ethanporcaro/eric-fulltext-meta huggingface dataset:
Empirical Evaluation Indicators in Thai Higher Education: Theory-Based Multidimensional Learners' Assessment
Author: Sritanyarat, Dawisa
Date: 2016-07-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Evaluation Criteria,Case Studies,Student Evaluation,Educational Indicators,Qualitative Research,Statistical Analysis,Likert Scales,Questionnaires,Factor Analysis,Benchmarking,Test Construction,Item Analysis,Educational Theories

This study proposed empirical indicators which can be validated and adopted in higher education institutions to evaluate quality of teaching and learning, and to serve as an evaluation criteria for human resource management and development of higher institutions in Thailand. The main purpose of this study was to develop empirical indicators of a theoretically-based multidimensional learners' evaluation in Thai higher education adopting the National Institute of Development Administration as a case study. Research method of this study was developed based on Dubin's Theory Building Model. Units, which are basic building blocks of newly developed concept, were developed qualitatively and quantitatively by triangulating data obtained from the systematic literature review, the qualitative data collection, and the Likert-scale survey. Patterson's (in Holton and Lowe, 2007) criterion was used to evaluate the conceptual framework. Questionnaire was used as a tool for data collection. Exploratory factor analysis and Cronbach's alpha analysis were used to analyse the collected data in order to develop empirical indicators.
Does Learners' Prior Knowledge Moderate the Detrimental Effects of Seductive Details in Reading from Text? A 2 by 3 Study
Author: Wang, Zhe
Date: 2016-07-00
Type: Journal Articles
Subjects: Prior Learning,Middle School Students,Knowledge Level,Recall (Psychology),Problem Solving,Reading Assignments,Foreign Countries,Student Interests,Grade 8,Statistical Analysis,Earth Science,Questionnaires,Multivariate Analysis

Previous work on seductive details has demonstrated that interesting but irrelevant messages hinder students' text learning. Considering that there is little evidence suggesting the relationship between seductive details and prior knowledge, the present study examined how seductive details affect learning in terms of prior knowledge to address the gap. Using a 2 (prior knowledge: high or low) x 3 (seductive details: not presented, presented first, and presented last) design we asked students (N = 209) drawn from a Chinese middle school to learn a text about the earth. The results showed that, low-prior-knowledge participants reading only base passage outperformed those reading seductive details (regardless of the placement) on both recall and problem-solving performance; High-prior-knowledge participants who only read the base passage and those who read seductive details at the end outperformed those who read seductive details first on problem-solving performance. The findings indicate that prior knowledge can compensate the negative effect of seductive details conditionally. Implications for research and practice are delineated and future research directions are presented.
Practical Tools for Content Development: Pre-Service Teachers' Experiences and Perceptions
Author: Yurtseven Avci, Zeynep
Date: 2016-07-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Experience,Phenomenology,Student Teacher Attitudes,Technology Uses in Education,Educational Technology,Student Developed Materials,Content Analysis,Prior Learning,Usability,Change Strategies,Use Studies,Foreign Countries,Semi Structured Interviews

This study adopts phenomenology approach as the research design method to investigate pre-service teachers' experiences and perceptions on using practical tools for content development. The participants are twenty-four pre-service teachers who were taking Computer II course during 2013-2014 spring semester at a public university in Turkey. During the course, they were introduced several practical tools, which we define as mostly internet-based technologies that do not require installation or having any computer programming skills. Pre-service teachers prepared contents specific to their fields for homework and projects. At the end of the semester individual interviews were conducted with the participants. Content analysis method was used to analyze the data. According to the results, they enjoyed creating contents using these tools. At the same time, they had some difficulties. Majority of the participants perceive presentation, animation, cartoon creation tools to be most beneficial to improve student learning. Some of the positive outcomes they foresee when these technologies are used in the classroom are: higher student engagement, active participation, reinforcement, deeper understanding, and development of imagination skills. It is believed that the findings of this study will contribute to the development of teacher preparation programs for effective use of technology especially for content development.
How and Why Students Learn: Development and Validation of the Learner Awareness Levels Questionnaire for Higher Education Students
Author: Choy, S. Chee
Date: 2016-00-00
Type: Journal Articles
Subjects: Questionnaires,Higher Education,College Students,Factor Analysis,Structural Equation Models,Item Analysis,Undergraduate Students,Correlation,Learning Processes,Item Banks,Academic Achievement,Learning Experience,Statistical Analysis,Likert Scales

The development of the 21-item Learner Awareness Levels Questionnaire (LALQ) was carried out using data from three separate studies. The LALQ is a self-reporting questionnaire assessing how and why students learn. Study 1 refined the initial pool of items to 21 using exploratory factor analysis. In Study 2, the analysis showed evidence for a four-factor solution (Survival, Establishing Stability, Approval, and Love of Learning). Results of the structural equation modelling and confirmatory factor analysis in Study 3 provided further support for the results obtained from Study 2 and also indicated a higher order Learner Awareness factor. Internal consistency for the four factors was within an acceptable range. The results of Study 3 showed that the questionnaire appeared to be a reliable instrument to measure how and why students learned because the structural equation model fit the questionnaire data well and the confirmatory factor analysis had good fit indices within an acceptable range.
Flipping the Graduate Qualitative Research Methods Classroom: Did It Lead to Flipped Learning?
Author: Earley, Mark
Date: 2016-00-00
Type: Journal Articles
Subjects: Blended Learning,Educational Technology,Qualitative Research,Technology Uses in Education,Graduate Study,Research Methodology,Video Technology,Homework,Teaching Methods,Personal Narratives

The flipped, or inverted, classroom has gained popularity in a variety of fields and at a variety of educational levels, from K-12 through higher education. This paper describes the author's positive experience flipping a graduate qualitative research methods classroom. After a review of the current literature on flipped classrooms in higher education, the author discusses his reasons for flipping, the steps he took to create the flipped classroom, and the outcomes of the flipped classroom experience. The author evaluates whether flipped learning occurred according to the four pillars of FLIP (FLN, 2014) and discusses suggestions for both future researchers and future classroom flippers.
The Effect of Explicit Instruction on Strategic Reading in a Literacy Methods Course
Author: Iwai, Yuko
Date: 2016-00-00
Type: Journal Articles
Subjects: Methods Courses,Literacy,Metacognition,Reading Strategies,Intervention,Pretests Posttests,Lesson Plans,Student Writing Models,Notetaking,Positive Attitudes,Learning Strategies,Teaching Methods,Instructional Effectiveness,Preservice Teacher Education,Student Teacher Attitudes,Preservice Teachers

This study examined the impact of explicit instruction on metacognitive reading strategies among 18 K-8 teacher candidates in a literacy methods course. They received weekly explicit intervention about these strategies over one semester. Collected data included pre- and post-scores of the Metacognitive Awareness of Reading Strategies Inventory (MARSI) before and after intervention, quickwriting notes, literacy lesson plans, and reflection papers. The results showed that the teacher candidates increased their awareness of metacognitive reading strategies after the intervention. They also shared their positive attitudes toward learning about these strategies and plan to implement them in their future classrooms.
Facilitating Interdisciplinary Competence: Collaboration between Undergraduate Baccalaureate Nursing Students and Graduate Students Specializing in Communication Disorders
Author: McMillan, Libba Reed
Date: 2016-00-00
Type: Journal Articles
Subjects: Nursing Education,Bachelors Degrees,Undergraduate Students,Graduate Students,Communication Problems,Specialization,Nursing Students,Reports,Interprofessional Relationship,Speech Language Pathology,Communication Skills,Scoring Rubrics,Clinical Diagnosis,Attitude Measures

The fast-paced nature of the healthcare setting, coupled with the number of allied professionals involved, demands accurate and concise written communication. It is imperative that written communication between nursing and allied professionals be clear to ensure that the highest quality of care is provided and that patient safety is maintained. The authors feel the considerations documented by nursing students after reading an interdisciplinary evaluation report have the potential to improve the level of care provided to a patient and the patient's experience of the care, as well as the student's knowledge regarding allied healthcare. Students noted that reading the report had the potential to adjust their expectations of the patient's communication abilities, cognition, or behavior and increase their awareness of the need to modify their own communication skills. If a nursing student understands the possibility of challenges in communicating with patients with communication disorders, this may carryover to future interactions, resulting in better patient care. Understanding patient concerns is critical for nurses, and this data indicates that reading a speech evaluation report provides the nurse with pertinent information.
Instructors' Perceptions of Their Students' Conceptions: The Case in Undergraduate Mathematics
Author: Maciejewski, Wes
Date: 2016-00-00
Type: Journal Articles
Subjects: College Faculty,Undergraduate Students,Mathematical Concepts,Concept Formation,Questionnaires,Foreign Countries,Surveys,Statistical Analysis,Scores,College Mathematics,Teacher Attitudes

How a student conceives the nature of a subject they study affects the approach they take to that study and ultimately their learning outcome. This conception is shaped by prior experience with the subject and has a lasting impact on the student's learning. For subsequent education to be effective, an instructor must link the current topic to the student's prior knowledge. Short of assessing their students, an instructor relies on their subjective experience, intuitions, and perceptions about this prior knowledge. These perceptions shape the educational experience. The current study explores, in the context of undergraduate mathematics, the alignment of instructors' perceptions of student conceptions of mathematics and the students' actual conceptions. Using a version of the Conceptions of Mathematics Questionnaire, instructors of lower-year courses were found to have overestimated, while upper-year course instructors underestimated, their students' fragmented conceptions of mathematics. Instructors across all years underestimate their students' cohesive conceptions. This misalignment of perspectives may have profound implications for practice, some of which are discussed.
Cluster Analysis of Assessment in Anatomy and Physiology for Health Science Undergraduates
Author: Brown, Stephen
Date: 2016-00-00
Type: Journal Articles
Subjects: Multivariate Analysis,Anatomy,Physiology,Health Sciences,Undergraduate Students,Academic Achievement,Majors (Students),Summative Evaluation,Scores,Allied Health Occupations,Statistical Analysis,Foreign Countries

Academic content common to health science programs is often taught to a mixed group of students; however, content assessment may be consistent for each discipline. This study used a retrospective cluster analysis on such a group, first to identify high and low achieving students, and second, to determine the distribution of students within clusters based on their chosen program of study. Using a two-step cluster analysis based on five summative assessment scores for 773 undergraduate students, three distinct groups of students were identified: these are described as High Achievers, Standard Achievers, and Low Achievers. High Achievers scored higher in all five assessments compared with Standard Achievers and Low Achievers (all P &lt; 0.01). Also, Standard Achievers scored higher than Low Achievers in all assessments. Membership of the High Achievers cluster comprised 15% Midwives, 20% Nurses, 10% Occupational Therapists, 11% Paramedics, 24% Physiotherapists, and 21% Standard Pathway students. This novel approach provides an opportunity for quantitative reflection on assessment in a large group of students with diverse career aspirations. It may be used to distinguish levels of achievement relative to peers within a group and potentially identify students within a program of study in need of academic assistance.
Moral Literacy through Two Lenses: Pre-Service Teachers' Preparation for Character Education
Author: Rizzo, Kelly
Date: 2016-00-00
Type: Journal Articles
Subjects: Moral Values,Preservice Teachers,Values Education,Foreign Countries,Teacher Competencies,Preservice Teacher Education,Elementary Secondary Education,Public Education,Teacher Educators,Teacher Attitudes,Administrator Attitudes

In this paper, we explored how well prepared pre-service teacher candidates are to develop moral literacy. With the mandate in Ontario schools to deliver character education, we were intrigued by the question: How well prepared are teacher candidates to deliver on this requirement based on preservice preparation and the realities of classroom practice in public education? The issue of teacher preparation has been raised as a concern in moral and character education literature (Berkowitz &amp; Bier, 2004; Nucci, Drill, Larson, &amp; Browne, 2005). Based on this inquiry we have concluded that pre-service teachers are not well prepared to fulfill the moral literacy requirement of character education because they lack theoretical background knowledge in moral development. Further, we recognize that the in-service training of practicing teachers is of equal importance to ensure a receptive environment exists for pre-service teachers. The implication of this finding is that for preservice teachers to be equipped to meet Ministry character education expectations in practice, preservice programs will need to be improved, and practicing teachers will require ongoing professional learning opportunities that value moral literacy development as complimentary and equal to academic development.
Pre-Service Teachers' Opinions on Teaching Thinking Skills
Author: Akinoglu, Orhan
Date: 2016-07-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Thinking Skills,English Teachers,Mathematics Teachers,Surveys,Questionnaires,Teaching Methods,Critical Thinking,Creative Thinking,Language Teachers,Early Childhood Education,Elementary Education

The purpose of the present study is to determine pre-service teachers' opinions on teaching thinking skills. 134 senior pre-service pre-school, English and mathematics teachers studying at a state university in Istanbul participated in the study which is designed based on survey model. A questionnaire which was developed by the researchers was used in data collection and percentage and frequency values were calculated for the data analysis. The results showed that preservice teachers thought that thinking skills could be taught and teaching thinking skills should begin in pre-school level. They regarded the mixed approach as the most effective approach in teaching thinking skills. They considered that teachers' and administrators' modeling were considerably important in thinking-friendly classrooms and schools. They believed that being open to different opinions was the most important attribute of teachers who promote thinking. Pre-service teachers perceive themselves partially competent in developing students' thinking skills in the future. However, they emphasized the need for training in teaching thinking skills at schools.
Does LearnSmart Connect Students to Textbook Content in an Interpersonal Communication Course?: Assessing the Effectiveness of and Satisfaction with LearnSmart
Author: Gearhart, Christopher
Date: 2016-00-00
Type: Journal Articles
Subjects: Textbook Content,Interpersonal Communication,Comparative Analysis,Experimental Groups,Program Effectiveness,Usability,User Satisfaction (Information),Intelligent Tutoring Systems,Computer Assisted Instruction,Educational Technology,Assistive Technology,Instructional Materials,Textbooks,Electronic Publishing,Technology Uses in Education,Technological Advancement,Supplementary Reading Materials,Tests,Achievement Gains,College Students,Student Attitudes

This study examines McGraw-Hill Higher Education's LearnSmart online textbook supplement and its effect on student exam performance in an interpersonal communication course. Students (N = 62) in two sections were either enrolled in a control group with no required LearnSmart usage or a treatment group with requisite LearnSmart assignments. Aggregated exam scores were compared using independent sample t tests. Results indicate that the control and treatment groups scored similarly on the exams with no significant differences; however, patterns of findings reflected a trend of higher scores in the treatment condition. Students utilized the tool primarily as a study aid and generally were satisfied with the online resource except for the perceived value. Suggestions for administration of the LearnSmart tool are provided.
Waiting for the Expert to Arrive: Using a Community of Practice to Develop the Scholarly Identity of Doctoral Students
Author: Coffman, Karie
Date: 2016-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Graduate Students,Communities of Practice,Expertise,Scholarship,Teaching Methods,Higher Education,Qualitative Research,Reflection,Research Projects,Transformative Learning,Adult Education,Adult Students,Self Efficacy,Self Concept

This qualitative study examined the identity of doctoral students in their quest to become scholars. The research question asked: What impact did a Community of Practice have on the doctoral students? The findings illustrated that on the journey the participants struggled to integrate multiple identities and roles. They also refined their identities within the liminal spaces of the doctoral process and the Community of Practice (CoP). The CoP provided validation to help the participants grow and emerge into scholars as they built relationship through the many opportunities they used to co-create knowledge for themselves and others. Under the guidance and direction of an expert and scholar in the field, we held the vision of becoming experts within our respective subject areas, trusting the CoP to facilitate the process of our transformation into scholars.
Acts of Writing: A Compilation of Six Models That Define the Processes of Writing
Author: Sharp, Laurie A.
Date: 2016-07-00
Type: Journal Articles
Subjects: Writing Processes,Models,Writing Instruction,Preservice Teachers,Teacher Educators,Writing Teachers,Research Reports,Evidence Based Practice,Educational Practices,Writing Strategies,Educational Resources,Writing (Composition),Literature Reviews

Writing is a developmental and flexible process. Using a prescribed process for acts of writing during instruction does not take into account individual differences of writers and generates writing instruction that is narrow, rigid, and inflexible. Preservice teachers receive limited training with theory and pedagogy for writing, which potentially leads to poor pedagogical practices with writing instruction among practicing teachers. The purpose of this article was to provide teacher educators, preservice teachers and practicing teachers of writing with a knowledge base of historical research and models that define and describe processes involved during the acts of writing.
Harnessing the Barriers That Impact on Students' English Language Learning (ELL)
Author: Liton, Hussain Ahmed
Date: 2016-07-00
Type: Journal Articles
Subjects: Barriers,English (Second Language),Second Language Learning,Foreign Countries,Learner Engagement,Community Colleges,Two Year College Students,Semi Structured Interviews,Observation,College Faculty,Administrators,Attitude Measures,Qualitative Research,Statistical Analysis,Student Attitudes,Cultural Influences,Student Motivation,Curriculum

This study strives to single out the barriers and obstacles in terms of academic, course curriculum system and socio-cultural issues that impact on students' learning English language adversely in the prep year level at Jazan University, Saudi Arabia. This paper especially focuses on the factors affecting EFL (&quot;English as a Foreign Language&quot;) students' teaching/learning engagement and progression at Jazan Community College (JCC) based on the semi interview of teachers, administrators and &quot;classroom observations.&quot; The author administered the interview process based on a questionnaire and at the same time, the interviewees' reflections were noted down. The recorded data were analyzed qualitatively and quantitatively. The results of the research are expectedly surprising and contributing to EFL educational improvements and adjustments for all stakeholders in terms of instructional effectiveness. The data analysis in particular showed that most of the interviewing voices reflect students' negative stance towards learning English due to cross-cultural factors, lack of motivation and EFL teaching method and curriculum strategic defects in pre-university stage. In addition, this paper hypothesizes some effective and viable suggestions based on research investigation.
The Influence of Gender and Special Education Training on Attitudes Towards Inclusion
Author: Orakci, Senol
Date: 2016-07-00
Type: Journal Articles
Subjects: Inclusion,Regular and Special Education Relationship,Gender Differences,Teacher Attitudes,Meta Analysis,Literature Reviews,Teacher Characteristics,Geographic Location,Foreign Countries,Teacher Education

Inclusive education practices on special education are quite important and discussed intensively. Within this context, teachers' viewpoints and attitudes towards inclusive education practices are of great importance. There are many publications about special education practices in the literature review. In this article, it has been focused on inclusive education practices in special education and synthesizing the findings of studies examining teachers' attitudes towards special education. Teachers' attitudes towards inclusive education practices have been examined in terms of gender and special education training. There are 28 studies that met the criteria listed including the sample about the influence of the gender on the attitudes towards inclusive education and 23 studies meeting the inclusion criteria including the sample about the influence of special education training on teachers' or prospective teachers' attitudes. The findings of the study indicated that gender and special education training did not affect the attitudes towards inclusive education significantly. Of the moderating factors observed in the study, only the differences in teachers' branches were seen to be of significance.