ethanporcaro/eric-fulltext-meta huggingface dataset:
Looping and Attachment in Early Childhood Education: How the Applications of Epigenetics Demand a Change
Author: Nitecki, Elena
Date: 2017-04-00
Type: Journal Articles
Subjects: Early Childhood Education,Attachment Behavior,Young Children,Preschool Education,Child Care,Emotional Development,Caregivers,Case Studies,Educational Methods,Looping (Teachers),Genetics,Interpersonal Relationship,Montessori Method,Action Research,Interviews,Preschool Teachers,Teacher Attitudes,Parent Attitudes,Participant Observation,Participatory Research

Increasing focus on the quality of childcare and Pre-K is calling attention to the circumstances of childcare and impact on the child's social and emotional health, specifically in terms of attachment. The early childhood profession recognizes that consistency in caregiving is essential for the child's attachment. Looping, the practice of keeping a group of children with the same teacher for more than year, has the potential to provide that consistency that is critical for attachment. The field of epigenetics and its compelling findings concerning attachment demand a second look at looping and how it can be implemented to maintain attachment, which is critical to the child's physical, cognitive, and emotional health now and in the future. This case study, conducted at a preschool that practices looping, examines the benefits and challenges of looping through the lens of applied epigenetics.
The Impact of Vodcast Utilisation upon Student Learning of Physiology by First Year Graduate to Entry Medicine Students
Author: Rae, Mark G.
Date: 2017-04-00
Type: Journal Articles
Subjects: Undergraduate Students,Graduate Students,Medical Students,Physiology,Instructional Effectiveness,Video Technology,Handheld Devices,Technology Uses in Education,Information Dissemination,Lecture Method,Student Evaluation,Comparative Analysis,Academic Achievement,Grades (Scholastic),Control Groups,Cohort Analysis,Attitude Measures,Student Attitudes,Foreign Countries,Statistical Analysis,College Entrance Examinations,Questionnaires

The current study sought to determine the effectiveness of video-on-demand podcasts (vodcasts) as a tool for facilitating the understanding of Physiology by first year undergraduate Graduate Entry to Medicine (GEM 1) students. Seventy-three GEM 1 students were provided with full length vodcasts of lecture material in advance of each of nine Physiology lectures. Exam performance, using identical sample questions, was assessed against performance of the 2012-2013 GEM 1 class, which did not have access to the vodcasts. Qualitative information on students' perceptions of the vodcasts was also gathered and analysed. Analysis revealed that the study group of 2013-2014 GEM 1 students achieved significantly higher grades in various examination formats in comparison to the control 2012-2013 GEM 1 cohort. Qualitative analysis of responses to the attitudinal survey revealed that the majority of students liked the vodcasts and that previewing them before lectures did indeed facilitate understanding of the lecture material. However, only 15% of the class was able to view all nine of the prepared vodcasts prior to lectures. Notably, the majority of students indicated that they also considered the vodcasts to be valuable revision tools. This study is the first to show that the use of vodcasts can provide clear, quantifiable benefits for GEM student learning over and above lecture notes and/or lecture slides alone. Our analysis suggests that this improvement was due both to their use as a preview tool as well as facility for later revision of lecture content.
An Instrument to Study State-Wide Implementation of edTPA: Validating the Levels of edTPA Integration Survey
Author: Bhatnagar, Ruchi
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Evaluation,Evaluation Methods,Portfolio Assessment,Teacher Qualifications,Teacher Educators,Educational Policy,Teacher Surveys,Teacher Attitudes,Online Surveys,Elementary Secondary Education,Factor Analysis,Use Studies

Use of edTPA for preservice teacher assessment is becoming increasingly common across the country, with some states, including Georgia, mandating the passing of the edTPA for initial teacher licensure. This state-wide study investigated whether edTPA as a new policy initiative was being integrated by the teacher education programs and faculty in their practice. The edTPA Levels of Integration (LoI) Survey was sent to faculty, eliciting 145 responses. Results showed that the integration of edTPA was significantly higher at the program level than in faculty's personal practice and that, most aspects of edTPA were currently being used at the mechanical level. The five-factor solution from the exploratory factor analysis and a high Cronbach's alpha showed that this survey is internally consistent and a valid measure for measuring edTPA faculty's LoI. These factors were robust and strong constructs for understanding faculty's use of edTPA both at the program level and the individual faculty level.
Improving Student Evaluation of Teaching: Determining Multiple Perspectives within a Course for Future Math Educators
Author: Ramlo, Susan
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Evaluation of Teacher Performance,Mathematics Teachers,Q Methodology,Mixed Methods Research,College Mathematics,College Faculty,Teacher Effectiveness,Faculty Evaluation,Mathematics Education,Surveys,Likert Scales,Student Attitudes,Word Frequency,Internet,Visual Aids,Mathematical Concepts,Preservice Teachers

Instructors in higher education are very familiar with the Likert scale Students' Evaluation of Teaching (SET) used to evaluate teaching. Researchers have raised concerns about biases affecting the results of SET surveys, as well as their validity and reliability and use in high-stakes decision making. Here, we demonstrate that Q methodology, identified as an 80-year-old mixed method, is better suited to determine the differing student views about a college math education course. We will discuss how Q used for SET can produce results that are more helpful in assisting faculty in improving their teaching effectiveness and in redesigning courses while also providing more informative SET results for faculty evaluations.
High School Girls' Negotiation of Perceived Self-Efficacy and Science Course Trajectories
Author: Patterson, Jill Voorhees
Date: 2017-00-00
Type: Journal Articles
Subjects: High School Students,Females,Sustainability,Science Instruction,STEM Education,Self Efficacy,Qualitative Research,Case Studies,Gender Differences,Student Attitudes,Course Selection (Students),Feminism,Socialization,Focus Groups,Semi Structured Interviews,Intention,Emotional Response,Goal Orientation

Sustainability issues have led to increased demands for a STEM-literate society and workforce. Potential contributors need to be competent, have an understanding of earth and physical sciences, and be willing to pursue such fields. High school girls, however, remain underrepresented in physical science course enrollments (College Board, 2014). This qualitative case study examined how gender informs girls' efficacy-activated processes related to their perceptions of potential science course pursuits. From a feminist, social cognitive theoretical framework, it sought to understand how various factors, including gender, interplay in girls' determinations of their perceived STEM self-efficacy and potential science course trajectories. Findings illuminated how gender role socialization, particularly career orientations and competitive norms, threatens girls' participation in physical sciences. Implications for policy, research, and practice are discussed.
The Role of Perceived Learning and Communities of Inquiry in Predicting International Students' Course Grades in Computer-Mediated Graduate Courses
Author: Wendt, Jillian L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Predictor Variables,Foreign Students,Grades (Scholastic),Graduate Students,Computer Assisted Instruction,Educational Technology,Communities of Practice,Regression (Statistics),Interpersonal Relationship,Student Attitudes,Conventional Instruction,Teaching Methods,Correlation,Student Surveys

This study examined the predictive relationship among international students' sense of community, perceived learning, and end-of-course grades in computer-mediated, U.S. graduate-level courses. The community of inquiry (CoI) framework served as the theoretical foundation for the study. Step-wise hierarchical multiple regression showed no statistically significant relationship between the constructs of CoI (social presence, teaching presence, and cognitive presence), perceived learning, and end of course grades. These findings are contrary to previous research findings and initial development of a predictive model utilizing CoI and perceived learning in a non-international population, thus demonstrating that international students may not experience instruction and the instructional environment in the same way as non-international students. Findings hold important implications for the design and delivery of graduate level courses for the international student population and support the need to examine other predictive factors of international student achievement.
The Effect of Teacher Gender and Gendered Traits on Perceptions of Elementary School Teachers
Author: Kim, Yena
Date: 2017-00-00
Type: Journal Articles
Subjects: Gender Bias,Elementary School Teachers,Social Influences,Social Theories,Teacher Characteristics,Web Sites,Sex Role,Hypothesis Testing,Computer Simulation,Affective Behavior,Competence,Likert Scales,Statistical Analysis

Little is known about methods to address gender-based bias against male elementary educators. Framed by social role and role congruity theories, this study explored the effects of gendered traits and teacher gender on perceptions of elementary educators. Participants (N = 246) were randomly assigned to view websites that varied gendered traits (communal, agentic, neutral) and teacher gender. When choosing a teacher for their child, individuals preferred either neutral or communal teachers to agentic teachers. Additionally, participants reported that men were significantly less hireable than women, indicating a backlash against men who seek employment in traditionally feminine fields. This study suggests that individuals seeking entry into elementary education should avoid describing themselves in agentic terms.
The Structure of Discussions in an Online Communication Course: What Do Students Find Most Effective?
Author: Jacobi, Laura
Date: 2017-00-00
Type: Journal Articles
Subjects: Discourse Analysis,Computer Mediated Communication,Online Courses,Student Attitudes,Asynchronous Communication,College Students,Student Surveys,Communities of Practice,Prompting,Small Group Instruction,Instructional Effectiveness,Time on Task,Time Management,Computer Assisted Testing,Student Participation

The purpose of this study was to explore the perspectives of students regarding what was effective about the way in which the asynchronous discussions were structured in an upper level online organizational communication course. Surveys from 27 student participants were used, with questions focused upon the structure of discussions in the online course as compared to other online courses and to traditional classrooms. Results indicate structured and relevant discussion prompts, small group placement, visible postings, and required weekly postings as significant factors to student success. The majority of students also found online discussions more effective than live discussions in traditional classrooms. Many of the findings offer support for Garrison, Anderson, and Archer's (2000) Community of Inquiry (COI) Model and previous research on effective strategies in structuring online discussions.
Teaching How to Listen. Blended Learning for the Development and Assessment of Listening Skills in a Second Language
Author: Caruso, Marinella
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Blended Learning,Listening Skills,Skill Development,Second Language Learning,Italian,Listening Comprehension,Listening Comprehension Tests,Computer Assisted Testing,Learning Motivation,Formative Evaluation,Summative Evaluation,Online Surveys,Student Surveys,Preferences,Student Satisfaction,Difficulty Level

This paper discusses the integration and effectiveness of blended learning for the development and assessment of listening skills in a second language. The development of oral abilities (listening and speaking) is one of the most challenging and neglected aspects of second language learning (Vandergrift &amp; Goh 2012, Graham &amp; Santos 2015). Listening comprehension work in particular is crucial in the early stages of second language acquisition, and, therefore, for &quot;ab-initio language&quot; students, for whom processing and decoding auditory input can be very challenging. In 2014 a set of online listening quizzes was created and integrated into two &quot;ab-initio&quot; Italian courses. The aim was to offer engaging, flexible listening comprehension practice and assessment, which would extend the students' learning experience, stimulate their learning motivation and allow for a better use of face-to-face teaching in the classroom environment. Having conceptualised listening as a process rather than a product we designed tasks to teach learners how to listen, rather than merely test their comprehension. The validity of the quizzes as a means for the development of listening skills and as a tool for formative and summative assessment was subjected to systematic analysis via an online student survey. The large amount of data collected reveals that the quizzes were a key element in the development of listening skills and the delivery mode did not only meet the students' learning needs but it was clearly preferred to in-class assessment.
Evaluating an Instrument to Quantify Attitude to the Subject of Physiology in Undergraduate Health Science Students
Author: Brown, Stephen
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Physiology,Health Sciences,Introductory Courses,Anatomy,Factor Analysis,Affective Behavior,Negative Attitudes,Attitude Measures,Student Surveys,Comparative Analysis

The attitude toward a subject contributes to both academic engagement and success at university, yet it is not routinely measured in undergraduate students. Therefore, in two consecutive introductory courses in Human anatomy and physiology (HAP 1, n = 239, and HAP 2, n = 329), an instrument to quantify undergraduate students' attitude to the subject of physiology (ASPI) was evaluated using exploratory factor analysis (EFA). In both HAP 1 and HAP 2, EFA indicated two latent components--affective (component 1) and cognitive (component 2). Items comprising each component were consistent for both courses, and alpha coefficients &gt;0.7 indicated good internal consistency. Differences in affective attitude and cognitive attitude between HAP 1 and HAP 2 indicated that students had a more negative attitude to physiology in HAP 2. The ASPI may be a useful instrument to quantify affective and cognitive attitude in undergraduates studying physiology, thus complementing routine assessment of academic performance.
Introducing a New Learning and Teaching Evaluation Planning Framework for Small Internally Funded Projects in Higher Education
Author: Huber, Elaine
Date: 2017-00-00
Type: Journal Articles
Subjects: Financial Support,Higher Education,Action Research,College Faculty,Teacher Researchers,Program Evaluation,Evaluation Methods,Planning,Grants,Interviews,Workshops,Focus Groups,Foreign Countries

Scholarly evaluation practices in learning and teaching projects are under-reported in the literature. In order for robust evaluative measures to be implemented, a project requires a well-designed evaluation plan. This research study describes the development of a practical evaluation planning framework through an action research approach, using primary data from learning and teaching practitioners in higher education. Underpinned by the literature, this framework is accessible to a wide range of disciplinary scholars and is accompanied by a set of recommendations that together contribute to the improvement of the evaluation of learning and teaching innovations in higher education.
Outcomes-Based Assessment and Learning: Trialling Change in a Postgraduate Civil Engineering Course
Author: El-Maaddawy, Tamer
Date: 2017-00-00
Type: Journal Articles
Subjects: Outcome Based Education,College Outcomes Assessment,Student Evaluation,Graduate Students,Civil Engineering,Masters Programs,Outcomes of Education,Program Implementation,Foreign Countries,Student Educational Objectives,Student Attitudes,Course Evaluation,Student Surveys

This paper aims to demonstrate how assessment tasks can function within an outcomes-based learning framework to evaluate student attainment of learning outcomes. An outcomes-based learning framework designed to integrate teaching, learning, and assessment activities was developed and implemented in a civil engineering master-level course. The assessment instruments for this course were designed together to form a deliberate, balanced, and practical approach to evaluating student attainment of learning outcomes within the outcomes-based learning initiative. Direct evidence of student learning was derived through analysis of student results in assessment tasks constructively aligned with intended outcomes of learning. Student feedback provided indirect evidence of student attainment of learning outcomes and confirmed the effectiveness of the learning approach implemented in the course under investigation. Results of the direct assessment instruments were, generally, consistent with the student self-perception confirming achievement of learning outcomes. Students tended, however, to overestimate the level of attainment of learning outcomes. Results of the present study are anticipated to assist educators and researchers to efficiently and effectively implement and evaluate outcomes-based learning in higher education thus improving educational quality and student learning.
Using PELA to Predict International Business Students' English Writing Performance with Contextualised English Writing Workshops as Intervention Program
Author: Wong, Caroline
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Students,Writing Achievement,Writing Workshops,English (Second Language),Language Tests,Predictor Variables,Business Administration Education,Intervention,Academic Achievement,Program Effectiveness,Focus Groups,Student Surveys,Correlation,Writing Skills,Writing Improvement,College Freshmen,Foreign Countries,Statistical Analysis,Qualitative Research

This study examines the effectiveness of Post-Entry English Language Assessment (PELA) as a predictor of international business students' English writing performance and academic performance. An intervention involving the implementation of contextualised English writing workshops was embedded in a specific business subject targeted at students who performed poorly on the PELA. The results reveal that PELA is a better predictor of students' English writing performance and academic performance than their own perceptions of their English language skills, and the contextualised English writing workshops proved to be a worthwhile intervention. Students with low scores on the PELA showed significant improvement in their overall academic performance in the subject after the intervention. This improvement was reflected in their score on a major written assignment (English writing performance) and their final grade for the subject (academic performance). Moreover, students' perceptions captured through a focus group interview and an online survey indicated a positive correlation between the intervention program and learning outcomes. The implications of this study underscore the need for regular university wide implementation of a PELA to determine students' English writing proficiency and to align English writing workshops with tutorial and assessment activities as a pedagogic response to PELA outcomes. This approach will help students improve not only their English writing skills but also their overall academic performance.
Experiences of Sessional Educators within an Australian Undergraduate Paramedic Program
Author: Williams, Brett
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Part Time Faculty,Undergraduate Study,Allied Health Occupations Education,Qualitative Research,Semi Structured Interviews,Data Analysis,Pilot Projects,Teacher Effectiveness,Feedback (Response),Faculty Recruitment,Teacher Qualifications,Faculty Development

Background: The use of casual staff within the university undergraduate educational setting is a widespread phenomenon worldwide. However a lack of understanding exists regarding experiences of recruitment, support, professional development and other perceived professional needs in this area. Although previous studies of the experience of sessional educators have been reported in the literature, this is the first to describe experiences within the paramedic discipline. Objectives: To explore the experiences of sessional educators in an undergraduate program within the paramedic department of a university in Melbourne, Australia. Methods: A qualitative methodology was used that involved 10 semi-structured interviews with a purposive sample of sessional paramedic educators. Data collected from the interviews were thematically analysed to identify major issues from interview transcripts. The study was conducted in the paramedic department of a major university located in an outer metropolitan area of Melbourne, Australia. Results: Interview analysis identified five key themes of the sessional paramedic educator experience--informal processes, program inconsistencies, preparation for teaching, connection and support, and, educator benefits. Conclusion: This study fills a gap in the literature by describing the experiences of paramedic sessional educators, which was previously unreported. Many of the experiences expressed were commonly reported in the literature from other disciplines. Although the experiences was generally described as positive, the study identified a need for targeted support of these individuals, including formalisation of employment procedures, encouraging the open and timely transmission of information, as well as provisions for performance feedback and professional development.