ethanporcaro/eric-fulltext-meta huggingface dataset:
An Evaluation of English Language Teaching Courseware in Malaysia
Author: Mukundan, Jayakaran
Date: 2011-09-00
Type: Journal Articles
Subjects: Foreign Countries,English Instruction,Courseware,Computer Software Evaluation,Qualitative Research,Usability,Second Language Instruction,Student Role,Teacher Role,Instructional Material Evaluation,Teacher Attitudes,College Programs

This study included a qualitative analysis of the content of the teaching courseware that was developed by the Curriculum Development Center of the Ministry of Education in 2003. The objective of the study was to determine the efficacy of the courseware from the perspective of learning-teaching. The results indicated that most of the lessons selected for analysis followed a traditionally linear approach. Furthermore, an analysis of the roles of the learner, the teacher and the courseware showed that the courseware had a domineering role throughout the lesson, instructing, modeling and providing feedback. The teacher's role was reduced to that of a computer operator while the learners followed the instructions of the courseware and were seldom prompted to initiate any communication activity without the stimulus provided by the teaching courseware. The analysis of the data also revealed that the courseware had a lopsided focus on the language skills. Finally, it was found that presenting the materials in the courseware would require a considerably longer time than what is recommended by the courseware developers. The findings of the study may prove helpful for the developers of the courseware in improving its quality in its future revisions.
Honors Students as Philosophers and Detectives
Author: Briggs, Kaitlin A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Inquiry,Epistemology,Questioning Techniques,Humanities,Critical Reading,Writing Strategies,Concept Formation,College Students

This article explores the multiple educational uses of the question, &quot;what do you mean by_____?&quot; as an interlocutor's conversational gesture during classroom discussion, as a text-based prompt for both encoding/writing and decoding/reading, and as a rhetorical device for an effective oral presentation. Kaitlin Briggs explains that the question functions as a way to break down and analyze language, to unpack academic terminology across disciplines, and to enter more broadly an alternative paradigm for understanding, one with profound epistemological and pedagogical implications for students that shifts the locus of meaning so that it is not fixed and stable as in a dictionary but instead is work that they can participate in: an ongoing, active, cultural construction in the present occurring everywhere. The question &quot;what do you mean by_____?&quot; operates as its own method, as a tool for reflecting on language, whether in speech, writing, or reading, and ultimately as a mode of being that transcends all of these. Herein, Briggs uses a nuts-and-bolts approach, enacting these many uses to demonstrate how the question works: its structure, facets, possibilities, effects, and affects.
Navigating the Kokosing: A Comparison between Honors and Private Liberal Arts Colleges
Author: Carnicom, Scott
Date: 2014-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Private Colleges,Liberal Arts,Comparative Analysis,Specialization

The Kokosing is a small river, barely a stream after a storm, which meanders its way through the gently undulating hills and farmland of central Ohio. Kenyon College is nestled among the trees atop a hill near the Kokosing. Kenyon is a private, selective, liberal arts college of about 1600 undergraduate students founded by an Episcopal bishop named Philander (yes, Philander) Chase in 1824. During the 2011-12 academic year, Scott Carnicom completed an American Council on Education Fellowship at Kenyon under the guidance of S. Georgia Nugent, president of the institution. During his year at Kenyon, Carnicom served in an anthropological role, observing the culture of the community and the leadership of Kenyon's senior staff. From this vantage point, he immersed himself in the life of the college and became a participant observer able to compare Kenyon with his home institution, Middle Tennessee State University, where he served as associate dean of the Honors College from 2006 to 2014. One reason Carnicom chose Kenyon was that in honors it is often said that students are provided a liberal arts education but with the resources and price tag of a public institution. He wanted to test the veracity of this truism by living &quot;abroad&quot; for a year, examining not only Kenyon but also the bevy of other liberal arts institutions in Ohio. In this article, he discusses key similarities and differences between small select liberal arts colleges and honors programs or colleges at larger public universities.
Re-Envisioning the Honors Senior Project: Experience as Research
Author: Gustafson, Kevin
Date: 2014-00-00
Type: Journal Articles
Subjects: College Seniors,Student Projects,Student Research,Undergraduate Study,Service Learning,Internship Programs,Study Abroad,Honors Curriculum,Departments,Mentors,College Faculty,Student Development,Foreign Countries,Cultural Awareness,Personal Narratives

One of the National Collegiate Honors Council (NCHC) Basic Characteristics of a Fully Developed Honors Program is that it creates opportunities for undergraduate research, opportunities that frequently culminate in a senior thesis or capstone project. This article describes how the University of Texas at Arlington Honors College integrated experiential learning in a research-based capstone project. The overall success of the clinically-based projects completed by nursing students at the University of Texas at Arlington was the impetus to develop three experiential honors capstone options that could be used across campus: (1) a community service learning placement; (2) a paid or unpaid professional internship; and (3) a semester- or year-long study abroad program. Each department decided which options might constitute honors for its students. Honors administrators provided department chairs with brief descriptions of the options, including basic learning outcomes, and where possible, gave presentations at department meetings. The goal was threefold: (1) to give departments a greater sense of ownership of their honors students; (2) to convey the desire of honors to be responsive to differences among various undergraduate programs; and (3) to encourage units to approve more experiential options if faculty were willing and able to serve as mentors for such work. Such learning can help students &quot;develop a sense of agency&quot; and explore intersections of their biography with that of the world. This article describes one student's honors senior research project that serves as an example of an experiential capstone research project that defined a disciplinary problem, presented a survey of scholarship on the topic, and then explored the problem in methodologically innovative ways.
Using Post-Study-Abroad Experiences to Enhance International Study
Author: Dean, Kevin W.
Date: 2013-00-00
Type: Journal Articles
Subjects: Study Abroad,Intercultural Communication,Cultural Awareness,Partnerships in Education,Service Learning,Foreign Countries,Global Approach,Educational Change,Curriculum,Universities,Program Descriptions,Educational Attitudes,Learning Experience

Many study abroad experiences offer opportunities for a broadened global perspective gleaned from interpersonal engagement with cultural others in an international setting. Unfortunately, and far too often, the campus majority who do not have this firsthand travel experience remain disengaged and might feel excluded. This article contends that participants are not the only people to benefit from international study; veterans of study abroad, as they share their experiences through multiple channels with others, enhance the campus and community in new and transformative ways. Many proponents of global education fall short in capitalizing on the opportunity to maximize post-travel programs. A lack of innovative and sustainable mechanisms for disseminating knowledge and skills gained from international study remains an unmet challenge. This article describes the partnership of research-based service learning between West Chester University of Pennsylvania and South Africa, and how the partnership has influenced the curricular and co-curricular offerings of post-international study campus-wide.
From the Field: Learning Leaders
Author: Weigel, Kathleen
Date: 2015-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Leadership Effectiveness,Leadership Qualities,Reflection,Time Management,Classroom Observation Techniques,Empathy,Altruism,School Administration,School Effectiveness,Leadership Styles

Leadership is essential to successful schools. One of the ways to support effective school leadership is to share ideas and best practices to address the common challenges faced by school leaders. This question and response format addresses common challenges and questions from practicing school leaders in the manner that a mentor might respond to a question from a new administrator seeking to improve his or her craft. Leadership has been shown to be the second most important characteristic, next to teachers, in raising student achievement. Instructional leaders must have a clear target for instructional improvement. Principal behaviors for being an instructional leader include providing a context for instructional improvement. Context is the precondition of culture necessary for instructional improvement. This includes staff relationships, opportunities to collaborate, accountability for collaboration, access to data and a sense of urgency. In the first half of this article, tips for school leaders such as reflecting on how time is used, making classroom observations a priority, and breaking the cycle are discussed. Using the same question and answer format, the second half of the article focuses on how school leaders can identify and manage passionate people. Passion is a key element to any team's success. Passion originates with core values and goals. Passion exists in the individual and may create occasional conflicts in teams trying to reach consensus in their work. When passion appears to be an obstacle to a team moving forward, it may be time to reaffirm team and organization goals and redirect that passion toward productive team efforts. Tips for administrators include: (1) Don't confuse power play with passion; (2) encourage passion, discourage emotional outbursts; (3) Don't be quick to remove passionate people; (4) Don't escalate the noise; and (5) Reconnect passionate people with team goals.
Present at the Creation: Social Studies Supervisors Develop Their Own Assessment
Author: Libresco, Andrea S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Studies,Test Construction,Teacher Developed Materials,Elementary School Curriculum,Educational Principles,Instructional Effectiveness,Instructional Improvement,Barriers,Meetings,Supervisors

This is a study of a group of New York State social studies supervisors who, in response to state budget cuts, took matters into their own hands and developed their own regional social studies test at the elementary level. The catalyst for the formation of this group of supervisors came when the monies to create and distribute the fifth and eighth grade social studies tests were eliminated from the state budget. When their request went unheeded, the supervisors, operating on the notion that crisis equals opportunity, stepped into the void left by the state and met to devise their own test. They developed assessments that they offered to all interested districts in the region to ensure that social studies continues to be taught, even in the absence of state assessments. The research questions for this case study were: (1) What are supervisors' considerations when designing a regional elementary social studies assessment? (2) To what extent do supervisors' discussions indicate that they view such an assessment as an opportunity to promote effective teaching of powerful social studies, including depth over breadth? and (3) What constraints, real and perceived, exist in the construction of such an assessment? This article discusses the study's method, supervisors' meetings, and the outcomes.
Culturally Responsive Teaching: Examining Teachers' Understandings and Perspectives
Author: Ebersole, Michele
Date: 2016-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Teacher Attitudes,Action Research,Teacher Education,Masters Programs,Questionnaires,Focus Groups,Ethnicity,Asian Americans,Whites,Elementary School Teachers,Secondary School Teachers

This action research study examines a graduate level course on Ethnicity and Education. Eighteen teacher participants enrolled in a Master of Education program. Course instructors analyzed teacher participants' perceptions of culturally responsive teaching. A teaching plan, a post-course questionnaire, a focus group interview, and a follow up questionnaire were collected after the course. Analysis of the data generated three themes: 1) Doing culturally responsive activities; 2) Moving towards culturally responsive teaching as a perspective; and 3) Being a culturally responsive teacher. This article suggests ways teacher educators might re-conceptualize culture-based courses to deepen teacher perspectives rather than merely enhance teaching activities which support culturally responsive teaching and learning.
Physics Education: Effect of Micro-Teaching Method Supported by Educational Technologies on Pre-Service Science Teachers' Misconceptions on Basic Astronomy Subjects
Author: Gurbuz, Fatih
Date: 2016-02-00
Type: Journal Articles
Subjects: Preservice Teachers,Scientific Concepts,Misconceptions,Action Research,Semi Structured Interviews,Astronomy,Elementary School Science,Teaching Methods,Video Technology,Educational Technology,Foreign Countries,Microteaching

The purpose of this research study is to explore pre-service science teachers' misconceptions on basic astronomy subjects and to examine the effect of micro teaching method supported by educational technologies on correcting misconceptions. This study is an action research. Semi- structured interviews were used in the study as a data collection tool to identify pre-service teachers' misconceptions on basic astronomy subjects. The data gathered from the interviews were interpreted via descriptive analysis. The research was carried out with 20 pre-service teachers studying in the 4th grade in Faculty of Education, Department of Primary School Science Teaching at a university located in Eastern Black Sea Region, Turkey. 20 pre-service science teachers who participated in the study developed materials about basic astronomy subjects and they used micro-teaching method supported with appropriate educational technologies for 12 weeks. All the implementations were carried out under the supervision of the researcher and after the implementations, the researcher and the pre-service teachers watched the video recordings together and necessary feedback was given. At the beginning of the research, pre-service teachers who made up the sample of the study had various misconceptions about basic astronomy subjects; however, it was found that these misconceptions which were detected were corrected with micro-teaching method at the end of the research study. The study was completed with recommendations regarding using educational technologies and micro teaching method and correction of misconceptions.
Some Dilemmas Regarding Teacher Training: On the Teacher's (Not) Being a Role Model
Author: Seker, Hasan
Date: 2016-02-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Teacher Role,Role Models,Mixed Methods Research,Elementary School Teachers,Cognitive Style,Rating Scales,Constructivism (Learning),Diaries,Teaching Styles,Preservice Teachers,Measures (Individuals)

In the research, the primary and secondary school teachers' styles of teaching, beliefs and applications related to the teaching approach have been analyzed in terms of teaching applications. In the research, in which descriptive and qualitative analyses have been carried out, mixed method has been used. The research has been performed with totally 200 teachers consisting of 106 women, 94 men who are in charge in primary and secondary schools. In the research Anthony F. Grasha-Sherly Wetter Reichmann Learning Style scale and the constructivist learning environment scale developed by Tenenbaum, Naidu, Jegede and Austin have been used. Besides the diaries (80 diaries) written within the context of teaching applications by the 24 senior students in Faculty of Education have been analysed. Along with that the teachers have high levels of modelling, encouraging individualism, personal, advisor and counsellor teaching styles, it is seen that they have the teaching styles of information conveyor on a level higher than intermediate, and authoritative teaching style to a great extent. In the teacher candidates' pre-service education, the differences between the existence of the role models &quot;inappropriate&quot; for the system or the approach and the beliefs and applications may cause the teacher candidates to suffer from some errors with regard to the role models in the education process.
Evaluation of Professional Personality Competence of Physical Education Teachers Working in Secondary Schools by Students
Author: Demir, Erdal
Date: 2016-02-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Education,Physical Education Teachers,Secondary School Students,Secondary School Teachers,Student Attitudes,Gender Differences,Statistical Analysis,Personality Measures,Personality Traits,Teacher Competencies,Age Differences,Public Schools,Private Schools

The aim of this article is to assess how students evaluate the professional personality competence of physical education teachers working in secondary schools, and to investigate differences based on the variables of gender, school type and class. In line with these aims, this study was completed as a screening model cross-sectional study, which was carried out in a total of 19 schools (16 state and 3 private) connected to the Ministry of National Education in Çanakkale, Turkey, in which 1421 secondary school students were enrolled during the 2013-2014 academic year. Of the research group 51.2% of the students were female and 48.8% were male. The data collection instrument was the PET PPCS-Student (Physical Education Teacher Professional Personality Competence Scale-Student), with which participants rate the professional personality competences of PETs (Physical Education Teachers). The T-test, ANOVA and Mann Whitney U-test were performed, and the results are presented here as descriptive statistics of frequency and percentage distributions. The lowest average score was for the &quot;respect for human dignity and justice&quot; subcomponent, being evaluated as &quot;partly adequate.&quot; A significant difference was found between students of different school types and class backgrounds in their evaluations of PETs' professional personality competence.
Teachers' Perceptions of the Educational Platform--Is There a Connection between School Improvement and Regional Educational Development?
Author: Boström, Lena
Date: 2016-02-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Educational Change,Educational Improvement,Educational Policy,Comparative Analysis,Online Surveys,Statistical Analysis,Statistical Significance,Content Analysis,Educational Development,Teacher Surveys,Predictor Variables,Reliability,Measures (Individuals),Secondary School Students,Secondary School Teachers,Qualitative Research

This research examined teachers' attitudes in a school development project, The best regional educational system in the world which focuses on regional development and school improvement. The project was performed in counties in Mid Sweden, which have a lower educational level and school achievements and a competence escape compare with other parts of Sweden. Project schools were compared to references schools concerning staffs perception of the pedagogical platform. This study is based on a web-based survey. The quantitative results show that two of the factors in the survey distinguished themselves with statistical significance; namely, the pedagogical platform was 0.44 (p = 0.036) and leadership factor, which was 0.25 (p = 0.052) was lower for the project schools. The directed content analysis showed differences regarding awareness of the pedagogical platform concerning understanding vs. ambiguity and specifically targeting vs. general descriptions. The reference schools described an understanding of the school's overall educational platform and described more clearly the school's focus. The study points to the importance of teachers are aware of their own school platform to develop leadership and teams, which in turn influences student learning and achievement. If schools in the two counties are to be successful, in terms of students' school performance and the competitiveness of the region, the pedagogical platform should be made clear to staff and be anchored in the teachers' team work, probably even more than in other schools.
Is Teacher Professional Development an Effective Way to Mitigate Teachers' Gender Differences in Technology? Result from a Statewide Teacher Professional Development Program
Author: Li, Yi
Date: 2016-02-00
Type: Journal Articles
Subjects: Faculty Development,Gender Differences,Technology Uses in Education,Teacher Attitudes,Computer Attitudes,Technology Integration,Teacher Surveys,Pretests Posttests,Likert Scales

This study analyzed data from a statewide professional development (PD) program to investigate whether gender difference towards technology usage was mitigated after participation in the program. Teachers responded to pre- and post-questionnaires regarding their perceptions and use of technology before and after participating in PD courses. Findings showed (a) male teachers held more positive attitudes and confidence in using technology than did females; however, this difference became insignificant after the PD; (b) female teachers exhibited an enhanced level of integrating technology in the classroom after participation in PD courses, while males did not; and (c) no significant gender differences were found regarding lower-level use of technology (e.g., access to website, bookmarking). Results support previous findings (Zhou &amp; Xu, 2007; Yildirim, 2000) that (a) technology experience is gender-based; (b) PD training can remedy gender differences in technology use in the classroom; and (c) differing needs of teachers, by gender, should be considered for future PD programs.