ethanporcaro/eric-fulltext-meta huggingface dataset:
What Barriers Do Students Perceive to Engagement with Automated Immediate Formative Feedback
Author: Foster, Stephen
Date: 2019-00-00
Type: Journal Articles
Subjects: Barriers,Automation,Feedback (Response),Formative Evaluation,Student Attitudes,Writing Skills,Essays,Graduate Students,Masters Programs,Open Universities

A small preliminary PhD research project used OpenEssayist, a web based automated writing evaluation (AWE) system designed to provide immediate formative feedback to students, to gain insights into how students use such systems. One of the themes which emerged from the data analysis was that most of the students on the module did not make use of OpenEssayist, which raised the question of why? Are there barriers to student use of immediate AWE feedback? The low uptake of use of OpenEssayist reflects the findings of (Attali, 2004), whose research on the Criterion AWE system found that 71% of students did not make use of the redrafting facilities of Criterion and were excluded from his data. All thirty (n = 30) students on the module subject of the preliminary research had the opportunity to use OpenEssayist, regardless of whether they participated in the research, only four students chose to do so. Two students who did not use OpenEssayist were interviewed. The first did not use OpenEssayist for technical reasons, the second did not have enough time to learn about the software. It is not known why the other students did not make use of OpenEssayist. This short paper reports on the preliminary findings of non-use of AWE and outlines how that has led to a research question for a PhD project, which is a work-in-progress. The question is: Are there barriers to student use of immediate AWE feedback?
Exploring Self-Regulated Language Learning with MOOCs
Author: Gafaro, Barbara Condo
Date: 2019-00-00
Type: Journal Articles
Subjects: Online Courses,Large Group Instruction,Second Language Learning,Blended Learning,Second Language Instruction,Teaching Methods,Student Behavior,Language Usage,Language Skills

Massive Open Online Courses (MOOCs) have been integrated into face-to-face language modules to enhance the educational experience of students. MOOCs appear to offer language learning opportunities as well as challenging the self-regulated learning (SRL) behaviour of students. This paper presents a work in progress with regards to the literature review of my PhD, which investigates SRL in face-to-face language modules using MOOCs. It discusses SRL as a requirement for engaging with these courses and analyses the way studies have integrated MOOCs into instructional language modules. This paper concludes by highlighting the need for understanding students' SRL behaviour when engaging with MOOCs as part of their language modules.
A Strange Critique: What Demogorgons Tell Us about the Educative Power of Risk
Author: Buethe, John
Date: 2019-00-00
Type: Journal Articles
Subjects: Criticism,Television,Programming (Broadcast),Alienation,Risk,Educational Philosophy,Self Concept,Personal Autonomy,Teaching Methods,Figurative Language

John Buethe draws upon the Netflix series &quot;Stranger Things&quot; and develops this paper's ideas by using it as an allegory for and education towards subjectivity along lines suggested by Gert Biesta in &quot;The Beautiful Risk of Education&quot;, and Jaeggi in her work, &quot;Alienation.&quot; Buethe observes that the show places a wager on the possibility of subjectivity over a mechanistic and orderly education that is safe, secure, predictable, and risk-free. He argues that a mechanistic and orderly education robs students of the space, time, and judgement necessary for subjectivity. He argues further that it denies the student his or her subjective power. Buethe draws upon Biesta and Jaeggi to support the argument that an education that underpins the time, space, and judgement to name and appropriate truths, is a risk worth taking.
Why &apos;Plain Sight&apos; Is Never Plain
Author: Zipory, Oded
Date: 2019-00-00
Type: Journal Articles
Subjects: Parks,Political Influences,Cognitive Processes,Role,Ideology,Visual Perception,Foreign Countries,Nationalism,Judaism,Muslims,Consciousness Raising,Educational Philosophy,Criticism,Critical Theory

This paper tries to explain the author's own curious and bothersome failure to see. About ten years ago, he lived in a small apartment in Tel Aviv, Israel just a few minutes walking distance from the beach. The short road from his apartment went up a small hill and through a laid-back park filled with tourists, local families, surfers, dog owners and more. He visited the park very often, at certain times even every day. It was and still is one of his favorite places to visit. But, besides the sea, the visitors and the nearby luxurious Hilton hotel, he was completely blind to another site that was in the park: an old Palestinian cemetery. In this paper, he searches the reasons for his failure to see what was literally right in front of his eyes and the mental and political mechanisms that enabled both his blindness and eventually his clearer sight. Specific attention is given to problematizing the role of ideology in affecting one's vision and registration of objects.
No Place Like Home: The Gendered Consequences of Outrage on University Campuses
Author: Schultz, Annie
Date: 2019-00-00
Type: Journal Articles
Subjects: Gender Differences,College Faculty,Universities,Women Faculty,Women Administrators,Educational Environment,Tenure,Teacher Student Relationship,Student School Relationship,College Students,Student Attitudes,Electronic Mail,Teacher Attitudes,Sex Fairness,Family Environment,Power Structure,Clothing,News Reporting,Books,Spouses,Sex Role,Disadvantaged,Critical Thinking

This case points to the problem of the gendered precariousness of academia. While &quot;a casual observer of academic environments might come to the conclusion that women's problems in higher education have been solved,&quot; a second look reveals that &quot;while women in positions of power and authority on American campuses have increased, they are still well below the levels of their male counterparts.&quot; Women who work in academia still function under expectations informed by dated gender norms; namely, the expectation to make the rapidly privatizing university homelike and to embody this sense of home in their speech, actions, and writing. In this paper, the author investigates the continued expectation of women to do the emotional homemaking in the academy as in all spaces. Toward this end, the author examines the controversy at Yale University's Silliman College in which a husband and wife--both professors at Yale, one tenured and one not--shared the position of residential fellows and were accused by students of not upholding their duties of making the residential college a home for students. The author explores the expectation of homemaking coupled with the woman faculty member's status of non-tenure track, the accusations made against her by students, and what this means for the cultural climates of American universities and their function as spaces of meaning-making and knowledge production.
Mother-Tongue Education in a Multilingual Township: Possibilities for Recognising &quot;Lok&apos;shin&quot; Lingua in South Africa
Author: Sibanda, Rockie
Date: 2019-00-00
Type: Journal Articles
Subjects: Multilingualism,African Languages,Native Language,Language of Instruction,Elementary School Students,Slums,Foreign Countries,Dialects,Language Attitudes,Parent Attitudes,Teacher Attitudes,Educational Environment,Slum Schools,Family Environment,Bilingualism,English (Second Language),Second Language Learning,Vignettes,Teaching Methods,Teacher Student Relationship,Parent Child Relationship

Background: Mother-tongue education in South African primary schools remains a challenge to policymakers. The situation is problematic in multilingual &quot;lok'shin&quot; (township) schools where the &quot;lok'shin&quot; lingua is not recognised as 'standard' language. This article raises the controversial possibility of positioning of &quot;lok'shin&quot; lingua in a formal education landscape. Objectives: The article's first purpose is to highlight recent international and local research which depicts controversies surrounding mother tongue instruction in primary schools. The second purpose is to conceptualise &quot;lok'shin&quot; lingua as a dialect present in children's everyday vocabulary. Method: Data was gathered through a qualitative approach using interviews. The interviews were conducted with parents and educators at a township in South Africa. Results: Findings show notable differences in school language of instruction and the languages children speak outside school. Conclusion: Mother tongue teaching is problematic as it is incongruent with learners' language repertoires. Therefore, a call is made for the recognition of &quot;lok'shin&quot; lingua in educational contexts as a way to promote more research into mother-tongue education.
Anxiety toward Mathematics: Empirical Evidence on High School Students
Author: Escalera-Chávez, Milka Elena
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Anxiety,High School Students,Problem Solving,Models,Mathematics Instruction

In Mexico there is a complicated situation regarding the subject of mathematics, especially in the high school students who have shown low performance in the results of the tests applied by international and national organizations. Therefore, the aim of the study is focuses on testing whether the variables of the scale proposed by Fennema and Sherman (1976), measure level anxiety towards mathematics in of high school students, in the Mexican context. The study is carried out from the hypothetical-deductive paradigm, of non-experimental design and cross-sectional. For the analysis of the data, a structural equation model (AMOS) is used. The main findings show significant weights only in five of the twelve variables proposed by the theoretical model of Fennema and Sherman. These findings correspond to variables that measure anxiety towards solve mathematical problems, which makes that the student in a situation of nervousness and irritation.
Critical Thinking Development in the Milieu of High School Education
Author: Becirovic, Senad
Date: 2019-00-00
Type: Journal Articles
Subjects: Critical Thinking,High School Students,Skill Development,Teaching Methods,Gender Differences,Age Differences,Cross Cultural Studies,Foreign Countries,Class Activities,Course Descriptions,Student Attitudes,Instructional Program Divisions

The need for developing critical thinking (CT) has been broadly discussed and its importance acknowledged in a myriad of disciplines. This quantitative study attempts to investigate the level of critical thinking skills as well as the impact of grade level, gender, and nationality on the development of these skills among 279 Bosnian-Herzegovinian and Turkish high school students. The instrument used for this research is a survey questionnaire which consists of 17 items made up of four subscales: Convictions that inhibit critical thinking development (CICTD), Application of critical thinking (ACT), Class activities that prevent critical thinking (CAPCT), and Teacher support for critical thinking development (TSCTD). The findings reveal that students' nationality and grade level significantly impact critical thinking development, whereas students' gender does not have a significant effect on the development of CT skills. These findings are widely applicable as they can be used by language teachers and teachers of general courses to contribute to their students' critical thinking development by structuring their syllabi accordingly. The findings also point to an urgent need to revise the existing curricula and design more adequate ones which would include a greater number of activities fostering critical thinking skills.
Absolute Knowing: Žižek and Subject-as-Trauma
Author: Oral, Sevket Benhur
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Epistemology,Trauma,Intellectual Disciplines,Educational Practices,Role of Education,Mastery Learning,Learning Processes

Education as a domain of conceptual activity and a field of scientific/scholarly research needs to address the movement from the traumatized subject to subject-as-trauma. This movement and the concomitant conceptual shift in how we ought to understand the subject correspond, in the domain of education, to the &quot;radicalization&quot; of what Gert Biesta identifies as the most essential function of education, that is, &quot;subjectification,&quot; which is &quot;the way in which educational processes and practices contribute to the emergence of human subjectivity or 'subject-ness.'&quot; In the face of the difficulties to preserve the eventness of subjectivity, as a counterpoint to both Rancière and Biesta, the author attempts to expound Žižek's position regarding subjectification, according to which subjectification is both &quot;necessary&quot; and &quot;impossible.&quot; An insight into subjectification as necessary and impossible constitutes what the author calls &quot;absolute knowing.&quot;
Dewey Online: A Critical Examination of the Communities of Inquiry Approach to Online Discussions
Author: Beckett, Kelvin S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Communities of Practice,Educational Philosophy,Direct Instruction,Teaching Methods,Computer Mediated Communication,Online Courses,Educational History,Group Discussion,Distance Education,Constructivism (Learning),Laboratory Schools,Writing (Composition),College Faculty,Teacher Attitudes

Following the pioneering work of Randy Garrison and colleagues, online teachers in the US and internationally see their discussion boards as communities of inquiry (CoI) which promote sustained communication and higher-level learning. The CoI approach to online discussions is based on John Dewey's conception of education in which teachers and learners are participants in activities working towards a common goal. Teachers in CoI have three main roles: discussion design and organization, discourse facilitation, and direct instruction. Issues have arisen in research on CoI concerning the effectiveness of each role, of communities of inquiry themselves, and of online discussions generally in promoting sustained communication and higher-level learning. The author argues that there is a more fundamental issue at stake; namely, that as currently conceived and practiced, CoI are only loosely based on Dewey's analysis of the concept of education. Furthermore, he demonstrates with examples from his own research how &quot;new modes of practice&quot; based more firmly on Dewey's &quot;new order of conceptions&quot; can help CoI achieve their goals.
Social Self-Efficacy and Prosocial Behaviour among Students of High and Youth Schools
Author: Malinauskas, Romualdas K.
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Efficacy,Prosocial Behavior,Elementary School Students,Age Differences,Gender Differences,Secondary School Students,Foreign Countries

In this study, the differences in social self-efficacy and prosocial behaviour between students of high and youth schools were investigated. The random sample consisted of 394 students. Participants comprised 213 male and 181 female students; 198 of them were high school students, and 196 of them were youth school students. A Social Self-efficacy Scale (SSES) and a Revised Prosocial Tendencies Measure (PTM-R) were used. The findings indicated that students' social self-efficacy and prosocial behaviour scores were higher in high schools than in youth schools. The social self-efficacy of girls was found to be significantly higher than those of boys, however girls and boys did not differ significantly in overall scores of prosocial behaviour.
Inviting a Change to the Status Quo in Education: Using Keating&apos;s Pedagogies of Invitation
Author: Smith, Spencer J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Change,Educational Philosophy,Social Change,Democratic Values,Social Values,Role of Education,Personal Autonomy

Philosophers of education have long contemplated how the normative charge of education might include disruption of the status quo. Thinking about our work as being in battle with the status quo, though, is problematic. Partly, the author agrees with thinkers like George S. Counts that education can be a vehicle for social reconstruction. But he is worried about the truth in critiques that say social reconstruction dismisses the individuality of the student. To save the individuality of students, he appeals to Harry Brighouse's discontinuous ethos to promote the autonomy of students. In concluding, he turns to AnaLouise Keating's pedagogies of invitation to find a place for the good of social reconstruction, its critiques, and Brighouse's discontinuous ethos. This is not an essay in which the author disproves Counts, then Brighouse, to show Keating the victor. Rather, he is trying to build upon and strengthen each of these thinkers to demonstrate another way of achieving change.
On Democratic Accountability in Education
Author: Gottlieb, Derek
Date: 2019-00-00
Type: Journal Articles
Subjects: Democracy,Accountability,Educational Quality,Educational Policy,Failure,Educational Assessment,Politics of Education,Educational Change,Educational Indicators

The ongoing attempts to measure educational quality, to hold schools responsible for their performance against these measures, and to use the resulting data to design improvement initiatives have yet to yield the promised results. A universal definition of &quot;good education&quot; seems to elude our grasp. Despite broad public support for &quot;accountability&quot; in education, actual efforts to hold educators accountable for their quality over the past 15 years have tended to inspire rebellion from the very publics that these efforts are meant to serve. In what follows, the author attributes these persistent failures of accountability policy to two closely related but distinct assumptions about educational quality, the objects that policy seek to measure, to evaluate, and to act upon. The first of these pertains to the ontology of educational quality; the second pertains to the politics involved in measuring, judging, and improving educational processes. Taken together, these assumptions would leave the tasks of defining and measuring educational quality, and of prescribing interventions in educational practice, to be undertaken by experts in social and data science, as mandated by federal and state statute.
Implementing a Value-Oriented Approach to Training Law Students
Author: Zavhorodnia, Vladyslava M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Values Education,Legal Education (Professions),Curriculum Implementation,Foreign Countries,Public Colleges,Critical Thinking,Simulation,Debate,Ethics,Bachelors Degrees,Law Students,Student Attitudes,Case Method (Teaching Technique),Elective Courses,Transformative Learning

This paper explores the potential for implementing a value-oriented approach in legal education. The authors share their findings from a pedagogical study conducted at Sumy State University, which was designed to test a set of learning methodologies aimed at cultivating in law students a set of skills of critical, value-oriented thinking and legal reasoning, with a focus on the ability to weigh values and balance interests. In addition, there was an objective to assess the effect of these methodologies on the development of a set of personal value-based guideposts for students that are crucial to the successful effectuation of the actual mission of the legal profession. Among the most efficient methods for achieving the above objectives were case study analysis and business simulation games (mock legal debates), as well as value-based analysis of regulatory and administrative documents. The authors draw the conclusion that the use of a value-oriented approach in modeling particular legal cases can be effective for fostering a lawyer's ethical culture, help facilitate boosts in the significance of key values in legal practice, and help develop proper ethical mindsets, while also helping one acquire relevant knowledge, with a focus on cultivating appropriate professional competencies.
Analyzing Big Data with Benford&apos;s Law: A Lesson for the Classroom
Author: Lanham, Susan W.
Date: 2019-00-00
Type: Journal Articles
Subjects: Data Analysis,Instructional Effectiveness,Probability,Statistics,Introductory Courses,Mathematical Concepts,Numbers,Mathematics Activities,Deception,Business Education

Most literature related to Benford's Law discusses what the law can be used for and how it works but fails to address effective methods and procedures for teaching the law to students. This article examines existing information resources to determine the most effective methods and procedures used to explain this Law to those who have no experience with it. A contribution to knowledge is made by providing step by step instructional approaches for teaching Benford's Law to students that are tied to existing literature. Benford's Law is a fascinating lesson for students who have been exposed to statistical and mathematical concepts for as long as they can remember yet know nothing of the law's existence. This lesson is suitable for any introductory statistics or mathematics course where students are learning about probability. The Law has a practical application in the field of business and can also be taught as part of a fraud examination, data analytics, or auditing course.
Quest in a Digital School: The Potential and Peculiarities of Mobile Technology Implementation
Author: Soboleva, Elena V.
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Information Technology,Technology Integration,Telecommunications,Handheld Devices,Statistics,Competence,Computer Science,Artificial Intelligence,Educational Objectives,Student Characteristics,Specialists,Systems Approach,Computer Games,Industry,Technological Literacy,Skill Development,High School Students,Foreign Countries

The problem of the research is due to the need to realize the didactic and interdisciplinary potential of mobile applications which are able to support the quest technology. Teachers have to understand peculiarities of organizing such a game form of activity in a digital school. The purpose of the study is to theoretically prove and experimentally test the effectiveness of using mobile game applications in the &quot;quest&quot; genre in order to form necessary competencies of future specialists in a digital school environment. The research methodology is the analysis and synthesis of psychological and pedagogical work, methods of mathematical statistics, and methods of psychodiagnostics. The pedagogical experiment of the study is the assessment of the formation of basic competences which provide the base in the field of computer science, cybernetics and artificial intelligence required by the state and society. Results of the study. The study proves the didactic potential of mobile applications which are able to support the quest technology in order to achieve high-priority objectives in the project &quot;Digital School&quot;. The authors describe ideas of the methodical approach, which reflect the necessary changes in the support of students' cognitive activity through mobile game applications in the quest genre. The study shows levels of differentiation of education depending on the individual and age characteristics of students and the choice of digital means. The authors prove that the &quot;quest&quot; technology, focused work to solve education tasks, motivates future professional activities, and also with the help of modern digital means, contributes to the development of such necessary cross-professional competencies of future specialists as project activities, systems thinking, interaction and interindustry communication. In conclusion, the authors confirm that the inclusion of mobile game applications in the &quot;quest&quot; genre in education activities will help to form key competencies and skills that meet the priorities of the digital school and are most in demand by society.