ethanporcaro/eric-fulltext-meta huggingface dataset:
The Problems of Contemporary Education Socio-Cultural Dimension of Military Education in Modern Russia
Author: Abramov, Alexsandr P.
Date: 2017-00-00
Type: Journal Articles
Subjects: Military Training,Military Schools,Foreign Countries,Sociocultural Patterns,Social Change,Military Personnel,Sociology

The article reveals the essence of the sociocultural approach as a universal tool which allows considering the process of modernization of cadet education in modern Russia in the complex determining its conditions and factors. The basic mechanisms of functioning of cadet education system are the processes that form the equilibrium diad &quot;tradition-modernity.&quot; Sociocultural approach is interpreted as a concretization of universal evolutionism principle which is a compound of evolution idea with ideas of systemic approach. Sociological research based on empirical data confirms its worth for all educational systems. The authors define perspective directions and forms of institutionalization of socio-cultural modernization of cadet education in modern conditions.
Turkish Jewelry Technology Pre-Service Teachers' TPCK Integration through Ob-Video Materials: A Pedagogical Action Research
Author: Akay, Cenk
Date: 2017-00-00
Type: Journal Articles
Subjects: Action Research,Foreign Countries,Preservice Teachers,Technology Uses in Education,Educational Technology,Technology Integration,Pedagogical Content Knowledge,Technological Literacy,Video Technology,Qualitative Research,Statistical Analysis

The utilization of educational technologies in class applications and their reflections on the education have not reached to desired levels today; in other words, there are problems in the integration of technology into teaching and using technology in conjunction with the knowledge of subject field and pedagogy. The aim of this research is to facilitate the jewelry technology preservice teachers' integration of technology with pedagogy and content through video materials. The study was designed in a qualitative dimension and a pedagogical action research model was used. An open-ended questions form was developed as a qualitative data collection tool to be used in the process of action research. The study group consisted of 77 jewelry technology pre-service teachers of the classroom where the researcher lectured Instructional Technologies course in a state university. The following conclusions were reached after the application according to the preservice teachers, the use of ob-videos; may have a positive effect on pedagogical applications in the process of teaching-learning, may make pedagogical applications more entertaining and interesting in the process of teaching-learning and may help technology integration into the knowledge of content and pedagogy in the process of teaching-learning.
The Relationship between Gender, Motivation and Achievement in Learning English as a Foreign Language
Author: Becirovic, Senad
Date: 2017-00-00
Type: Journal Articles
Subjects: Gender Differences,Student Motivation,Academic Achievement,English (Second Language),Second Language Instruction,Grade 5,Grade 9,Grade 12,Age Differences,Correlation,Foreign Countries,Questionnaires,Statistical Analysis

This study deals with the research into the relationship between gender, motivation and achievement in learning English as a foreign language. A good command of English is of paramount importance for an individual to be successful in numerous aspects of life such as professional, personal and educational. The aim of this research was to determine how gender influences motivation and achievement in learning English as a foreign language. The research sample consists of 185 students aged ten (fifth grade), fourteen (ninth grade) and eighteen (twelfth grade). The results demonstrate a statistically significant relationship between gender and motivation. Ten-year-old students exhibit the highest motivation for learning English as a foreign language, while the eighteen-year-olds exhibit the lowest motivation. In addition, female students are more successful at learning English as a foreign language than male students at each group/grade level. Moreover, the findings also reveal statistically significant results in measuring the correlation between achievement and motivation and can be highly beneficial for teachers, parents and students in adopting the most effective approach to learning and teaching English as a foreign language.
Shaping Self-Efficacy: Tracking a Group of Early Childhood Education Students for Four Years, from College to Employment in the Field
Author: Dori, Nitsa
Date: 2017-07-00
Type: Journal Articles
Subjects: Self Efficacy,Early Childhood Education,Preschool Teachers,Preservice Teachers,Supervision,Teacher Education Programs,Teaching Skills,Teacher Effectiveness,Group Dynamics,Interaction,Foreign Countries,Group Discussion,Coping

A &quot;sense of self-efficacy&quot; is defined as the process of linking knowledge to action, as the assessment of the ability to execute a behavior leading to a certain outcome. A person's perception of self-efficacy has behavioral and emotional implications. When people doubt their own abilities, they tend not to persevere, give up rapidly when encountering difficulties, and feel anxiety and negative emotional arousal when they believe they cannot cope. In terms of self-efficacy, the functions of educators, teachers, and pre-school teachers touch on at least three domains: Task, Interpersonal, and Organizational. This article documents supervision of a group of students in the Early Childhood training track including the work of novice pre-school teachers. It demonstrates what the students undergo, from the beginning of their training to employment as pre-school teachers. Based on the findings, the article reaches conclusions regarding the factors associated with student-pre-school teachers' sense of self efficacy, how each group member learns to form her own sense of self-efficacy, group interactions and achievements, whether self-efficacy is a personality trait or a formative belief, and the nature of the profiles of student-pre-school teachers with a high and low sense of self-efficacy. The article concludes that a person has varying levels of self-efficacy regarding different aspects of both his general and professional life. A person learns by dialogue with his environment and those around him, as well as with himself. Dialogue allows every teacher to further expand and improve his knowledge.
Effect of PDEODE Teaching Strategy on Turkish Students' Conceptual Understanding: Particulate Nature of Matter
Author: Demircioglu, Hülya
Date: 2017-07-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Concept Formation,Scientific Concepts,Science Instruction,Elementary School Science,Teacher Education Programs,Elementary School Teachers,Pretests Posttests,Program Effectiveness,Discussion (Teaching Technique),Observation,Preservice Teachers,Intervention

The aim of this study is to determine the effect of activities developed in accordance with PDEODE teaching strategy on students' understanding of the particulate nature of matter. The sample of the study consists of the first grade students who study in the Primary School Teacher Education Program. In order to determine the conceptual change on students a test consisting of 8 questions was applied to the sample. This test was applied as pre-test, post-test and delayed post-test. The difference between the measurements was found statistically significant (p&lt;0.05). This result shows that the treatment promotes the conceptual change and enhances students' conceptual understanding. As a result of a post-hoc test (Tukey HSD test) it was established that there is a statistically significant difference between the means of pre-test and post-test, and pre-test and delayed test (p&lt;0.05), there isn't a significant difference between the means of post-test and delayed test (p&gt;0.05).
What &quot;Gamification&quot; Is and What It's Not
Author: Çeker, Eser
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Educational Games,Problem Solving,Thinking Skills,Teaching Methods

What &quot;gamification&quot; means and what it doesn't has been addressed and described by many researchers from a variety of different perspectives in the past. Similarities and differences of the methods between &quot;gamification&quot; and &quot;games&quot; (as well as &quot;gamification&quot; and &quot;game based learning&quot;) have also been look upon up until now. However, &quot;gamification&quot; and &quot;game&quot; terms, are still being mentioned as substitutes for one another sometimes in many research articles. Although a mixture of methods are being used nowadays in the whole learning process (e.g. flipped learning together with gamification, mobile learning and infographics etc.), naming the &quot;whole&quot; learning methodology being used in an educational project/research only as &quot;gamification&quot; (or only as a game/GBL)--is yet another common issue that may lead us to misunderstand the gamification concept. These situations may be regarded as problematic issues in understanding the concept of gamification correctly. The number of educators and researchers keeps increasing in the world which are researching and trying to benefit from gamification applications in a variety of disciplines. Some of these disciplines (such as chemistry, health etc.) seems to be more benefitting and being more successful than others in their project states. Evaluating the level of success in various dimensions of learning may also differ from one to another largely in case of mixed learning methods being used in the research. Thus, in cases of using gamification method as well with others in a mixed manner of methods, the low level of success achieved may have been affected by a number of reasons. These reasons and conclusions have oriented the author to establish a research on articles and web resources on &quot;gamification&quot; and its differentiations from &quot;games&quot; and &quot;game-based learning&quot; concepts. The intension is to better understand &quot;gamification&quot;, try contribute in drawing a clearer view of &quot;gamification&quot; for educators and researchers who are in the beginning stages of gamification/gamifying applications topic, or are planning to make use of them in the near future. With this perspective, a literature review was done, summerizing and commenting on the results which are reflected to this article aiming to clarify what &quot;gamification&quot; is, how it differs from &quot;games&quot; and &quot;game-based learning&quot;, familiarize with some successful gamification applications of today (in the education sector), underline how and why it is spreading in various application areas (including education) today and comment on the future of &quot;gamification use&quot;.
A Survey on Clinical Research Training Status and Needs in Public Hospitals from Shenzhen
Author: Ji, Ping
Date: 2017-07-00
Type: Journal Articles
Subjects: Foreign Countries,Health Personnel,Hospitals,Universities,Medical Research,Surveys,Professional Development,Ethics,Statistics,Knowledge Level,Quality Assurance,Statistical Analysis,Models,Case Studies,Training

Objective: To obtain information on the current clinical research training status and evaluate the training needs comprehensively for medical staff in hospitals. Methods: This survey was initiated and conducted by the Health and Family Planning Commission of Shenzhen in conjunction with the Peking University Clinical Research Institute (Shenzhen) from Sep 2016 through Nov 2016. It was planned that no less than 10% of the total staff from each participating hospital were invited to complete the survey. All participants filled out the questionnaire anonymously and voluntarily. Results: A total of 644 subjects from 12 hospitals completed the survey with the response rate of 28.7%. The majority of respondents (80%) have attended training related to clinical research knowledge and skills, however, medical research ethical aspects and statistics knowledge have been provided only for 40% and 27% of respondents, respectively. With regard to preference on training subjects and contents, Protocol design and development (74%) is ranked first, followed by the data analysis and summary (59%) among those researchers from medical professions. Project management and quality control course are mostly demanded for technicians and nurses (53%). Unpredictably, no more than 40% of the respondents consider that it is necessary to receive &quot;Regulation and Research ethics&quot; course even for those Principal investigators. Conclusions: Our survey results indicated that training subjects on protocol design and research ethics are urgently needed and relatively inadequate in China. An appropriate clinical research competency training model should be developed and provided for hospital staffs in China.
Introducing &quot;The Matrix Classroom&quot; University Course Design That Facilitates Active and Situated Learning though Creating Two Temporary Communities of Practice
Author: Roberts, Emma
Date: 2017-00-00
Type: Journal Articles
Subjects: Active Learning,Communities of Practice,Expertise,Classroom Techniques,Leadership Role,Social Support Groups,Social Networks,Student Leadership,Work Experience,Course Organization,Teaching Methods,Teamwork,College Students,Foreign Countries

This paper illustrates a radical course design structured to create active and situated learning in which students participate in communities of practice within the classroom, replicating real-life work situations. This paper illustrates the approach through a People Management module, but the approach is also used across a range of disciplines such as History and Psychology. The Matrix Classroom is a two-stage format which organizes students, firstly into specialism groups developing expertise in a specific aspect of knowledge, and secondly into applied task groups in which they apply their knowledge to a particular case, industry, time-period, or event. The design creates two temporary communities of practice which allow students to participate by both taking leadership roles and acting from the periphery, thereby gradually increasing their exposure and confidence in authentic work situations. This structure creates a peer support network of elected student leaders from whom they can gain &quot;specialist&quot; support. The active nature of the student-led activities are designed to re-contextualize abstract concepts into specific problem situations, thus preparing students for graduate life.
Tapping into Graduate Students' Collaborative Technology Experience in a Research Methods Class: Insights on Teaching Research Methods in a Malaysian and American Setting
Author: Vasquez-Colina, Maria D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Research Methodology,Methods Courses,Case Studies,Qualitative Research,Statistical Analysis,Social Media,Courseware,Computer Literacy,Self Efficacy,Focus Groups,Student Surveys,Student Experience,Computer Mediated Communication,Virtual Classrooms

This case study used qualitative and quantitative methods to investigate challenges of learning and teaching research methods by examining graduate students' use of collaborative technology (i.e., digital tools that enable collaboration and information seeking such as software and social media) and students' computer self-efficacy. We conducted virtual focus groups and surveyed graduate education students taking required research methodology courses in Klang Valley (Malaysia) and Florida (USA). A thematic analysis showed learning research methods evoked emotions for students, students used collaborative technology for learning primarily at one university, and students needed support to access online literature and data sources. Survey results indicated that all students, however, had high levels of computer self-efficacy. Overall results showed that Malaysian women had the strongest computer self-efficacy belief. Our study suggests that collaborative technology for learning and teaching research methods may be underutilized to engage student learning and that faculty responsible for teaching methods courses need to be aware of the emotional side of learning and offer supports, such as collaborative technology, to connect students.
A Multifaceted Partner Presentation Assignment for Improving Educational Outcomes among College Students
Author: Wood, Claire A.
Date: 2017-00-00
Type: Journal Articles
Subjects: College Students,Assignments,Information Literacy,Skill Development,Cooperative Learning,Teamwork,Peer Evaluation,Qualitative Research,Statistical Analysis,Technology Uses in Education,Educational Technology,Group Activities,Library Skills,Interpersonal Competence,Online Surveys,Questionnaires,Student Attitudes,Instructional Effectiveness

This article reports a multifaceted course assignment involving the development of information literacy skills, speed partnering, a brief team VoiceThread presentation, and peer evaluations of the presentations. The assignment was rooted in Chickering and Gamson's (1989) highly regarded principles of good educational practice, as well as the pedagogical literature on speed partnering, collaborative learning, use of VoiceThread, and peer evaluations. It was piloted in a high enrollment introductory family course and in an advanced close relationships seminar. The instructors employed both quantitative and qualitative methods as a basis for both formative and summative evaluation of the assignment. Student responses were generally favorable. For example, 75% of students said speed partnering was an average or good way of forming partnerships. Other results showed that the assignment generated student enthusiasm and engagement in the course material, enhanced learning, and fostered peer relations. Student reactions to conducting peer evaluations were mixed. Despite some initial shortcomings, overall the students and instructors perceived this assignment as successful.
Improvement of Methodology of Teaching Natural Science for Students with Intellectual Disabilities by Means of 3D-Graphics
Author: Fatikhova, Lidiya F.
Date: 2017-00-00
Type: Journal Articles
Subjects: Intellectual Disability,Natural Sciences,Science Instruction,Teaching Methods,Educational Technology,Technology Uses in Education,Computer Graphics,Animation,Instructional Effectiveness,Science Tests,Biology,Statistical Analysis,Hypothesis Testing,Special Schools,Foreign Countries,Adolescents,Grade 9,Secondary School Science

At the present stage of the development of education of persons with disabilities ways of enhancing the effectiveness of training students with intellectual disabilities undergo active research. One means of improving the efficiency and further upgrading of teaching methods is information technology. The article gives an example of improvement of methodology of teaching natural science through such information technologies as 3D-graphics. The authors assume that including animated 3D graphics in the computer educational technology, increases the level of assimilation of material by students with intellectual disabilities. The authors have developed lecture notes using the designed computer program and test tasks for the Biology course, examples of which are presented in the article. Statistical analysis of the results of testing students after the lesson and of deferred testing in 9 topics of the Biology course allowed to establish that the learning material is assimilated more intensely by students with intellectual disabilities when using 3D graphics in the learning process rather than without using it.
A Workbook for Scaffolding Mentored Undergraduate Research Experiences in the Social and Behavioral Sciences
Author: Colbert-White, Erin
Date: 2017-00-00
Type: Journal Articles
Subjects: Workbooks,Scaffolding (Teaching Technique),Mentors,Undergraduate Students,Student Research,Social Science Research,Behavioral Science Research,Research Skills,Skill Development,Experiential Learning,Transformative Learning,Educational Benefits,Productivity,Instructional Effectiveness

Research mentors strive to ensure that undergraduates gain research skills and develop professionally during mentored research experiences in the sciences. We created the SURE (Specialized Undergraduate Research Experience) Workbook, a freely-available, interactive guide to scaffold student learning during this process. The Workbook: (1) identifies mentees' relevant strengths and areas for improvement, (2) encourages effective long-term goal setting, (3) ensures clear communication to facilitate a positive mentor-mentee working relationship, (4) exposes mentees to all phases of the research process, (5) develops mentees' autonomy for research and related professional experiences, and (6) offers mentors a concrete assessment tool to evaluate student participation and development over the course of the research experience. Hands-on research experiences can be invaluable and transformative in undergraduates' professional development, and we predict that the additional structure and standardization provided by the SURE Workbook will help maximize student learning and performance during such experiences. Thinking ahead, mentees who cultivate positive attitudes about research by using the SURE Workbook may be more inclined to pursue research professions and effectively mentor others when they graduate.
Building Understanding of High School Students' Transition to College
Author: Rodriquez, Nelson Nunez
Date: 2017-00-00
Type: Journal Articles
Subjects: High School Students,College Bound Students,Transitional Programs,Secondary School Teachers,College Faculty,Seminars,Common Core State Standards,Educational Change,Course Descriptions,Classroom Techniques,Community Colleges,Urban Schools,Partnerships in Education,College School Cooperation

A cohort comprised of high school and college teachers met for one year to build understanding of the critical transition of high school students to college. The seminar analyzed how current reforms in both systems will impact student skill development and preparedness for college work. The discussions highlighted the need to clarify expectations for college freshmen regarding syllabus policies, deadline observations, and the importance of defining consistent classroom management strategies. This program also focused on the need to increase the dialogue between high school teachers and college professors as there exists reciprocal unawareness regarding curricular changes and the learning environment faced by students at both academic levels.