ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;How Am I Going to Handle the Situation?&quot; The Role(s) of Reflective Practice and Critical Friend Groups in Secondary Teacher Education
Author: Carlson, James R.
Date: 2019-01-00
Type: Journal Articles
Subjects: Reflective Teaching,Reflection,Friendship,Teaching Methods,Secondary Education,Preservice Teachers,Professional Development Schools,Preservice Teacher Education,Practicums,Critical Thinking,Field Experience Programs,Beginning Teachers

This qualitative study was designed as a single-case study of a small, public, teacher education program in the Midwest. The author conducted a study on the perceived role of a &quot;critical friends group&quot; (CFG) in the development of beginning secondary teacher candidates' understandings and practices of reflective practice. Three main types of data, including course assignments, participant interviews, and observations were collected and analyzed. Findings from three (3) focal participants reveal characteristics of reflective teaching from the reviewed literature observed within and across the cases examined here. The perceived importance of the CFG varied on a case-by-case basis, with some experiencing the CFG as friendly, but mostly uncritical, and others remaining indifferent to the arrangement. Additionally, the author elaborates on three broad lessons learned and reinforced through the investigation into the local, including: 1) Critical reflection can and does occur in beginning TCs' practice, 2) CFGs led to informative learning, but not transformative learning, and 3) Designating a group &quot;critical friends&quot; is neither a guarantee of critical thinking or friendship.
Connections between Pre-Service Teachers&apos; Mathematical Dispositions and Self-Efficacy for Teaching Mathematics
Author: Cruz, Jasmine M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Instruction,Self Efficacy,Student Attitudes,Correlation,Mathematics Teachers,Elementary School Teachers,Middle School Teachers,Secondary School Teachers,Academic Achievement,Predictor Variables,Preservice Teacher Education

Mathematical dispositions (MD) and self-efficacy for teaching mathematics (SEFTM) are important elements of teachers? beliefs that significantly influence their behaviors and educational practices in the classroom. This study looked at relationships between pre-service teachers? (PSTs) MD and their SEFTM in connection with other descriptors related to their progress through the teacher education program and prior mathematical experiences. Survey data were collected from 238 PSTs at a midsized university in the US. Results include the finding that PSTs? intended grade-level and subject approximately mirror their MD and SEFTM: those planning to be elementary school (generalist) teachers were slightly behind both middle and high school teachers, who had more positive MD, while both elementary and middles school PSTs were slightly behind high school-level mathematics content PSTs, who had the greatest SEFTM. Additionally, MD was a strong predictor of SEFTM, and both MD and SEFTM appear to be mediated by the influence upon PSTs of their prior mathematics teachers. Implications for teacher education and avenues for further research into these associations are offered.
Comparing the Impact of Project Experiences across the Engineering Curriculum
Author: Hirshfield, Laura J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Engineering Education,Outcomes of Education,Undergraduate Students,College Curriculum,Self Esteem,Self Efficacy,Gender Differences,College Freshmen,College Seniors,College Students

Project-based learning can be beneficial for engineering students, giving students the opportunity to complete mastery experiences that improve their engineering self-efficacy or academic self-confidence. However, despite the many potential benefits of projects, there can be issues with project-based learning: students may take on different tasks than their teammates, thus developing different skills and having different mastery experiences; and projects may impact students' self-confidence or self-efficacy differently, and may depend on the students' gender or class standing. This paper presents the results of a mixed-methods cross-sectional study focused on project experiences of students in the first, second, and final year of an undergraduate engineering curriculum: specifically, on the tasks that students take on and their changes in engineering confidence and self-efficacy. It was found that students generally experienced an increase in engineering confidence or self-efficacy over the course of the project semester, regardless of gender or class standing. There were differences in confidence between men and women observed at the beginning of first-year courses, but not in later years in the curriculum. However, while there was little evidence of stereotypically gendered divisions of tasks (women spending more of their time on managerial or communication work, men spending more of their time on technical or hands-on tasks) in first-year and sophomore classes, this division was found in senior-year projects. Our work highlights that project-based learning is beneficial for students in terms of increasing their engineering confidence and self-efficacy, but this increase may not persist, as seniors (fourth-year students) did not have higher self-efficacy than first-year students.
Use of Written Curriculum in Applied Calculus
Author: Kersey, Elizabeth
Date: 2019-00-00
Type: Journal Articles
Subjects: Calculus,Undergraduate Students,College Mathematics,Textbooks,Homework,Tests,Computer Uses in Education,Mathematics Instruction

The purpose of this mixed-methods study was to explore how undergraduate students in an applied calculus course used the written curriculum (i.e., textbook, online homework system, and previous exams). The study design included three phases: (a) an online survey, (b) individual observations, and (c) student interviews. Students' survey responses indicated that not many students referenced the required textbook, but all students accessed the online homework system, through which homework assignments were completed with immediate feedback available. A follow-up qualitative analysis of eight students revealed limitations of the usefulness of the feedback of this system.
Advances in Measurement in School-Wide Positive Behavioral Interventions and Supports
Author: McIntosh, Kent
Date: 2019-02-00
Type: Journal Articles
Subjects: Positive Behavior Supports,Intervention,Behavior Modification,Measurement,Sustainability,Educational Environment,Program Effectiveness,Program Implementation,Fidelity

In recent years, there has been an increased research focus on developing tools to support the design, installation, and evaluation of tiered systems of support. In this special issue, we focus on research validating freely available tools to (a) measure fidelity of implementation of school-wide positive behavioral interventions and supports (SWPBIS), (b) assess staff commitment to implement SWPBIS, (c) inform development of teaching matrices, (d) examine issues of sustainability, and (e) assess school climate.
An Investigation of How Students Use Information to Answer Energy Questions
Author: Park, Mihwa
Date: 2019-00-00
Type: Journal Articles
Subjects: Information Utilization,Energy,Multiple Choice Tests,College Students,College Science,Introductory Courses,Misconceptions,Scientific Concepts,Test Wiseness,Science Tests

This study investigated how students used information provided in given energy questions while answering these questions. Participant students were taking at least one college-level introductory science course and were asked to respond to two-tiered format (multiple-choice question and short written response question) energy questions addressing different scientific situations. Students' written responses were analyzed using text analysis techniques to extract terms and phrases. The terms and phrases were then subjected to analysis to identify key ideas aligned with students' choices in the multiple-choice components. The study revealed that students who focused on surface-level features of the given questions failed to answer correctly, while students who used the underlying energy concepts were more likely to answer successfully. The findings from this study can inform teachers and researchers about students' difficulties in understanding of energy concepts and applying energy concept to a certain situation.
Mistakes Made by Students with Logical Connectives When Solving Equations and Inequalities, and How Teachers Assess These Mistakes
Author: Abu Mokh, Rana
Date: 2019-00-00
Type: Journal Articles
Subjects: Middle School Teachers,Grade 9,Mathematics Teachers,Error Patterns,Problem Solving,Equations (Mathematics),Algebra,Student Evaluation,Mathematical Logic,Mathematics Tests,Scores,Misconceptions

The aim of this study is to examine the mistakes made by students in the use of logical connectives while simplifying algebraic equations and inequalities, and the extent to which teachers are aware of these mistakes and how they assess them. The study was conducted among 50 ninth grade students and 63 practicing teachers of mathematics. The data was collected from two questionnaires: a questionnaire for students comprising items containing inequalities or equations, and a questionnaire for teachers comprising students' solutions of different items. The data was analyzed according to interpretative theory. The findings identify common mistakes in the way students use the mathematical logical connectives OR, AND, IF … THEN when manipulating algebraic expressions. The findings further indicate that teachers were not aware of the errors made by students in working with the mathematical logical connectives, where the most common mistake identified among students was ignoring the logical connective entirely. Moreover, the findings indicated that teachers may assess solutions as correct even when they use mathematical logical connectives wrongly.
Difficulties Faced by the In-Service Mathematics Teachers Planning Lessons Based on Questioning during a Training Course
Author: Otero, María Rita
Date: 2019-00-00
Type: Journal Articles
Subjects: Inservice Teacher Education,Mathematics Instruction,Mathematics Teachers,Lesson Plans,Questioning Techniques,Foreign Countries,Barriers

In this paper, we analyse how N = 31 in-service teachers study the question that could generate a Study and Research Path (SRP): How does a parabolic antenna work? We also consider how they design lessons based on this question, by adopting the pedagogy of questioning the world according to the Anthropological Theory of the Didactic (ATD). The teachers investigated the question individually and in groups during an on-line course on Mathematics Didactics. Then, we asked to the teachers to organize a possible instruction oriented to an institution known to them, based on the question they analysed before. Written texts produced by the teachers in both roles, studying the question and planning lessons are analysed using qualitative techniques and the concept of RSP. The results describe the main difficulties of in-service teachers to planning instruction according to the paradigm of research and questioning of the world proposed by the ATD.
Metaphoric Perceptions of High School Students about Nomophobia
Author: Onal, Nezih
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Students,Student Attitudes,Figurative Language,Handheld Devices,Telecommunications,Anxiety,Fear,Foreign Countries,Psychological Patterns

The present study was conducted to reveal high school students' feelings regarding their experiences of being deprived of their smartphones (nomophobia). The study group of the study was comprised of 158 students attending a high school in a city center in the central Anatolian region in Turkey. One of the qualitative research methods, namely the phenomenology research design, was employed. The data of the research were collected by means of a questionnaire, comprised of open ended questions, and a metaphor form. The data obtained were analyzed using the content analysis technique by the researchers simultaneously. As a result of the analyses, it is possible to say that the participants (i) generally underwent a psychological breakdown, or felt furious, or sad in some of the nomophobia scenarios they experienced, (ii) frequently experienced intense negative feelings, such as anxiety, anger, and/or boredom, and (iii) sometimes refrain from expressing their feelings by saying &quot;it doesn't affect me&quot;. The present study yielded striking and equally thought-provoking findings such that the smartphone has a central place in the lives of the participants, who consider being deprived of a telephone equivalent to the loss of their most beloved ones.
The Exam Autopsy: An Integrated Post-Exam Assessment Model
Author: Havis, Leanne R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Tests,Testing,Metacognition,Reflection,Self Evaluation (Individuals),Student Improvement,Feedback (Response),Peer Evaluation,Academic Achievement,Undergraduate Students,Grades (Scholastic),Student Attitudes,Test Preparation,Test Wiseness,Study Habits,Scores,Student Evaluation,Learning Strategies

This paper introduces a new integrated post-exam assessment model known as the exam autopsy. Grounded in metacognitive principles of reflective practice, students are provided with three sources of evaluative insight (from self, instructor, and peer) as they seek to analyze the root cause of their exam performance and formulate an action plan for future improvement. The pilot project includes data collected and analyzed over the course of three semesters to chart student performance across two tests using a quasi-experimental design. In Spring 2016 (T1), no metacognitive post-exam intervention was employed. In Fall 2016 (T2), a conventional post-exam self-assessment (or exam wrapper) was used. In Spring 2017 (T3), the exam autopsy model was piloted to provide students with feedback from their instructor and peers in addition to their self-assessment. Statistically significant results from a quantitative analysis of the data suggest that this may be a promising strategy to improve student learning.
Technology Acceptance Factors and Student Retention in Online Courses
Author: Scarpin, Jorge Eduardo
Date: 2018-12-00
Type: Journal Articles
Subjects: School Holding Power,Online Courses,Technology Uses in Education,Distance Education,Electronic Learning,Foreign Countries,Information Systems,Self Efficacy,Student Motivation

This study aimed to evaluate the relationship between factors of technology acceptance and retention of students in online courses. They included, the expectation of performance, hedonic motivation, self-efficacy, social influence, system quality, information quality and intention to continue, belonging to the Unified Theory of Acceptance and Use of Technology and the Information Systems Success Factors. We studied 231 students of free courses offered online by a public educational institution. The results show that there is a definite and statistically significant relationship between student retention and expectation factors, hedonic motivation and information quality. The factors self-efficacy, social influence and quality of the system did not present significant relationship with retention, contrasting with the assumptions advocated in some of the empirical studies. The results contribute to the understanding that the retention of students in online courses can be obtained mainly from investments in the quality of content made available to students.
Transitioning to Online: A SWOT Analysis by First Time Online Business Faculty
Author: de los Santos, Esmeralda
Date: 2018-12-00
Type: Journal Articles
Subjects: College Faculty,Web Based Instruction,Online Courses,Beginning Teachers,Blended Learning,Conventional Instruction,Business Administration Education,Electronic Learning,Teaching Experience,Strategic Planning,Computer Mediated Communication,Asynchronous Communication,Educational Benefits,Educational Objectives

Online education continues its growth trajectory benefitting public four-year institutions of higher education as well as private universities. Recently, private non-profits have experienced double-digit increases despite late entry into online education. Situated within the context of a private nonprofit institution and its recently developed asynchronous online program, the purpose of this paper is to examine the teaching experiences of first-time business professors as seen through the lens of a SWOT analysis. Designed to capture the views of three stakeholders: Students, Faculty, and the Institution, the SWOT analysis suggests that local and regional research may yield untapped sources of opportunity for online programs at non-profit institutions.
Relevance of General Education: An Assessment of Undergraduate Business Students
Author: Walters, Hannah D.
Date: 2018-12-00
Type: Journal Articles
Subjects: Relevance (Education),General Education,Undergraduate Students,Business Administration Education,Student Attitudes,Interest Inventories

In this study, the relevance of general education among undergraduate business students is assessed. Zaichkowsky's (1985) personal involvement inventory (PII) is used to assess perceived relevance. Data are collected via a survey administered to undergraduate business students at a Midwest, regional state university. The cognitive dimension of the involvement construct was evaluated with 7-point semantic differential-type scales measuring five items: important, relevant, means a lot to me, valuable, and needed. The affective dimension of the involvement construct was evaluated with exciting, appealing, and fascinating items also measured on a 7-point semantic differential-type scale. The results suggest strong support for the reduced set of eight-items from Zaichkowsky's (1994) scale modification. The proposed scale reduction appears to capture both affective and cognitive dimensions within the context of higher education.
Exam Anxiety: Using Paired Adaptive Tests to Reduce Stress in Business Classes
Author: Seeley, Eugene L.
Date: 2018-12-00
Type: Journal Articles
Subjects: Test Anxiety,Adaptive Testing,Stress Management,College Students,Business Administration Education,Outcomes of Education,Scores

To reduce test-taking anxiety among businesses students, a Paired Adaptive Test (PAT) system was developed that allows students two chances to answer exam questions. In the study 46 students from three sections of Survey of International Business at Utah Valley University were given exams using the PAT. At the end of the semester, students were asked to complete a survey on test-taking anxiety for that class and other classes. The results indicated a twelve percent lower test-taking anxiety overall score for the PAT system and as much as 20.85% lower scores for questions key to taking specific exams. The implications of this research are that the PAT method could significantly reduce exam anxiety for students while providing a good assessment of their subject knowledge.
Teachers&apos; Professional Attitudes and Students&apos; Academic Performance in Secondary Schools in Ilorin Metropolis of Kwara State
Author: James, Olubukola
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Professional Identity,Academic Achievement,Secondary School Students,Secondary School Teachers,Foreign Countries,Secondary Schools,Classroom Techniques,Teacher Student Relationship,Communication Skills

Teachers are the main driver of quality outputs in secondary schools. The professional attitudes displayed by teacher matters a lot in the educational process. This study investigated teachers' professional attitudes and students' academic performance in secondary schools in Ilorin Metropolis of Kwara State. The survey research design was found suitable for this study. The population of the study consisted of all the secondary school students in Ilorin Metropolis. Two instruments Teachers' Professional Attitudes Questionnaire (TPAQ) and Students' Academic Performance Proforma (SAPP) were developed and used for data collection. Pearson productmoment correlation statistic was used to test all the hypotheses at 0.05 level of significance. The findings of this study revealed a significant relationship between all the sub-variables of the independent variables and students' academic performance. Recommendations were made that teachers should adopt effective verbal communication attitudes, classroom management attitudes and pedagogical attitudes.
Practical Persuasive Communication: The Evolving Attitudes of the iGeneration Student
Author: Austin, Traci L.
Date: 2018-12-00
Type: Journal Articles
Subjects: Persuasive Discourse,Rhetoric,Fund Raising,Business Communication,Student Attitudes,Preferences,Undergraduate Students,Business Administration Education

This article examines the effectiveness and impact of the AIDA (Attention, Interest, Desire, Action) persuasive strategy versus more direct rhetorical strategies. Approximately 142 individuals in the 18 to 25 age range participated in this study, which compared the persuasiveness of pairs of fundraising messages. Our preliminary findings indicate that our participants, who represent an emerging audience for university fundraisers, prefer more direct strategies over AIDA. The findings have the potential to change business communication pedagogy and increase university fundraising effectiveness.
At the Intersection of Personal Expression and Professionalism in Education: Perceptions of Body Art in K-12 Schools
Author: Burkman, Amy
Date: 2018-00-00
Type: Journal Articles
Subjects: Self Expression,Professionalism,Human Body,Art Expression,Physical Characteristics,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Dress Codes,Standards,School Policy,Ethics,Teacher Effectiveness,Behavior Standards

This qualitative research seeks to determine the perceptions of school stakeholders regarding educators with visible tattoos. A snowball sampling technique using social media to access the sample garnered 246 responses to an open-ended survey linked from an online survey tool. While approximately 71% of the respondents felt that educators should not be required to cover visible tattoos in the workplace or at school-sponsored activities, a majority of the responses indicated that administrators monitor the content and placement of tattoos to avoid the presentation of inappropriate content or placement based on the age and maturity level of the students. Detractors of this position cited religious opposition or a generally negative stereotype of the types of people with tattoos as a reason to restrict the visibility of any body art at school or while at school-sponsored activities. Based on these findings, school districts should evaluate educator dress code standards to reflect the acceptance of tattoos as a method of personal expression similar to that of choice of dress or accessories.