ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining Perceptions of Culturally Responsive Pedagogy in Teacher Preparation and Teacher Leadership Candidates
Author: Samuels, Amy J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Teacher Education Programs,Teacher Leadership,Leadership Training,Surveys,Group Discussion,Student Projects,Student Attitudes,Preservice Teachers,Social Justice,Pretests Posttests,College Students,Statistical Analysis,Computer Mediated Communication,Social Bias,Qualitative Research

The study examined a multi-tiered approach for facilitating learning and examining perceptions about culturally responsive pedagogy in teacher preparation and teacher leadership programs. The study aligned with a learning unit we designed to (1) increase understanding of culturally responsive pedagogy and (2) investigate perceptions of cultural responsiveness. We collected data through surveys, collaborative discussions, and active learning projects. Findings revealed participants see value in culturally responsive pedagogy, but have limited exposure to the approach and struggle to imagine how the framework can be regularly implemented. Major themes suggest increased exposure to culturally responsive pedagogy is necessary to promote socially just teaching.
Fostering Pre-Service Teachers&apos; Pedagogical Content Knowledge through Collaborative Coaching
Author: Myers, Joy
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Pedagogical Content Knowledge,Cooperation,Coaching (Performance),Graduate Students,Undergraduate Students,Inservice Teacher Education,Reading Centers,Tutors,Reading Teachers,Case Studies,Elementary School Teachers,Observation

This study uses activity theory to examine collaboration between graduate students (in-service teachers) serving as literacy coaches and undergraduate students (pre-service teachers) functioning as tutors in a university reading clinic. The participants tutored students in grades first through sixth for seven weeks. The purpose of the study was to understand how this experience shaped the pre-service teachers' pedagogical content knowledge. The data showed that through various types of collaboration, the participants' knowledge of struggling readers grew. Implications include creating and examining additional &quot;spaces&quot; for pre-service and in-service teachers to collaborate in order to strengthen pedagogical content knowledge.
Supporting Students&apos; Right to Read in the Secondary Classroom: Authors of Young Adult Literature Share Advice for Pre-Service Teachers
Author: Greathouse, Paula
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Rights,Adolescent Literature,Reading Materials,Secondary School Teachers,Preservice Teachers,Literature,Parent Attitudes,Reading Material Selection,Censorship

Young adult literature spotlights the complexity of the adolescent human condition, which helps adolescent learners better understand themselves and those around them (Wolk, 2009). Yet, teachers who are able to find a place for young adult literature in their classrooms or schools often find themselves defending their choices rather than celebrating them (Curwood, Schliesman, &amp; Horning, 2009). Because nobody is more invested in books then the authors, we wondered how they perceived censorship of young adult literature in the classroom. This article shares the advice young adult authors offer to secondary preservice teachers as they prepare to infuse young adult literature in their future classrooms.
Peer-to-Peer Co-Teaching: Idea to Implementation
Author: Akerson, Adam
Date: 2017-00-00
Type: Journal Articles
Subjects: Peer Teaching,Team Teaching,Preservice Teachers,Student Teaching,Feedback (Response),Program Effectiveness,Student Surveys,Student Attitudes,Reflection

This article outlines one university's move toward implementing a co-teaching field experience, with pre-service teacher candidates acting as peer-to-peer co-teachers. In order to better meet the needs of pre-service teacher candidates (PTCs) and continually develop their ability to grow as reflective PTCs, two teacher educators applied co-teaching strategies in a field experience setting by having students teach as co-teaching pairs. The developed model includes ways to gather feedback during co-taught lessons in an effort to help the co-teaching pair be more reflective on their teaching and set future goals. Initial data collection shows positive results for participating pre-service teachers.
Validity Issues in Assessing Dispositions: The Confirmatory Factor Analysis of a Teacher Dispositions Form
Author: Niu, Chunling
Date: 2017-00-00
Type: Journal Articles
Subjects: Factor Analysis,Values,Teacher Attitudes,Preservice Teachers,Preservice Teacher Education

Critics against the inclusion of dispositions as part of the teacher education accreditation focus on the dearth of empirical literature on reliably and validly accessing dispositions (Borko, Liston, &amp; Whitcomb, 2007). In this study, a confirmatory factor analysis (CFA) was performed to test the factorial validity of a teacher dispositions form (3 factors and 12 indicators) employed by a southern American university to assess teacher candidates from 2006 to 2016. The initial CFA results revealed highly unsatisfactory model fit statistics. Further model modifications were then implemented to remove two less relevant indicators (Diversity and Collaboration) which significantly improved the model fit.
Validation of a Conceptual Quality Framework for Online and Blended Learning with Success Factors and Indicators in Adult Education: A Qualitative Study
Author: Blieck, Yves
Date: 2017-07-00
Type: Journal Articles
Subjects: Qualitative Research,Online Courses,Blended Learning,Educational Technology,Technology Uses in Education,Stakeholders,Adult Education,School Personnel,Higher Education,Foreign Countries,Semi Structured Interviews,Program Effectiveness,Attitude Measures

This qualitative study was designed to identify a framework for the quality of OBL in adult education (AE), which are of interest to the needs of students. Following a review of the literature, we opted for the theoretical framework as proposed by Ossiannilsson and Landgren (2012). This framework suggests success factors for OBL that are of interest to the needs of students. Qualitative data was collected through group interviews (n=12 groups) with stakeholders involved in AE. Professionals from five institutions, at the policy level (n=17) or programme level (n=20) were interviewed. Findings were discussed and agreed upon by the researchers to validate a quality framework for OBL in AE. At the level of the success factors, it is useful to underpin the adoption of OBL, to formulate a mission statement. The indicators can help set goals, identify resources and strategies and measure whether the provision aligns with adult students' needs. All success factors and indicators are linked to quality areas and dimensions most existing quality frames are built on. At this level the framework is useful to mainstream the quality of OBL into traditional frameworks.
The Room Itself is Active: How Classroom Design Impacts Student Engagement
Author: Rands, Melissa L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Classroom Design,Learner Engagement,Case Studies,Semi Structured Interviews,Focus Groups,Student Attitudes,Teacher Attitudes,College Students,Active Learning,State Universities,Environmental Influences,Student Centered Learning,Learning Strategies,Qualitative Research,Data Analysis

A responsive case study evaluation approach utilizing interviews and focus groups collected student and faculty perspectives on examined how instructors and students utilized a newly redesigned active learning space at Iowa State University and the relationship of this design with environmental and behavioral factors of student engagement. The findings demonstrate how classroom design affords engagement through low-cost learning tools and a flexible, open, student-centered space afforded a variety of active learning strategies. In addition, this case study highlights the importance of conducting assessment on classroom redesign initiatives to justify and improve future classroom spaces.
Using Facebook to Promote Learning: A Case Study
Author: Schoper, Sarah E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Media,Teaching Methods,Graduate Students,Educational Technology,Technology Uses in Education,Group Discussion,Blended Learning,Student Participation,Case Studies,Computer Mediated Communication,Interpersonal Communication,Help Seeking,Assignments

A growing body of research is examining the use of social media on college campuses. This study explores the use of one social media outlet, specifically Facebook's closed group feature, in two graduate courses. Findings show that using Facebook can promote student learning. Students used the groups for sharing ideas and support, asking questions, and participating in discussions. This article provides a framework for using Facebook closed groups to advance student learning.
Preservice Science Teachers&apos; Collaborative Knowledge Building through Argumentation on Healthy Eating in a Computer Supported Collaborative Learning Environment
Author: Namdar, Bahadir
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Persuasive Discourse,Eating Habits,Health Behavior,Cooperative Learning,Computer Uses in Education,Educational Technology,Audio Equipment,Visual Aids,Content Analysis,Collaborative Writing,Scoring Rubrics,Knowledge Level,Teaching Methods,Mixed Methods Research,Social Networks,Network Analysis

The purpose of this study was to investigate preservice science teachers' collaborative knowledge building through socioscientific argumentation on healthy eating in a multiple representation-rich computer supported collaborative learning (CSCL) environment. This study was conducted with a group of preservice science teachers (n = 18) enrolled in a technology in science education course at a large, high research activity university in the Southeastern United States. Data sources were the representations created by the participants in a CSCL platform across three representational modalities, audio recordings of classroom activities and posters created by the groups. To investigate learning in the collective level social network measures of density and centrality were utilized. Furthermore, content analysis and text mining were used to analyze students' representations. Reflected in the participants' wikis, individual learning was assessed using argumentation analysis rubrics and content analysis of representations and posters. Results indicated that the knowledge base created jointly with different representations by the participants was improved, the written argument contents both shared more commonalities in terms of content and shared more common words as a reflection of the participants' collective effort. In an individual level, analysis of the learners' written arguments indicated that some participants increased their argumentation qualities in their final arguments, all participants incorporated more specific scientific knowledge and aspects from other participants' arguments. It was concluded that collaborative knowledge building with multiple representations increase learning both in the individual and collective levels.
&quot;A Little Bit of This and Not Too Much of That…&quot;: Is There a Recipe for Class Display Load Level in Elementary Schools?
Author: Milo-Shussman, Yael
Date: 2017-00-00
Type: Journal Articles
Subjects: Elementary Schools,Visual Aids,Classrooms,Best Practices

The classroom display in elementary schools usually reflects the teacher's efforts and vision. Upon entering an elementary school classroom one may often encounter visual overload. How can teachers determine the appropriate amount of elements to be on display? How can they create the accurate recipe for pleasant and efficient displays? It seems that, in practice, this might resemble Grandma's cake recipe, which was passed down from generation to generation. &quot;Just put a little bit of this and not too much of that…&quot; This article addresses these questions and provides best practices recommendations in an appendix.
Connecting Physical University Spaces with Research-Based Education Strategy
Author: Carnell, Brent
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Research Universities,Educational Innovation,Educational Strategies,School Space,Semi Structured Interviews,College Students,School Personnel,Research,College Curriculum

This paper looks at the link between enhancing education and ensuring an innovative fit-for-purpose estate. It argues that a nuanced approach and joined-up dialogue is needed between university staff whose remit covers these areas. Drawing from fifteen semi-structured interviews with students and staff at a research-intensive university in London, UK, the project offers a window into the relationship between the institution's innovative education approach (which brings research and education closer together, so all students learn about research and have opportunities to conduct it) and the university's spaces. The paper outlines the institution's approach to research-based education and then moves on to unpack four key space principles to implement a research-based education strategy which is sensitive to a university's physical environment.
Teachers&apos; Use of Information and Communications Technology in Education: Cameroon Secondary Schools Perspectives
Author: Haji, Shaibou Abdoulai
Date: 2017-07-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Uses in Education,Information Technology,Secondary School Teachers,Use Studies,Case Studies,Teacher Surveys,Statistical Analysis,Access to Computers,Technological Literacy,Competence,Training,Rural Schools,Urban Schools,Developing Nations

Information and Communications Technology (ICT) offers innovative tools for restructuring teaching and learning processes in preparing students for the 21st Century skills. However, there is no sufficient and reliable data concerning how the use of ICT fit in different school cultures in Cameroon, and how teachers with varying pedagogical and domain expertise and learning experiences are able to function with various network learning environments. This paper discusses teachers Use of ICT in Education on the basis of intensive case studies conducted in Cameroon secondary schools. A total of 320 teachers from 16 public, denominational and lay private schools from two regions in Cameroon participated in this study. The survey was used for data collection. Descriptive statistics and independent sample t-tests and ANOVA were used to analyse the data. The results of this study indicate teachers' perceived ICT usage, perceived access to ICT, perceived ICT competence and perceived ICT training support were low. Furthermore, the analysis showed that teachers in an urban area perceived the use of ICT and perceived access to ICT was higher than teachers in the rural area. Finally, this study discovered that there was no significant difference in public, private and denominational school teachers' use of ICT, access to ICT, competencies and training support. The results provide insights into factors that teachers perceived as obstacles to the use of ICT in their teaching, particularly in developing nations.
Student Perceptions of a 21st Century Learning Space
Author: Adedokun, Omolola A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Attitudes,Student Experience,Mixed Methods Research,College Students,Classrooms,Student Centered Learning,School Space,Environmental Influences,Learner Engagement,Learning,Comparative Analysis,Classroom Environment

Higher education institutions are increasingly building or remodeling classrooms to be flexible spaces that support learner-centered instruction. However, little is known about the actual impact of these spaces on student outcomes. Using a mixed method design, this study examined student perceptions of a flexible learning space on student learning and engagement as compared to traditional classrooms. Students reported that the flexible space enhanced their learning experience by supporting classroom engagement. This study demonstrates the importance of incorporating student perceptions when planning learning spaces and suggests a need for further studies on the complex relationships among space, student learning and motivation.
Flipped Learning for ESL Writing in a Sudanese School
Author: Abdelrahman, Limia Ali Mohamed
Date: 2017-07-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Writing (Composition),Second Language Instruction,Teaching Methods,Educational Technology,Technology Uses in Education,Video Technology,Homework,Learning Activities,Secondary School Students,Writing Skills,Student Attitudes,Program Effectiveness,Focus Groups,Interviews,Learner Engagement,Blended Learning,Student Satisfaction,Interaction,Pretests Posttests,Paragraph Composition

Sudanese students seem to lack proficiency in writing English. In addition, teachers continue to use traditional, teacher-centered methods in teaching English as a second language (ESL). The flipped learning (FL) approach where video lectures are assigned as online homework before class, followed by learning activities during class, might be able to address the issue of the lack of proficiency in writing. A module for teaching English paragraph-writing using FL for Sudanese students in Secondary Year 1 was developed. The purpose of this study is to investigate the effects of this module on students' writing proficiency and their satisfaction with the module. An exploratory-implementation study was conducted with 28 student volunteers in two groups, in which only one group used the module. The analysis of data collected from tests, focus group interviews and online interactions indicated that there was improvement in the students' writing proficiency, and satisfaction, based on their engagement and interaction, with the module. In future, further studies can be done to determine if the module which used the FL approach, could be implemented on a larger scale in Sudan, and extended for other topics in ESL in other countries.
Analysis of Open Education Service Quality with the Descriptive-Quantitative Approach
Author: Priyogi, Bilih
Date: 2017-07-00
Type: Journal Articles
Subjects: Open Education,Educational Quality,Electronic Learning,Guidelines,Educational Benefits,Scores,Delivery Systems,Evaluation Criteria,Statistical Analysis,Evaluation Methods,Online Courses

The concept of Open Education (OE) is based on the philosophy of e-Learning which aims to provide learning environment anywhere, anytime, and for anyone. One of the main issue in the development of OE services is the availability of the quality assurance mechanism. This study proposes a metric for measuring the quality of OE service. Based on extensive literature review about e-Learning service quality guidelines, as well as the observation of existing Open Education services, we formulated Open Education Metric (OEM). OEM consists of 37 indicators which are divided into six criteria: (1) Openness, (2) Benefit, (3) Delivery, (4) Learning, (5) Evaluation, and (6) Support. Evaluation scheme is designed to give a clear guideline in assessing the quality of OE service quantitatively. The evaluation results including score and category indicate the overall quality relative to a set of indicators. Trial of evaluation was conducted using the evaluation system based on OEM to test its performance in evaluating OE service quality in institutions. Three of OE services were evaluated with their scores.
Acceptance of Technology and Its Impact on Teachers&apos; Activities in Virtual Classroom: Integrating UTAUT and CoI into a Combined Model
Author: Radovan, Marko
Date: 2017-07-00
Type: Journal Articles
Subjects: Technology Integration,Educational Technology,Technology Uses in Education,Integrated Learning Systems,College Faculty,Foreign Countries,Blended Learning,Higher Education,Online Courses,Communities of Practice,Computer Mediated Communication,Models,Readiness,Intention,Online Surveys,Questionnaires,Factor Analysis,Expectation,Social Influences

This study examines the acceptance and use of learning management systems (LMS) among higher-education teachers and the relation between their use of such systems and their teaching approaches in the context of online learning, following the community of inquiry (CoI) framework. A total of 326 teachers at University of Ljubljana completed a questionnaire. Our main research goal was to examine the impact of a basic Theory of Acceptance and Use of Technology (UTAUT) structural model, with the CoI framework as a complement. The latter adds three new aspects to the use of LMS for educational purposes, representing complex cognitive and social dimensions of teaching in the virtual space. We found that the crucial factor for LMS acceptance by university teachers is the immediate social influence at work, but the formation of the learning process largely depends on the characteristics of the LMS tools and the perceived usefulness of the application.
Numerical-Technological Skills and Work Experience in the Perceived Usefulness in an Accounting Virtual Learning Environment
Author: Herrador-Alcaide, Teresa Carmen
Date: 2017-07-00
Type: Journal Articles
Subjects: Accounting,Virtual Classrooms,Business Administration Education,Distance Education,Computer Uses in Education,Work Experience,Undergraduate Students,Likert Scales,Preferences,Mathematics Skills,Technological Literacy,Foreign Countries,Multiple Regression Analysis

The purpose of this study was to analyse the perceived usefulness of a set of Information and Communication Technologies (ICT) applied in a virtual learning environment (VLE) in a distance education model. We analysed whether the numerical and technological preferences of the students could explain the perceived usefulness related to the ICT applied to teaching. We also tested whether the work experience of the students can modify the perceived usefulness. Diverse ICT were applied to the teaching of accounting in undergraduate courses, in a distance education model in the European Higher Education Area (EHEA). The research had an experimentation phase to implement the ICT teaching tools, one of data collection and another for the data analysis. The perceived usefulness of the ICT was measured through a questionnaire with evaluation using a Likert scale. The evaluations given by the students allowed modelling each ICT according to the variables of numerical and technological skills, including work experience as a dichotomous variable. The results of this research suggest that the perceived usefulness of the ICT is, in part, explained by numerical and technological skills. Furthermore, there are indications that work experience can diminish the perceived usefulness for a set of teaching ICT.