ethanporcaro/eric-fulltext-meta huggingface dataset:
Curriculum Renewal: Barriers to Successful Curriculum Change and Suggestions for Improvement
Author: Cooper, Trudi
Date: 2017-11-00
Type: Journal Articles
Subjects: Curriculum Development,Educational Improvement,Educational Change,Barriers,Curriculum Implementation,Higher Education,Experiential Learning,Time Perspective,Labor Turnover,Educational Philosophy,Foreign Countries

This article examines the practical difficulties encountered when a renewed curriculum is implemented in higher education. Attention has been given in the literature to the importance of coherent curriculum and approaches to curriculum design. Less attention has been paid to whether the renewed curriculum can be faithfully implemented within a given university context and how constraints to implementation change the curriculum design. Practical barriers to implementation arose from several sources. These included: how to ensure that all staff understood and supported the new approaches, in the context of a casualized academic workforce; the need for academics to find sufficient time to engage with the renewal process and complete the necessary work to implement the new curriculum, in the context of intensification of academic work; how to support academic staff to gain an understanding of curriculum design changes in a context where few staff have formally studied education; and, the tension between explicit curriculum philosophies that inform alternative curriculum designs and tacit curriculum philosophies embedded in university systems. The project used an action-learning approach and situated the learning in the context of literature on curriculum, academic work and contemporary university practices, to draw conclusions about how universities can better support successful implementation of curriculum change. The article concludes that successful realisation of curriculum change requires on-going support from management and a flexible environment to ensure that planned changes can be implemented effectively. This has implications for many university systems including, academic support, professional development, academic workloads, and university reporting systems.
Augmented Reality in Turkey with Researchers&apos; Comments for Educational Use: Problems, Solutions and Suggestions
Author: Akgün, Özcan Erkan
Date: 2017-11-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Phenomenology,Qualitative Research,Attitude Measures,Educational Technology,Technology Uses in Education,Computer Simulation,Simulated Environment,Higher Education,Researchers,Questionnaires,Content Analysis,Barriers,Program Development,Program Effectiveness

Augmented reality (AR) is a technology to supplement existing reality with additional information, descriptions and helpful images with the help of technology and therefore ensure the reality to be perceived more qualified and well-rounded. In this study, views and comments about problems, solutions and suggestions on using AR were gathered from researchers who accomplished an applied study on AR. The phenomenological design, in qualitative framework, was used in the study. The purpose of the study is to investigate direct experiencers views on AR technologies. We tried to find out answer the following questions about augmented reality applications: &quot;On which target group could it be used more effectively?,&quot; &quot;On which learning domain (cognitive, affective, psychomotor) could it be more influential?,&quot; &quot;Which teaching and learning methods could it be used with?,&quot; &quot;What are the problems encountered during design, development and application process?,&quot; &quot;What are the subject fields that need to be considered for using it more effectively in educational sciences field?,&quot; &quot;In which situations could it be used for education?,&quot; and &quot;How should it be designed?&quot; According to the results, suggestions are presented about technical concerns, learning materials and instructional methods for developers, educators, and feature researchers for using AR effectively in education.
An Innovative Learning Model in Digital Age: Flipped Classroom
Author: Çevikbas, Mustafa
Date: 2017-11-00
Type: Journal Articles
Subjects: Teaching Methods,Teaching Models,Instructional Innovation,Blended Learning,Educational Practices,Influence of Technology,Technology Uses in Education,Educational Technology,Learning Strategies,Classroom Techniques

The study aimed to emphasize that digital revolution has crucial influences on the field of education as in many other fields. The relevant influences have led to radical changes in terms of teaching and learning approaches approved in the field of education. The students in our age have quite different characteristics when compared to the past, and their expectations have been shaped accordingly. Hence, it is quite difficult to draw interest and curiosity of the students today to learning activities through the traditional teaching approaches. Moreover, it is not easy to overcome some problems regarding teaching and learning by obsolete approaches. In this regard, the educators today show highly much interest in the innovative teaching approaches that address the needs of this age. One of those approaches is flipped classroom model. In this study, the conceptual and historical foundations of the flipped classroom model as being one of the popular instructional models in recent years, theoretical background of the model, and the advantages and disadvantages of the model in teaching processes were highlighted. Furthermore, interpretations concerning what kind of a role flipped classroom model would play to get over some problems in the field of education were included.
Effect of 5E Learning Model on Academic Achievement, Attitude and Science Process Skills: Meta-Analysis Study
Author: Cakir, Nevin Kozcu
Date: 2017-11-00
Type: Journal Articles
Subjects: Academic Achievement,Meta Analysis,Science Process Skills,Science Education,Science Instruction,Scientific Attitudes,Foreign Countries,Experimental Groups,Control Groups,Pretests Posttests,Constructivism (Learning),Teaching Methods,Teaching Models,Statistical Analysis,Literature Reviews

Today, with the development of science and technology and its rapid progress, the importance attached to science education has increased. This increase in interest has led to the development of the methods, techniques, and approaches that enable the students to be active, question and construct knowledge. The 5E learning model is one of them, and many studies have been conducted in literature related to this model. These independent studies have been carried out in different study areas, with different study groups, and different results have been achieved. In order to evaluate these results in general, it is necessary to make use of as many studies as possible. Meta-analysis was considered to work to reveal how each work has impacted the situation and make a generalization. From this point of view, a meta-analysis study was planned in this study to evaluate the effect of the 5E learning model on academic achievement, retention and scientific process skills. For this purpose, all the Master's, doctoral theses and articles in Turkish and English languages which were carried out in Turkey between 2006 and 2016 and which are suitable for the research problem have been scanned and included in the scope of the study. In order to limit studies and conduct meta-analysis in this context, studies had to be planned with semi-experimental design with experiment and control groups; there had to be quantitative data such as mean, standard deviation, and sample size and they had to be applied only in science courses. The data obtained from the articles and theses were meta-analyzed and it was determined that the 5E learning model had an effect on the students' academic achievement, attitude towards science and science process skills. In this context, studies should be conducted in order to limit the studies and to perform the meta-analysis, in which semi-experimental design with experimental and control groups is planned, t-test is applied only in science courses. By analyzing the data obtained from the articles and theses, a general evaluation was made about the effect of the 5E learning model on academic achievement, attitude toward science and science process skills. As a result of the study, the effect of the method applied for each dependent variable was found to favor the experimental group.
Effectiveness of Learning with 3D-Lab on Omani Basic Education Students&apos; Achievement, Attitudes and Scientific Thinking
Author: Musawi, Ali Al
Date: 2017-11-00
Type: Journal Articles
Subjects: Foreign Countries,Scientific Literacy,Student Attitudes,Academic Achievement,Science Achievement,Control Groups,Experimental Groups,Pretests Posttests,Science Laboratories,Computer Graphics,Logical Thinking,Visual Literacy,Grade 4,Technology Uses in Education,Statistical Analysis,Multivariate Analysis

This paper aims to measure the effectiveness of the 3DL on Omani students' acquisition of practical abilities and skills. It examines the effectiveness of the 3D-lab in science education and scientific thinking acquisition as part of a national project funded by The Research Council. Four research tools in a Pre-Post Test Control Group Design, findings show statistically significant differences in student achievement in favor of the experimental group. The results show students' attitudes are positive towards using 3D-lab in teaching. Improvements in logical and visual thinking are also observed. The paper then draws conclusions and recommendations.
The Attitudes of the Holy Land Institute for the Deaf-Salt, Jordan towards Deaf Socially and Educationally
Author: Ziadat, Ayed H.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Deafness,Special Schools,Vocational Education,Attitude Measures,Teacher Attitudes,Likert Scales,Attitudes toward Disabilities,Gender Differences,Age Differences,Educational Attainment,Social Attitudes,Questionnaires,Teacher Characteristics,Statistical Analysis

The study aimed to recognize the attitudes of the Holy Land Institute for the Deaf-Salt, Jordan towards Deaf Socially and Educationally in the academic year 2016-2017, which consists of instructional and vocational staff towards deaf socially and educationally according to some variables (gender, age, the level of education). The sample of the study included staff members of the institution. The researchers used the Third Likert-Type and the descriptive approach. The sample of the study consisted of 69 persons whose answers achieved the required conditions. The results showed a decrease in the negative attitudes level, which reflected high positive attitudes according to the treatment of the study sample with deaf socially and educationally. Results also showed no significant differences refer to gender and age due to the attitudes. But there were significant differences due to the educational level of the workers in this institution giving advantage to the academic certificate and over, which means there were huge effects to the academic level in the social and educational attitudes towards the deaf. The study recommended the importance of spreading and increasing the level of awareness among the people who work in this institute to the local society about how to cope with positive social and educational attitudes in order to increase the level of the deaf adaption and spread the culture of respecting the categories.
Relationship between Students&apos; Diagnostic Assessment and Achievement in a Pre-University Mathematics Course
Author: Shim, George Tan Geok
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Diagnostic Tests,Mathematics Instruction,Mathematical Concepts,Mathematics Achievement,Correlation,Test Results,College Mathematics,Statistical Analysis,Questionnaires,College Students

Educators have always highlighted the importance of mathematics mastery in education for many years. With the current emphasis of Science, Technology, Engineering and Mathematics (STEMs) education, mathematics mastery is even more vital because it supports the learning and mastery of science fields such as engineering and science. Furthermore, in higher education, mathematics is essential because majority of the courses require the use of mathematical concepts in their learning. In recent years, many countries including Malaysia have seen an increase in the enrolment number of tertiary students. The increase in student enrolment has resulted in a population of students with diverse abilities, and this creates challenges for educators in providing instruction to the students. Educators need to detect students' mathematical ability at an early stage before teaching them new content. One way to gather information about students' basic mathematics skill is through the use of diagnostic test. Diagnostic test in education is a preliminary assessment mainly used to detect students' strengths and weaknesses in learning. It allows educators to cater their teaching style and content to suit to the students' basic knowledge. With researches indicating the importance and benefits of using diagnostic test in various subjects, it is important to further examine the use of diagnostic test in the local context of pre-university studies. This study investigated the relationship between students' mathematics diagnostic test results and final mathematics examination performances at a public pre-university programme. The samples of the study consisted of 250 pre-university students and the data of the study were collected through a mathematics diagnostic test paper, a questionnaire and a final mathematics examination. The outcomes of the study show that there was a strong positive correlation between mathematics diagnostic test results and students' mathematics achievement in pre-university.
Identifying New Jersey Teachers&apos; Assessment Literacy as Precondition for Implementing Student Growth Objectives
Author: Prizovskaya, Victoria
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Teacher Evaluation,Student Educational Objectives,Measures (Individuals),Knowledge Level,Student Evaluation,Educational Legislation,Federal Legislation,Federal Aid,Federal Programs,Scores,Teacher Effectiveness,Hypothesis Testing,Comparative Analysis,Statistical Significance,Exit Examinations,High Schools,Achievement Tests,Educational Attainment,Statistical Analysis

The Student Growth Objectives are assessments created locally or by commercial educational organizations. The students' scores from the Student Growth Objectives are included in teacher summative evaluation as one of the measures of teacher's effectiveness. The high amplitude of the requirements in teacher evaluation raised a concern of whether New Jersey public school teachers were competent in assessment theory to effectively utilize the state mandated tests. The purpose of this quantitative study was to identify New Jersey teachers' competence in student educational assessments. The researcher measured teachers' assessment literacy level between different groups based on subject taught, years of experience, school assignment and educational degree attained. The data collection occurred via e-mail. Seven hundred ninety eight teachers received an Assessment Literacy Inventory survey developed by Mertler and Campbell. Eighty-two teachers fully completed the survey (N = 82). The inferential analysis included an independent-sample t test, One-Way Analyses of Variances test, a post hoc, Tukey test and Welch and Brown-Forsythe tests. The results of this study indicated teachers' overall scores of 51% on entire instrument. The highest overall score of 61% was for Standard 1, Choosing Appropriate Assessment Methods. The lowest overall score of 39% was for Standard 2, Developing Appropriate Assessment Methods. The conclusion of this study was that New Jersey teachers demonstrated a low level of competence in student educational assessments. In general, the teacher assessment literacy did not improve during the last two decades.
Montessori Early Childhood Teacher Perceptions of Family Priorities and Stressors
Author: Epstein, Ann
Date: 2015-00-00
Type: Journal Articles
Subjects: Montessori Schools,Stress Variables,Early Childhood Education,Teacher Attitudes,Parent Teacher Cooperation,Teacher Surveys,Time Management,Preschool Teachers,Educational Philosophy,Montessori Method,Child Development,Family Characteristics,Child Behavior,Academic Achievement

Teachers of young children work closely with families. One component of teacher-family partnerships is teachers' understanding of family priorities and stressors. This study examines Montessori Early Childhood (ages three through six) teacher perceptions of family priorities and stressors through an analysis of responses to two parallel surveys. Eighty teachers (37% of those who received the survey) and 49 family members (representing a 55% response rate) completed surveys. Significant differences were found between teachers' perceptions of five (of seven) family priorities and families' actual responses. Teachers anticipated that families would rank &quot;making academic progress&quot; as families' highest priority. However, families reported that &quot;developing kindness&quot; is the most important priority for their young children. No significant differences were found when comparing teacher rankings of family stressors with actual family responses. Montessori Early Childhood teachers ranked &quot;not having enough time&quot; as the most stressful of six possible family stressors. Families confirmed that time pressures cause them the most stress. Montessori's recommendations for teachers and families are summarized. Recommendations for building stronger family partnerships in the context of Montessori's philosophy--for example, ongoing self-reflection--are provided.
Factors Affecting Faculty Attitude for Adopting Online Learning at Aljouf University, Saudi Arabia
Author: Alanazy, Salim M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Readiness,College Faculty,Online Courses,Educational Technology,Technology Uses in Education,Questionnaires,Teacher Attitudes,Teacher Characteristics,Self Efficacy,Technological Literacy,Computer Attitudes,Anxiety,Correlation,Statistical Analysis,Online Surveys

This study aims to take an initial step toward investigating the readiness of faculty members for adopting online learning at Aljouf University, a Saudi newly established university. Participants (n = 156) were asked to complete a Web-based questionnaire that starts with eight demographic questions and has four other parts: attitude toward online learning, computer self-efficacy, attitude toward technology, and computer anxiety. The results demonstrate that faculty members show positive attitudes toward online learning (M = 3.03, SD = 0.45). They also showed a slight high computer self-efficiency (M = 2.92, SD = 0.40), positive attitudes toward technology (M = 3.10, SD = 0.33), and a low level of computer anxiety (M = 1.05, SD = 0.38). Finally, the results reveal that among the demographic variables, only the nationality of the participants and their experience with online learning had a significant effect on their attitude toward online learning. The study concluded with providing a number of recommendations for application and future studies.
Montessori and Non-Montessori Early Childhood Teachers&apos; Attitudes toward Inclusion and Access
Author: Danner, Natalie
Date: 2015-00-00
Type: Journal Articles
Subjects: Montessori Schools,Preschool Teachers,Teacher Attitudes,General Education,Comparative Analysis,Disabilities,Teacher Surveys,Faculty Development,Special Education,Attitudes toward Disabilities,Knowledge Base for Teaching,Teacher Education,Inclusion,Statistical Analysis

Montessori and non-Montessori general education early childhood teachers were surveyed about their attitudes toward including children with disabilities and providing these students access to the curriculum. Both groups reported similar and positive system-wide supports for inclusion within their schools. Montessori teachers reported having less knowledge about inclusion and less special education professional development than their non-Montessori counterparts. Implications for professional development and teacher preparation are described.
Racial Discipline Disproportionality in Montessori and Traditional Public Schools: A Comparative Study Using the Relative Rate Index
Author: Brown, Katie E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Montessori Schools,Racial Differences,Discipline Problems,Disproportionate Representation,Elementary Schools,Public Schools,Traditional Schools,Comparative Analysis,Suspension,Statistical Analysis,At Risk Students,Student Behavior,Behavior Problems,Urban Schools,African American Students,White Students

Research from the past 40 years indicates that Black students in primary and secondary school settings are subjected to exclusionary discipline, including suspension and expulsion, at rates two to three times higher than their White peers (Children's Defense Fund, 1975; Skiba, Michael, Nardo, &amp; Peterson, 2002). Although this phenomenon has been studied extensively in traditional public schools, rates of racially disproportionate discipline in public Montessori schools have not been examined. The purpose of this study is to examine racial discipline disproportionality in Montessori public elementary schools as compared to traditional elementary schools. The Relative Rate Index (RRI) is used as a measure of racially disproportionate use of out-of-school suspensions (OSS) (Tobin &amp; Vincent, 2011). Suspension data from the 2011-2012 Office of Civil Rights Data Collection (n.d.) was used to generate RRIs for Montessori and traditional elementary schools in a large urban district in the southeastern United States. While statistically significant levels of racial discipline disproportionality are found in both the Montessori and traditional schools, the effect is substantially less pronounced in Montessori settings. These findings suggest that Montessori schools are not immune to racially disproportionate discipline and should work to incorporate more culturally responsive classroom management techniques. Conversely, the lower levels of racially disproportionate discipline in the Montessori schools suggest that further study of discipline and classroom management in Montessori environments may provide lessons for traditional schools to promote equitable discipline.