ethanporcaro/eric-fulltext-meta huggingface dataset:
An Analytical Hierarchy Process Model for the Evaluation of College Experimental Teaching Quality
Author: Yin, Qingli
Date: 2013-00-00
Type: Journal Articles
Subjects: Experimental Teaching,College Instruction,Educational Quality,Models,Evaluation

Taking into account the characteristics of college experimental teaching, through investigaton and analysis, evaluation indices and an Analytical Hierarchy Process (AHP) model of experimental teaching quality have been established following the analytical hierarchy process method, and the evaluation indices have been given reasonable weights. An example is given, and the evaluation results show that the evaluation indices proposed in this paper are capable of reflecting objectvely, exactly and reasonably experimental teaching quality, and of effectively promotng the quality of experimental teaching.
Feedback and Feedforward: Focal Points for Improving Academic Performance
Author: García-Sanpedro, María José
Date: 2012-00-00
Type: Journal Articles
Subjects: Feedback (Response),Academic Achievement,Case Studies,Teaching Methods,Student Experience,Metacognition,Reflection,Educational Improvement,Foreign Countries

The effective integration of competencies in university programmes follows a holistic and diversified assessment model and the educational potential development of students' assessment results. This work questions: how are students informed about the results of their learning? Specifically, it aims to understand students' and professors' perspectives about the use of learning results and the strategies that are promoted in the practice of improved use of their educational potential. The results described are derived from a case study on 12 degrees adapted to the EHEA. Although feedback and the feedforward are strategies for informing students about their learning results, the results of the study show that their use is not entirely generalised and frequently only inform the grades obtained. Students identify the difference between knowing the grade and obtaining feedback. The tutorial dimension is also valued positively when students are informed about the results of their assessment. However, it seems that use of the educational potential is pending. The students say that the tutorials and the follow up through continual assessment helps to reduce failure. Also, the faculty identifies that reflection about the results obtained is very much linked to metacognitive reflection, although it is not generalised in practice. The students recognise the limitations and the work load involved for the professor to individually monitor them. The study is concluded with the need for systematically incorporating feedback and feedforward in teaching practices and offers guidelines for orienting these strategies towards improving academic performance.
Follow-up and Feedback Processes in the EHEA
Author: del Canto, Pablo
Date: 2011-00-00
Type: Journal Articles
Subjects: Feedback (Response),Followup Studies,Engineering Education,Learning Activities,Student Centered Learning,Teaching Models,Delivery Systems,Self Evaluation (Individuals),Peer Evaluation,Achievement Rating,Program Evaluation,Progress Monitoring,Program Descriptions,Improvement Programs,Foreign Countries,College Students

In the present paper, we describe the work being carried out by a group of professors so as to implement the follow-up and feedback processes of the activities students do throughout the first academic years in their Engineering studies. Not to mention, this project is within the EHEA (European Higher Education Area) framework. Our results show that these processes are key to enhance students learning, they can also have an impact in their academic performance and can be optimized in such a way that professors can assume the time it requires.
Ethics in Engineering: Student Perceptions and Their Professional Identity Development
Author: Stappenbelt, Brad
Date: 2013-00-00
Type: Journal Articles
Subjects: Ethics,Engineering Education,Student Attitudes,Professional Identity,Professional Development,Beliefs,Student Surveys,Behavior Standards,College Students,Foreign Countries

Professional ethics instruction in engineering is commonly conducted by examining case studies in light of the code of conduct of a suitable professional body. Although graphical presentations of spectacular failures, sobering stories of the repercussions and the solid framework provided by the tenets of a code of ethics may leave a lasting impression, students generally gain their professional identity from relatives and colleagues. Their professional ethics tend to be mostly an extension of their personal ethics. Instruction on ethics generally serves only to reinforce students' inclination to act ethically and provides encouragement to act on these beliefs. In this study a survey based on previous investigations was conducted (n = 1,136) to examine the personal ethical perceptions of engineering students. The survey measured how engineering students perceive their own ethical beliefs and how they perceive the ethical beliefs and actions of their peers. As a learning exercise, students were then challenged by examining their personal ethical beliefs in light of the professional ethics requirements of the Institute of Engineers Australia (IEAust) code of conduct. After familiarisation with the Engineers Australia code of ethics, students were also invited to comment regarding their beliefs regarding adherence to this code.
Enhancement in Evaluating Small Group Work in Courses with Large Number of Students. Machine Theory at Industrial Engineering Degrees
Author: Jordi Nebot, Lluïsa
Date: 2013-00-00
Type: Journal Articles
Subjects: Engineering Education,Small Group Instruction,Program Descriptions,Tutoring,Evaluation Methods,Foreign Countries,Course Descriptions,Student Evaluation,Scoring Rubrics,Undergraduate Students,Grades (Scholastic),Teacher Attitudes,College Faculty,Student Attitudes

This article examines new tutoring evaluation methods to be adopted in the course, Machine Theory, in the Escola Tècnica Superior d'Enginyeria Industrial de Barcelona (ETSEIB, Universitat Politècnica de Catalunya). These new methods have been developed in order to facilitate teaching staff work and include students in the evaluation process. Machine Theory is a required course with a large number of students. These students are divided into groups of three, and required to carry out a supervised work constituting 20% of their final mark. These new evaluation methods were proposed in response to the significant increase of students in spring semester of 2010-2011, and were pilot tested during fall semester of academic year 2011-2012, in the previous Industrial Engineering degree program. Pilot test results were highly satisfactory for students and teachers, alike, and met proposed educational objectives. For this reason, the new evaluation methodology was adopted in spring semester of 2011-2012, in the current bachelor's degree program in Industrial Technology (Grau en Enginyeria en Tecnologies Industrials, GETI), where it has also achieved highly satisfactory results.
Self-Assessment Exercises in Continuum Mechanics with Autonomous Learning
Author: Marcé-Nogué, Jordi
Date: 2013-00-00
Type: Journal Articles
Subjects: Personal Autonomy,Mechanics (Physics),Science Instruction,College Science,Undergraduate Students,Undergraduate Study,Electronic Learning,Self Evaluation (Individuals),Foreign Countries,Teaching Methods

The main objective of this work is to generate a set of exercises to improve the autonomous learning in &quot;Continuum Mechanics&quot; through a virtual platform. Students will have to resolve four exercises autonomously related to the subject developed in class and they will post the solutions on the virtual platform within a deadline. Students will self-correct the exercises and assign a mark according to the rubric indicated by teachers. The work presented herein is based in applying the research done in autonomous learning by the Community of Practice GRAPAU of the RIMA Project (UPC-BarcelonaTech).
Lessons Learned from the Implementation and Assessment of Student-Centered Methodologies
Author: Oliver-Hoyo, Maria T.
Date: 2011-00-00
Type: Journal Articles
Subjects: Teaching Methods,Student Centered Learning,Lecture Method,Science Laboratories,Hands on Science,Science Instruction,Chemistry,Classroom Design,Classroom Techniques,Curriculum Development,Program Effectiveness,Surveys,Student Attitudes,College Science,Pretests Posttests,Science Achievement,Foreign Countries

The cAcL[subscript 2] approach (concept Advancement through chemistry Lab-Lecture) incorporates three major educational methodologies into one: a student-centered approach, the full integration of lecture and laboratory formats, and hands-on activity based-instruction. This format has been tested for cognitive and attitudinal gains in students and the results clearly point out to its benefits. Instructional materials for a one-year general chemistry sequence have been developed to facilitate its implementation in classrooms. The most important aspects of the format with tested practices are discussed while challenges and implications of findings are shared in order to assist instructors interested in implementing innovative formats of instruction such this one, the cAcL[subscript 2].
Using the IGCRA (Individual, Group, Classroom Reflective Action) Technique to Enhance Teaching and Learning in Large Accountancy Classes
Author: Poyatos Matas, Cristina
Date: 2011-00-00
Type: Journal Articles
Subjects: Accounting,Large Group Instruction,Teaching Methods,Classroom Techniques,Instructional Effectiveness,College Freshmen,Business Administration Education,Curriculum Implementation,Questionnaires,Interviews,Content Analysis,Course Evaluation,Teacher Attitudes,Student Attitudes,Foreign Countries,Qualitative Research,Statistical Analysis,Observation,Case Studies

First year accounting has generally been perceived as one of the more challenging first year business courses for university students. Various Classroom Assessment Techniques (CATs) have been proposed to attempt to enrich and enhance student learning, with these studies generally positioning students as learners alone. This paper uses an educational case study approach and examines the implementation of the IGCRA (individual, group, classroom reflective action) technique, a Classroom Assessment Technique, on first year accounting students' learning performance. Building on theoretical frameworks in the areas of cognitive learning, social development, and dialogical learning, the technique uses reports to promote reflection on both learning and teaching. IGCRA was found to promote feedback on the effectiveness of student, as well as teacher satisfaction. Moreover, the results indicated formative feedback can assist to improve the learning and learning environment for a large group of first year accounting students. Clear guidelines for its implementation are provided in the paper.
Teaching Life Sciences to English Second Language Learners: What Do Teachers Do?
Author: Ferreira, Johanna G.
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Language of Instruction,Biological Sciences,Teaching Methods,Focus Groups,Teacher Attitudes,Code Switching (Language),Logical Thinking,Qualitative Research,Secondary School Teachers,Interviews

South Africa has eleven official languages and legally learners receive tuition in their mother tongue until the end of Grade 3. From then on teachers are required to teach through the medium of English or Afrikaans. The implication is that the majority of learners in the senior secondary school phase study Life Sciences in their second language, which is English. This has a major effect on the performance of learners in Life Sciences. A review was done of possible strategies teachers could use to assist English second language learners. Focus group interviews were held with Life Science teachers in an attempt to determine what the impact of teaching Life Sciences to English second language learners is and what teachers can do to assist English second language learners master concepts and terminology. The findings and recommendations of this research are reported here.
Doctoral Learning: A Case for a Cohort Model of Supervision and Support
Author: de Lange, Naydene
Date: 2011-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Supervisory Methods,Educational Practices,Educational History,Communities of Practice,Cohort Analysis,Student Satisfaction,Interpersonal Relationship,Student Participation,Reflection,Student Research,Foreign Countries,Qualitative Research,Graduate Students

We document the efforts of the faculty of education of a large research-oriented university in supporting doctoral learning. The development of a space for doctoral learning is in line with the need to develop a community of researchers in South Africa. We describe the historical origins of this cohort model of doctoral supervision and support, draw on literature around doctoral learning, and analyse a cohort of doctoral students' evaluation of the seminars over three years. The findings indicate that the model has great value in developing scholarship and reflective practice in candidates, in providing support and supervision, and in sustaining students towards the completion of their doctorates.
Teachers' Use of Questioning in Supporting Learners Doing Science Investigations
Author: Ramnarain, Umesh
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Questioning Techniques,Teaching Methods,Science Education,Grade 9,Qualitative Research,Interviews,Case Studies,Science Teachers,Natural Sciences,Investigations,Personal Autonomy,Student Centered Learning,Observation

I examine how teachers employ a questioning strategy in supporting Grade 9 learners doing science investigations in South African schools. A particular focus of this study was how teachers use questioning in contributing towards the autonomy of these learners. The research adopted a qualitative approach which involved the collection of data by means of classroom observations and interviews with five teachers at schools resourced for practical work. The analysis of transcript data revealed that teachers support learners by asking probing questions at all stages of the investigation. The teachers used a questioning strategy in enabling the learners to understand more clearly the question or hypothesis they intended investigating, to review and reconsider their planning, to rethink some of their actions when collecting data, to make sense of their data, and to revisit and amend their plan after generating incorrect findings. The significance of this study, in making explicit teacher questioning at the stages of the investigation, is that it provides a guideline for teachers on how to support learners attain greater autonomy in doing science investigations.
A Comparative Perspective on Teacher Attitude-Constructs That Impact on Inclusive Education in South Africa and Sweden
Author: Nel, Norma
Date: 2011-00-00
Type: Journal Articles
Subjects: Attitude Change,Teacher Role,Questionnaires,Foreign Countries,Teacher Attitudes,Factor Analysis,Inclusion,Comparative Education,Likert Scales,Educational Policy,Barriers,Statistical Analysis

This article is based on joint research, between academics from South Africa and Sweden, comparing the influence of South African and Swedish teachers' attitudes towards the practical application of inclusive education (IE) in the classroom. The aim of the study was to identify and investigate problem areas pertaining to teachers' attitudes to IE. Attitudes often relate to interaction with others. This study departs from Festiger's theory of cognitive dissonance, which deals with the influence of people's attitudes and attitude change. In this research teachers from South Africa and Sweden completed the same questionnaire on perceptions pertaining to IE in their school system. A number of attitude-constructs were derived from the data via exploratory factor analysis methodology. Attitude-constructs included policy issues and specialised support; practical implementation of IE; teacher support structures; teachers' receptiveness of IE implementation; feasibility of proposed IE practices; and role of special schools in an IE environment. Negative responses to some of the attitude constructs identified problem areas in Swedish and South African inclusive systems. The comparative nature of the work enabled the researchers to suggest remedial action within each country's socio-economic setting, and in this way affect change in teacher attitudes.
The Influence of Social Style in Evaluating Academic Presentations of Engineering Projects
Author: Ortiz València, Héctor
Date: 2012-00-00
Type: Journal Articles
Subjects: Engineering Education,Behavior Problems,Masters Programs,Graduate Students,Student Projects,Self Evaluation (Individuals),Statistical Analysis,Social Behavior,Scores,Student Evaluation,Bias,Peer Evaluation,Questionnaires

An individual's social style is determined by behavioral patterns in the interactions with their peers. Some studies suggest that social style may influence the way in which an individual's performance is evaluated. We studied the effects that speakers' and evaluators' social styles have on the marks given for end-of-term presentations in a project engineering master's course. The participants completed a self-evaluation exercise that classified their social styles into one of four categories: Driver, expressive, analytical, or amiable. Students individually rated the content and appearance of their classmates' presentations. A statistical analysis of these scores revealed that the speaker's social style had a significant effect on the marks received for content and appearance. The evaluator's social style also demonstrated a statistically significant effect on the marks given for appearance, though not for content. Students with expressive social style received the highest scores, while the analytical style received the lowest scores. These results reiterate the necessity to train students as evaluators in order to reduce bias when evaluating their classmates and co-workers during their academic and professional careers.
Technological or Traditional Tools for Documents' Correction? A Case Study in Higher Education
Author: Kallas, Zein
Date: 2012-00-00
Type: Journal Articles
Subjects: Higher Education,Case Studies,Questionnaires,Error Correction,Feedback (Response),Delivery Systems,Audiovisual Aids,Student Satisfaction,Technology Uses in Education,Usability,Intermode Differences,Comparative Analysis,Foreign Countries

Information and Communication Technology is playing an important role in assisting teachers in their activities. They became a) more efficient, b) more precise and c) more comprehensive. The &quot;Audio&quot; ad is a clear illustration for this trend. Students' acceptance of the &quot;Audio&quot; tool has been analysed and compared with the &quot;traditional&quot; correction and the &quot;track change&quot;. 57 students have answered a structured questionnaire using a web 2.0 application for creating an online form. Results show a high relative importance for the &quot;Audio&quot; correction (42.02% of), followed by the &quot;track change&quot; and the &quot;traditional printed document&quot; with 33.02% and 24.95% respectively.
Developing a Cognitive Theory from Student Teachers' Post-Lesson Reflective Dialogues on Secondary School Mathematics
Author: Nyaumwe, Lovemore J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Secondary School Mathematics,Mathematics Instruction,Student Teachers,Theories,Cognitive Processes,Mathematics Teachers,Reflection,Interviews,Foreign Countries,Case Studies,Observation,Vignettes,Grade 8,Grade 9,Audio Equipment

This article describes phases of post-lesson reflective dialogues that were enacted by secondary school mathematics student teachers with their peers. Five pairs of student teachers on 12 weeks of teaching practice provided data through lesson assessments, post-lesson reflective dialogues, and end-of-teaching-practice reflective interviews. A cognitive theory of collaborative reflection with a peer that encapsulates phase characteristics of a post-lesson reflective dialogue is proposed. Dialogue at each of the phases of the theory may not easily change student teachers' conceptions of teaching, but could provide a platform and structure for reviewing, modifying, or even maintaining teaching cognitions. While the older and more familiar &quot;apprenticeship&quot; models are based on an expert teacher coaching a novice student teacher instructional skills, this fresh &quot;social&quot; model is based on novice student teachers and their peers coaching each other teaching skills. An important implication of this observation is that current discourse on strategies for improving the quality of student teaching may move towards a consideration for a fresh school attachment model.
Learning to Be Researchers in an E-Maturity Survey of Gauteng Schools
Author: Lautenbach, Geoffrey
Date: 2011-00-00
Type: Journal Articles
Subjects: Graduate Students,Student Research,School Surveys,Student Projects,Technology Integration,Technology Uses in Education,Technological Literacy,Likert Scales,Field Studies,Educational Assessment,Educational Practices,Teamwork,Foreign Countries,Qualitative Research

I report on postgraduate students conducting survey research on information and communications technology (ICTs) in South African schools, focusing on the notion of e-maturity. The dual emphasis of the paper is on students' collaborative experience of the authentic research process including their experience of e-maturity within the target schools and leads to a discussion in two parts around notions of &quot;novice student research&quot; and &quot;e-maturity.&quot; Fifty students, most of them practising teachers, participated collaboratively in the design and implementation of the survey. Discussion in this paper is based on the qualitative analysis of 50 research reports submitted on completion of the survey field work. I analysed the reports inductively for their content using simple &quot;in vivo&quot; coding techniques and structured quotations into flowing narratives to illuminate both issues. Findings show that the participatory and collaborative nature of the research process contributed markedly to the composition quality of student research reports. Student understanding of the research process through meaningful engagement in authentic field work has also greatly improved their insights into ICTs in education and the current e-maturity of participating schools.
How an Analysis of Reviewers' Reports Can Enhance the Quality of Submissions to a Journal of Education
Author: van der Westhuizen, Philip C.
Date: 2011-00-00
Type: Journal Articles
Subjects: Research Reports,Writing for Publication,Faculty Publishing,Journal Articles,Best Practices,Feedback (Response),Mixed Methods Research,Educational Quality,Writing Improvement

Not only has the number of scholarly journals worldwide increased substantially in recent years but also the number of articles published in them. However, closer examination reveals that the percentage of articles actually published has remained in the region of 25%. This implies that much of researchers' time and energy has been wasted because of failure to have their research findings published. This has been occurring despite the availability of a surfeit of publications on the theme of &quot;How to write and publish a scientific article&quot;. Analysis of the process of article writing and publishing reveals that it consists of four phases: writing and submitting an article, processes followed by the editor, actual review process by the reviewers, and how authors deal with the feedback. A literature survey shows that the last phase has not been discussed in the same detail as the other three. The authors contend that if prospective authors gave greater attention to this phase and learned from the findings outlined in this article, it would lead to an improvement in the quality of future submissions to a journal, of education in this particular case.