ethanporcaro/eric-fulltext-meta huggingface dataset:
Teachers' Views about Science and Technology Lesson Effects on the Development of Students' Entrepreneurship Skills
Author: Bacanak, Ahmet
Date: 2013-00-00
Type: Reports - Research
Subjects: Foreign Countries,Entrepreneurship,Skill Development,Science Teachers,Teacher Attitudes,Science Instruction,Teaching Methods,Grade 6,Grade 7,Grade 8,Semi Structured Interviews,Elementary School Teachers,Phenomenology

The purpose of this study was to determine the views of science and technology teachers about the effects of 6th, 7th and 8th grade science and technology courses on students' entrepreneurship skills. In the study, phenomenographic method was used and data were collected through a semi-structured interview method with 8 questions. 5 science and technology teachers, who were working in the province of Amasya, participated in this research. The obtained data were analyzed with the NVIVO 9 software. Based on data analysis, it was concluded that teachers did not have enough knowledge about entrepreneurship concept, so that they had different understanding and practices to gain their students the entrepreneurial skills. However, it was identified that teachers having a common vision about student-centered teaching methods and techniques were effective in developing entrepreneurial skills. At the end of the study, to develop a collective mentality about entrepreneurship skills, it was recommended to the teachers that class meetings should be made more functional and more studies should be required for the dissemination of good practices.
A Comparative Case Study: Opinions of Ministry of Education, Teachers, Parents, and Managers of Union about Education Reforms in North Cyprus
Author: Dagli, Gokmen
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Opinions,Educational Change,Educational Attitudes,Semi Structured Interviews,Unions,Public Agencies,Administrators,Government Employees,Parents,Elementary School Teachers,Secondary School Teachers,Case Studies,Comparative Analysis,Qualitative Research

This research aimed to evaluate the opinions of Ministry of Education, teachers, parents, and unions regarding to the main problems of education in North Cyprus in order to contribute for the development of education system of the North Cyprus. It was also believed that this research could make a greater contribution to the comprehension of the educational and societal reality in North Cyprus. In this research, semi-structured interview was used as a notion of qualitative research method. Totally, 110 participants were interviewed that the senior managers of the union, both the managers and the employees of Ministry of Education, teachers, and the parents participated research. According to the findings of comparative case study, it was revealed that the education unions looked after their own benefits and privileges by deviating from their aim; they did not take the role which they had to take to educate the unions, they did not have any prospective research which concerned a certain plan and an attempt, and it was also determined that there was a great divergence between education unions and Ministry of Education. In this research, within the context of education unions, which they could make greater contributions to the improvement of society and education, what offered to the managers of education union was that they should arrange more education councils in order to allow North Cyprus to reach the education level of Europe and other developed countries. Besides, they should inform the parents and also education unions should take an active and a more efficient role in increasing both the numbers and qualifications of education conferences and the workshops within the framework of a certain plan and a program.
Reading Comprehension Strategy Instruction in a First-Year Course: An Instructor's Self-Study
Author: Parr, Cynthia
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Strategies,College Freshmen,College Faculty,Transitional Programs,Reading Comprehension,Higher Education,Questionnaires,Qualitative Research,Case Studies,Reflection

The primary purpose of the study described here was to document the first author's experiences delivering a repertoire of evidence-based comprehension strategies in context of a first-year university course. We first provide an overview of the literature related to students' transition into the postsecondary environment, arguing for the need to engage in comprehension strategy instruction within first-year courses. We then overview the literature related to the provision of comprehension instruction to selected groups of postsecondary students. We next outline the study methodology including a description of the instructional program provided here. In an attempt to provide insights for others who may wish to provide similar instruction, we conclude by discussing emerging themes related to student learning and curriculum design as related to strategy instruction at the postsecondary level.
Enhancing Assessment in Teacher Education Courses
Author: Roscoe, Keith
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Assessment,Teacher Education,Education Courses,College Faculty,Faculty Development,Knowledge Base for Teaching,Cooperation,Self Evaluation (Individuals),Seminars,Formative Evaluation,Summative Evaluation,Communities of Practice

Several faculty members including the author were involved in exploring the implementation and effectiveness of research-based assessment strategies in their undergraduate teacher education courses at a Canadian university. The paper describes the process and the results of their ongoing improvement efforts and implications for teacher education and higher education in general. After attending several assessment workshops lead by the author, 12 faculty members implemented new assessment strategies in their own courses to enhance student learning. As the 12 faculty members reflected on their efforts to enhance assessment, a number of themes emerged. These included assessment as authentic performance, establishing clear learning targets, collaboration and community, and integrated assessment and instruction. Our results support the claim that current ideas about K-12 assessment are applicable to post-secondary education and can improve student learning outcomes. Developing balanced and integrated assessment systems is perhaps the most significant innovation we engaged in and we conclude that it has the potential to fundamentally change what occurs in university classrooms.
Calculations and Expectations: How Engineering Students Describe Three-Dimensional Forces
Author: Miller-Young, Janice E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Engineering Education,College Students,Protocol Analysis,Visualization,Scientific Concepts,Spatial Ability,Concept Formation,Foreign Countries,Mechanics (Physics),Equations (Mathematics),Interviews

The premise of student-centered teaching is to respond to the ways in which students engage with the context and content of their learning, and therefore the purpose of this study was to find out how students visualize three-dimensional statics problems from two-dimensional diagrams early in a first-year engineering course. Think-alouds were conducted where students were asked to describe magnitudes and directions of various forces acting in three-dimensional spaces. Three key themes emerged: students have more trouble visualizing points behind, or vectors pointing into, the plane of the page; students may not use contextual clues to aid in their visualization; and students rely on equations to answer problems even when not necessary or even possible to do so. These findings are important to instructors in disciplines where spatial visualization is important because as they are already &quot;experts&quot; in this skill, they may underestimate the difficulty students initially face in approaching these problems. The value of using think-alouds to reveal student thinking as they struggle with concepts is also discussed.
The Copyright Modernization Act: A Guide for Post-Secondary Instructors
Author: Soper, Devin
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Copyrights,Federal Legislation,College Faculty,Higher Education,Court Litigation,Colleges,Influence of Technology

In November 2012, the educational provisions of the Copyright Modernization Act were proclaimed in force, thereby introducing a number of significant changes to the Canadian Copyright Act. These changes include the expansion of fair dealing to include the purpose of education, the addition of new educational exceptions for the online transmission of lessons and the use of work freely available through the internet, and a number of amendments that make existing educational exceptions more technologically accommodating. This paper considers the significance of these changes for post-secondary instructors, first contextualizing the changes in relation to recent fair dealing jurisprudence, and then considering their significance for everyday instructional practice. Drawing on influential court decisions and the commentary of academics and lawyers, the paper not only describes how the changes to the Copyright Act have expanded the rights and exceptions available to instructors, but also identifies a number of unresolved questions about how the changes should be applied in practice. Despite these areas of uncertainty, the paper concludes that the changes bode well for post-secondary instructors, as they relax many long-standing restrictions around the use of copyrighted works for educational purposes.
Analysis of the Relation of Teachers' Organizational Identification and Organizational Communication
Author: Yildiz, Kaya
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Path Analysis,Organizational Communication,Identification (Psychology)

In this study the relationship between the organizational identification and organizational communication of primary school teachers is examined through path analysis. The study group in the study is formed by (n = 362) primary school teachers working at primary schools located in the center of Bolu in the 2011-2012 academic year. In the study, data were collected through &quot;Organizational Identification Inventory&quot; and &quot;Organizational Communication Inventory&quot;. In the analysis of the data in order to identify teachers' organizational identification and organizational communication levels, the percentage, the frequency values, the mean, and standard deviation scores were calculated. Meanwhile, the relationship between organizational identification and organizational communication levels were examined through path analysis. In the study, the mean score about primary school teachers' organizational identification level is (x-bar = 3.89, S = 0.67). In the study, it was found that the highest mean score about primary school teachers' organizational communication level is at the &quot;Mission Essential Communications&quot; sub-dimension x-bar = 3.89 (S = 0.67) while the lowest mean score is at the &quot;Feedback&quot; sub-dimension x-bar = 3.49 (S = 0.80). In the study, the results of path analysis done to identify the relationship between organizational identification and organizational communication levels of teachers revealed that the model is consistent as GFI: 0,99, AGFI: 0.96 and CFI: 1.00.
Raising Awareness of Research Ethics in SoTL: The Role of Educational Developers
Author: Stockley, Denise
Date: 2013-00-00
Type: Journal Articles
Subjects: Consciousness Raising,Ethics,Educational Research,Educational Development,Role,Privacy,Informed Consent,Researchers,Guidelines,Misconceptions,Research Proposals,Advisory Committees,Foreign Countries

Does the subject of research ethics take you by surprise? Does it make you somewhat uncomfortable? Does it seem to have nothing to do with your research or your practice? These are the attitudes we have encountered about research ethics among some SoTL researchers at workshops and conferences. In many cases, these researchers had conducted research that should have undergone research ethics board (REB) review, but did not; that should have included a consent process for the use of student data or previous work, but did not; or that started out as program evaluation and became research without meeting the criteria of ethically acceptable research conduct. In this essay, we will argue that familiarity with our national research ethics Policy: The Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans, 2nd edition (TCPS 2) and how it applies to SoTL, is essential for researchers and for educational developers. We will propose a role for Centre of Teaching and Learning staff in raising awareness of TCPS 2 and we will dispel some of the most common myths and misconceptions that abound regarding SoTL and research ethics.
Predictive Relationships between Secondary School Students' Human Values, Motivational Beliefs, and Self-Regulated Learning Strategies
Author: Tanriseven, Isil
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Values,Beliefs,Learning Strategies,Predictor Variables,Student Motivation,Structural Equation Models,Self Management,Student Surveys,Correlation,Questionnaires

The purpose of this study was to investigate the exploratory and predictive relationships between secondary school students' human values and their motivational beliefs and self-regulated learning strategies and thus to test the relevant model was developed. A correlational filed study was used in this research. The sample of the research consisted of a total of 794 students studying at six different secondary schools in Istanbul. Research data were collected by &quot;Human Values Scale&quot; and the &quot;Motivated Strategies for Learning Questionnaire&quot;. The exploratory relationships between secondary school students' human values, motivational beliefs, and self-regulated learning strategies were analyzed using the software AMOS 16 following the &quot;Structural Equation Modelling&quot;. Results indicated that human values were significant predictor of motivational beliefs and motivational beliefs were significant predictor of self-regulated learning strategies. Also, the study results indicated that human values were not significant predictor of self-regulated learning strategies, but had an indirect effect on self-regulated learning via motivational beliefs. These results revealed that the values were important variables that effect on students' learning and motivation.
The Scholarship of Teaching and Learning in Canadian Post-Secondary Mathematics: 2000-2010
Author: Chan, Bernard S.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics,Mathematics Instruction,Postsecondary Education,Educational Research,Databases,Classification,Scholarship,Trend Analysis,Institutions,Student Attitudes,Transitional Programs,Mathematical Logic,Student Recruitment,Academic Persistence,Literature Reviews

Published accounts of pedagogical experience and pedagogical research are critical resources to post-secondary mathematics instructors, and yet the quantity and scope of this literature is rarely summarized or reviewed. In this contribution, we analyze recent peer-reviewed journal publications regarding post-secondary mathematics, published by Canadian scholars. We classified this scholarship by institution, publication year, type of pedagogical scholarship, and by topic. We highlight topics of continual interest, changing trends in time and newly emerging themes. This review therefore provides a benchmark of current scholarship in this important area, as well as a point of comparison for similar data from other countries, and other disciplines.
Exploring the Dynamics of Directed Studies Courses: Student, Instructor, and Administrator Perspectives
Author: Hvenegaard, Glen
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Teacher Attitudes,Administrator Attitudes,Student Research,Undergraduate Students,Higher Education,Individualized Instruction,Focus Groups,Mentors,Outcomes of Education,Research Skills,Interpersonal Relationship,Student Motivation,Teacher Motivation,College Faculty,Administrators,Comparative Analysis,Qualitative Research

North American universities are encouraged to increase opportunities for undergraduate research experiences (UREs). To this end, many universities offer directed studies courses (DSCs) which are 1-2 semester long courses involving one-on-one instruction, with a focus on student-led independent research. Building on the understanding of dynamics generally related to UREs, this paper seeks to compare the motivations, benefits, and barriers specifically related to DSCs from student, instructor, and administrator perspectives. Based on a set of qualitative focus group discussions at a small undergraduate liberal arts institution, we present the similarities and differences in these perspectives and recommend a set of best practices for DSCs. All three groups reported motivations for engaging in a DSC that addressed working with a particular student or instructor, assistance with graduate school preparation, and meeting program requirements. In terms of perceived benefits of DSCs, both students and instructors indicated the mentoring relationship and practical outcomes arising from DSCs. Students recognized the benefits of developing research skills, but stressed the motivation and benefit of independent learning more than was found in other studies. Instructors focused on benefits of research engagement and relationship building. The major challenges to participating in DSCs were workload and time (all groups), unprepared students and lack of guidelines (instructors and administrators), and the oral presentation requirement and lack of information about DSCs (students). Based on these results, we suggest increased clarity in DSC expectations, consistent standards of quality, and promoting research processes common to the DSC's home discipline.
The Art of Thinking: Using Collage to Stimulate Scholarly Work
Author: Simmons, Nicola
Date: 2013-00-00
Type: Journal Articles
Subjects: Art Activities,Higher Education,Thinking Skills,Graduate Students,College Faculty,Role,Identification (Psychology),Art Products,Metacognition,Creativity

Integrating the arts into higher education pedagogy provides an opportunity for cultivating rich ideas and high-level thinking, capitalizing on the creativity that every person already possesses and uses (Livingston, 2010). As Newton and Plummer (2009) note &quot;the use of the creative arts as pedagogical strategy enables individuals to better understand themselves, [and] to stimulate thinking&quot; (p. 75). We extend that premise to examine the impact of an arts activity on scholarly thinking. Our exploratory study examines academics&apos; (graduate students and educators) identity and role constructs (Kelly, 1955) to understand to what extent engaging in arts-based activities supports meaning-making and conceptualizing research questions. We asked participants to reflect on collages they created, how the collage process supported their research conceptualization, challenges they encountered, and their overall reflections on the process as an adjunct to written scholarly work. We show that the process of creating collages supported participants in making their tacit knowledge explicit, in reflecting at meta-cognitive levels, and in transforming their thinking, often in ways they anticipated would affect their future practice.
Use of Lecture Capture in Undergraduate Biological Science Education
Author: Wiese, Candace
Date: 2013-00-00
Type: Journal Articles
Subjects: Biological Sciences,Lecture Method,Learning Strategies,Cognitive Style,Attendance Patterns,Academic Achievement,Achievement Gains,Video Technology,Multimedia Instruction,Multimedia Materials,Gender Differences,Educational Attainment,Performance Based Assessment,Technology Uses in Education,Study Habits,Undergraduate Students,Questionnaires,Student Attitudes,Student Behavior,Foreign Countries,Regression (Statistics)

This study examined the use of lecture capture in students in a large 3rd year undergraduate biological science course at the University of Guelph. Data regarding viewing behaviour, academic performance, and attendance were analyzed in relation to student learning approach (as assessed by the R-SPQ-2F), gender, and year of post-secondary education. It was found that relative to historic controls, students provided lecture capture videos increased their final exam grade by approximately 5%. It was also found that learning approach was significantly related to video viewing behaviour, final exam performance, and attendance, with a deep learning approach being associated with more video views, better performance, and a greater tendency to watch videos to master and review material. A surface approach showed contrasting associations. Moreover, a higher deep approach score was related to fewer absences, while a higher surface approach score was related to more absences and increased the likelihood of a student missing a class. Gender also influenced viewing behaviour, with females being more likely than males to watch videos to generate notes and to review material. This research demonstrates that learning approach and gender are significant predictors of lecture capture behaviour, performance, and/or attendance in biological science education, and provides support for the use of lecture capture as a tool to improve academic performance.
The Development of the Marital Satisfaction Scale (MSS)
Author: Canel, Azize Nilgun
Date: 2013-00-00
Type: Journal Articles
Subjects: Measures (Individuals),Marital Satisfaction,Parents,Child Rearing,Item Analysis,Discriminant Analysis,Factor Analysis,Spouses,Psychological Patterns,Family Relationship,Coping,Stress Variables,Money Management,Test Construction,Interpersonal Relationship,Marriage,Foreign Countries,Test Items,Test Reliability,Test Validity,Self Evaluation (Individuals),Stress Management

In this study, the process of developing the Marital Satisfaction Scale (MSS) aiming to support studies in the field of marital satisfaction and to obtain information about couples in a short time through psychological counseling is discussed. The scale including 101 yes-no items aiming to reveal couples' opinions about their marriages was designed in parallel with similar scales developed abroad for similar purposes. The scale is comprised of two parts. The first part contains 92 items related to the sub-dimensions of the marital satisfaction. On the other hand, the second part of the scale dealing with the effect of &quot;understanding of parenting&quot; on the marital satisfaction includes 9 items to be responded by individuals with children. In the process of developing the scale, 341 people were given the whole scale and 270 people who have children were given the second part of the scale to carry out the statistical calculations. As a result of the item total, item remaining and discriminant analysis of the scale, the results were found to be significant at the level of p less than 0.001. Through Cronbach alpha, Spearman Brown and Guttman Split-Half techniques, reliability values between r = 0.93 and 0.97 were found. The reliability values of the part of the scale administered to people with children about &quot;understanding of parenting&quot; was found to be between r = 0.81 and 0.86. The factor analysis revealed that the first sub-dimension of the scale assesses the &quot;marital harmony&quot; which is comprised of the &quot;relationship happiness&quot;, &quot;conflict&quot; and &quot;closeness&quot; sub-scales. Other sub-dimensions are &quot;anger&quot;, &quot;communication with the spouse's family &quot;, &quot;economic understanding&quot;, and &quot;understanding of parenting&quot;.