ethanporcaro/eric-fulltext-meta huggingface dataset:
Bibliometric Study of Scientific Production on ICT in Peru (2010-2017)
Author: Asmat Vega, Nicanor Segismundo
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Bibliometrics,Scientific Research,Information Technology,Journal Articles,Web Based Instruction

The objective of this research is to evaluate Peruvian scientific production in Information and Communication Technologies (ICTs). It is a cross-sectional descriptive study through the bibliometric analysis of articles published in journals indexed in SciELO Peru between 2010 and 2017. Authorship, type of article, main themes, and institutional productivity were analyzed. It was found that between 2010 and 2017, 19 articles on ICT were published, 26.4% of them are publications in the Peruvian Journal of Experimental Medicine and Public Health, and 30.8% of authors indicate that their main affiliation is with the National University of San Marcos. The main theme in the set of publications was virtual teaching (26%). We can conclude that technological development is contributing to the scientific publication of the country; however, it is necessary to continue strengthening these studies in other databases.
Review of the Influence of Teacher Motivation in the Use of Interactive Whiteboards
Author: Rojas-Segovia, Miriam M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Motivation,Teaching Methods,Interaction,Foreign Countries,Educational Technology,Technology Uses in Education,Interactive Video,Teacher Attitudes,Technology Integration,Educational Research

The present article is a topic's revision and it pretends to give a general vision of the recollected data about the use of interactive digital boards in the sessions of teaching-learning process' development that takes as a determinant factor the teacher's motivation. It has been made an examination of the available literature online to elaborate an analysis of the actual situation of this innovating didactic tool and its relation with the teacher's predisposition, as part of the final project for the Academic Investigation subject in the Technological University of Peru. After the investigation, it concluded, until the edition's date, there are no enough researches that center their attention in the teacher's attitude, especially in Peru, so it can't be determined if there is a direct relation between these aspects and it's recommended to develop projects that gives relevance to the educator in the efficient use of the technology with the purpose of achieve a qualified education that is adapted to the emergent information society's standards.
Digital Competences and Education
Author: Levano-Francia, Luz
Date: 2019-00-00
Type: Journal Articles
Subjects: Technological Literacy,Teacher Competencies,College Faculty,Educational Technology,Technology Uses in Education,Higher Education

This article provides an analysis of digital competences in the current context. The growing expectation of new technologies and their multiple applications have produced important repercussions in all spheres of society, and, specifically, in the aspect of higher education where the demands are more than significant seeking to cover their implications. In the first place, the theoretical panorama about the different meanings and concepts in relation to digital competences is made known. This approach provides information on aspects that relate to digital s. Next, below there are some data that allow to give new perspectives, such as the importance and repercussions, as well as what should be the digital competences in professors according to the current demand in higher education. Finally, a variety of expectations are presented in relation to the aspects that could be developed based on such a relevant topic.
Cognitive Aptitude and Motivational Commitment in the Educational Success of Students with and without Learning Difficulties
Author: Oliveira Pereira, Fernando
Date: 2019-00-00
Type: Journal Articles
Subjects: Academic Achievement,Learning Problems,Cognitive Structures,Academic Aptitude,Learning Motivation,Academic Failure,Elementary School Students,Secondary School Students,Foreign Countries,Cognitive Ability

The structure of mental activity and the consequent development of its components functionally affect the quality of the students' performance. The aim of this research was to know the difference between some structural details of the psychological levels of the functionality of the students with and without learning difficulties. It is a predominantly quantitative and experimental study with independent variables such as age, school year, school retentions, cognitive aptitude and motivation to learn, and with dependent variables such as performance or school success. The sample of this research consisted of 550 students: 275 with and 275 without learning difficulties. The methodological instruments used were psychological interviews, sociodemographic questionnaires, record of the students' performance in the three periods of the last two school years and evaluation by teachers and parents of the students' abilities to learn and motivation to study. The results show that the components of the learning activity - cognitive aptitude, motivational commitment and educational success - present important differences within the framework of intercorrelations between components in the students with learning difficulties in comparison to the students without learning difficulties. In the first case, the consistency of the links between the various studied components is lower. The discussion of the data shows and concludes that the less strong connection between the components of academic performance, aptitude for learning and motivation to study, leads to a greater dispersion of the levels of psychic functioning of students with learning difficulties.
Women Faculty in Postsecondary Agricultural and Extension Education: A Fifteen Year Update
Author: Cline, Lauren Lewis
Date: 2019-00-00
Type: Journal Articles
Subjects: Women Faculty,Females,College Faculty,Agricultural Education,Extension Education,Teacher Attitudes,Mentors,Work Environment,Family Work Relationship

Women faculty membership in the American Association for Agricultural Education was 14.6% in 2003 and is now 21.9%. With strategic goals to build a more inclusive and collaborative culture within the association, the need to recruit and retain diverse faculty remains in agricultural and extension education (AEE). The purpose of this critical inquiry study was to provide an updated profile of women faculty in postsecondary AEE by describing the current organizational climate and mentoring experiences. Following the basic interpretive qualitative methodology, a census of women faculty in AEE was conducted. Four emergent themes described women faculty's perceptions of the unique challenges, opportunities, and mentoring experiences in AEE: (a) contributors to a positive work environment, (b) contributors to a toxic work environment, (c) mentoring experiences in the profession, and (d) work-life integration. Women faculty valued encouragement, collaboration, transparency, and mentorship within the profession. Sexism, marginalization, and unhealthy competition were identified as barriers. Women faculty held three conflicting perceptions of work-life integration. Opportunities to create a more inclusive organizational culture with intentional mentorship for women faculty in AEE should be considered. Continued critical research to promote the inclusion of diverse faculty in AEE is recommended.
The Evaluation of Teacher Performance in Higher Education
Author: Gómez, Luis F.
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Job Performance,Higher Education,College Faculty,Evaluation Methods,Teacher Improvement,Questionnaires,Constructivism (Learning),Self Evaluation (Individuals),Formative Evaluation,Foreign Countries,Student Surveys

The purpose of this article is to present a critical review of the ways in which the performance of university teachers are usually evaluated. Generally, the institutions state proposal of evaluation that usually coincide with what is evaluated and the use of the results. It includes the review of the different evaluation models to show the discrepancies between the objectives and the practices, that is, the poor relationship between the model used and what is done. Universities usually declare that the focus of the evaluation is improvement of practice. One of the most used instruments is the questionnaire, with which an accurate measurement can be made, but generally it does not evaluate the teaching performance, but, in the best-case scenario, the opinion of the students. If universities state that the evaluation should serve to improve the teaching practice, it would be advisable to favor the constructivist model that promotes changes required through the reflection that arises from the review of the self-evaluation, the hetero-evaluation and the coevaluation.
An Investigation of the Effectiveness of the Gender Equality Course with a Specific Focus on Faculties of Education
Author: Toraman, Cetin
Date: 2019-06-00
Type: Journal Articles
Subjects: Foreign Countries,Schools of Education,Elective Courses,Required Courses,Sex Fairness,Student Attitudes,Preservice Teachers,Teacher Education Curriculum,Gender Bias

In 2015, the Turkish Council of Higher Education declared that the gender equality course would be compulsory or elective in the education programs of universities. This decision is considered to play an important role in ensuring gender equality. The present study was conducted in a faculty of education in Turkey which includes gender equality in its education program as a compulsory-elective course. The aim was to investigate the opinions of the students of the faculty of education on the effects of the course on their views on gender. The comparison of the data collected through the Gender Equality Scale before and after the course shows that the participants were, unexpectedly, more likely to develop the opinion that men are superior to women after the course. Whereas the course did not affect participants' approaches to the opinion that women are dependent on men. Whether teachers' gender perspectives or views on gender equality affect classroom practices; it is envisaged that gender perception, which is shaped by most patriarchal and conservative patterns, will be transferred to future generations through education and will adversely affect the demand for equality in the future. After the findings of this study were discussed with similar research results and then in the application of gender equality in higher education institutions, it was tried to give an idea about the issues to be considered.
The Vark Learning Styles among University Students of Business Schools
Author: Espinoza-Poves, Jenny L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Cognitive Style,Foreign Countries,College Students,Business Schools,Age Differences,Academic Achievement,Courses

The aim of this research was to know the learning styles in the students of the business schools of a private university in the Department of Lambayeque. An applied survey, a test of VARK learning styles, was applied to 218 university students (71 students of Administration and 147 students of International Business Administration), from the II to X term of the business schools of said University. During the first semester of the 2018, it was found that 25.5% of students have a multimodal learning style. It was also found that age is significantly associated with learning styles. Finally, a significant relationship between the learning style and the professional school is demonstrated. On the one hand the Administration students have mostly a multimodal learning style (two or more styles), while international business students have a reading/writing learning style.
Learning to Teach in Space: Design Principles for Faculty Development in Active Learning Classrooms
Author: Birdwell, Tracey
Date: 2019-00-00
Type: Journal Articles
Subjects: Faculty Development,College Faculty,Active Learning,Teacher Collaboration,Classroom Environment,Space Utilization,Teacher Characteristics,Interests,Reflection,Group Discussion,Experience,Electronic Publishing,Diaries,Workshops,Classroom Design

We describe four design principles that guide the Mosaic Fellows Program at Indiana University, a program focused on supporting faculty pedagogy in active learning spaces. The design principles focus on exploring a variety of classrooms with faculty Fellows, engaging Fellows' individual goals, creating shared learning experiences, and encouraging Fellows to share their insights with a larger university audience to support institutional change. We discuss each design principle in turn, explaining the rationale behind the principle, and then give specific examples of the design principle in practice. We conclude with implications for faculty development about active learning spaces at other institutions.
What Do They Need? Determining Differences in the Professional Development Needs of Louisiana Agriculture Teachers by Years of Teaching Experience
Author: Figland, Whitney
Date: 2019-00-00
Type: Journal Articles
Subjects: Faculty Development,Agricultural Education,Teacher Attitudes,Adult Learning,Teacher Participation,Teaching Experience,Seminars,Laboratories,Teacher Competencies,Educational Technology,Interdisciplinary Approach,Classroom Techniques,Decision Making,Problem Solving,Money Management,Student Behavior

An ever-changing world of education has led to growing demand for teachers to remain competent educators. For school districts to enhance teacher effectiveness, professional development workshops must be tailored to the specific needs of educators. To further complicate the issue, in-service needs of teachers are ever growing and changing based on experience. The theoretical foundation of this study was Knowles Theory of Andragogy. Per the theory, adult learners are motivated to learn when they feel intrinsic value or realize the personal gain from the learning activity. The central drive for this study was to determine what Louisiana agriculture teachers desired in terms of classroom- based professional development, thereby giving these adult learners a hand in planning professional development activities. The results from this study indicate that there are dissimilar professional development needs based on years of teaching experience. Per the conclusions, we recommend the results of this study be shared with state agricultural education staff, university faculty, and the Louisiana Agriculture Teachers' Association. Professional development organizers should also consider years of teaching experience when planning professional development seminars.
Alphabet-Board Display as Part of the Classroom Learning Space
Author: Milo-Shussman, Yael
Date: 2019-00-00
Type: Journal Articles
Subjects: Alphabets,Classroom Design,Visual Aids,Readability,Memorization,Foreign Countries,Semitic Languages,Young Children,Developmentally Appropriate Practices,Graphic Arts,Teacher Attitudes,Elementary School Teachers,Reading Skills,Writing Skills

Alphabet-boards are commonplace in lower grade classrooms in elementary-schools. If designed correctly, alphabet-boards can help internalize letters into memory. The purpose of this study was to examine alphabet-board characteristics that should be considered by teachers for providing a clear, readable, and applicable pedagogical tool. The research is a mixed qualitative and quantitative study. The former provides a definition of alphabet-board readability characteristics and a scale for analyzing this readability. The latter provides a readability evaluation using a survey (n=399) and statistical analyses. This article provides practical recommendations for implementation of clear and effective alphabet-board pedagogy.
Reimagining the Airport as Classroom: Immediacy, Place, and Presence
Author: Hartup, Mollie
Date: 2019-00-00
Type: Journal Articles
Subjects: Air Transportation,Buildings,Synchronous Communication,Affordances,Conferences (Gatherings),Recall (Psychology),Discussion,Undergraduate Students,Honors Curriculum,Educational Environment

This paper discusses a post-conference experience involving attendees who utilized airport space to debrief through face-to-face (FtF) communication. Their temporary spatial proximity led to an idea generation process of recalling, rethinking, and getting ready for what's next. Literature about learning spaces, knowledge management, and the affordances and preferences of FtF communication are explored as they relate to using spaces for purposive conversation. The paper highlights a proposed debriefing model of immediacy, place, and presence. This framework allows organizations to leverage unique affordances of FtF communication and geography of the airport, or other similar spaces, to maximize engagement and benefit.
Explanations about Poverty Origin According to Professional Training Area
Author: Bastias, Franco
Date: 2019-00-00
Type: Journal Articles
Subjects: Poverty,College Students,Student Attitudes,Social Attitudes,Intellectual Disciplines,Foreign Countries,Attribution Theory

The way in which individuals and groups explain poverty shapes how they relate to it. This paper inquires the beliefs of university students about the causes of poverty and analyses the relation of these beliefs with their professional training area. An assessment instrument that considers three type of attributions -individualist, socio-structural and fatalistic-, was administered to a sample of 448 advanced university students belonging to nine social sciences programs, aged between 19 and 42 years (M = 22.92; SD = 3.12). The results obtained indicate important variations in the explanations about poverty according to the professional training area. Students of economic sciences emphasized the importance of individual factors, psychology and law students tended to mixed explanations and sociology students showed a wide preference for socio-structural causes over individual and fatalistic causes. The implications of attributional process in the behavior of these future professionals towards economically disadvantaged populations are discussed.
Considering the Environment: An Expanded Framework for Teacher Knowledge
Author: Donnelly, Julie
Date: 2019-00-00
Type: Journal Articles
Subjects: Active Learning,Classroom Environment,College Faculty,Pedagogical Content Knowledge,Classroom Design,Technological Literacy,Communities of Practice,Physical Environment,Interpersonal Relationship,Furniture

The emergence of active learning classrooms (ALCs) on university campuses introduces a need for university teachers to have knowledge of the pedagogical use of physical space. We consider expanding two well-known frameworks for teacher knowledge. Pedagogical content knowledge (PCK) describes teacher knowledge about teaching discipline-specific content. Technological, pedagogical, and content knowledge (TPACK) recognizes digital technology as part of the knowledge base. With increased attention on learning spaces, we propose redefining technology to include non-digital technologies, (e.g. furniture, whiteboards). Further, we add &quot;environment&quot; to the knowledge base to address rhetorical communications from both the physical space and the classroom climate.
Disciplinary Affiliation and Administrators&apos; Reported Perception and Use of Assessment
Author: Smith, Patricia J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Trends,Educational Change,Intellectual Disciplines,Honors Curriculum,College Administration,Administrator Attitudes,College Outcomes Assessment,Deans,Liberal Arts,Art Education,Humanities,Social Sciences,STEM Education,Teacher Education,Professional Education

Using survey data collected from 269 participants in the fall of 2016 and the spring of 2017, this study examines whether any changes might have occurred within the last 20 years regarding the disciplinary affiliation of honors administrators. Additionally, we explored current assessment practices of honors administrators and possible associations between these practices and the administrators' disciplinary affiliation. Our study investigates disciplinary variation among honors directors in their attitudes toward and perceived effectiveness with outcomes assessment. While we mostly found similarities among directors/deans in their use of assessment, some significant differences occurred in attitudes toward and confidence with using assessment and program review. We discuss these differences and their implications for the National Collegiate Honors Council.
Recruiting for School Improvement: The Relationship between Teacher-Centric School Quality Factors and School Improvement Designations in Kentucky
Author: Courtney, Matthew B.
Date: 2019-06-00
Type: Journal Articles
Subjects: Educational Improvement,Educational Quality,Institutional Characteristics,Teacher Persistence,Faculty Mobility,Teacher Characteristics,Accountability,Teacher Qualifications,Public Schools,Public School Teachers,Elementary Secondary Education

In 2018, Kentucky began the implementation of a new school accountability system. Like other states across the nation, Kentucky's new system was designed to bring state policy into alignment with federal changes brought about by the Every Student Succeeds Act (ESSA) of 2015. In addition to the creation of new school improvement labels, Kentucky's system also reports on a variety of teacher-centric school quality factors. A statistical analysis was conducted to determine if a relationship exists between these school quality factors and the school's improvement designation. The study found that schools identified as needing the greatest improvement (Comprehensive Support and Improvement [CSI]) are statistically more likely to have higher teacher turnover rates, higher percentages of new teachers, and employ teachers with lower rates of advanced education in the year prior to identification than their counterparts with either the Targeted Support and Improvement (TSI) or Other designations. These findings should inform future policy making and elevate teacher recruitment and retention as a school improvement priority.
Faculty as Honors Problem Solvers
Author: Guzy, Annmarie
Date: 2019-00-00
Type: Journal Articles
Subjects: Problem Solving,College Faculty,College Administration,Honors Curriculum,Teacher Administrator Relationship,Professional Associations

Postsecondary honors educators are adept at identifying problems and proposing solutions in honors education, but they may not disseminate their solutions effectively. This essay argues that honors administrators should familiarize themselves with the professional and scholarly resources that NCHC institutional membership affords, and then they should share what they have learned with honors teaching faculty. Rather than simply serving as advisors on administrative and programmatic issues, honors faculty also need the tools and opportunities to be effective honors problem solvers for day-to-day pedagogical issues.
Shunning Complaint: A Call for Solutions from the Honors Community
Author: Badenhausen, Richard
Date: 2019-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Universities,Higher Education,Access to Education,Mental Health,Educational Innovation,Role of Education,Problem Solving,Problems

While members of the academy are particularly adept at complaining and poking holes in most proposals that cross their paths, we are less comfortable with offering solutions. This essay asks members of the honors community to consider some of the major challenges facing honors education today and propose solutions that might be adapted on a variety of campuses. Rather than asking respondents to take up rather straightforward issues that commonly face honors program and colleges, this piece urges readers to dig into more intractable problems like access, mental health, innovation, and the position of honors on campus.