ethanporcaro/eric-fulltext-meta huggingface dataset:
Wikiwijs: An Unexpected Journey and the Lessons Learned towards OER
Author: Schuwer, Robert
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Open Source Technology,Educational Resources,Intervention,Educational Policy,Educational Practices,Program Effectiveness,Formative Evaluation,Educational Change,Adoption (Ideas),Educational Quality,Usability,Teamwork,Difficulty Level,Shared Resources and Services,Context Effect,Program Implementation,Barriers,Change Strategies,Technology Uses in Education,Technology Integration

The Dutch Ministry of Education, Culture and Science has funded a five years program to encourage the use, creation and sharing of Open Educational Resources (OER) by teachers from various types of education. This program is known as Wikiwijs. Ultimo 2013, the program has come to an end. As some of the assumptions at the start of Wikiwijs proved to work out in unexpected ways the lessons learned could fuel the next steps in developing Wikiwijs. Besides, other national initiatives on &quot;opening up education&quot; may also benefit from the lessons learned reported here. The main conclusion from five years Wikiwijs was that to accomplish mainstreaming OER, the Wikiwijs program should go along with other interventions that are more oriented toward prescriptive policies and regulations. In particular: the Dutch government should be more directive in persuading executive boards and teachers on schools to adopt OER as an important part of educational reform and the acquisition of 21st century skills. [This paper was presented at the OpenCourseWare Consortium Global Conference (Ljubljana, Slovenia, April 23-25, 2014).]
Public Expenditure in Education in Latin America. Recommendations to Serve the Purposes of the Paris Open Educational Resources Declaration
Author: Toledo, Amalia
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Expenditures,Educational Resources,Open Source Technology,Public Policy,Investment,Textbooks,Courseware,Elementary Secondary Education,Educational Policy,Educational Principles,Civil Rights,Access to Education,Educational Finance,Comparative Education,Comparative Analysis,Educational Technology,Educational Administration

In this paper, the authors identify and analyze public policy and the investment and expenditure that the governments of Argentina, Chile, Colombia, Paraguay and Uruguay commit to make in the development and procurement of textbooks, books and digital content for primary and secondary education (K-12). The aim is to identify and propose a roadmap for developing policies that advance the principles of the Paris Open Educational Resources Declaration. In the region, digital content coexists with and complements the traditional ones. Paper textbooks continue to have a leading role in the education systems of the region. In this context, the authors assess how the acquisition of traditional and digital materials occurs and offer some recommendations to the governments to adjust their public spending policies on educational resources development and procurement. [This paper was presented at the OpenCourseWare Consortium Global Conference (Ljubljana, Slovenia, April 23-25, 2014).]
A Framework to Integrate Public, Dynamic Metrics into an OER Platform
Author: Cohen, Jaclyn Zetta
Date: 2014-00-00
Type: Journal Articles
Subjects: Data,Educational Resources,Shared Resources and Services,Use Studies,Universities,Measurement,Data Analysis,College Faculty,Authors,Specialists,Librarians,Feedback (Response),Semi Structured Interviews

The usage metrics for open educational resources (OER) are often either hidden behind an authentication system or shared intermittently in static, aggregated format at the repository level. This paper discusses the first year of University of Michigan's project to share its OER usage data dynamically, publicly, to synthesize it across different levels within the repository hierarchies, and to aggregate in a method inclusive of content hosted on third-party platforms. The authors analyze their user research with a target audience of faculty authors, multimedia specialists, librarians, and communications specialists. Next, they explore a stratified technical design that allows the dynamic sharing of metrics down to the level of individual resources. The authors conclude that this framework enables sustainable feedback to OER creators, helps to build positive relationships with creators of OER, and allows the institution to move toward sharing OER on a larger scale. [This paper was presented at the OpenCourseWare Consortium Global Conference (Ljubljana, Slovenia, April 23-25, 2014).]
An Architecture Based on Linked Data Technologies for the Integration and Reuse of OER in MOOCs Context
Author: Piedra, Nelson
Date: 2014-00-00
Type: Journal Articles
Subjects: Online Courses,Educational Technology,Large Group Instruction,Technology Uses in Education,Shared Resources and Services,Access to Information,Internet,Standards,Access to Education,Higher Education,Resource Units,Electronic Publishing,Semantics

The Linked Data initiative is considered as one of the most effective alternatives for creating global shared information spaces, it has become an interesting approach for discovering and enriching open educational resources data, as well as achieving semantic interoperability and re-use between multiple OER repositories. The notion of Linked Data refers to a set of best practices for publishing, sharing and interconnecting data in RDF format. Educational repositories managers are, in fact, realizing the potential of using Linked Data for describing, discovering, linking and publishing educational data on the Web. This work shows a data architecture based on semantic web technologies that support the inclusion of open educational materials in massive online courses. The authors focus on a type of openness: open of contents as regards alteration i.e. freedom to reuse the material, to combine it with other materials, to adapt, and to share it further under an open license. [This paper was presented at the OpenCourseWare Consortium Global Conference (Ljubljana, Slovenia, April 23-25, 2014).]
Crowd-Sourcing (Semantically) Structured Multilingual Educational Content (CoSMEC)
Author: Tarasowa, Darya
Date: 2014-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Web Sites,Technology Uses in Education,Collaborative Writing,Multilingualism,Language Usage,Semantics,Resource Units,Shared Resources and Services,Electronic Learning,Translation

The support of multilingual content becomes crucial for educational platforms due to the benefits it offers. In this paper we propose a concept that allows content authors to use the power of the crowd to create (semantically) structured multilingual educational content out of their material. To enable the collaboration of the crowd, we expand our previously developed CrowdLearn concept and WikiApp data model to support multilingual educational content. The expanded concept, CoSMEC, was evaluated with an example implementation within the web-based educational platform SlideWiki. Based on this experience, we provide solutions for the most complicated technical issues we faced during the implementation. This paper also discusses statistics which show the flow of multilingual content usage. [This paper was presented at the OpenCourseWare Consortium Global Conference (Ljubljana, Slovenia, April 23-25, 2014).]
Connecting Community and Culture
Author: Brown, Corine Meredith
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Teacher Education,Urban Education,Cultural Awareness,Action Research,Context Effect,Instructional Effectiveness,Communities of Practice,Work Sample Tests,Teaching Methods,Constructivism (Learning)

In order to be effective educators in the 21st century, it is essential for teacher candidates to develop a deep understanding of the culture and contextual factors surrounding their students' lives, and the ability to apply this understanding to classroom instruction. This action research study discusses how the implementation of teaching learning community propensities with Teacher Work Sample methodology provides a unique perspective for pre-service teachers to first examine the social context of urban students, and then to consider these contextual factors with the implications for effective instructional practices.
Attributes of School Leaders Towards Achieving Sustainable Leadership: A Factor Analysis
Author: Goolamally, Norlia
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Instructional Leadership,Administrator Characteristics,Sustainability,Factor Analysis,Elementary School Teachers,Secondary School Teachers,Administrator Effectiveness,Credibility,Self Efficacy,Integrity,Measures (Individuals),Validity,Reliability,Qualitative Research,Statistical Analysis

A principal plays a very important role in deciding the direction and success of a school. Whether a school is dynamic is dependent upon the skills and abilities of the principal. In order to be excellent, the principal must be in possession of an excellent character. Therefore, the selection and promotion of school principals should be conducted through a meticulous and objective procedure. The entire process must be reviewed in order to ensure the quality and high standard of national education. Selection according to seniority or competency in work performance through evaluation of management and administrative skills, which is the current practice, may not be suitable for the enhancement of the leadership of principals. This study was conducted to identify and affirm the conceptual framework and attributes of school leaders (principals) needed to achieve leadership sustainability and school excellence. The exploratory factor analysis method was employed for the purpose of this study and was implemented in three stages. The sample population comprised primary and secondary school teachers. Through this study, it was found that there were five important traits or attributes which a school leader or principal must possess in order to make a school excellent. These five attributes are: (i) integrity, which has the sub-attributes of being principled and humble; (ii) forward looking, which has the sub-attributes of strategic catalyst and mind motivator; (iii) inspirational, which has the sub-attributes of supportive and influential; (iv) competent, which has the sub-attributes of task competency (there are two components, namely, action-oriented and sociability as well as emotional and spiritual competency); and (vi) self-efficacy.
Effects of Remedial Instruction on Low-SES &amp; Low-Math Students' Mathematics Competence, Interest and Confidence
Author: Yang, Der-Ching
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Remedial Mathematics,Remedial Instruction,Socioeconomic Status,Low Income Groups,Self Esteem,Student Interests,Mathematics Achievement,Mathematics Skills,Correlation,Grade 1,Elementary School Students,Cooperative Learning,Manipulative Materials,Pretests Posttests,Measures (Individuals),Statistical Analysis,Qualitative Research

This study aimed to examine the effects of remedial instruction on low-SES &amp; low-math first graders' basic mathematics competence as well as their interest and confidence in mathematics learning. Fourteen participants of low-SES &amp; low-math were selected from two classes totaling fifty-seven first graders at a public elementary school in central Taiwan. Results show that remedial instruction conducted during the study successfully improved the low-SES &amp; low-math students' mathematics competence and enhanced their interest and confidence in mathematics. Remedial instruction in the form of story contexts conducted through small group collaboration with manipulatives appeared to improve low-SES &amp; low-math students' mathematics learning. Implications related to remedial instruction for low-SES &amp; low-math students are discussed.
Reflecting the Process of Teaching and Listening in Two Different Approaches in Educational Philosophy
Author: Hassan, Aminuddin
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Philosophy,Learning Strategies,Listening,Conventional Instruction,Electronic Learning,Comparative Analysis,Academic Achievement,English (Second Language),Statistical Analysis,Questionnaires,Likert Scales,Pretests Posttests,Attention Control,Scores,Problem Solving,Courseware

In the philosophical sense, learning should be enjoyable, fun, dynamic and engaging with access of a lot of sources. While philosophical perspective in the context of this writing is regarded as integral to reflecting the quality of learning in connection to the listening process, it is also an inclination of practice with deep understanding without limitation on the aspect of the learning process itself. The question of traditional classroom and online learning is important in the learning process. To produce high achievers in education, it is important to find out the best type of learning that we can provide for students. It differed on the type of strategy the higher learning institution students used but the frequency of applying the strategy between the groups of traditional classroom and of online learning are the same. The result showed that students that subscribed to traditional classroom performed better than those who subscribed to online learning. This could be due to the fact that less instruction was provided by the teacher in online learning consequently causing the inability within students to perform.
Parental Involvement in Curriculum Implementation as Perceived by Nigeria Secondary School Principals
Author: Olibie, Eyiuche Ifeoma
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Participation,Parent School Relationship,Curriculum,Secondary Schools,Principals,Hypothesis Testing,Questionnaires,Gender Differences,Surveys,Parent Role,Administrator Attitudes,Statistical Analysis,Parent Attitudes,Structured Interviews

The purpose of this study was to assess the extent to which parents are involved in curriculum implementation in secondary schools in Anambra State of Nigeria as perceived by male and female principals. A research question and a hypothesis were formulated to guide the study. The survey research design was used. Participants were 257 secondary school principals. A 16-item researcher-developed questionnaire, designed on a 4-point scale, was used to collect data. Structured interviews were also used. Mean scores, content analysis, frequencies and t-test were used for data analysis. Findings indicated that in the opinions of male and female principals, there was a little extent of parental involvement in curriculum implementation. This indicates that irrespective gender, the principals in this study held a similar view of a little extent of parental involvement to curriculum implementation in schools. For this trend to improve, school principals and teachers need to make efforts for reaching and involving members to support curriculum implementation. They should design and implement strategies that will result in improved involvement, and at the same time, balance involvement vis-à-vis educators' professional autonomy.
International Study Tour Groups
Author: O'Reilly, Frances L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Mixed Methods Research,Interaction Process Analysis,Social Psychology,International Educational Exchange,Teacher Exchange Programs,Employee Attitudes,Teacher Attitudes,Cultural Awareness,Learning Experience,Sensitivity Training,Travel,Professional Development,Participant Satisfaction,College Faculty

Using the context of international study tour groups, this study examined the personal and professional transformation that occurred among host faculty and staff at The University of Montana-Missoula as a result of their interactions with traveling academics from other countries. Data were collected from participant responses (n = 27) using a mixed-methods design, utilizing a quantitative survey while simultaneously embedding qualitative questions. Quantitative responses to the survey were analyzed with descriptive statistics to generate key findings. Thematic coding strategies were applied to the qualitative responses in order to inform and help further explain the quantitative data, thereby providing greater clarity in addressing the research questions that framed this study. Findings from the analyses provided evidence that participants experienced increased inspiration and desire for self-improvement, self-discovery, and ultimately transformation. Given the reported findings, it behooves institutions of higher education to actively seek out intercultural experiences by hosting international study tour groups.
The Effects of Assignment Format and Choice on Task Completion
Author: Hua, Youjia
Date: 2014-00-00
Type: Journal Articles
Subjects: Learning Problems,Intervention,Test Format,Assignments,Task Analysis,Productivity,Grade 4,Preferences,Special Education,Mathematics Achievement,Predictor Variables,Testing Accommodations,Educational Practices,Educational Strategies

Modifying task presentation format and providing opportunities to choose are two effective procedures teachers can use to improve academic productivity for students with learning difficulties. Combining the two procedures may result in academic interventions that teachers can use without significantly changing the curriculum. The present study investigated the effects of choosing between total task and partial task presentation on academic productivity of three 4th grade students with learning disabilities. In the context of an alternating treatment design, the results showed that task presentation format may influence student preference and may be a promising choice alternative teachers can provide. The results also suggest that the effectiveness of choice making depends on the relative discrepant preference levels of the choice alternatives.
E?ffects of English Language Proficiency on the Choice of Language Learning Strategies by Saudi English-Major Undergraduates
Author: Javid, Choudhary Z.
Date: 2013-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Majors (Students),Language Proficiency,Foreign Countries,Educational Trends,Individual Differences,Learning Strategies,Undergraduate Students,Statistical Analysis,Grade Point Average,Metacognition,Correlation,Memory,Preferences,Class Activities,Learning Experience,Teaching Methods,Student Attitudes,Questionnaires,Language Tests

It is reported that language learning is a creative and dynamic process and the learners are active partners in this process. This trend in language teaching motivated the researchers to investigate the learners' individual differences and the identification of language learning strategies (LLS) has become a major area of interest in this regard because it is suggested that language learners consciously or unconsciously employ different LLS. This research study investigated LLS used by Saudi English-major undergraduates by using SILL version 7. Paired Samples t-test was applied to see if significant differences exist as a result of their GPA differences. The informants of this study were 240 English-major undergraduates (low GPA, 106 &amp; high GPA, 134) enrolled at foreign languages department Taif university. Results reported that the participants with high English language proficiency use language learning strategies more frequently. The participants ranked the metacognitive strategies the highest as compared to other LLS followed by social and cognitive LLS respectively. Among the remaining three categories of LLS, compensation and affective strategies showed mixed preferences but memory strategies were assigned the least mean values by both sample groups. Considering the fact that frequency of LLS usage and English language proficiency are positively linked to each other, it is concluded that it seems necessary to teach language learning strategies explicitly so that even the weaker students should be able to enhance English language proficiency by exploiting a wide range of suitable strategies that are appropriate to different classroom activities and learners' L2 experience.
Reflections of College English Majors' Cultural Perceptions on Learning English in Taiwan
Author: Cheng, Ching-Mei
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Majors (Students),Cultural Awareness,Language Teachers,Applied Linguistics,Interviews,Student Attitudes,Teacher Attitudes,Official Languages,Language Proficiency,Qualitative Research,Case Studies

This study was conducted with the participation of nine English as a Foreign Language (EFL) students and two EFL teachers of the Department of Applied English at an institute of technology in central Taiwan. Based on in-depth interviews with the students and teachers, the findings suggest that the participating students' perspectives of culture varied and that they were having difficulty interpreting deeper meanings associated with culture. American culture dominated their perceptions; culture learning was not considered important; culture was not yet emphasized in the classes; English is a lingua franca; culture understanding did not influence linguistic proficiency, and cultural self-awareness was not an issue. The participating students' ultimate educational goals were to earn an English-related certificate, and a cultural understanding of the language did not positively affect the proficiency. This study demonstrated that teaching and learning about culture are necessary and should be stressed in EFL education. The profound effect of cultural learning on language acquisition takes time to develop, and it requires learners' awareness to promote deeper understanding.
Krashen's Five Proposals on Language Learning: Are They Valid in Libyan EFL Classes
Author: Abukhattala, Ibrahim
Date: 2013-00-00
Type: Journal Articles
Subjects: Linguistic Theory,Second Language Learning,Language Research,Criticism,English (Second Language),Language Teachers,Teacher Attitudes,Teaching Methods,Second Language Instruction,Linguistic Input

The most remarkable theory which aims to offer an overall explanation for SLA is Krashen's Monitor Theory. As documented by the professional literature, although it has received a great deal of criticism, this theory has had a great influence on all aspect of second language research and teaching since the 1980s. Krashen's theory seems to be attractive to many language teachers all over the world. Based on my experience as an EFL teacher and researcher, I attempt to provide a critical analysis of the theory's five main hypotheses and the applicability of these proposals in foreign language contexts.