ethanporcaro/eric-fulltext-meta huggingface dataset:
Multidisciplinary Cooperation by Students in a European University of Applied Sciences
Author: Kamphorst, Jan Cornelis
Date: 2018-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Undergraduate Students,Questionnaires,Student Attitudes,Cooperative Learning,Teamwork,Student Characteristics,Assignments,Focus Groups,Universities,Foreign Countries,Feedback (Response),Student Research,Research Projects,Statistical Analysis,Factor Analysis,Qualitative Research

Today, multidisciplinary cooperation is an important objective of higher vocational education in Europe as well as other countries. The aim of this study was to explore how, and to what extent, fourth year bachelor students from different domains cooperate in multidisciplinary teams at two research centers. Data for 71 students were collected with a semi-structured questionnaire, followed by focus group discussions in 14 groups. Results indicated that students accomplished multidisciplinary cooperation to varying degrees, depending on differences in disciplinary program backgrounds, student characteristics, the research center, the thematic group they belonged to, and the quality of the 'graduation research assignment.' For example, students experienced pressure from their training college to conduct their research autonomously, and this affected the degree to which the goal of multidisciplinary cooperation was reached during the final assignment before graduation. The results of this study were useful for improvement of the professional learning environment in which training colleges and research centers cooperate.
The Double Flip: Applying a Flipped Learning Approach to Teach the Teacher and Improve Student Satisfaction
Author: Kehoe, Thomas
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Attitudes,Barriers,Case Studies,Interdisciplinary Approach,Pilot Projects,Graduate Students,Psychology,College Faculty,Blended Learning,Teaching Methods,Faculty Development,Foreign Countries,Curriculum Design,Time Management,Instructional Design,Self Efficacy,Online Courses,Conventional Instruction,Communication Problems,Qualitative Research,Semi Structured Interviews

This paper describes a professional development (PD) program for academics at an Australian university designed to model good blended curriculum design and effective use of contemporary learning technologies. It evaluates a case study from the pilot of this program involving a postgraduate psychology course to illustrate one of the most challenging examples and in turn the potential impact of the approach developed. Academic developers face known barriers, including time constraints, interdisciplinary miscommunication, and change resistance, when introducing academics to new approaches to learning and teaching. This PD sought to promote change by modelling a shift from &quot;sage on the stage&quot; to &quot;guide on the side,&quot; through use of flipped and blended learning approaches by the academic developer. The case study found the teacher gained confidence in these methods and student satisfaction ratings increased.
Findings on Student Use of Social Media at the Collegiate, Undergraduate, and Graduate Levels: Implications for Post-Secondary Educators
Author: Nagel, Tyler W. S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Media,Undergraduate Students,Graduate Students,Social Networks,Foreign Countries,Technology Integration,Educational Technology,Student Surveys,Technology Uses in Education,Teaching Methods,Student Attitudes

In this paper, we present findings on social media use by students at two institutions in three levels of postsecondary programs. We find that students are almost universally using at least one social network, with Facebook as the most popular, and Instagram second. Many respondents are simultaneously active on several social networks. However, few post to any social medium more than once per day. Social media usage levels of students in our survey far exceeded that of the adult Canadian population at large. Changes in student posting habits during the course varied widely with the level of post-secondary program, as did views on the professional applications of social media.
Linking Rubrics and Academic Performance: An Engagement Theory Perspective
Author: Francis, Julie Elizabeth
Date: 2018-00-00
Type: Journal Articles
Subjects: Academic Achievement,Scoring Rubrics,Grades (Scholastic),Educational Benefits,Learner Engagement,Undergraduate Students,Marketing,Statistical Analysis,Student Centered Learning,Correlation,Foreign Countries

While marking rubrics offer a range of potential benefits for students and staff, educators are working to develop a richer understanding of the most effective ways to unlock these benefits. This study contributes by examining the link between rubrics and performance through the lens of student engagement. The work introduced an assessment rubric and examined student grades across three conditions: i) when students do/do not have the marking rubric, ii) when students do/do not engage with a discussion about how and why to use the rubric, and iii) when students do/do not engage with the rubric discussion plus additional resources. The results indicate that simply providing a rubric does not necessarily lift student performance whereas higher grades are evident when students engage with discussing the rubric. Further analysis showed that grades were ever higher when students engaged with the rubric discussion plus additional resources. The findings have practical implications for effectively using rubrics and fostering improved performance through student engagement.
Do Projects Really End Late? On the Shortcomings of the Classical Scheduling Techniques
Author: Ballesteros-Pérez, Pablo
Date: 2018-00-00
Type: Journal Articles
Subjects: Program Administration,Student Projects,Scheduling,Engineering,Engineering Education,Goodness of Fit,Models,Program Length,Program Evaluation,Critical Path Method,Case Studies

Many engineering projects fail to meet their planned completion dates in real practice. This is a recurrent topic in the project management literature, with poor planning and controlling practices frequently cited among the most significant causes of delays. Unfortunately, hardly any attention has been paid to the fact that the classical scheduling techniques--Gantt chart, Critical Path Method (CPM), and Program Evaluation and Review Technique (PERT)--may not be as fit for purpose as they seem. Arguably, because of their relative simplicity, these techniques are still almost the only ones taught nowadays in most introductory courses to scheduling in many engineering and management degrees. However, by utterly ignoring or inappropriately dealing with activity duration variability, these techniques provide optimistic completion dates, while suffering from other shortcomings. Through a series of simple case studies that can be developed with a few participants and common dice, a systematic critique of the classical scheduling techniques is offered. Discussion of the case studies results illustrate why limiting the contents of scheduling education and teaching can be detrimental, as the aforementioned classical scheduling techniques cannot not provide project managers with sufficient resources to effectively plan and control real projects.
Contextualizing Technology in the Classroom via Remote Access: Using Space Exploration Themes and Scanning Electron Microscopy as Tools to Promote Engagement in Geology/Chemistry Experiments
Author: Rodriguez, Brandon
Date: 2018-00-00
Type: Journal Articles
Subjects: Science Instruction,Laboratory Equipment,Science Experiments,Geology,Chemistry,Technology Uses in Education,Hands on Science,Pretests Posttests,Spectroscopy,Elementary School Students,Middle School Students,High School Students,Space Exploration,Elementary School Teachers,Middle School Teachers,Secondary School Teachers,Student Surveys

A multidisciplinary science experiment was performed in K-12 classrooms focusing on the interconnection between technology with geology and chemistry. The engagement and passion for science of over eight hundred students across twenty-one classrooms, utilizing a combination of hands-on activities using relationships between Earth and space rock studies, followed by a remote access session wherein students remotely employed the use of a scanning electron microscope (SEM) and energy-dispersive spectroscopy (EDS) to validate their findings was investigated. Participants represent predominantly low-income minority communities, with little exposure to the themes and equipment used, despite being freely available resources. Students indicated greatly increased interest in scientific practices and careers, as well as a better grasp of the content as a result of the lab and remote access coupling format.
Brief Counseling Scenarios from Fictional Characters for Counselors in Training
Author: Cook, Katrina
Date: 2018-00-00
Type: Journal Articles
Subjects: Counselor Training,Counseling Psychology,Counseling Services,Vignettes,Fiction,Teaching Methods,Training Methods,Culturally Relevant Education,College Programs,Educational Strategies

To develop confidence and competence, student counselors need opportunities to practice applying their counseling skills. However, practicing on actual clients before counseling students are developmentally prepared not only can provoke anxiety within students but is also unethical. Counselor educators must find ways to help students practice their skills without the possibility of causing harm to potential clients. Some counselor educators utilize fictional characters to enhance student counselors' understanding of case conceptualization and treatment in a non-threatening environment. Most often, counselor educators apply a semester long approach of using fictional characters. Although the benefits of using fictional characters in counseling education are identified, the semester long approach encroaches on valuable instructional time. The concept of using brief counseling scenarios from fictional characters is introduced and examples of possible cases are provided.
Relative Contributions of Planned Behaviour and Social Capital on Educational Continuation Decisions of Disadvantaged Students
Author: Edannur, Sreekala
Date: 2018-00-00
Type: Journal Articles
Subjects: Disadvantaged Youth,Socioeconomic Background,Educational Attainment,Intentional Learning,Secondary School Students,Student Surveys,Interviews,Parent Background,Social Networks,Regression (Statistics),Academic Aspiration,Student Behavior,Foreign Countries,Statistical Analysis

The present study is conducted to understand the relative contributions of planned behavior and social capital on educational continuation decisions of VIII standard students belonging to backward class in India. Scheduled Castes (SC), Scheduled Tribes (ST), and Other Backward Classes (OBC) are the three social groups dealt as backward classes in this study. A socioeconomic and educational status schedule was used to collect the data on the social background of students. The social background factors considered in this study are community, father's education and occupation, and Mother's education and occupation. The planned behaviour of the students were assessed using a scale. Social capital scale was used to assess the social capital possessed by the students. The educational continuation decisions, the dependent variable is assessed with a question of whether they will continue to higher secondary level of education. The answer had to be binary, either yes or no. Data were collected from 498 backward class students of VIII students studying in government schools of Puducherry in India. The results showed that the planned behavior of students predicted their educational continuation decisions. Social capital (family, network, and school) was not a predictor. It is a good sign that social capital factors do not seem influencing the educational continuation decisions of students. Helping students to possess social capital is a complex process and there are limitations for teachers and policymakers to focus on these aspects. Specific recommendations are spelt based on the results of the study. Interestingly since social capital and other social background variables are not found the determinants of decisions, it would be wiser to focus on the planned behaviour components. It would be practical and easier to train the students in possessing better and favourable attitudes towards continuing their education.
Library Anxiety of Teacher Trainees
Author: Sharma, Savita
Date: 2018-00-00
Type: Journal Articles
Subjects: Trainees,Anxiety,Library Services,Preservice Teacher Education,Preservice Teachers,Affective Behavior,Statistical Analysis,Barriers,Rural Urban Differences,Art Education,Science Education,Foreign Countries,Self Efficacy,Student Experience

This study investigates the library anxiety in Teacher Trainees and found it to be a prevalent phenomenon in students. The five dimensions of library anxiety, namely, barriers with staff, affective barriers, comfort with the library, knowledge of the library, and mechanical barriers have been identified. The sample of the study constituted 58 teacher trainees of B.Ed. college of Rohtak District in Haryana. The sample was selected by stratified random sampling techniques. The data collected was analyzed by using the statistical techniques of t-test and percentage. The result of study shows that 28% of Teacher Trainees had low library anxiety, 57% of teacher trainees had average library anxiety, and 15.4% of teacher trainees had high library anxiety. It was further found that library anxiety was more in teacher trainees from rural background than teacher trainees from urban background.
The Standing of Hands-On Learning in Education
Author: Thorsteinsson, Gisli
Date: 2018-00-00
Type: Journal Articles
Subjects: Experiential Learning,Public Opinion,Student Attitudes,Student Experience,Design,Technology Education,Stereotypes,Qualitative Research,Statistical Analysis,Questionnaires,High School Students,Hands on Science,Educational History,Foreign Countries

The article reports a research that reviewed the history and content of technical related subjects in order to consider the educational areas that have caused scepticism and the creation of stigma. A literary research was undertaken to identify issues. Subsequently, the authors firstly questioned the general public in order to assess their opinions; and secondly students, to achieve their academic capability and personal experiences of stigma. The stigma was found to be grounded around the achievement of practical skills which, due to the poor or limited interaction people have had during their education at a young age, was believed to encompass.
Identifying the Behavior Patterns That Influence on Students&apos; Achievement in Psychological Foundations of Learning and Development: A Case of Mekelle University, Ethiopia
Author: Sekar, J. Master Arul
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Behavior Patterns,Behavior Rating Scales,Preservice Teachers,Preservice Teacher Education,Questionnaires,Correlation,Psychological Characteristics,Gender Differences,Intellectual Disciplines,Academic Achievement,Student Teacher Attitudes,Educational Psychology,Statistical Analysis

Generally, the behavior patterns concerns a social significance of values. This paper highlights the various behavior patterns like planner behavior, solution oriented behavior, and prescriptive behavior patterns. The main objective of the present study is to identify the behavior patterns that influence on students' achievement in psychological foundations of learning and development: a case of Mekelle University, Ethiopia in general. The one hundred PGDT student teachers were participating in this research. The data were collected by Behavior Pattern Rating Scale created and standardized by Nihat Caliskan (Caliskan et al., 2017) and the investigator developed a self-made questionnaire for students' achievement in psychological foundations of learning and development. The data were analyzed by 't' test and Pearson's product moment correlation. The results of the study revealed that there is no significant difference was found in the relationship between behavior patterns and psychological foundations of learning and development.
Emotional Intelligence of Self Regulated Learners
Author: Rathore, Ami
Date: 2018-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Independent Study,Secondary School Students,Gender Differences,Intellectual Disciplines,Check Lists,Rating Scales,Comparative Analysis,Correlation

The study was conducted on self regulated learners of senior secondary school. The main objectives of the study were to find out significant dimensions of emotional intelligence held by self regulated learners. To compare the emotional intelligence dimensions of self regulated learners, in terms of subject and gender. To find out the relationship between the self regulated learning and emotional intelligence of self regulated learners. To achieve these objectives 480 of senior secondary classes were selected purposively as a sample. Checklist of self regulated learning was constructed and administered on them, like this the self regulated learners were identified and selected for further study. The study was conducted on identified 360 self- regulated learners. Descriptive and comparative study methods were used. Data were analyzed with the help of mean percentage score and t-test. The analysis revealed that self regulated learners held all the dimensions of Emotional Intelligence in which self actualization, problem solving, happiness, optimism, and empathy are dominant, but 'self actualization' is the most significant dimension held by self regulated learners as they are very enthusiastic, like to do work with responsibility and feel self satisfaction after doing a quality work. The results show that there is a significant difference between boys and girls in respect to 'self actualization'. It reveals that girls are more self actualized than boys as girls are more enthusiastic, do work with more responsibility, and feel satisfaction after doing quality work. Results reveal that there is a positive correlation between self regulated learning and emotional intelligence of self regulated learners.
Aboriginal Title and Sustainable Development: A Case Study
Author: Allen, Derek
Date: 2016-00-00
Type: Journal Articles
Subjects: Case Studies,Sustainable Development,Indigenous Populations,Canada Natives,Civil Rights,Land Use,Ownership,Court Litigation,Informed Consent,Ethics,Foreign Countries,Trust Responsibility (Government)

In June 2014, the Supreme Court of Canada held that Aboriginal title should be granted to the Tsilhqo'tin Nation over a portion of its traditional territory in British Columbia.1 This was the first time that a Canadian court had granted Aboriginal title to a specific land area. The court noted that Aboriginal title is collective title held for present and future generations and that, consequently, the land cannot be developed in a way that would &quot;substantially deprive&quot; future generations of its benefit. The court also noted that a government seeking to use Aboriginal title land for development or other purposes must seek the consent of the title holders; if the title holders do not give their consent, the government must establish that the proposed use is justified under Canada's &quot;Constitution Act, 1982.&quot; These norms give Aboriginal title holders a prima facie legal right not to have their land used by the government for development or other purposes without their consent, or so I argue. I then turn to the United Nations Declaration on the Rights of Indigenous Peoples. Several UN member countries, including Canada, did not sign the Declaration when it was approved by the General Assembly in 2007. Canada had concerns about provisions which it interpreted as giving indigenous peoples a &quot;free, prior and informed consent&quot; veto over state measures affecting their land. I argue, partly by reference to recent work on consent by the Oxford philosopher Derek Parfit, that indigenous peoples occupying ancestral lands within the borders of a broader state should not be treated as having a veto over state use of their land, but should be treated as having a prima facie moral right that the state not use their land without their consent. This right, being prima facie, can be overridden. I propose a set of candidate override conditions which, I claim, would be considered plausible if judged from the perspective of an ethic of sustainable development broadly conceived in a way I outline. These conditions are based in part on those that the &quot;Tsilhqot'in&quot; judgment says the state must show to be satisfied if it is to be justified in using Aboriginal title land for development or other purposes in circumstances in which it has consulted with the title holders but they have not consented to the proposed use. [This is a revised version of a paper presented at the Oxford Round Table's &quot;11th Annual International Session on Environment, Climate Change, and Global Warming&quot; held at Harris Manchester College, University of Oxford, July 22-25, 2015.]
How High School Coursework Predicts Introductory College-Level Course Success
Author: Woods, Chenoa S.
Date: 2018-04-00
Type: Journal Articles
Subjects: Secondary School Curriculum,Introductory Courses,Educational Change,Academic Advising,Academic Records,Academic Achievement,Regression (Statistics),College Readiness,College Bound Students,State Departments of Education,College Freshmen,Grade Point Average,College Admission,College Preparation,College English,College Mathematics,Student Placement,Graduation Requirements,Advanced Placement,Predictive Validity,Algebra,Standardized Tests,Statistical Analysis

Objective: In recent years, developmental education (DE) reform has led to a restructuring of the placement process, redesigning of course instructional modalities, or implementing student support services to supplement developmental coursework. In Florida, recent legislative changes allowed students to opt out of placement testing and enroll directly in college-level courses regardless of academic ability. The purpose of this study is to understand how students' high school transcript information can be used in the academic advising process when students are no longer required to take standardized placement tests. Method: We used a combination of high school courses from statewide student-level data and conducted logistic regression analyses to understand how these courses help predict success in English Composition 1 and Intermediate Algebra. We also developed student profiles and presented predicted probabilities to illustrate how students with different combinations of high school coursework were predicted to pass their courses. Results: The results indicated that, generally, when students enrolled in introductory college-level courses, those with higher levels of high school preparation were predicted to pass at higher rates. However, even students whose coursework designated them as college-ready had predicted passing rates of 69.5% in English and 47.6% in Intermediate Algebra. Contributions: We recommend that college academic advisors use high school coursework, in addition to other factors, when advising students into courses and that advisors support students' success by referring them to appropriate support services. We call for additional research to further understand how high school coursework can be used for flexible placement policies.