ethanporcaro/eric-fulltext-meta huggingface dataset:
Metacognitive Awareness and Mindset in Current and Future Principals
Author: Beziat, Tara L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Metacognition,Principals,Administrator Attitudes,Instructional Leadership,Novices,Management Development,Planning

Metacognition is described as thoughts about one's knowledge and control over their own cognitive processes. Some examples of metacognitive strategies include planning, monitoring, and evaluating, and can be used by educators or students. Research demonstrates that when students engage in metacognitive practices, they are more successful in academics. Yet, in order for educators to teach students to think metacognitively, they must think metacognitively themselves. To ensure students are engaged in metacognitive strategies in the classroom, school leaders need to encourage their teachers to grow professionally in this area. This study sought to answer three questions: (1) What is the level of metacognitive awareness in school leaders?; (2) Is there a relationship between school leaders' mindset and their metacognitive awareness? and (3) Is there a difference between future and current school leaders' mindset and/or their metacognitive awareness? Data for the study was collected using survey responses from 69 principals in the state of Alabama. The survey contained three parts: Demographic questions, the Metacognitive Awareness Inventory for Instructional Leaders, adapted from the Metacognitive Awareness Inventory for Teachers (Balcikanli, 2011), and a Mindset Quiz (adapted from Dweck, 2006). Those surveyed indicated a general metacognitive awareness as it relates to instructional leadership. Specifically, they plan for, monitor and evaluate their thinking in relationship to their leadership. The differences between current and future principals in the areas of declarative knowledge and planning indicated that practice or experience may play a role in making one more aware of these components of leadership. The instructional leaders in this study exhibited an overall growth mindset with a subset of fixed ideas. This is significant from both a leadership and educational perspective because it is reflective of the belief held, by the leaders/future leaders surveyed, that people can grow when provided opportunities to learn.
Creating an Authentic International Development Learning Opportunity: Lessons Learned from 30 Students, 12 Flights, 42 Range Rover Trips, One Capsized Boat, and Two Visits to Hospital
Author: Beckstead, Lori
Date: 2020-00-00
Type: Journal Articles
Subjects: Authentic Learning,Learning Activities,Study Abroad,Teaching Experience,Developing Nations,Foreign Countries,Mass Media,College Faculty,International Organizations,Feedback (Response),Service Learning,Curriculum Development

This paper draws on the author's experience of developing a short-term, intensive international learning experience within the framework of a one-semester course. This paper is aimed at faculty members who are interested in implementing a short but effective and authentic international learning opportunity, but who may not have expertise in issues surrounding international development and learning abroad. It addresses some of the challenges, successes, and lessons learned, such as working with an appropriate international partner, overcoming barriers to student participation, ensuring discipline-specific learning, and providing the appropriate context of international development issues within the time-frame of a single semester.
How Do Geography Textbooks Deal with Map Skills? A Comparison of Turkey and England
Author: Artvinli, Eyüp
Date: 2020-08-00
Type: Journal Articles
Subjects: Geography Instruction,Map Skills,Cultural Differences,Textbooks,Foreign Countries,Textbook Content,Secondary Education

The skills used in all areas and stages of education are important also in geographical education. The concept of skill is important for the individual's life at all stages of Education. Geographical skills contribute to the ability of individuals to think critically and solve problems. They also enable the individual to think at a metacognitive level. In this study, it was aimed to show the degree to which secondary geography textbooks gain the level of use of map skills. Maps are communication tools that show where and how positional information is found. One of the most important materials to be used in geographical education are Maps. The map, which will appeal to the student, should benefit the individuals in their daily life by an inductive method. Individuals with map skills can transfer this directly into their lives. They can both read the immediate environment in which they live and have global mapping skills and position analysis skills. In this study, skills, geographical skills, geography textbooks were analysed to determine their conceptual framework by focusing on map usage skills. This research is a qualitative one, with research data of 9, 10, 11 and 12 grade textbooks printed for the 2017-2018 to 2019-2020 academic years. The process of collecting and analyzing geography textbooks used the document review technique.
Language Instruction in Tourism Education: Beyond the Vocational Field
Author: Pacurar, Elena
Date: 2020-08-00
Type: Journal Articles
Subjects: Tourism,Second Language Learning,Second Language Instruction,Languages for Special Purposes,Language Proficiency,Communicative Competence (Languages),Graduate Students,Employment Potential,Student Attitudes,Soft Skills,English for Special Purposes,Foreign Countries,Universities

The paper reports on the quantitative data resulting from the questionnaires designed by the authors (language for specific purposes instructors) addressing both graduate students' range of abilities, skills and competences and tourism employers' expectations. Language proficiency and communicative competence (understood as specific purpose language ability) are discussed as indicative of graduate students' rate of employment in their field of studies. The authors choose tourism graduate students as the focus group in their investigation of the possible factors impacting market employability and influencing the degree of socio-professional integration in Cluj county.
Identifying At-Risk Online Learners by Psychological Variables Using Machine Learning Techniques
Author: Chien, Hsiang-Yu
Date: 2020-12-00
Type: Journal Articles
Subjects: Identification,At Risk Students,College Students,Psychological Patterns,Psychological Characteristics,Electronic Learning,Predictor Variables,Models,Outcomes of Education,Student Motivation,Scores,Online Courses,Distance Education

The purpose of this study was to investigate a predictive model of online learners' learning outcomes through machine learning. To create a model, we observed students' motivation, learning tendencies, online learning-motivated attention, and supportive learning behaviors along with final test scores. A total of 225 college students who were taking online courses participated. Longitudinal data were collected over three semesters (T1, T2, and T3). T3 was used as training data given that it contained the largest sample size across all three data waves. To analyze the data, two approaches were applied: (1) stepwise logistic regression; and (2) random forest (RF). Results showed that RF used fewer items and predicted final grades more accurately in a small sample. Furthermore, it selected four items that might potentially be used to identify at-risk learners even before they enroll in an online course.
Inspiring Rural High School Students to Consider Careers in Medicine and the Health Professions
Author: Dunn, Morgan Cari
Date: 2020-00-00
Type: Journal Articles
Subjects: Rural Schools,High School Students,Career Choice,Health Occupations,Program Development,Program Implementation,Program Evaluation,Career Development,Workshops

The United States is experiencing a physician shortage and rural areas are especially impacted. Programs exist to recruit college and medical students to work in rural areas, but few programs are focused on the high school &quot;pipeline.&quot; Medical students, residents and physicians who have lived in rural areas are more likely to practice in those areas. This article describes the development, implementation, and evaluation of a workshop to educate rural high school students about preparing for health professions careers. Evaluations of the workshop were positive and indicated increased knowledge and interest in careers in medicine and health professions. It is somewhat promising that even a brief educational program has the potential to increase interest of rural high school students to pursue medical or health professions careers, and perhaps ultimately increase the number of those practicing in rural areas. The authors discuss limitations and suggest changes for future workshop presentations.
A Statewide Study of Perceptions of Directors on the Availability of Online Student Support Services at Postsecondary Institutions
Author: Brown, Victoria S.
Date: 2020-12-00
Type: Journal Articles
Subjects: Administrator Attitudes,Student Personnel Services,Internet,Distance Education,Higher Education,Program Evaluation,Admissions Counseling,Student Financial Aid,Veterans,Academic Advising,School Orientation,Library Services,Career Counseling,State Colleges,State Universities

As a state university system planned for growth in the availability of distance education degrees, the presidents and the provosts decided to include consideration for the availability of student support services. To ensure availability of student support services for online students, college and university systems in the state developed and implemented a self-reporting tool, the Online Student Support Scorecard, to measure the availability of those services at both the college and the university levels. Although institutions were offering many of the services identified in the scorecard as essential, institutions were struggling to provide some of the services. Differences also were identified between the types of services available at the state college system compared with the university system.
Coaching for Continuous Improvement
Author: Courtney, Matthew B.
Date: 2020-00-00
Type: Journal Articles
Subjects: Coaching (Performance),Rural Schools,Elementary School Teachers,Faculty Development,Instructional Improvement,Communities of Practice,Program Development,Fidelity,Program Implementation

Since 2015, the Kentucky Department of Education (KDE) has provided schools across the state with access to highly skilled instructional coaches. Primarily working in rural settings, these coaches provide a voluntary, integrated coaching model that focuses on building sustainable systems. Coaches provide a range of services, including systems design, strategic planning support, whole-team professional learning, professional learning community (PLC) facilitation, and fidelity monitoring. This article describes the theory of action for KDE's Continuous Improvement Coaching program, presents two case studies of rural elementary schools who utilized the program, and discusses the key features of the program and its relevance for rural schools.
Leveraging the Perspectives of Rural Educators to Develop Realistic Job Previews for Rural Teacher Recruitment and Retention
Author: Tran, Henry
Date: 2020-00-00
Type: Journal Articles
Subjects: Rural Education,Teachers,Teacher Attitudes,Teacher Recruitment,Teacher Persistence,Personality Theories,Principals,Administrator Attitudes

Rurality is perceived by many to be a deficit or challenge when it comes to teacher recruitment and retention. However, recently, some have argued that moving away from a deficit model and treating rurality as an asset may hold promise for teacher staffing. Drawing on Person-Organization (P-O) fit theory, we extend this argument in our study by investigating the perceptions of teachers from the rural Lowcountry of South Carolina, a region with documented severe teacher shortages, concerning rural teaching advantages and challenges. These reflections provide the data necessary to develop realistic job previews (RJP) that can be highlighted in the teacher staffing process at their schools. To obtain the data, we conducted in-depth semi-structured interviews with 11 rural teachers and one principal (n=12). Several common themes emerged, which we used to develop a sample web-based RJP content for demonstration purposes.
The Development and Validation of the Distance Doctoral Program Integration Scale
Author: Holmes, Joe L.
Date: 2020-12-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Distance Education,Doctoral Students,Student Experience,Academic Persistence,Test Reliability,Teacher Student Relationship,Peer Relationship,Student Satisfaction,Student Attitudes

Research indicates academic integration and social integration are predictors of doctoral student persistence at any program stage. However, researchers have not defined, operationalized, and measured academic or social integration consistently. Further, no instruments exist that measure academic and social integration of doctoral students in distance programs. This research aimed to define distance doctoral program integration and develop and analyze the structure, validity, and reliability of the Distance Doctoral Program Integration Scale. Instrument development followed a multi-step process, including expert review, pilot test, and exploratory factor analysis. Instrument reliability was assessed using Cronbach's alpha and test-retest. The results indicated a three-factor structure (i.e., faculty integration, student integration, and curriculum integration). The 32-item instrument is valid and reliable, measuring program integration of doctoral students studying at a distance.
Professional Development for Online Teaching: A Literature Review
Author: Leary, Heather
Date: 2020-12-00
Type: Journal Articles
Subjects: Faculty Development,Web Based Instruction,Online Courses,Electronic Learning,Instructional Design,Curriculum,Best Practices

The growth of online learning has created a need for instructors who can competently teach online. This literature review explores the research questions, program recommendations, and future research suggestions related to professional development for online instructors. Articles were selected and coded based on date of publication and the context of the professional development. Results indicate that most research questions focused on (a) professional development programs, (b) instructors, and (c) instructors' online courses. Most program recommendations focused on (a) professional development programs, (b) context of professional development, and (c) instructors' activity during professional development. Future recommendations for research topics focused on professional development programs and instructors, while future recommendations for research methods focused on research design and institutional settings. The findings suggest that while professional development for online instructors is important, consistency in both design and delivery is lacking. Future research is needed to provide guidance to programs, instructors, and institutions leading to satisfaction and success for more online students.
Exploring Student Perceptions of Flipgrid in Online Courses
Author: Lowenthal, Patrick R.
Date: 2020-12-00
Type: Journal Articles
Subjects: Asynchronous Communication,Computer Mediated Communication,Video Technology,Discussion,Online Courses,Educational Technology,Usability,Graduate Students,Student Attitudes,Electronic Learning

Asynchronous video-based discussions have affordances that can address some of the constraints of asynchronous text-based discussions. However, little research has been conducted on the use of asynchronous video-based discussions in online courses. As a result, the purpose of this exploratory study was to investigate students' perceptions of using Flipgrid for asynchronous video-based discussions in fully online courses. We used a cross-sectional survey design to survey 79 students who used Flipgrid in a fully online course. Students overall reported that they liked using Flipgrid, it was easy to use, and that it helped improve social presence. In this paper, we will report the results of our inquiry and implications for research and practice.
Asynchronous Online Discussions during Case-Based Learning: A Problem-Solving Process
Author: Koehler, Adrie A.
Date: 2020-12-00
Type: Journal Articles
Subjects: Asynchronous Communication,Discussion (Teaching Technique),Case Method (Teaching Technique),Problem Solving,Student Participation,Graduate Students,Online Courses,Student Attitudes,Cognitive Processes

Asynchronous discussions are typically considered an essential aspect of online case-based learning. While instructors implement discussions to support a variety of instructional purposes during case-based learning (e.g., facilitate students' sense making, prompt the consideration of diverse perspectives, debate complex topics), whether students receive the expected benefits is unclear, and little research has considered how students intentionally participate in discussions to support their learning during case-based learning. At the same time, students' participation in asynchronous online discussions represents a complex endeavor. That is, students must make several decisions regarding how to effectively participate, while simultaneously experiencing several challenges. The purpose of this exploratory multiple-case study was to consider the experiences of six graduate students participating in asynchronous online discussions as a part of a case-based course. By analyzing these experiences, we were able to conceptualize students' navigation of an asynchronous online discussion as a problem-solving process and consider individual problem-solving approaches. Results indicate that students relied primarily on instructors to determine the purpose of their discussion participation, expressed differing levels of value for participating in discussions, adopted a variety of strategies to meet discussion participation goals, and assessed their participation efforts mainly based on guidelines set by the instructor. We offer suggestions for effectively designing and facilitating asynchronous online discussions and discuss areas needing future research.
Taking It Outside: Engaging in Active, Creative, Outdoor Play with Digital Technology
Author: McGlynn-Stewart, Monica
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Kindergarten,Handheld Devices,Telecommunications,Play,Teaching Methods,Visual Aids,Educational Technology,Technology Uses in Education,Creativity,Natural Resources,Child Safety,Outdoor Education,Preschool Children,Preschool Teachers,Teacher Attitudes,Program Effectiveness,Physical Activity Level

This 3-year study followed 14 kindergarten classrooms in Ontario as they used open-ended tablet applications to support outdoor play and learning. Through the creation of slideshows that incorporated their photos, video, drawings, and audio recordings, the children explored their physical and creative activities outdoors, as well as their connections to nature. The educators were initially cautious about safety and solitary and sedentary use of the tablets. However, findings illustrated that children used the tablets safely, both individually and collaboratively, in conjunction with outdoor pursuits such as climbing and dramatic play. Rather than undermining the active, social, and nature-focused value of outdoor play, the use of open-ended apps enhanced these aspects by allowing children to attend to, document, and review their outdoor interests and activities.
A Multi-Institutional Study of Factors Influencing Faculty Satisfaction with Online Teaching and Learning
Author: Blundell, Gregory E.
Date: 2020-12-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Web Based Instruction,Online Courses,Satisfaction,Teacher Student Relationship,Educational Technology,Technology Uses in Education,Teacher Surveys,Likert Scales,Test Validity,Test Reliability,Faculty Workload,Instructional Design

Faculty satisfaction is an essential component in an online teaching and learning environment. The researchers of the current quantitative study identified factors that influence online instructors' satisfaction at 10 different four-year public and private higher education institutions in the state of Ohio. The researchers also validated the modified OFSS-R survey (Blundell, 2015) within the study. The participants (N = 382), were faculty members who taught fully online at the 10 institutions. Results of the study revealed that instructor satisfaction was influenced by three main factors: (1) the instructor-student interaction; (2) the role of technology; and (3) the institutional support. Study results also revealed that the OFSS-R survey is valid and reliable measurement of perceived faculty satisfaction in a fully online environment.
Exploring the Use of Digital Technologies from the Perspective of Diverse Learners in Online Learning Environments
Author: Kumi-Yeboah, Alex
Date: 2020-12-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Electronic Learning,Online Courses,Student Diversity,Cultural Differences,Integrated Learning Systems,Social Media,Multimedia Instruction,Asynchronous Communication,Technology Integration,Learner Engagement,Undergraduate Students,Student Experience,Video Technology,Electronic Publishing,Web Sites,Computer Software,Web 2.0 Technologies,Collaborative Writing

This qualitative study explored digital technologies that promote educational experiences and achievements of culturally diverse learners via interviews with 46 culturally and linguistically diverse students across different academic programs. A qualitative research design using semi-structured interviews was used to collect the data for the study. The analysis of the data identified that digital technologies, multimedia presentations, and social network tools facilitate educational experiences and achievements of participants in asynchronous online learning environments. Participants applied digital technologies to navigate the Learning Management Systems (LMS) to engage and contribute to knowledge creation to achieve better academic success in online context. Findings support the need for online instructors to incorporate digital technologies to facilitate academic engagement and achievements of students from diverse backgrounds in online learning.
Effect of Cognitive Strategies on Enhancing Phonemic Awareness of Children with Dyslexia
Author: Thangarajathi, S.
Date: 2020-12-00
Type: Journal Articles
Subjects: Dyslexia,Phonemic Awareness,Phonemes,Cognitive Development,Learning Strategies,Reading Comprehension,Reading Difficulties,Elementary School Students,Grade 4,Foreign Countries,Students with Disabilities

Children with dyslexia experience a range of problems that are associated with literacy and sometimes numeracy. Such difficulties permeate their learning, and some students leave school with minimal qualifications. Contrary to the praxis in education where labeling is intentionally avoided, the label of dyslexia has been used to support affected learners, secure resources, provide specialist teaching, and award access arrangements. Cognitive strategy can improve the reader's comprehension if the information conveyed in the text matches the general knowledge of the reader. Phonemes are the smallest units, including spoken language. Phonemes combine to form syllables and words. Acquiring phonemic awareness is significant because it is the foundation for spelling and word recognition skills. Phonemic awareness is one of the best predictors of how healthy children will acquire to read during the first two years of school instruction. The present study aimed at investigating the dyslexic children of primary school. The sample consisted of 65 dyslexic children from 4th standard primary schools located in the Coimbatore district. The results revealed a significant difference between pre-test and post-test of phonemic awareness of Reading comprehension of children with dyslexia.