Proficiency,English (Second Language),Second Language Instruction,College Freshmen,Communicative Competence (Languages),Hypothesis Testing,Statistical Analysis

In spite of various definitions provided for it, language proficiency has been always a difficult concept to define and realize. However the commonality of all the definitions for this illusive concept is that language tests should seek to test the learners' ability to use real-life language. The best type of test to show such ability is considered to be the integrative test and cloze test is in turn regarded to constitute nearly all the factors needed for language use ability. However, the greatest obstacle of cloze tests or in general pragmatic tests is their administrative and scoring constraints for a large number of testees. Discrete-point tests, as the easiest and most common type of tests used for valid national and international proficiency tests, have always been doubtfully questioned as to whether they indicate the learners' ability to use language in real-life situation, but due to their tangible shortcomings, no absolute answer can be provided. The study aims at shedding light at the idea of the extent to which the discrete items of vocabulary proficiency show the learners' vocabulary proficiency in the real world of language use. Hence, the study seeks to calculate the correlation between discrete-point and integrative language proficiency tests of vocabulary administered to 21 Iranian freshmen studying English as a Foreign Language.
An Analysis on the Importance of Motivation and Strategy in Postgraduates English Acquisition
Author: Feng, Ruizhen
Date: 2009-09-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Learning Motivation,Individual Differences,Second Language Instruction,Emotional Response,Classification,Feedback (Response),Teaching Methods

Postgraduates' English acquisition is an intriguing but complex process. A lot of factors have contributed to the outcome of a learner's acquisition, among them, motivation and strategy are playing a crucial role. Motivation is the driving force to encourage the learner to learn, while strategy being the techniques or devices for a learner to use for gaining knowledge. Since both belong to learner factors that may account for individual differences in postgraduates' English acquisition process, it is essential to discuss and analyze them for Postgraduates' English achievement.
An Experimental Study of the Effects of Listening on Speaking for College Students
Author: Zhang, Yan
Date: 2009-09-00
Type: Journal Articles
Subjects: Foreign Countries,Listening Skills,Language Skills,English (Second Language),Language Proficiency,College Students,Hypothesis Testing,Oral Language,Audiovisual Instruction,Teaching Methods,Correlation,Statistical Analysis,Computer Software,Second Language Learning,Listening Comprehension

As China enters WTO, more college graduates with higher oral English proficiency are required. However, we learned that even students in some distinguished universities are lack of this ability. Based on her teaching experiences and the theory proposed by Krashen and some other well-know foreign languages teaching researchers, the author of this thesis formulated two hypotheses: 1) Students' listening ability and their oral English production ability are correlated. 2) Teachers who bring listening and audio-visual materials into oral English class are likely to have better teaching results. Krashen's Comprehensive Input Hypothesis is the theoretical foundation of the author's research. The author studies the nature of listening and speaking, by doing so she points out the effects of listening on improving students' oral English from two broad aspects. This thesis aims at making a quantitative analysis on the effects of listening on speaking for college students. With the help of SPSS 11.5 software, a quantitative computerized analysis on this research hypothesis is made. Moreover, a quantitative analysis on correlation between listening and speaking is also made. The result shows that listening and speaking ability are closely related, and listening does have positive effects on improving college students' oral English.
&quot;Beloved&quot; as an Oppositional Gaze
Author: Mao, Weiqiang
Date: 2009-09-00
Type: Journal Articles
Subjects: Authors,Novels,African Americans,Literary Devices,Whites,Power Structure,Nonverbal Communication,Racial Bias

This paper studies the strategy Morrison adopts in &quot;Beloved&quot; to give voice to black Americans long silenced by the dominant white American culture. Instead of being objects passively accepting their aphasia, black Americans become speaking subjects that are able to cast an oppositional gaze to avert the objectifying gaze of white Americans. Further, the novel as a whole becomes a voicing artifact that constitutes an oppositional gaze toward the silencing tendency upheld by the dominant white American culture. In this way, the black Americans manage to work out a strategy of collective coexistence in a white supremacist society.
Chinese EFL Students' Perspectives on the Integration of Technology
Author: Zhu, Ming
Date: 2009-09-00
Type: Journal Articles
Subjects: Technology Integration,Asians,English (Second Language),Second Language Learning,Second Language Instruction,Internet,Instructional Effectiveness,Writing Skills,Skill Development,Computer Mediated Communication,Educational Benefits,Web Based Instruction,Learning Processes,Teaching Methods,Management Systems,Online Surveys,Personal Autonomy,Statistical Analysis,Independent Study,Student Attitudes,Foreign Countries,Educational Technology,Information Technology,Undergraduate Students

This study explores the centrality of the technology integration to Chinese EFL students' experiences in College English instruction. Students involved in this qualitative and quantitative study described the effectiveness of Web-based instructional environments (WBIEs) facilitated by the WebNing course management systems. Sources that were used for data analysis include online survey and oral interviews. The study demonstrates that students perceive the advantages of using Web-based instruction (WBI). They feel that the WBI greatly enhances their experiences by (1) developing their writing skills through online essay, (2) improving their communication skills through online discussion and (3) providing greater learner autonomy. Besides, Web-based learning empowers students to be actively involved in the learning process and to be responsible for their own learning. The findings of this study provide a useful reference point for those educators contemplating the implementation of a web-based instruction.