ethanporcaro/eric-fulltext-meta huggingface dataset:
Interaction, Student Satisfaction, and Teacher Time Investment in Online High School Courses
Author: Turley, Chad
Date: 2019-00-00
Type: Journal Articles
Subjects: Interaction,Student Satisfaction,Time Management,Online Courses,Course Evaluation,Secondary School Curriculum,Teacher Student Relationship,High School Students,Educational Quality,Independent Study,Nonschool Educational Programs

This case study explores differences between two online course models by investigating the results of a student end-of-course evaluation survey and teacher communication logs in two online high school courses. The two course models were designed with different types and levels of interaction, one with high levels of student-content interaction, the second with high levels of student-content and student-teacher interaction. The majority of research on interaction in online learning has been conducted with adult learners at the university level. There is far less literature focusing on K-12 online learning while investigating interaction, student satisfaction, and teacher time investment. This case study addresses this gap by exploring the results of 764 student surveys and investigating the teacher time investments of four teachers. In this study the students' perception of their learning experience in both models met the online program's acceptable levels. In some dimensions of the course evaluation, the interactive course had a statistically significant higher rating. The teacher communication logs showed a higher teacher time investment in the more interactive courses, with the highest time investment coming from reaching out to inactive students. Due to the shortage of available literature in K-12 online settings regarding interaction, student satisfaction, and teacher time investment, the author recommends additional research in these areas. By continuing to research and understand better about K-12 online learners, this understanding could influence the development of course interaction standards, assist designers in building better courses, and ultimately lead to higher satisfaction for students.
A Newcomer&apos;s Lens: A Look at K-12 Online and Blended Learning in the Journal of Online Learning Research
Author: Hu, Min
Date: 2019-00-00
Type: Journal Articles
Subjects: Online Courses,Blended Learning,Teaching Methods,Elementary Secondary Education,Educational Trends,Trend Analysis,Educational Change,Citation Analysis,Periodicals,Faculty Development,Authors,Journal Articles,Search Strategies,Geographic Location,Research Reports

In this study, the authors analyzed 51 articles published between 2015 and 2018 inclusive in the &quot;Journal of Online Learning Research&quot; (JOLR). The purpose of this study was to examine the trends regarding article topics, geography, research methods and article types, authorship, and citation frequency. The results indicated that JOLR gave additional attention to K-12 blended learning; compared to the field overall. Another common topic was professional development, with one special issue and the majority of top-cited articles related to this topic. Most of the studies were conducted in the United States, by researchers also located in the US. Finally, more than half of the studies employed inferential and interpretive methods. Future research is needed to examine if the trends from this study continue over a more extended period and if these results reflect the development of and change in the field of K-12 online and blended learning.
Ethical Problems Concerning Dialectic Interaction of Culture and Civilization
Author: Pavlyshyn, Liudmyla
Date: 2019-00-00
Type: Journal Articles
Subjects: Ethics,Moral Values,Philosophy,Social Life,Social Integration,Creativity,Spiritual Development,Freedom

The idea of regarding consistency in the nature and society originated in ancient philosophy in the form of a general concept of livability and integrity of being. The problem of consistency of social life was the focus of such thinkers of XIX-XX centuries, as Auguste Comte, Herbert Spencer, Karl Marx, Emile Durkheim, Max Weber, Pitirim Sorokin, Talcott Parsons. Philosophers always try to figure out the specifics of social phenomenon, mechanisms of social integration that provide social order despite the diverse interests of people who live in a community. Emile Durkheim considered society as a solidarity and combination of different ideas and positions. Society is not limited only to the life of its people. Society appears in the form of the creativity of people in various spheres of public life, the creation of material and spiritual values, development of nature and formation of new qualities of any person. An idea of society as a single structure is the result of a long development of philosophical thought. While living in a society people take real human qualities and a society exists only thanks to a man. Society is a center of moral life, a kind of deity and a place of all values.
Factors That Influence the Level of the Academic Performance of the Students
Author: Sadiku, Grevista S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Academic Achievement,Parent Teacher Cooperation,Family Environment,Parent Participation,Elementary School Students,Grade 4,Foreign Countries,Parent Background,Discipline,Safety,Expectation

This study identifies various approaches to optimizing school-family collaboration to enhance pupils' performance. The main purpose of this study was to investigate the relationship and potential influences regarding the dimensions of: i) family functioning, ii) parent-teacher relationship, and iii) various parent involvement approaches to improve pupils' performance outcome. The study used a quantitative method approach. The data was obtained from a questionnaire that comprised four parts: pupils' demographic characteristics, teacher-parent relationship (cooperation and communication), parent-teacher relationship (cooperation and communication), and several other aspects of parental involvement. The data were analysed using the SPSS statistical package (version 21). The results of this study showed that school-family collaboration influences pupils' performance. The results also showed the strengths and weaknesses of this cooperation, highlighting the difficulties faced by these two subjects. Therefore, it has been recommended that the collaboration between schools and families needs to be planned in order to achieve the desired level of interaction towards enhancing pupils performance.
Field Trips among Secondary Social Studies Teachers in Florida
Author: Kenna, Joshua L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Field Trips,Secondary School Teachers,Social Studies,Museums,Teacher Surveys,Public School Teachers

Social studies teachers have long utilized field trips; yet in the 21st century, scholars are describing a bleak future for those who attempt to utilize the practice. The common reasons being cited, among others, include a slumping economy, an increase in accountability due to high-stakes testing, and rising fuel costs. While obstacles have always existed, this investigation surveyed 70 secondary social studies teachers from Florida to see if they described any new obstacles or motivations. Furthermore, the investigation sought to determine the percentage of teachers who utilize field trips and establish the average number of field trips they used. The findings reported here are exploratory in nature and focus specifically on identifying the status of field trips among secondary social studies teachers.
A Snapshot of Successful K-12 Online Learning: Focused on the 2015-16 Academic Year in Michigan
Author: Kwon, Jemma Bae
Date: 2019-00-00
Type: Journal Articles
Subjects: Online Courses,Elementary Secondary Education,Management Systems,Feedback (Response),State Legislation,Educational Policy,Enrollment Trends,Learner Engagement,Time Factors (Learning),Special Needs Students,School Districts,Academic Achievement,Profiles

The purpose of this study was to provide a snapshot of successful K-12 online learning in one of the frontrunner states in the field--Michigan. The authors explored the state's legislative and policy infrastructure; the beliefs, perceptions, and values of various stakeholders; and statewide enrollment patterns and effectiveness for the 2015-16 academic year. With that understanding, the study presented a secondary analysis of student information, activity, and performance data in a learning management system (LMS) in an attempt to explore success factors at the micro-level. The study results revealed the following: (a) the engagement pattern representing students' consistent and persistent attempts to complete course tasks week-by-week was the most powerful success factor; (b) a more nuanced notion of students' time spent in the LMS; and (c) a student population who presents unique needs to be successful in the online learning. The paper concludes with discussion about all findings in terms of a way of creating a feedback loop for upper-level systems.
A Cross-Sectional Study of Assessing Metacognitive Knowledge and Metacognitive Regulatory Skills among Prospective Teachers and Its Relation to Their Academic Achievement
Author: Hashmi, Aroona
Date: 2019-08-00
Type: Journal Articles
Subjects: Metacognition,Preservice Teachers,Self Management,Academic Achievement,Teacher Education Programs,Foreign Countries,Grade Point Average,Gender Differences,Public Colleges,Learning Strategies,Goal Orientation,Student Evaluation

Metacognitive skills are amongst the striking concept since a couple of decades, when Flavell, (1979) first introduced it. This concept is multidimensional in nature. Metacognition is a higher-order thinking skill. Therefore, the main purpose of this study was to assess metacognitive awareness in prospective teachers and to find out how much our teacher training institutions are successfully contributing to developing such awareness in prospective teachers. This study is descriptive in nature. It is a situational analysis for the concept of metacognition in the prevailing teacher education system by doing co-relational and cross-sectional study. The instrument of this study is the metacognitive awareness inventory (MAI) developed by the Schraw and Dennison (1994). The validity and reliably of this instrument in the Pakistani context were ensured. Independent samples t-test and Pearson correlation coefficient (r) were used. Findings of the study showed positively strong and significant relationship between prospective teachers' metacognitive knowledge and metacognitive self-regulatory skills in teacher training institutions, but it was also revealed from the results that there was a negatively weak relationship between prospective teachers' academic achievement (GPA) with their metacognitive knowledge and metacognitive regulatory skills. Moreover, there was an insignificant difference in prospective teachers' metacognitive knowledge and metacognitive self-regulatory skills in teachers training institutions based on demographic variables (i.e. age, gender, and university type).
Activity-Based Teaching versus Traditional Method of Teaching in Mathematics at Elementary Level
Author: Noreen, Razia
Date: 2019-08-00
Type: Journal Articles
Subjects: Teaching Methods,Conventional Instruction,Mathematics Instruction,Mathematics Achievement,Geometry,Grade 7,Middle School Students,Foreign Countries,Mathematics Activities,Retention (Psychology),Single Sex Schools,Public Schools,Females,Instructional Effectiveness,Learner Engagement

The aim of this research was to study the effect of activity-based teaching and traditional method of teaching on students' achievement in the subject of Mathematics at elementary stage. The research was experimental based on pre-test, post-test control group design. Two units of geometry were selected from seventh grade Mathematics for this research. Population of the study was the 120 students of seventh grade from GGHS Bhedian Pattoki, District Kasur, Punjab (Pakistan). Sixty students of class seventh were taken randomly from Govt. Girls High School Bhedian Pattoki, District Kasur. A pre-test was administered on them for equalizing the groups. Students were randomly divided into two groups (experimental and control) according to the results of pretest. Both tests were developed from the seventh class Mathematics book for the compilation of data. Tests were administered keeping cognitive domain in view. Selected unit 10 (exercise 10.1 to 10.4 and revision exercise) and unit 12 (12.1 to 12.6 and revision exercise) from seventh class Mathematics book prescribed by Punjab Text Book Board were taught to both groups (experimental and control) for a period of eight weeks. Activities were used for experimental group only and other group was taught traditionally. Time for the teaching Mathematics was 40 minutes daily to each group. Independent sample t-test was applied on the pre-test and post-test scores to check whether there is a difference in the performances of two groups. It was also concluded that students taught through activity based teaching performed better in post-test. It is recommended that in future Mathematics may be taught with activities at elementary level. Mathematics kit containing material for activities may be provided to Mathematics teachers.
An Analysis of Alignment between Secondary School Mathematics Standards and the Assessments 2013 and 2014 of the Board of Intermediate and Secondary Education Lahore Punjab, Pakistan
Author: Gulzar, Khurram
Date: 2019-08-00
Type: Journal Articles
Subjects: Foreign Countries,Alignment (Education),Secondary School Mathematics,Academic Standards,Mathematics Tests,Outcome Based Education

Alignment between standards and assessments is acknowledged to be the key factor in a standard based education system. In Pakistan, standard based curriculum was adopted for secondary classes for the session 2012-13 onward and this study was conducted to explore the alignment between the secondary school mathematics curriculum and the assessments made by the Boards of Intermediate and Secondary Education (BISE), Punjab, Pakistan. For this purpose, a web based application called Webb Alignment Tool (WAT) was used to assess the alignment between the secondary school curriculum for mathematics with Assessment tools 2013 and 2014 on four criteria: &quot;categorical concurrence,&quot; &quot;DOK consistency,&quot; &quot;range of knowledge correspondence&quot; and &quot;balance of representation.&quot; Both the Assessment tools met the criterion of &quot;categorical concurrence.&quot; However, they could not meet the minimum acceptable level for &quot;range of knowledge correspondence.&quot; &quot;DOK consistency&quot; was found acceptable but instead of quality of assessment items it was because 73% of mathematics curriculum was found at DOK level 1, the lowest level.
Exploration of Gaps between Intended and Enacted Physics Curriculum: Teachers&apos; Professional Development Perspective
Author: Nawaz, Haq
Date: 2019-08-00
Type: Journal Articles
Subjects: Physics,Science Teachers,Secondary School Teachers,Secondary School Science,Foreign Countries,National Curriculum,Curriculum Implementation,Rural Urban Differences,Faculty Development

Teachers' professional development is the primary element of curriculum implementation. Professionally trained teachers use appropriate teaching methods, instructional materials and assessment techniques during teaching. Current study was conducted to explore gaps between intended and enacted national curriculum for physics regarding teachers' professional development for curriculum implementation. Sample of the study consisted of 361 physics teachers working in public sector secondary schools of province of Punjab by applying stratified multistage random sampling technique. Data were collected by administering self-developed questionnaire with 11 items at five-point Likert type rating scale. Reliability of questionnaire was ensured by calculating Cronbach's Alpha scores; 0.846. Collected data were entered in SPSS and mean, percentage, standard deviation and independent sample t-test were applied. Results showed only 34 % teachers were provided with training on curriculum implementation. Results showed no significant difference between urban and rural secondary school teachers' professional development for curriculum implementation; urban secondary schools' teachers were provided same professional development as well as rural teachers for physics curriculum implementation. Study recommends that secondary school teachers may be provided with the training for physics curriculum implementation focusing teaching methods, use of instructional materials, practical work and formative assessment techniques stated in national curriculum document 2006.
Technology Adoption and Integration in Teaching and Learning at Public and Private Universities in Punjab
Author: Afridi, Tahira
Date: 2019-08-00
Type: Journal Articles
Subjects: Technology Integration,Educational Technology,Rating Scales,Teacher Attitudes,Student Attitudes,Foreign Countries,Educational Policy,Private Colleges,Comparative Analysis,College Students,Educational Change,State Universities,Teaching Methods,Online Courses,Laptop Computers,Preferences,Educational Theories

The well-rounded education is the interpretation of a successful education system of 21st century. Well-rounded education has laid great stress on the use of modern technology in education. Policy makers are spotting at educational technologies to ensure this educational change. Rogers' Diffusion of Innovation Theory, which is considered more suitable for assessing the technological integration in education, was selected for this study. This study explores the perceptions of 3350 university students from Central Punjab, Pakistan, regarding the technology adoption and integration in teaching and learning at public and private universities in Punjab. Survey research was used to achieve the objectives of the study. A representative sample of administrators, teachers and students from faculties of Education and Business in eight Public and Private Universities of Central Punjab was taken. Descriptive and inferential statistics were applied to assess and compare responses taken on adapted five-point Likert rating scale. Respondents rated Laptop based Teaching activities as the highest and online teaching activities as the lowest factor in order of their preference. The overall level of technology adoption and integration in teaching at public and private universities in Punjab with respect to all three sub-scales was found to be at an average level, thus conventional teaching is continued. The major findings revealed that stakeholders were having an easy access and sufficient skills to use these technologies but even then these technologies' integration in teaching is not sufficient. This study recommended the continuation of current Prime Minister free Laptops Scheme, paying back student loans with easy installments, high speed internet facilities at department's computer labs, libraries, hostels and homes, improving searching skills of teachers, counseling centers with trained staff for teachers, teachers' subsidized trainings and rigorous application of online teaching activities.
Similar Agenda, Diverse Strategies: A Review of Inclusive Education Reforms in the Subcontinent
Author: Hameed, Abdul
Date: 2019-08-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Educational Change,Developing Nations,Access to Education,Students with Disabilities,Educational Policy,Educational Legislation,Teacher Education,Educational Improvement

Consequent upon a worldwide movement, inclusive education has emerged as a way to eliminate discrimination, inequality and injustice in accessing school. The UN organs such as UNESCO and UNICEF have been active to pursue governments in developing countries particularly in the subcontinent to improve educational access through inclusive education. The countries i.e. Pakistan, India and Bangladesh have positively responded to the call for inclusive education. The context of three countries, however, varies in terms of religious beliefs, languages, cultural traditions and socio-economic realities. The response patterns of these countries clearly reflect the contextual differences in setting the goals and action plans for the implementation of inclusive education. The focus of inclusion in India and Pakistan seems to be the children with disabilities, whereas, the focus shifts to marginalized children in Bangladesh. Moreover, India launched its first Action Plan for Inclusive Education of Children and Youth with Disabilities in Aug 20th, 2005. Bangladesh, 5 years later, revised its National Education Policy with the features of inclusive education in 2010. Pakistan, although introduced the concept of inclusive education in its National Policy for Persons with Disabilities in 2002 but it remained alien to Ministry of Education. The main objective of the study was to review the educational reforms in Subcontinent (Pakistan, India &amp; Bangladesh) to improve the access to school for children with disabilities. Nature of the study is qualitative and descriptive analytical method was used to desk review policy and legislative documents along with empirical studies. This study examined the underlying assumptions shaping up the current practices of inclusive education in the subcontinent.
Comparison between Public and Private Secondary Schools Regarding Service Quality Management and Its Effect on Students&apos; Satisfaction in Pakistan
Author: Jabbar, Muhammad Naveed
Date: 2019-08-00
Type: Journal Articles
Subjects: Foreign Countries,Public Schools,Private Schools,Student Satisfaction,Secondary Schools,Secondary School Students,Educational Quality,Educational Environment

Service quality management plays its vital role for the enhancement of students' satisfaction. This current research paper aims to explore the concepts of service quality management dimensions and its effect on students' satisfaction. In this study, the dependent variable was students' satisfaction which was measured by the independent variable service quality. The secondary school students of public and private education institutions were the population of this study in Punjab, Pakistan. Random sampling approach applied for the delimitation of the population. Sample was 727 students (public 345, private 382). Five point Likert scale was used in the questionnaire for the collection of data. This study adopted from Parasuraman'S SERVEQUAL dimensions model (1991). Findings of the study show that the quality of the public secondary schools was better as compared to private school. This paper provides the guidance to sort out the most effective factors about the customers' satisfaction regarding service quality.
Exploring Variation in Summative Assessment: Language Teachers&apos; Knowledge of Students&apos; Formative Assessment and Its Effect on Their Summative Assessment
Author: Ahmed, Fasih
Date: 2019-08-00
Type: Journal Articles
Subjects: Summative Evaluation,Language Teachers,Formative Evaluation,Teacher Characteristics,Student Evaluation,Grades (Scholastic),Foreign Countries,Familiarity,Assessment Literacy

The present study investigates the variation in summative assessment based on language teachers' knowledge of formative assessment (i.e. classroom performance) and its effect on students' grades. The two groups of teachers, on the basis of familiarity/unfamiliarity with formative assessment of students, were investigated through paired sample t-tests. These two groups were asked to mark students' papers. The results revealed a significant difference in the grades marked by the group of teachers who were aware of students' classroom performances as compared to the group of teachers who were unaware of students' performance of the class. The study suggests a synergy between summative and formative assessment.