ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing STEM Identity of Nez Perce Students: Identifying Entry-Level Competencies for Forestry and Fire Management
Author: Dixon, Raymond A.
Date: 2019-05-00
Type: Journal Articles
Subjects: American Indian Students,Middle School Students,High School Students,American Indian Education,Culturally Relevant Education,STEM Education,Career Development,Competency Based Education,Forestry Occupations,Fire Science Education,Job Analysis,Job Skills

The purpose of this study was to identify the competencies that are required for entry-level forestry and fire management technicians. The strategy is a part of a larger goal to develop the STEM identity of Nez Perce students through the integration of relevant competencies in middle and high school curriculums. The DACUM process was used. Through this groupware process, nine experts from the Nez Perce Natural Resources produced a competency profile consisting of 12 duties and 79 tasks, along with general knowledge and skills, attitudes, tools, and future trends. Findings indicate that the experts view relevant cultural competencies as central to the function of the job and not as mere enablers. This has implications for how content is integrated, taught, and assessed in schools.
Assessing the Word Recognition Skills of German Elementary Students in Silent Reading--Psychometric Properties of an Item Pool to Generate Curriculum-Based Measurements
Author: Voß, Stefan
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Word Recognition,Elementary School Students,Children,Silent Reading,Reading Fluency,Item Banks,Curriculum Based Assessment,Reading Difficulties,Psychometrics

Given the high proportion of struggling readers in school and the long-term negative consequences of underachievement for those affected, the question of prevention options arises. The early identification of central indicators for reading literacy is a noteworthy starting point. In this context, curriculum-based measurements have established themselves as reliable and valid instruments for monitoring the progress of learning processes. This article is dedicated to the assessment of word recognition in silent reading as an indicator of adequate reading fluency. The process of developing an item pool is described, from which instruments for learning process diagnostics can be derived. A sample of 4268 students from grades 1-4 processed a subset of items. Each student template included anchor items, which all students processed. Using Item Response Theory, item statistics were estimated for the entire sample and all items. After eliminating unsuitable items (N = 206), a one-dimensional, homogeneous pool of items remained. In addition, there are high correlations with another established reading test. This provides the first evidence that the recording of word recognition skills for silent reading can be seen as an economic indicator for reading skills. Although the item pool forms an important basis for the extraction of curriculum-based measurements, further investigations to assess the diagnostic suitability (e.g., the measurement invariance over different test times) are still pending.
The Effects of a New Virtual Learning Platform on Improving Student Skills in Designing and Producing Online Virtual Laboratories
Author: Ahmed, Mohamed Elsyed
Date: 2019-09-00
Type: Journal Articles
Subjects: Educational Technology,Instructional Design,College Seniors,Integrated Learning Systems,Computer Mediated Communication,Electronic Learning,Technology Uses in Education,Foreign Countries,Pretests Posttests,Laboratories,Teaching Methods,Knowledge Level,Technological Literacy,Student Attitudes

The expanding use of virtual learning applications in educational institutions requires educators to enhance their skills in the design and production of these applications. A novel VLP was proposed in this study to cultivate students' skills in designing and producing online virtual laboratories (OVLs). To examine the effects of the VLP, thirty Year-4 undergraduate students majoring in educational technology participated in this study using a pre- and post-test design. The data were collected using online instruments; an achievement test, a performance observation card, a product evaluation card, and a usability questionnaire. The results showed that the proposed VLP was effective in increasing student knowledge and practical skills required to design and produce an OVL. Students found the VLP to be a comfortable way for learning relevant knowledge and skills.
The Evolution of E-Learning Practices at the University of Tehran: A Case Study
Author: Sohrabi, Babak
Date: 2019-03-00
Type: Journal Articles
Subjects: Electronic Learning,Case Studies,Universities,Foreign Countries,Program Evaluation,Teamwork,Educational Change,Teaching Methods,Administrative Organization,Barriers,Educational Practices,Online Courses,College Administration

e-Learning is a new educational paradigm in the age of information technology. These days, most universities worldwide consider e-learning as a strategic asset to make education accessible to everyone. The current paper evaluates the e-learning programs at the University of Tehran from an organizational point of view, and seeks to realize how it evolved over time and adapted to the changing environment. Using a qualitative method, this study draws a comprehensive picture of e-learning events and challenges in different phases, as well as their impacts in multiple aspects. The evolution also shows a gradual decentralization in the administration processes and the transformed e-learning programs from a standalone effort into teamwork at the enterprise level.
How Can the Portuguese Navigation System in the 15th Century Inspire the Development of the Model for Project-Based Learning Organizations?
Author: Hakamian, Hamid
Date: 2019-03-00
Type: Journal Articles
Subjects: Navigation,History,Models,Knowledge Management,Professional Personnel,Foreign Countries,Case Studies,Fuels,Industry,Employee Attitudes,Program Administration,Active Learning,Organizations (Groups),Transfer of Training,Leadership Styles,Strategic Planning,Information Technology,Incentives,Learning Processes,Organizational Culture

The Portuguese navigation system was established in the 15th century as the first learning organization (LO) and achieved great success. The high similarity of the Portuguese navigation system to Project-Based Organizations (PBOs) inspires the development of a model for Project-Based Learning Organizations (PBLOs). This study analyzed the Portuguese navigation system and its components, based on which a model for PBLO was proposed. Multiple case studies were conducted with two PBOs in the oil and gas industries in order to validate and revise the proposed model. The data was collected from interviews with 20 individuals involved in project and knowledge management in the PBOs. A total of 615 statements made by interviewees were coded and summarized as concepts in the various components of the model. Since the qualitative approach to learning organizations has been neglected and few researches has addressed the issue of PBLOs, the result of this study presents innovative findings on the development learning organizations in project-based environments.
Effect of a Metacognitive Scaffolding on Self-Efficacy, Metacognition, and Achievement in E-Learning Environments
Author: Valencia-Vallejo, Nilson
Date: 2019-03-00
Type: Journal Articles
Subjects: Metacognition,Self Efficacy,Electronic Learning,Pretests Posttests,Cognitive Style,Scaffolding (Teaching Technique),Academic Ability,Academic Achievement,Mathematics Education,College Students,State Universities,Comparative Analysis,Foreign Countries,Workshops,Online Courses,Introductory Courses

The object of the present research is to study the effects of a metacognitive scaffolding on metacognition, academic self-efficacy, and learning achievement in students with different cognitive styles in the Field Dependence-Independence (FDI) dimension when learning math content in an e-learning environment. Sixty-seven (67) students of higher education from a public university of Bogotá, Colombia participated in the study. The research has an experimental design with two groups and posttest. One group of students interacted with an e-learning environment, which includes within its structure a metacognitive scaffolding. The other group interacted with an environment without scaffolding. Findings show that the scaffolding promotes significant differences in metacognitive ability, academic self-efficacy, and learning achievement. Similarly, the data show that students with different cognitive styles achieve equivalent learning outcomes.
An Investigation into the Attraction and Completion Rates of MOOCs
Author: Kruchinin, Sergey
Date: 2019-03-00
Type: Journal Articles
Subjects: Academic Persistence,Online Courses,Enrollment Influences,Universities,Institutional Characteristics,Test Format,Reputation,Course Selection (Students),Electronic Learning

Many studies are dedicated to MOOCs, however there was no clear answer to what makes a particular MOOC popular. This study was an attempt to answer this question. Data about MOOC distribution was collected for this research, including category data, university types and MOOC platforms, data regarding MOOC popularity in different time periods, and regarding MOOC completion rates. It was determined that university type and MOOC category did not influence the number of enrolled students. However, Coursera and edX attracted many more students than the other MOOC platforms. Besides these facts, the number of students who really completed the course was much higher for the MOOCs created by top universities. Thus, courses by top universities did not have higher enrolment, however they became more well-known because of the number of students who really took them. The assessment format had a high influence on the completion rates as well. A traditional MOOC format and auto grading caused higher completion rates than other formats. Thus, popular MOOCs could be created in any category by each university, however Coursera and edX's courses attracted more students, and an auto grading course format involved them in studying the course.
Student Engagement in a Team-Based Capstone Course: A Comparison of What Students Do and What Instructors Value
Author: McCubbins, O. P.
Date: 2018-05-00
Type: Journal Articles
Subjects: Learner Engagement,Group Activities,Capstone Experiences,Student Attitudes,Teacher Attitudes,College Seniors,Farm Management,Agricultural Education,Cooperative Learning,Student Participation,Teaching Methods,Teacher Student Relationship,Teamwork

Student engagement is an important consideration across all levels of education. The adoption of student-centered teaching methods is an effective way to increase student engagement. Student engagement is at risk when instructor expectations and student participation in purposeful engagement activities are not aligned. Traditionally, student engagement is measured at the institutional level, which proves less than useful to instructors who wish to gauge engagement in specific courses in higher education. In this study, we sought to determine classroom level engagement in a capstone farm management course recently converted to the team-based learning format by comparing student perceptions regarding participation in engagement-specific activities with the instructors' perceived importance of those same activities. The Classroom-Level Survey of Student Engagement (CLASSE) was utilized to collect student participation and instructor importance data. Data were examined utilizing a 2x2 quadrant analysis. Congruence between student participation frequency and instructor importance was found between 73.7% of the educational activities, while discrepancies were found on 26.3% of educational activities. Overall, students who completed the team-based learning-structured farm management course were physically and psychologically engaged in the learning environment. It is recommended that team-based learning be implemented in other courses within agricultural education to examine its utility in other contexts.
Employability Skills and Trends in the Outdoor Power and Equipment Industry
Author: Alston, Antoine J.
Date: 2018-05-00
Type: Journal Articles
Subjects: Employment Potential,Job Skills,Equipment Maintenance,Power Technology,Agricultural Education,Human Capital,21st Century Skills,Career Readiness,Work Experience

The Power, Structural, and Technical Systems (PST) Career Pathway is one of eight within the Agriculture, Food, and Natural Resources Career Cluster; this pathway provides the curriculum that includes outdoor power equipment content. The perceived workforce readiness and skills needed in this pathway and related future trends were analyzed for entry-level jobs within the outdoor power equipment industry. The respondents expressed concern with being able to find qualified entry-level employees. Respondents indicated that the major skill categories of interpersonal skills, communication skills, computer skills, character skills, technical competency, and their corresponding subskills, were important for entry-level employment. The respondents indicated shop experience and general work experience are important for career success, which are experiences that take place through school-based agricultural education. The areas with greatest impact on the future of the industry were equipment technology advancements, urbanization, environmental laws/policies, and the growth of technical education at the secondary and post-secondary level. Secondary agricultural educators and outdoor power equipment dealers should explore developing internships and other partnerships in order to better prepare students for entry-level positions within the outdoor power equipment industry.
Supervision of School-Based, Agricultural Education: A Historical Review
Author: Graham, Cassie M.
Date: 2018-05-00
Type: Journal Articles
Subjects: Supervision,Agricultural Education,Vocational Education,Federal Legislation,Educational Legislation,Educational History,Teacher Educators,Administrator Role,Professional Associations,Inspection,School Administration

This study's purpose was to understand the historical evolution of the supervision of school-based, agricultural education (SBAE). Supervision as a concept is described, including its emergence as an integral part of public school education in the United States. Moreover, the perspectives of early leaders of vocational education, such as Charles Prosser, are examined, as well as the impact of the Smith-Hughes Act of 1917 and other key federal legislation that came afterward. Supervision of SBAE as inspection and administrative oversight and for the purpose of instructional improvement is explored. We also discuss the early supervisory role of teacher educators of agricultural education; the ascendance and, in some cases, later decline of state staff as supervisors; and the role of local school administrators in the supervision of SBAE, including some of the philosophical tensions and divergent views among and between those stakeholders. Implications and recommendations are offered regarding the supervision of SBAE in the future, especially the role of professional organizations, such as the National Association of Agricultural Educators, the American Association for Agricultural Education, and the National Association of Supervisors of Agricultural Education, and their working in concert with The National Council for Agricultural Education.
Defining Effective Teaching in Environmental Education: A Georgia 4-H Case Study
Author: Meighan, Lillian G.
Date: 2018-12-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Teaching Methods,Agricultural Education,Outcomes of Education,Environmental Education,Informal Education,Student Centered Learning,Teaching Styles,Science Careers,Career Choice,Teacher Attitudes,Classroom Techniques,Educational Benefits,Learner Engagement

Many studies have examined the positive learning outcomes of environmental education (EE), yet few have questioned the means for achieving such outcomes through non-formal teaching methods. Six interviews and four observations were conducted with 4-H environmental educators in Georgia. Study participants defined effective instruction in Georgia 4-H EE as novel and student-centered, where the educator utilizes their own distinct teaching styles, management of the learning environment, and extra resources while capitalizing on teachable moments. Educators worked to create both personal and environmental connections to inspire students to pursue science and environmental careers. EE trainings should prepare educators with either natural science or non-science backgrounds with teaching practice opportunities, extra curriculum materials, and co-worker support to maximize benefits for environmental educators and learners.
Examining Changes in Medical Students&apos; Emotion Regulation in an Online PBL Session
Author: Kazemitabar, Maedeh
Date: 2019-06-00
Type: Journal Articles
Subjects: Medical Students,Emotional Response,Self Control,Electronic Learning,Stress Management,Physician Patient Relationship,Problem Based Learning,Clinical Diagnosis,Videoconferencing,Intercultural Communication,Synchronous Communication,Foreign Countries,Translation,Nonverbal Communication,Verbal Communication,Empathy

Given recent attention to emotion regulation (ER) as an important factor in personal well-being and effective social communication, there is a need for detection mechanisms that accurately capture ER and facilitate adaptive responding (Calvo &amp; D'Mello, 2010). Current approaches to determining ER are mainly limited to self-report data such as questionnaires, inventories and interviews (e.g., Davis, Griffith, Thiel, &amp; Connelly, 2015). Although beneficial, these self-report approaches have important shortcomings such as social desirability biases, recall issues, and inability to capture unconscious ER (Scherer, 2005). The research presented here explores this gap by examining the use of multimodal observational data as well as self-report data to more accurately capture ER. Specifically, this study develops and employs a multimodal analysis of emotion data channels (facial, vocal and postural emotion data channels) to provide a rich analysis of ER in an international case study of four medical students interacting in an emotionally challenging learning session (i.e., communicating bad news to patients) in a technology-rich learning environment. The findings reported in the paper can provide insights for educators in designing programs to enhance and evaluate ER strategies of students in order to regulate personal emotions as well as the emotional needs of others in stressful situations. This work also makes important contributions to the design of technology-rich environments to embed dynamic ER detection mechanisms that enable systems to gain a more holistic view of the participants, and to adapt instructions based on their affective needs.
Semantic Based Entity Retrieval and Disambiguation System for Twitter Streams
Author: Kumar, Narayanasamy Senthil
Date: 2019-06-00
Type: Journal Articles
Subjects: Semantics,Social Media,Language Usage,Nouns,Phrase Structure,Social Networks,Barriers,Information Seeking,Information Sources,Online Searching,Computational Linguistics,Foreign Countries

Social media networks have evolved as a large repository of short documents and gives the greater challenges to effectively retrieve the content out of it. Many factors were involved in this process such as restricted length of a content, informal use of language (i.e., slangs, abbreviations, styles, etc.) and low contextualization of the user generated content. To meet out the above stated problems, latest studies on context-based information searching have been developed and built on adding semantics to the user generated content into the existing knowledge base. And also, earlier, bag-of-concepts has been used to link the potential noun phrases into existing knowledge sources. Thus, in this paper, we have effectively utilized the relationships among the concepts and equivalence prevailing in the related concepts of the selected named entities by deriving the potential meaning of entities and find the semantic similarity between the named entities with three other potential sources of references (DBpedia, Anchor Texts and Twitter Trends).
Effects of Digital Games on Enhancing Language Learning in Tanzanian Preschools
Author: Ongoro, Catherine Akoth
Date: 2019-09-00
Type: Journal Articles
Subjects: Computer Games,Preschool Education,Foreign Countries,Language Acquisition,Verbal Development,Game Based Learning,Articulation (Speech),Constructivism (Learning),Design,Teaching Methods,Preschool Teachers,Auditory Stimuli,Preschool Children,English (Second Language)

This paper presents the effects of using digital games on improving language learning in Tanzanian preschools. A gamified learning prototype system was developed for making alphabetical sound articulation more engaging and fun. The study was conducted with twelve preschools in Tanzania. The results revealed that preschoolers' learning performance was improved when the game-based learning approach was incorporated into the sound articulation lesson. The findings inform educational stakeholders about the potential use of gamification in preschool education and propose ideas and means to standardize sound articulation and language learning to improve the overall quality of education.
A Comprehensive Investigation of the Critical Factors Influencing Knowledge Management Strategic Alignment
Author: Pour, Mona Jami
Date: 2019-06-00
Type: Journal Articles
Subjects: Knowledge Management,Strategic Planning,Business,Administration,Communication (Thought Transfer),Program Implementation,Organizational Objectives,Information Technology

Despite the huge investment in Knowledge Management (KM) initiatives by many organizations, KM projects are facing a high failure rate. One of the main reasons is the lack of alignment between business and KM strategies. This study aims to identify and prioritize the factors affecting strategic alignment between business and KM strategies. A comprehensive literature review integrated with the focus group method was used to identify and classify effective factors of KM strategic alignment. Next, a survey method was conducted to evaluate and prioritize the extracted factors suggested by the experts. Further, the sign test was used to analyze the priorities of these factors using Shannon's entropy method. The results reveal that the key factors affecting strategic alignment between business strategies and KM include knowledge-based culture, KM governance, and strategic approach to KM, communication between KM and business, top management support, human resource capabilities, environmental and competitive factors and IT management capabilities. The findings provide a comprehensive KM-business strategic framework.