ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching and Learning without a Textbook: Undergraduate Student Perceptions of Open Educational Resources
Author: Lin, Hong
Date: 2019-07-00
Type: Journal Articles
Subjects: Open Educational Resources,Undergraduate Students,Student Attitudes,Technology Uses in Education,Costs,Barriers,Internet,Self Management,Preservice Teachers,Electronic Publishing,Blended Learning

Given the upsurge of textbook costs, college students increasingly expect universities and instructors to offer alternatives to traditional textbooks. One textbook alternative is using open educational resources (OER). While OER unquestionably save students money, the question remains whether the adoption of OER (instructional materials) is aligned with open pedagogy (methods). This study investigated 46 undergraduate students' perceptions of using only OER in an introductory course in a large American public university. As reported by study participants, advantages of using OER include textbook cost savings, access to dynamic and plentiful OER materials, that OER enabling mobile learning, and that OER foster the development of self-directed skills and copyright guidelines. Challenges reported include lacking a tactile sense with OER, slow Internet connections, unclear instruction and guidance, and insufficient self-regulation skills. Course design and implementation considerations were discussed.
The Nationwide Landscape of K-12 School Websites in the United States: Systems, Services, Intended Audiences, and Adoption Patterns
Author: Kimmons, Royce
Date: 2019-07-00
Type: Journal Articles
Subjects: Web Sites,Adoption (Ideas),Audiences,Open Source Technology,Web 2.0 Technologies,Computer System Design,School Community Relationship,Outreach Programs,Technology Uses in Education,School Location,Educational Legislation,Elementary Secondary Education,Federal Legislation,School Demography,Charter Schools

This study sought to collect URLs (web addresses) of all K-12 schools in the United States (N = 98,477) and analyze website home page system and service data for all available U.S. institutional websites (n = 65,899). Building upon previous research related to Web 2.0 educational potentials, this first-of-its-kind study sought (a) to provide descriptive results of system and service adoption and website data for all schools in the United States and (b) to detect theorized differences based upon school demographics and service/system type (e.g., open source vs. proprietary). Results indicated that proprietary and purchased systems were much more common than free and open systems, that adoption patterns were generally not meaningfully influenced by demographic data (except for charter school status), and that K-12 institutional adoption of Web 2.0 seems to be more focused on educational uses of these tools that might not strictly be considered pedagogical (e.g., community outreach).
The Relationship between Primary School Teachers&apos; Self-Efficacy, Autonomy, Job Satisfaction, Teacher Engagement and Burnout: A Model Development Study
Author: Sokmen, Yavuz
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Elementary School Teachers,Job Satisfaction,Teacher Burnout,Path Analysis,Professional Autonomy,Self Efficacy,Teacher Attitudes,Prediction,Goodness of Fit,Foreign Countries,Models

In this study, it was aimed explore the relationship between primary school teachers' sense of self-efficacy, autonomy, job satisfaction, teacher engagement, and burnout variables. The study was conducted using a quantitative research design and a correlational model. The data were collected at three different levels. In the first level, during the adaptation of Teacher Autonomy Scale to Turkish the data were obtained from 146 teachers; in the second level, for the linguistic equivalence, data were collected from 32 teachers; and the third level was conducted to test the relationship between the variables of the study through a model by collecting, the data from 716 teachers. The analysis of data was done using SPSS 18 package program and LISREL 8.8 program. A model showing the relationships between the variables of the study, self-efficacy, autonomy, job satisfaction, teacher engagement, and burnout were tested. These relationships were tested by the path analysis. At the end of analyses, it was found out that teaching self-efficacy predicted teacher engagement, job satisfaction, and autonomy positively while it predicted burnout negatively at significant levels. As for teacher autonomy, it predicted teacher engagement positively. The results of the study revealed that the fit goodness between the theoretical model and the data was high.
Prospective Teachers&apos; Criteria for Evaluating Mathematical Modeling Problems
Author: Sahin, Seda
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematical Models,Mathematical Applications,Problem Solving,Mathematics Teachers,Mathematics Education,Teacher Competencies,Case Studies,Middle Schools,High Schools

This study examined the criteria used by prospective mathematics teachers in determining whether a problem was a mathematical modeling problem. Two data collection tools were used in this case study. The first was a written evaluation form which consists of four problems developed by 27 prospective teachers individually that enrolled in a Mathematical Modeling course. Among them, only one was a mathematical modeling problem and the others were traditional problems with some features of mathematical modeling problems. The other data collection tool was a semi-structured interview form which was used in the interviews with 12 prospective teachers. The data were analyzed using open and axial coding. The findings showed that pre-service teachers had some incorrect or incomplete information about mathematical modeling. The criteria used by teacher candidates were grouped under three categories: content characteristics, formal characteristics and outcome-based characteristics of the problems. The most common criteria used by the prospective teachers in evaluating the problems was the suitability of real life, being complex or thought-provoking and being interesting. In addition, it was determined that teacher candidates did not adopt standard criteria and that some of the criteria were shaped according to the problems.
Exploring Faculty Perceptions about Classroom Technology Integration and Acceptance: A Literature Review
Author: Burch, Zhanat Alma
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Education,Teaching Methods,Educational Technology,Technology Integration,Higher Education,College Faculty,Models,Active Learning,Barriers,Research Needs,Information Technology

In examining the complexity of how higher education institutions integrate and adopt classroom technology, this study explores literature regarding classroom technology integration and acceptance that appears in research articles published from 2012-2018. The literature review of 148 articles was centered on a deeper understanding of faculty perceptions regarding classroom technology integration and acceptance. The evidence suggests that there is not a simple model when it comes to augmenting classrooms with classroom technology. Additionally, for the appropriate adoption of technology tools, it is important to understand how faculty perceive the integration of classroom technology tools.
Considering Pedagogical Practices in Higher Education: How Science Methods Instructors Influence Scientific Argumentation Construction
Author: Gilles, Brent
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Practices,Higher Education,Science Teachers,Science Instruction,Scientific Methodology,Teacher Influence,Persuasive Discourse,College Faculty,Teacher Educators,Preservice Teachers,Preservice Teacher Education,Science Process Skills,Discourse Analysis,Education Majors

Fostering students' ability to engage in scientific argumentation is an essential component of science teaching.. Unfortunately, research shows that teachers often lack sufficient prior experiences. As teacher educators, we sought to better understand how to effectively provide such critical experiences. Furthermore, we wanted to understand how the engagement in those activities was shaped by the methods instructor's own discourse. The purpose of this study was to shed light on the discursive practices preservice teachers used as they constructed a series of scientific arguments. Specifically, we sought to understand how argumentation discourse evolved as the preservice teachers went through the sequence of activities. The guiding research questions were: 1) What role does institutional talk play in shaping PSTs' discursive construction of scientific arguments? 2) How does PSTs' use of institutional talk evolve over the course of four argumentation activities? We drew upon discursive psychology and conversation analysis to show how twenty-one preservice teachers' talk functioned to build arguments, as well as how their talk evolved over the course of the four targeted activities. The findings illustrate how the preservice teachers revealed the institutionality within their talk by orienting towards classroom norms. The resulting understandings are used to provide recommendation for science teacher educators.
Measuring Social Innovation for Education and Resource Development in Refugee Camps: A Conceptual Study
Author: Yesufu, Lawal
Date: 2019-00-00
Type: Journal Articles
Subjects: Refugees,Innovation,Emergency Shelters,Labor Force Development,Entrepreneurship,Political Influences,Disadvantaged,Futures (of Society),Social Problems,Educational Development,Foreign Countries,Social Structure,Case Studies,Social Services,International Organizations,Employment,Sanitation,Water,Human Capital,Elementary Secondary Education,Problem Solving

The objective of this paper is to contribute to the knowledge on social innovation for education and resource development. The study combined two related constructs: social innovation and the administration of refugees in a camp environment. Existing research has studied social innovation. However, there is limited research on social innovation in the context of refugees. This study offers a comprehensive approach by defining social innovation contextually and determines if certain knowledge can be classified as social innovation. The results would indicate that social innovation projects do exist within the human resource development, political influence, social and entrepreneurial frameworks. Hence, in contributing to the theory on social innovation, further work should focus on the context in which the social innovation is studied, as the context could affect the outcome. The findings will be of value to future investments in both social innovation and social entrepreneurship, in particular within socially deprived environments.
Teacher Canditates&apos; Environmental Awareness and Environmental Sensitivity
Author: Turan, Emine Zehra
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Knowledge Level,Environment,Ethics,Gender Differences,Religious Factors,Student Attitudes,Foreign Countries,Religious Education,Theological Education,Conservation (Environment),Energy Conservation,Recycling,Student Behavior

Teachers have a huge effect on raising students' environmental awareness and helping them develop sensitivity to environmental issues. The aim of this study was to examine the environmental awareness and environmental sensitivity of teacher candidates. In the study, &quot;Environmental Awareness and Environmental Sensitivity&quot; scale developed by Timur and Yilmaz (2003) for teacher candidates (277) was used as data collection tool. Descriptive analysis method was used for data analysis by SPSS program. As a result of the study, it was determined that there was no significant difference between the branches and the genders of Environmental Awareness and Environmental Sensitivities of candidates teachers. A significant difference was found between the branches in the Environmental Sensitivity dimension of the scale. Teacher candidates' Environmental Awareness and Environmental Sensitivity do not change according to their gender. It was found that Religious Culture and Ethics Teaching teacher candidates had a higher score in terms of environmental sensitivity.
An Examination of the Performance Anxiety Levels of Undergraduate Music Teaching Students in the Instrument Exams According to Various Variables (&quot;Case of Tokat Province&quot;)
Author: Umuzdas, Mehmet Serkan
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Anxiety,Stress Variables,Test Anxiety,Music Education,Foreign Countries,Gender Differences,Musical Instruments,Teacher Education Programs,Likert Scales,Music Teachers,Academic Achievement,Scores,College Freshmen,College Seniors,Performance

Quantitative descriptive method was used in order to examine the state-trait and total anxiety levels of the students in the Undergraduate Music Teaching Program by gender, instrument difference, school year and academic achievement scores of students. The study has been conducted in the fall semester of 2018-2019 academic year in Turkey with Tokat University Faculty of Education, Fine Arts Education Department Music Education Program students (n = 77). For data collection, &quot;The State-Trait Anxiety Inventory&quot; developed by Spielberg et al. (1964) and adopted to Turkish by Öner and Le Compte (1983). The trait anxiety inventory was applied in a time period when the students were away from exam stress. The state anxiety inventory, on the other hand, was conducted just before the final exams. According to the results of the study, when the state-trait and total anxiety of the students receiving musical instrument education in Music Teacher Education Program is examined, it was found that there is a significant difference between trait and state anxiety, that female students' trait and total anxiety levels are higher, and the male students' state anxiety is higher; when it is considered in terms of instrument differences, it was seen that students playing stringed instruments have higher anxiety than those who play bow and wind instruments, A significant difference was found in terms of academic achievement scores in undergraduate freshman and senior students who have higher anxiety.
A High Quality Educative Curriculum in Engineering Fosters Pedagogical Growth
Author: Williams, Tory
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Quality,Engineering Education,Faculty Development,Teaching Methods,Science Instruction,Standards,STEM Education,Authentic Learning,Curriculum Implementation,High School Students,Biology,Technology Education,Lesson Plans,Educational Change,Classroom Observation Techniques,College School Cooperation,School Districts

The Next Generation Science Standards call for the integration of engineering into mainstream science education, yet challenges arise for teachers unfamiliar with engineering-based pedagogy or concepts. The INSPIRES Hemodialysis educative curriculum may address such challenges by explicitly integrating all areas of STEM in an authentic learning experience with pedagogical support for teachers. Preparation and implementation of the INSPIRES curriculum is paired with professional development (PD) guided by the PrimeD framework. The present three-year study explored the role of the INSPIRES curriculum and PD in strengthening teacher pedagogical skills while implementing engineering ideas and practices in high school biology and technology education classrooms. Teachers' classroom practices were measured with the RTOP and qualifying themes emerged through further analyses across multiple time points. Initially, PD focused on the INSPIRES curriculum but later supported teachers in individual areas of concern. Growth in design-based pedagogy was evident in both engineering-rich INSPIRES lessons and subsequent teacher-developed lessons which highlighted the transfer of new skills. While skill transfer occurred within the teacher population discussed here, sustained pedagogical reform may require continued PD support over time. Overall, educative curricula may provide a vector for integrating elements of educational reform to address NGSS challenges, especially in engineering education.
A New Cooperative Learning Technique: Question Jury
Author: Benek, Ibrahim
Date: 2019-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Learning Strategies,Secondary School Students,Grade 5,Foreign Countries,Instructional Innovation,Peer Evaluation,Learning Activities,Group Activities,Student Evaluation

This study aims to develop a new cooperative learning technique and to examine the effectiveness of this technique. In the study, action research pattern, in which one of the qualitative research methods was used. The study included 12 male and 8 female students, in total 20 students, studying at 5th grade of a secondary school in Van province of Turkey in second semester of 2015-2016 academic year. The study was conducted for 4 times a week over the course of 8 weeks in &quot;Let's Meet the World of Living Creatures&quot;, &quot;A Must of our Lives: Electric&quot; and &quot;The Mystery of Earth&quot; units of science class. This study consisted of three phases. The first draft form of the &quot;question jury&quot; technique was formed as a result of the literature research at the first stage. At the second stage, &quot;question jury&quot; draft form was applied to the mentioned group for 4 weeks and the &quot;question jury&quot; application was put into its final form in the light of the obtained data. The developed &quot;question jury&quot; was applied to the same group for 4 weeks at the third stage. The data in the study were collected using semi-structured interview form, observation forms, student diaries, video recordings and &quot;information card form&quot;. Content and descriptive analysis methods were used to analyze the data. As a result of the analyses, &quot;cognitive learning&quot;, &quot;affective learning&quot;, &quot;assessment&quot; and &quot;process&quot; themes and various codes under these themes were formed. As a result; it was determined that, this technique developed was in accordance with the principles of cooperative learning, it increased students' conceptual levels, students found the technique useful, simple and understandable, this application led them to study the course and to research the knowledge, the students enjoyed the participation and they helped students to make self-assessment and contributed to their personal development.
Enjoyment and Not Competence Predicts Academic Persistence for Distance Education Students
Author: Brubacher, Michael R.
Date: 2019-07-00
Type: Journal Articles
Subjects: Positive Attitudes,Predictor Variables,Academic Persistence,Distance Education,Student Motivation,Undergraduate Students,Foreign Countries,Help Seeking,Stress Variables,Time Management,Dropout Rate,At Risk Students,Self Efficacy

Dropout rates of distance education students is a serious problem for many distance education institutions as well as their students. A psychological factor that is related to dropout is the academic persistence of students, or their intent to finish their degrees. One factor that could predict academic persistence, which is often used to identify and help at-risk students, is the academic competencies of students. However, another factor that could predict persistence is the intrinsic motivation of students, or whether they enjoy their academic work and find it interesting. In the present study, 350 distance education undergraduates in South Africa completed a survey that measured their persistence, perceived academic competence, and intrinsic motivation. The survey also measured experienced workload, help-seeking attitudes, and general stress. Results show that intrinsic motivation was a significant predictor of persistence while competence was not. Further, help-seeking attitudes and general stress had indirect effects on persistence through intrinsic motivation. The study highlights the need for educators to be aware of the intrinsic motivation of distance education students, and the factors that could impact it, in order to increase the academic persistence of students.
Research on MOOCs in Major Referred Journals: The Role and Place of Content
Author: Babori, Abdelghani
Date: 2019-07-00
Type: Journal Articles
Subjects: Online Courses,Educational Objectives,Prerequisites,Learning Strategies,Course Content,Intellectual Disciplines,Social Sciences,STEM Education,Information Science,Educational Research,Journal Articles

Over the last decade, several studies have focused on massive open online courses (MOOCs). The synthesis presented here concentrates on these studies and aims to examine the place held by content in these studies, especially those produced between 2012 and 2018: sixty-five peer reviewed papers are identified through five major educational technology research journals. The analysis revealed that these research articles covered a wide diversity of content. Content was mainly defined in terms of objectives of MOOCs, prerequisites required for participation in the MOOC, types of learning scenarios, and, though rarely, through the strategies used to convey content. In addition, empirical studies adopted a variety of conceptual frameworks which focused mainly on learning strategies without relating to the content in question. Finally, content was seldom considered as a research object. These results can provide MOOC researchers and instructors with insights for the study and design of MOOCs by taking into account the specificity of their content.
Patterns of Students&apos; Utilization of Flexibility in Online Academic Courses and Their Relation to Course Achievement
Author: Soffer, Tal
Date: 2019-07-00
Type: Journal Articles
Subjects: Online Courses,Educational Technology,Technology Uses in Education,Academic Achievement,Time Factors (Learning),Access to Education,Undergraduate Students,Integrated Learning Systems

Online academic courses provide students with flexible learning opportunities by allowing them to make choices regarding diverse aspects of their learning process; hence, such courses support personalized learning. This study aimed to analyze the ways students make use of flexibility in online academic courses based on learning time, place, and access to learning resources, as well as to investigate how this relates to differences in course achievement. The study examined 587 students in four online courses. Educational data mining (EDM) methodology was used to trace students' behavior in the courses and to compute 34 variables, which describe their use of flexibility. The results show that students developed different patterns of learning time, place, and access to content, which indicates that flexibility was used substantially. Students' achievements were significantly related to patterns of learning time and access to learning resources. Understanding the different patterns of flexibility usage may support the design of personalized learning and increase collaboration among students with similar characteristics.