ethanporcaro/eric-fulltext-meta huggingface dataset:
Failure to Get Admissions in a Discipline of Their Own Choice: Voices of Dejected Students
Author: Rana, Naeem Akhtar
Date: 2017-06-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Engineering Education,Selective Admission,Admission Criteria,Failure,Occupational Aspiration,Academic Aspiration,Phenomenology,Hermeneutics,Semi Structured Interviews,College Admission,Access to Education,College Entrance Examinations,Coping,Qualifications,Data Analysis

Attaining a professional engineering degree is a dream of many pre-engineering intermediate students in Pakistan. Several students face scarcity of resources to accomplish and enliven their dreams of getting admission into an engineering institute, which results in great hardships and turmoil for them. The literature reveals that quantitative work in this area has been done to some extent, which restricts the comprehension of deeper understanding, profound feelings, perceptions, personal meanings, effects and experiences surrounding this dilemma at the time of rejection. This study has tried to ferret out the experiences of the students who could not get admission in the field of their own interest and went through the phase of uncertainty concerning their future. The research is grounded in the tradition of hermeneutic phenomenology as guided by Heidegger (1962), Gadamer (1960/2003), Casey (1993) and Levinas (1961/2004). By calling forth the philosophical and methodological tenets of this approach, the endeavor was to uncover the lived experiences of the students at the time of failure as well as how they felt about their future. A group of five students from the University of Karachi (Department of Statistics), who could not qualify in the Entrance test of a well renowned Engineering University in Karachi and later joined BS program in Actuarial Sciences, were interviewed for this research. The insights of the study reflect that lack of opportunities and failure result in a great set back for the students and harbor negative feelings in them towards education and its system. The study recommends the need to establish new public sector universities to fulfill the needs of the students to achieve their targets and simultaneously to groom them as an asset for the country.
Bring Your Own Device (BYOD) and Teacher Pedagogy in a New Zealand Primary School
Author: Rae, Genevieve
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Elementary School Teachers,Ownership,Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Technology Integration,Teaching Methods,Case Studies,Semi Structured Interviews,Observation,Documentation,Teacher Attitudes,Influences,Barriers

The practice of students bringing their own mobile devices (BYOD) to school is increasingly being used to leverage digital learning opportunities in New Zealand schools. This paper presents a summary of the findings from a case study that explored the experiences of three primary school teachers as they introduced BYOD into their classrooms for the first time. The aim of the study was to understand the impact BYOD had upon their pedagogical practices and to identify factors that influenced these practices. The paper includes recommendations for schools and teachers who may be considering implementing BYOD in the future.
Making Sense of Responsible Research and Innovation in Science Education through Inquiry-Based Learning. Examples from the Field
Author: Bardone, Emanuele
Date: 2017-00-00
Type: Journal Articles
Subjects: Science Instruction,Teaching Methods,Inquiry,Science Teachers,Teacher Attitudes,Foreign Countries,Governance,Educational Policy,Ethnography,Decision Making,Elementary School Teachers,Secondary School Students,Interviews,Observation,Educational Research,Instructional Innovation

Originally introduced in several policy documents issued by different institutions belonging to the European Union (EU), the term responsible research and innovation (hereafter RRI) has gained considerable attention in recent years among researchers coming from different backgrounds and disciplines. RRI constitutes an attempt to articulate a theoretical framework that would shape the governance of science in Europe. While science education is mentioned in various EU policy documents as one of its strategic dimensions, the way in which RRI can actually be translated into science education is a topic that needs empirical investigation as well as theoretical elaboration. The overall aim of the paper is precisely to offer that. In the present article, we posit that RRI in science education can be experienced meaningfully by linking it to inquiry-based learning, which already stresses the importance of active participation as well as students' responsibility for discovering knowledge. To see this potential connection in practice, we conducted an ethnographic study involving seven Estonian science teachers, who agreed to be observed at least 3 times when they conducted inquiry-based learning lessons in their school. Specifically, the study aimed at acquiring a better understanding as to the meaning that the term responsibility can have during the different phases of inquiry-based lessons. The results of the ethnographic study allow us to come to the conclusion that RRI can be interpreted in science education as a type of meaningful engagement in and for an inquiry during which the students are given the opportunity to make meaningful decisions in the different inquiry phases and thus be able to take responsibility for the inquiry process.
Inclusive Education in Government Primary Schools: Teacher Perceptions
Author: Khan, Itfaq Khaliq
Date: 2017-06-00
Type: Journal Articles
Subjects: Inclusion,State Schools,Teacher Attitudes,Elementary School Teachers,Mainstreaming,Elementary Schools,Structured Interviews,Likert Scales,Children,Disabilities,Attitudes toward Disabilities,Foreign Countries,Teachers,Special Education,Test Reliability,Test Validity,Questionnaires,Statistical Analysis

The perceptions of primary school teachers towards inclusive education was investigated in mainstream government schools of Islamabad capital territory where inclusive education was being supported by Sight savers and other international organizations. The study was carried out involving 54 teachers in six randomly selected primary schools. The sampled group comprised both, teachers trained in inclusive education and teachers working in same schools, but not trained in inclusive education. Purposive sampling method was used to select the teachers. Structured questionnaire (Likert Scale) and structured interview method was used for data collection. The results of the study revealed that inclusive education is considered to be a desirable practice. The teachers believed that all learners regardless of their disabilities should be in regular classrooms and they showed more favorable attitude towards children with mild disabilities, but were not very optimistic about children with severe disabilities. The study also recognized teachers' capacity as an essential component of inclusive education and recommends that inclusive education should be a part of pre and in-service teacher education.
Teachers&apos; Readiness to Use Inquiry-Based Learning: An Investigation of Teachers&apos; Sense of Efficacy and Attitudes toward Inquiry-Based Learning
Author: Silm, Gerli
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Inquiry,Self Efficacy,Teacher Attitudes,Foreign Countries,Faculty Development,Attitude Change,Educational Resources,Learner Engagement,Surveys,Factor Analysis,Factor Structure,Pretests Posttests,Program Effectiveness,Classroom Techniques,Knowledge Level,Correlation,Cross Cultural Studies

The use of inquiry-based learning (IBL) is encouraged in schools, as it has been shown to be an effective method for raising students' motivation in STEM subjects and increasing their understanding of scientific concepts. Nevertheless, IBL is not very often used in classrooms by teachers due to different (perceived) obstacles. Within the Ark of Inquiry project, teacher training sessions were designed that enabled the teachers to experience IBL from different perspectives: Teacher as a learner, teacher as a thinker, and teacher as a reflective practitioner. We expected that the trainings would have an impact on teachers' sense of efficacy (TE), which has been shown to be positively related to teachers' readiness to adopt new teaching methods, and their attitudes toward IBL. Four hundred and ninety-seven teachers from 10 countries were involved in the study. We found that teachers' higher sense of efficacy was related to more positive attitudes toward IBL before the training. The teacher training sessions had a positive effect on the Student Engagement Subscale of TE (d = 0.16) and attitudes toward IBL. The strongest positive effects on attitudes were related to the perceived available resources for teaching inquiry (d = 0.36) and inquiry being suitable for motivating different students (d = 0.28). However, the training did not impact how teachers perceive systemic restrictions. The study concludes that this kind of teacher training can be a suitable method of boosting TE and overcoming some perceived obstacles for adopting IBL in the classroom.
Using Teachers&apos; Inquiry-Oriented Curriculum Materials as a Means to Examine Their Pedagogical Design Capacity and Pedagogical Content Knowledge for Inquiry-Based Learning
Author: Papaevripidou, Marios
Date: 2017-00-00
Type: Journal Articles
Subjects: Instructional Design,Pedagogical Content Knowledge,Preservice Teachers,Elementary School Teachers,Curriculum Design,Teacher Education Programs,Grounded Theory,Profiles,Teaching Methods,Inquiry,Reflective Teaching,Classification,National Curriculum,Undergraduate Students,Science Instruction

The study aimed at examining preservice elementary teachers' inquiry-oriented curriculum materials in an attempt to unravel their pedagogical design capacity (PDC) and pedagogical content knowledge (PCK) for inquiry-based learning (IBL), after attending a professional development program (PDP) centered around inquiry-based teaching and learning. In so doing, we identified the PCK for IBL dimensions (e.g., integration of inquiry within teachers' curriculum designs and evaluation of student learning) underpinning their curriculum materials and for each dimension, we aimed at finding the characteristics of the teachers' curriculum materials and capturing their PCK and PDC concerning that particular dimension. The participants were 44 preservice elementary school teachers enrolled in a PDP that was organized in four phases. In each phase, the teachers were assigned to a different role, namely, teachers as learners (Phase 1), teachers as thinkers (Phase 2), teachers as curriculum designers (Phase 3), and teachers as reflective practitioners (Phase 4). The data sources involved mainly teachers' curriculum materials that were analyzed with the use of grounded theory methodology and the constant comparative method. The data analysis revealed that the teachers' curriculum materials were developed along five PCK for IBL dimensions. Moreover, a number of characteristics of the teachers' curriculum materials were identified for each one of these dimensions, which in turn were clustered along three levels of increased sophistication and revealed our teachers' PDC per dimension. We also managed to identify three different PCK for IBL profiles. Finally, the findings indicate that, even though our preservice teachers attended our specially designed PDP, they have conceptualized in diverse ways the underlying principles of IBL.
Academic-Corporate Engagement: Strategic and Organizational Best Practices
Author: Garber, Robert
Date: 2017-00-00
Type: Journal Articles
Subjects: Partnerships in Education,School Business Relationship,Universities,Corporations,Best Practices,Program Implementation

Academic institutions pursue relationships with corporations to fulfill a variety of goals and interests. These may include furthering a research mission, supporting employment of graduates, and promoting economic development through commercialization of discoveries, among others. A body of best practices for corporate engagement has emerged recently, driven by a difficult and highly competitive environment for research funding and an increasingly selective approach to academic relations taken by corporations. Productive corporate partnerships require grounding in deep internal knowledge of an institution's assets, as well as understanding of the external corporate and academic landscape. Relationships also benefit from clear and sustained support from senior university administrators, and from a dedicated team of specialists with knowledge of academic as well as business environments. A strategic framework built on principles of relationship management can provide a roadmap for implementing and sustaining a successful corporate engagement effort.
Personalised Learning with Mobile Technologies in Mathematics: An Exploration of Classroom Practice
Author: Willacy, Helen
Date: 2017-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Handheld Devices,Technology Uses in Education,Computer Oriented Programs,Mathematics Education,Elementary School Mathematics,Educational Practices,Use Studies,Foreign Countries,Conventional Instruction,Student Centered Learning,Assistive Technology,Classroom Environment

Personalised learning is generally understood to be of benefit to students' learning. In addition, the flexible nature of mobile technologies (MTs) and the variety of available apps are seen to respond to the needs of individual students, and hence have the potential to support personalised learning. This paper reports on an aspect of a larger research project that investigated the use of mobile technologies in primary mathematics classrooms. Personalised learning was determined as one theme that emanated from the teachers' and students' use of MTs, and this paper aims to investigate how personalised learning was evidenced within the practice of three teachers. Video data of classroom practice were used to analyse the use of MTs within the theme of personalised learning. Four pathways to personalised learning emerged, enabling a more practical understanding of different types of personalisation afforded by MTs.
Proposing a Syllabus Design for Oral Classes on Teachers&apos; and Students&apos; Perceptions of Modified Output
Author: Gürbüz, Akin
Date: 2017-00-00
Type: Journal Articles
Subjects: Course Descriptions,Teacher Attitudes,Student Attitudes,Questionnaires,Feedback (Response),Speech Skills,Statistical Analysis,Qualitative Research,Speech Communication,Correlation,Observation,Semi Structured Interviews,Oral Language,Communication Skills,Error Correction,Metalinguistics,English (Second Language),Second Language Instruction

Error treatment has long been studied in ELT, and the attitude of the learners and teachers towards correction might be acknowledged as the main focus in most cases. Breen et al. put forward that negotiation is inevitable in modification; hence, the primary concern of this study is to explore teachers' and students' perceptions of modification in oral classes and present a communicative syllabus design based on the analysis of the needs. The participant instructors (48) and students (280) were addressed questionnaires to conceive their perception of corrective feedback in their oral classes. Both the questionnaires consisted of six sections, namely (1) necessity of error correction, (2) frequency of error treatment, (3) timing of modification, (4) types of errors need to be treated, (5) methods of correction, and (6) delivering agents of corrective feedback. In terms of data collection, a variety of techniques such as questionnaires, audio recordings, and a semi-structured interview have been conducted. In this sense, collected data was analysed both quantitatively and qualitatively.
Research Administrative Burden: A Qualitative Study of Local Variations and Relational Effects
Author: Spencer, Thomas
Date: 2017-00-00
Type: Journal Articles
Subjects: Research Administration,Administrators,Qualitative Research,Researchers,Federal Regulation,Administrator Role,Institutional Research,Court Litigation,Constitutional Law,Grounded Theory,Questionnaires,Interviews

As research administrators look to define their roles as professionals, the need to address perceived administrative burden becomes a valuable next step in improving research administration. A qualitative investigation into the causes of the perceived burden identifies local variability of research administration as regulatory burden for those research administrators looking to be seen as professionals by the researchers performing human subject research.
Intercultural Adaptation and Validity Study: Universal Science Literacy Scale (USLS)
Author: Çelik, Cüneyd
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Scientific Literacy,Measures (Individuals),Preservice Teachers,Science Teachers,Construct Validity,Factor Analysis,Factor Structure,Goodness of Fit,Test Validity

The purpose of the current study is to adapt &quot;The Universal Science Literacy Scale&quot; developed by Mun, Shin, Lee, Kim, Choi, Choi and Krajcik into Turkish. The study group of the current research is comprised of a total of 645 pre-service science teachers from 6 different universities of Turkey. In the first stage of the adaptation study, the items of the original scale were translated into Turkish by ELT field experts. Then, a linguistic equivalence test was conducted for the linguistic validity of the scale. The construct validity of the scale was tested with Confirmatory Factor Analysis (CFA). The obtained findings showed that the adapted scale has the same factor structure as the original scale. In addition to this, the results of CFA revealed that the goodness-of-fit indices of the scale are quite good. Cronbach alpha internal consistency (reliability) coefficient of the scale was found to be 0.91. As a result of the analyses conducted, it was concluded that the Universal Science Literacy Scale is a valid scale that can make contributions to the relevant literature in Turkey.
Some Philosophical Paradigms in Education of Modeling and Control
Author: Keviczky, László
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Scientific Research,Scientific Attitudes,Scientists,Scientific Principles,Problem Solving,Models,Graphs,Equations (Mathematics),Science Instruction

The paper discusses some interesting, mainly philosophical paradigms of the modeling and control areas, which are still partly unsolved and/or only partially studied. First the possible introduction of a prejudice free control--similar to the term for the modeling introduced by Rudi Kalman--is investigated. Next the real constraints in real control systems are discussed. It seems that these are the amplitude limit for the actuators in practical systems. Then the application of the HEISENBERG-type uncertainty relationship in control is discussed, combining the robustness of control and quality of modeling. Finally a special irregularity in the classical &quot;LQR&quot; control methodology is treated investing some unreachable poles in the anomaly. The paper constitutes a review of a few specific problems in the control theory. They are enumerated in keywords and discussed on the basis of the references. The authors aim at least to invite further authors to continue such a discussion.
Comparison of Science Process Skills with STEM Career Interests of Middle School Students
Author: Zorlu, Fulya
Date: 2017-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Science Process Skills,STEM Education,Science Interests,Vocational Interests,Middle School Students,Grade 7,Foreign Countries,Statistical Analysis,Science Tests,Regression (Statistics)

This study was aimed to examine the relation between the STEM (Science, Technology, Engineering and Mathematics) career interests and science process skills of middle school seventh grade students. Method of this study was the relational survey method. The study was conducted on the basis of voluntariness and participants were 133 seventh grade students (69 females and 64 males) who study in middle schools under the Ministry of Education. STEM-CIS and SPST was used data collection instruments in this study. SPSS package program was used to analyse the data obtained from research. When we consider STEM career interests, it was determined that career interest of students in the fields of Science and Mathematics were higher than their career interests in Technology and Engineering. When averages of STEM-CIS were considered, career interest in Engineering was lower than career interests in other fields. In accordance with findings obtained via STEM-CIS and SPST scales, it is determined that there are low or medium-level relations between STEM career interest and science process skills. It is observed that there are medium-level relations between career interest of Science, Technology and Mathematics and science process skills. The relation between science process skills and Engineering career interest is rather low level.
An Analysis of the Relationship between Scientific Epistemological Beliefs and Educational Philosophies: A Research on Formation Teacher Candidates
Author: Terzi, Ali Riza
Date: 2017-00-00
Type: Journal Articles
Subjects: Correlation,Scientific Attitudes,Epistemology,Educational Philosophy,Preservice Teachers,Gender Differences,Mathematics Instruction,Student Attitudes,Foreign Countries,Science Education,Measures (Individuals),Statistical Analysis

This research explores the relationship between scientific epistemological beliefs and educational philosophies of formation teacher candidates. The research was conducted in the summer pedagogical formation program at Balikesir University of Necatibey Education Faculty during the 2016-17 academic years. The research, conducted with 379 candidate teachers, indicates that teacher candidates hold a significantly high score in sub-dimensions of reasoning and in changeability of knowledge concerning scientific epistemological beliefs. The most adopted educational philosophies are progressive and reconstructionist philosophies of education. There is a significant difference between the viewpoints of teacher candidates in terms of gender in relation to both scientific epistemological beliefs and educational philosophies. Same difference also prevails between the teacher candidates' fields of study. Departmental difference is between Natural Sciences/Mathematics fields and Skill/Competence fields. The research has determined a low correlation between the teacher candidates' scientific epistemological beliefs and their educational philosophies. The research results support the results of the existing researches in the literature.