ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of an Urban Professional Development School Model on Attitudes and Self-Efficacy of Developing Preservice Teachers
Author: Holbein, Marie
Date: 2016-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Preservice Teacher Education,College School Cooperation,Urban Schools,Internship Programs,Elementary Schools,Middle Schools,High Schools,Online Surveys,Attitude Measures,Student Attitudes,Self Efficacy,Comparative Analysis,Conventional Instruction,Professional Identity,Likert Scales

The purpose of this study was to investigate the impact of an 8þ million dollar U.S. Department of Education grant on the climate of a Professional Development School (PDS) network where pre-service candidates in the Urban Education (UE) option were placed for their clinical internship experiences. The setting for the study was a network of seven vertically aligned Professional Development Schools (five elementary schools, one middle school, and one high school) in a southeastern school district and an institution of higher education (IHE) from the same geographic area. Three online surveys specifically developed by the PDS partnership's Research Academy were focused on measuring attitudes about urban education, self-efficacy, and PDS climate. The findings suggested that candidates in the UE option held a developing sense of self-efficacy more closely aligned with that of inservice teachers than those perceptions of candidates prepared in a traditional campus-based program. Additionally, candidates in the UE option were more likely than traditional candidates to hold high expectations for student achievement.
Changing Perceptions of Teacher Candidates in High-Needs Schools
Author: DeJarnette, Nancy K.
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Attitude Change,Professional Development Schools,Faculty Development,Self Efficacy,Teacher Competencies,Qualitative Research,Phenomenology,Elementary School Teachers,Surveys,Semi Structured Interviews,Focus Groups,Journal Writing,Pretests Posttests,Classroom Techniques,Teaching Methods,Urban Schools,Context Effect,At Risk Students,Student Behavior,Poverty,Knowledge Level

Candidates enter teacher education programs with established beliefs about diversity and urban education. These belief systems impact decisions that teacher candidates make both now and in the future. Providing opportunities for candidates to spend quality time in an urban Professional Development School (PDS) setting with the support and guidance of university professors and highly qualified teachers and administrators can ultimately mold and shape their perceptions in a positive manner. This study shows how candidates' perceptions changed over the course of a semester after having been placed in an urban PDS environment.
Partnering for the Clinical Preparation of Education Specialists
Author: Robinson, Suzanne
Date: 2016-00-00
Type: Journal Articles
Subjects: Specialists,Partnerships in Education,Clinical Supervision (of Teachers),Special Education Teachers,Teacher Education Programs,Models,Team Teaching,Action Research,Student Centered Curriculum,Stakeholders,Context Effect,Preservice Teacher Education

NCATE's (2010) &quot;Report of the Blue Ribbon Panel&quot; calls for a shift toward clinical preparation and partnerships as a means of adequately preparing new teachers for the 21st century classroom. Looking at special education teacher preparation, there exist few model programs that have paved the road for others in implementing new clinical preparation programs for education specialist candidates. As such, partnerships between institutes of higher education and local schools are all the more critical, as is the sharing of program development across the field. The purpose of this paper is to share our newly restructured program by highlighting four key features: (a) school partnerships, (b) co-teaching, (c) pupil-centered practice and action research, and (d) multiple stakeholders and contexts.
Gatekeeper or Lynchpin? The Role of the Principal in School-University Partnerships
Author: Nettleton, Kimberely Fletcher
Date: 2016-00-00
Type: Journal Articles
Subjects: Principals,Administrator Role,Partnerships in Education,College School Cooperation,Teacher Education Programs,Field Experience Programs,Mentors,Case Studies,Qualitative Research,Interviews,Social Networks,Program Administration,Teacher Recruitment,Goal Orientation,Student Interests

Teacher education programs are always evolving. To provide opportunities for pre-service teachers to combine pedagogy with practical experience, many programs are developing school-university partnerships. The pairing of pre-service teachers with experienced mentor teachers offers enriched field experience opportunities. The effect of the partnership on mentor teachers, university faculty, and pre-service teachers has been researched, but the role of the principal in the partnership has not been closely examined. Supportive principals provide leadership in many areas within the context of the partnership. Partnerships formed in professional development schools may mature over time, but initially, the tone of the partnership is dependent on the leadership and support of the school administrator. The principal influences placements of candidates, mentor teachers' participation, partnership activities, and the depth of the partnership bond. The contributions of a school administrator principal are incalculable.
Improving Elementary Mathematics and Science Teaching and Learning: Lessons from a School-University Partnership
Author: Norman, Patricia J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Elementary School Mathematics,Elementary School Science,Partnerships in Education,College School Cooperation,Instructional Improvement,Faculty Development,Student Records,Academic Achievement,Beliefs,Self Efficacy,Scientific Attitudes,Student Attitudes,Teacher Effectiveness,Teacher Improvement

The challenges of teaching elementary mathematics and science, particularly in urban settings, have been well documented. While evidence exists that sustained professional development in mathematics and science can promote inquiry-oriented instruction and bolster student achievement, little has been written about the particular challenges associated with offering differentiated professional development through school-university partnerships. This paper examines the impact on student achievement and teacher practice when university teacher educators launched a 3-year science and mathematics professional development initiative in grades 3-5 at one of the university's elementary partner school campuses. Our intention was to create a ''constructivist'' professional learning initiative where the facilitator-researchers were responsive to teachers' ongoing needs and daily teaching challenges. After sharing results, we identify factors that may affect the ultimate success or failure of such initiatives in order to better understand how highly contextualized and differentiated professional development can be structured and sustained.
The Time-Course of Processing of Grammatical Class and Semantic Attributes of Words: Dissociation by Means of ERP
Author: Yudes, Carolina
Date: 2016-00-00
Type: Journal Articles
Subjects: Grammar,Semantics,Brain Hemisphere Functions,Diagnostic Tests,Undergraduate Students,Foreign Countries,Word Frequency,Alphabets,Comparative Analysis,Statistical Analysis,Language Processing,Task Analysis,Time

This study explores the time-course of word processing by grammatical class (verbs vs. nouns) and meaning (action vs. non-action) by means of an ERP experiment. The morphology of Spanish words allows for a noun (e.g., &quot;bail&quot;-e [a dance]) or a verb (e.g., &quot;bail&quot;-ar [to dance]) to be formed by simply changing the suffix attached to the root. This facility results in a set of nouns and verbs that are nearly matched in meaning, because of their shared root. The results show that grammatical class of words is processed very early, around 200 ms after the word onset, with the effects remaining activated at left frontal regions until 800 ms. Later components show a focal LAN sensitive to the noun-verb distinction, and a broadly distributed N400-like waveform sensitive to meaning. The different components affected by grammar (P200 and LAN) and meaning (N400) and their topographical dissimilarity seem to indicate an independent neural processing of these two linguistic properties and support a lexical specification of grammatical class.
The Art of Gamification; Teaching Sustainability and System Thinking by Pervasive Game Development
Author: Nordby, Anders
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Educational Games,Sustainability,Systems Approach,Elementary School Students,Grade 5,Grade 7,Design,Data Collection,Definitions,Educational Technology,Research Methodology,Problem Solving,Logical Thinking,Data Analysis

In 2013 Hedmark University College conducted a research project where students from a game development project/study program developed and tested a Pervasive Game for learning as part of a class in System Thinking. The overall game goal was to teach Sustainability through System Thinking, and to give the students a real world experience with their game. It was tested on 5th and 7th graders in elementary school, spending one school day in each of the classes. This article focuses on the design of the project: how the game was developed, how the children played it and how research was designed and data collected.
The Effects of Instructor Control of Online Learning Environments on Satisfaction and Perceived Learning
Author: Costley, Jamie
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Online Courses,Electronic Learning,Student Satisfaction,Instructional Design,Academic Achievement,Decision Making,Blended Learning,Difficulty Level,Likert Scales,Student Surveys,Statistical Analysis,Scores,Quasiexperimental Design,Student Centered Learning

Instructional design is important as it helps set the discourse, context, and content of learning in an online environment. Specific instructional design decisions do not only play a part in the discourse of the learners, but they can affect the learners' levels of satisfaction and perceived learning as well. Numerous studies have shown the value that both student satisfaction and learning have on learner achievement. For this reason, the question of whether instructors can impact satisfaction and perceived learning through various instructional design decisions is important. This study looked at broad-based instructor decisions to see if online environments with higher levels of instructor control lead to higher levels of student satisfaction and/or perceived learning. Three different online environments were used, with each one containing progressively more instructor control. The results show that there were no significant differences in regards to mean levels of satisfaction between the three environments. However, there were significant differences among mean levels of perceived learning based on the differing instructor-controlled environments. This study shows that increasing the levels of instructor control within online environments leads to an increase in perceived learning.
Student Characteristics and Learning Outcomes in a Blended Learning Environment Intervention in a Ugandan University
Author: Kintu, Mugenyi Justice
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Characteristics,Outcomes of Education,Blended Learning,Technology Uses in Education,Foreign Countries,Higher Education,Intervention,Integrated Learning Systems,Statistical Analysis,Questionnaires,Information Technology,College Students,Correlation,Regression (Statistics),Satisfaction,Formative Evaluation,Summative Evaluation,Background,Student Motivation,Self Management,Likert Scales

This paper explores the design of a blended learning environment in a transition from face-to-face and seeks to determine whether learner characteristics and background together with blended learning design elements are significant factors for learning outcomes such as intrinsic motivation, satisfaction, knowledge construction and learning performance in blended learning. It is aimed at examining the learner characteristics and backgrounds such as age, gender, self-regulation, attitudes, family and social support as well as the management of workload in blended learning. It is again to find out the levels of use and satisfaction with blended learning design features such as interactions, learning management system tools and resources, face-to-face support and technology quality by learners. Students from three schools and one directorate were involved in a face-to-face set up in the first part of a seventeen week semester and in an online set up in the second part. They finally had a face-to-face at the end to review their work after which they took end of semester examinations. A questionnaire survey was administered to 270 respondents in this group to gather data on student characteristics and background, design features and three of the outcomes. The examination results were used as a measure of the performance variable in the learning outcomes. We applied the online self-regulated learning questionnaire for data on students' self-regulation, the intrinsic motivation inventory for data on motivation and other self-developed instruments to measure the other constructs. Descriptive statistics showed that the identified learner characteristics manifest strength for blended learning design and the learners' involvement with design features was found to be high and satisfactory. ANOVA results showed no significant differences between age groups in performance and t-test results showed no significant differences between male and female students. Regression analysis results showed learner attitudes as predictors of learner satisfaction and motivation while workload management is a significant predictor for learner satisfaction and knowledge construction. Among the design elements, regression results showed only learner interactions as significant predictors of knowledge construction and satisfaction. As a consequence, a number of learner characteristics and design features are seen to be important for blended learning design and the non-significant ones remain a focus for future research.
The Effectiveness of Instructor Personalized and Formative Feedback Provided by Instructor in an Online Setting: Some Unresolved Issues
Author: Planar, Dolors
Date: 2016-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Student Evaluation,Formative Evaluation,Feedback (Response),Computer Mediated Communication,Undergraduate Students,Online Courses,Literature Reviews,Teacher Student Ratio

Formative feedback has great potential for teaching and learning in online undergraduate programmes. There is a large number of courses where the main source of feedback is provided by the instructor. This is particularly seen in subjects where assessments are designed based on specific activities which are the same for all students, and where the assessment is performed by the instructor, not by a peer. Additionally, in introductory or basically procedural courses, there is often a need for instructor feedback, as opposed to peer-feedback, as it demands high quality feedback both in the content and in the process in order not to mislead students. Therefore personalized feedback provided by instructor is an academic demand in the current educational models that have positioned the student at the center of the learning process. However in the present context of high student-staff ratio, it is not easy to extend the use of individual comments delivered by instructors among the academic community. This article focuses on the virtual higher education environment given its present and future potential as well as the amount of queries currently surrounding it. Literature on formative feedback in higher education has been reviewed for the period 2000 to 2014, in order to find answers as to which aspects are relevant to efficiently implement personalized feedback prepared by the teacher. Findings show that effective personalized feedback in an virtual environment requires a three-dimensional analysis: from the student perspective, from the instructor one and from the media perspective (written text, video recording or audio recording) , in order to find shared aspects that contribute to the enhancement in the use of personalized feedback performed by faculty.
The Relationship between an Online Synchronous Learning Environment and Knowledge Acquisition Skills and Traits: The Blackboard Collaborate Experience
Author: Politis, John
Date: 2016-00-00
Type: Journal Articles
Subjects: Electronic Learning,Synchronous Communication,Integrated Learning Systems,Online Courses,Path Analysis,Factor Structure,Learning Motivation,Educational Technology,Foreign Countries,Technology Integration,Technology Uses in Education,Artificial Intelligence,Structural Equation Models,Goodness of Fit,Statistical Analysis,Error of Measurement,Regression (Statistics),College Students,Online Surveys

Online learning is becoming more attractive to perspective students because it offers them greater accessibility, convenience and flexibility to study at a reduced cost. While these benefits may attract prospective learners to embark on an online learning environment there remains little empirical evidence relating the skills and traits of knowledge acquisition with a synchronous online environment supported by Blackboard Collaborate. Without understanding this relationship colleges and universities cannot assess if their programs offered through educational communication technologies, such as Blackboard, enhance learner's skills and traits that are essential for knowledge acquisition. The purpose of this paper is to (i) examine the relationship between an online learning environment, which is supported by Blackboard Collaborate, and the skills and traits of knowledge acquisition, (ii) assess the influence of online learners motivation on knowledge acquisition skills and traits, and (iii) propose alternative Blackboard Collaborate layout and structure derived from the process of a critical reflection. Data was collected from 84 learners who studied online courses in a Higher Education Institution in the United Arab Emirates. The Analysis of Moment Structures (AMOS) was employed to perform the path analysis and SPSS was used to determine the factor structure of the examined variables. The study revealed three major findings. First, easy access of the Blackboard Collaborate and an effectively designed structure enhanced learners' problem understanding and communication. It also improved the personal traits of conceptualisation, tolerance and amiability that are essential for knowledge acquisition. Second, the readiness of the online learners with educational communication technologies had a positive influence on their liberal arts knowledge. Third, learners' attested motivation to embark on synchronous online classes enhanced their knowledge acquisition skills and traits. Finally, alternative Blackboard Collaborate layouts and structures are recommended aiming at encouraging future researchers to further investigate the relationship between the knowledge acquisition skills and traits of learners and an online synchronous learning environment.
Enhancing Students' Language Skills through Blended Learning
Author: Banditvilai, Choosri
Date: 2016-00-00
Type: Journal Articles
Subjects: Language Skills,Blended Learning,Case Studies,Asians,Foreign Countries,College Students,English for Special Purposes,Electronic Learning,Learning Strategies,Teaching Methods,Listening Skills,Speech Skills,Reading Skills,Writing Skills,Academic Achievement,Student Attitudes,Comparative Analysis,Experimental Groups,Control Groups,Outcomes of Education,Independent Study,Learning Motivation,Personal Autonomy,Educational Attitudes,English,Majors (Students),Achievement Tests,Questionnaires,Semi Structured Interviews,Conventional Instruction,Data Analysis,Pretests Posttests,English Curriculum,Language Tests,Second Language Learning

This paper presents a case study of using blended learning to enhance students' language skills and learner autonomy in an Asian university environment. Blended learning represents an educational environment for much of the world where computers and the Internet are readily available. It combines self-study with valuable face-to-face interaction with a teacher. This study puts the spotlight on learning outcomes in an English for Specific Purposes (ESP) class in Thailand in which e-learning strategies are used in parallel with traditional classroom language teaching methods of the four language learning skills. These skills are listening, speaking, reading and writing. The achievements and attitudes of students were compared between the control group and the experimental group to measure the potential of available technology to develop language skills and learner autonomy. The findings from this study show that online practice is directly beneficial to enhance the four language learning skills as well as autonomous learning and learner motivation.
Investigating Pedagogical Techniques in Classroom Interactions at a CELTA Training Programme
Author: Rahman, Md Shidur
Date: 2016-00-00
Type: Journal Articles
Subjects: Qualitative Research,Classroom Techniques,Teaching Methods,Teachers,Trainees,Teacher Certification,English (Second Language),Second Language Learning,Language Teachers,Language Acquisition,Foreign Countries

The study investigated the similarities and dissimilarities of using pedagogical techniques in classroom interactions, taken place whilst teaching a known language and an unknown language in a CELTA training classroom context. For this purpose, the classroom interactions in unknown and known languages were analysed according to the qualitative research method. First, the interactions were recorded; and then transcribed them by following Jefferson's transcription conventions. The interactants were one instructor (Female), and twelve trainees: seven females and five males. Usually, the CELTA has a maximum class size of twelve. The instructor was a native-speaker of English, but the trainees were the mixture of native and non-native speakers. One was from Thailand, one from Indonesia, one from Bangladesh; two from Europe, and the rest were from the UK. Most of the trainees had teaching experience. The results of the study indicated that there exist distinctions, rather than similarities, between pedagogical strategies used while teaching known and unknown languages. The study also suggested that all the pedagogical techniques do not fit equally with teaching both the languages; some can be used in a wider degree--some can be employed in a lesser degree.