ethanporcaro/eric-fulltext-meta huggingface dataset:
A Comparison of Web-Based and Paper-Based Course Evaluations
Author: McAlpin, Valorie
Date: 2014-00-00
Type: Journal Articles
Subjects: Student Evaluation of Teacher Performance,Course Evaluation,Urban Universities,Comparative Analysis,Online Surveys,Paper (Material),Randomized Controlled Trials,Response Rates (Questionnaires),Undergraduate Students,Graduate Students

Student evaluations of college teaching have been endorsed and criticized for as long as they have been used as part of important decision-making practices in higher education. With the growth of distance education, the need for alternative approaches for these assessments has increased. We were interested in the extent to which outcomes were comparable across in-class and on-line course evaluations. We conducted a randomized controlled trial across 7 colleges, 25 departments, and 41 instructors at a large urban research university in the southeastern part of the United States. The distribution of ratings across demographic and comparison groups was similar. Response rates were lower for students participating online; however, none of the scale score differences between groups exceeded an effect size 0.21 and the estimated benefits were large. We discuss the advantages and disadvantages of alternative approaches for evaluating instruction in the context of past, current, and future research and practice.
Analysing the Problems of Science Teachers That They Encounter While Teaching Physics Education
Author: Demir, Cihat
Date: 2015-00-00
Type: Journal Articles
Subjects: Science Teachers,Physics,Semi Structured Interviews,Qualitative Research,Foreign Countries,Science Instruction,Questionnaires,Teacher Attitudes,Teaching Conditions,Secondary School Science

Even though physical science is very important in our daily lives, it is insufficiently understood by students. In order for students to get a better physical education, the teachers who have given physics lesson should first eliminated the problems that they face during the teaching process. The aim of this survey is to specify the matters encountered by science teachers during the teaching of physics and to provide them with solutions. The study group consisted of 50 science teachers who worked in Diyarbakir and Batman over the period of 2014-2015. This research is a descriptive study carried out by content analysis. In this study, semi-structured interview have been used along with qualitative research methods. According to the research findings, the top problems that the physics teachers encountered in physics lesson while processing the topics were laboratory problems. Some solutions have been introduced for science teachers in order to help them provide a better physics education.
An Investigation into the Impact of Reflective Teaching on EFL Learners' Autonomy and Intrinsic Motivation
Author: Abdolrezapour, Parisa
Date: 2015-00-00
Type: Journal Articles
Subjects: Reflective Teaching,English (Second Language),Second Language Learning,Personal Autonomy,Motivation,Females,Adult Students,Instructional Effectiveness,Experimental Groups,Control Groups,Foreign Countries,Language Teachers,Second Language Instruction,Language Tests,Questionnaires

This study has sought to explore the effect of reflective teaching on learner autonomy and the intrinsic motivation of Iranian upper-intermediate female learners. The subjects included 60 adult upper-intermediate EFL learners chosen out of ninety, based on the scores obtained through administration of the TOEFL exam. They were randomly assigned to two groups: a) the experimental group--taught by a reflective teacher--and b) the control group instructed by an unreflective teacher. The motivation questionnaire and the autonomy questionnaire were administered to both groups to make sure that the two groups were not significantly different in terms of the level of motivation and autonomy. The experimental group was then taught by the reflective teacher and the control group was taught by the unreflective teacher who adopted no tangible reflective actions. Finally, both groups sat for motivation and autonomy questionnaires. The results indicate that reflective teaching leads to the enhancement of both learners' autonomy and the intrinsic motivation level.
Awareness of Consequence of High School Students on Loss of Bio-Diversity
Author: Kasot, Nazim
Date: 2015-00-00
Type: Journal Articles
Subjects: High School Students,Biodiversity,Environmental Education,Conservation (Environment),Family Income,Gender Differences,Cohort Analysis,Familiarity,Knowledge Level,Grade 10,Grade 9,Risk,Student Surveys,Foreign Countries,Multivariate Analysis,Regression (Statistics)

The aim of this study is to assess the egoistic, altruistic and biospheric awareness of the consequence of high school students regarding the loss of bio-diversity, then comparing the results on the basis of some independent variables (gender, class and family income). The research data were collected from 884 ninth and tenth grade high school students through the survey on the consequence of awareness of the loss of bio-diversity. According to the outcome of the research, students believed in biospheric, egoistic and altruistic results at the similar levels. While the impact of gender and family income on biospheric, altruistic and egoistic awareness of consequence is not so significant, the impact of class is significant on biospheric and altruistic awareness of consequence. Finally, class level and school variables may lead to the prediction of awareness of consequence on loss of bio-diversity; school type-family income, parent education levels not.
Research on Historical Environments in Elementary Schools' Social Sciences Textbooks Taught in Northern Cyprus
Author: Kasot, Nazim
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Textbook Content,History Instruction,Social Sciences,Elementary Education,Grade 4,Grade 5,Content Analysis,Units of Study,Visual Aids,Qualitative Research,Buildings

A comprehensive study has yet to be carried out depending on the historical environment particular to the Elementary Schools in Northern Cyprus. The aim of this study is hence to determine whether the coverage of historical environment subjects in elementary school social sciences textbooks is absorbed or not by the 4th and 5th Grades in the context of both content and visuals. The method of study analysed has been organised in accordance with the qualitative research. The population was not indicated pursuant to qualitative research and so purposive sampling was implemented. The textbooks used were mainly selected from the afore-mentioned grades and classes. All the data collected were based on the textbooks used during the assessment process. The data was gathered in accordance with the document analysis technique and everything was analysed in detail. The categories used were generated after the authors performed analysis by utilising textbooks. To ensure the validity of the categories, literature scanning was undertaken and expert opinion was taken. The category definitions were written for public access. Moreover, units, titles and sub-titles were chosen as registration units and studied accordingly. Thus, the texts in the textbooks were guaranteed to cover the sufficient coverage and dimension for teaching the subject. The frequency of categories used under the text in historical environment was given and the number of words for the scope was also indicated. The size of visuals used in textbooks was given in accordance with the categories. As a result of the study, while 5th Grade textbooks cover historical environment subjects, there was no indication for the 4th Grade textbooks.
Metacognitive Awareness and Math Anxiety in Gifted Students
Author: Saricam, Hakan
Date: 2015-00-00
Type: Journal Articles
Subjects: Metacognition,Academically Gifted,Mathematics Anxiety,Mathematics Instruction,Comparative Analysis,Secondary School Students,Student Surveys,Statistical Analysis,Correlation,Foreign Countries

The basic purpose of this study has been to examine the relationships between metacognitive awareness and maths anxiety in gifted students. The second aim was to compare with gifted and non-gifted students' metacognitive awareness and maths anxiety levels. The participants were 300 (150 gifted, 150 non-gifted) volunteer secondary school students in Turkey. The mean age of the participants was 12.56 years ranging from 12 to 13 years. For gathering data, the &quot;Maths Anxiety Scale for Elementary School Students&quot; and &quot;The Metacognitive Awareness Inventory for Children&quot; were used. For analysing the data, Spearman correlation analysis, the Mann Whitney U test, and linear regression analysis were used. According to the findings: firstly, gifted students' metacognitive awareness scores were higher than those of non-gifted students. On the other hand, non-gifted students' maths anxiety levels were higher than those of gifted students. Secondly, there was negative correlation between metacognitive awareness and math anxiety. Finally, the findings of linear regression analysis indicated that metacognitive awareness is explained by 48% total variance of maths anxiety in gifted students.
Views of Students', Teachers' and Parents' on the Tablet Computer Usage in Education
Author: Soykan, Emrah
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Attitudes,Parent Attitudes,Handheld Devices,Computer Uses in Education,Secondary School Students,Secondary School Teachers,Parents,Semi Structured Interviews,Case Studies,Qualitative Research,Foreign Countries

This study aims at identification of views of teachers, students and their parents at Near East College in North Cyprus on use of tablets in education. The research is a descriptive case study. In collection of data, semi-structured interviews appropriate for qualitative research methods are used. Study group for this research is composed of high educated teachers (f = 64), students (f = 319) and also parents (f = 134). As result of the analysis carried out in this research which was performed in this direction, it has been seen that teachers, students and parents evaluate the problems related with tablet PCs under the following two sub-dimensions; the experienced problems of during tablet supported education and the benefits of tablet PC usage in education. If we look at the results in this line, we come across with connectivity and technical infrastructure problems which interrupts the lesson or even causes it to end as the biggest problem experienced by teachers and students during the learning activities. The biggest concern of parents, another of our study groups, regarding the use of tablets in education is that games may decrease students' motivation. Teachers stated the biggest benefit provided by tablet supported education is the increase in learning speed of students as a result of visuals and interaction provided by tablets.
Promoting Inclusion through Evidence-Based Alternatives to Restraint and Seclusion
Author: Trader, Barbara
Date: 2017-06-00
Type: Journal Articles
Subjects: Discipline,Prevention,Intervention,Evidence Based Practice,Faculty Development,Behavior Modification,Disabilities,Behavior Disorders,Positive Behavior Supports,Elementary Secondary Education,Special Education,Interviews,Administrators

The use of restraint and seclusion in schools has been identified repeatedly as an approach that is overused, misused, and potentially dangerous. In this article, we emphasize the importance of an approach to supporting students with significant problem behavior that focuses on prevention, evidence-based intervention procedures, heightened levels of monitoring, and documented professional development. While the need for the use of restraint in emergency conditions will remain, the overall rate at which restraint and seclusion are used needs to be reduced and the quality of support for students with significant problem behavior needs to improve. An example of one district that is adopting a comprehensive alternative approach is provided.
Systematic Review of Instructional Methods to Teach Employment Skills to Secondary Students with Intellectual and Developmental Disabilities
Author: Gilson, Carly B.
Date: 2017-06-00
Type: Journal Articles
Subjects: Teaching Methods,Severe Disabilities,Vocational Education,Intellectual Disability,Developmental Disabilities,Secondary School Students,Job Skills,Intervention,Technology Uses in Education,Educational Technology,Direct Instruction,Augmentative and Alternative Communication,Community Based Instruction (Disabilities),Video Technology,Audio Equipment,Pictorial Stimuli,Simulation,Peer Teaching,Literature Reviews,Coding,Prompting

Effective vocational instruction is an essential aspect of preparing students with intellectual and developmental disabilities (IDD) for the world of work. We systematically reviewed research on instructional methods used to teach employment skills to secondary students with IDD. We identified 56 studies involving 766 participants with IDD. Four intervention approaches emphasized technology or some other instructional stimulus (i.e., self-management devices, video-based, audio-based, picture and tactile-based) and four focused on live instructors (i.e., direct instruction, augmentative and alternative communication, simulation, peer-delivered). Among the 21 instructional methods used within these approaches, performance feedback, device-assisted instruction, response prompting, and community-based instruction were the most common. We address the extent to which these intervention approaches were effective across students, instructional methods, settings, and outcomes, as well as offer recommendations for future research and practice.
Principals' Transformational Leadership in School Improvement
Author: Yang, Yingxiu
Date: 2013-00-00
Type: Journal Articles
Subjects: Principals,Transformational Leadership,Educational Improvement,Case Studies,Elementary Schools

Purpose: This paper aims to contribute experience and ideas of the transformational leadership, not only for the principal want to improve leadership himself (herself), but also for the school at critical period of improvement, through summarizing forming process and the problem during the course and key factors that affect the course. Design/methodology/approach: Using case study method, we draw some conclusions of improvement of principal leadership skills, by choosing two typical cases of the transformational leadership of principals in primary schools, rethinking the practice of school improvement profoundly. Findings: There have been three periods: embryonic stage, basically forming stage, and mature stage. That discovering problems, understanding the relationship between the problems and finding solutions, are the major consideration in the process. The transformational leadership skills of principal can be seen in forming the ideas, building shared vision, power sharing, gaining credence and experiencing success. Practical implications: Providing references for the principal to recognize the importance of transformational leadership during the school improvement, in order to force the principal to improve their transformational leadership in practice. Theoretical significance: At first, put forward that transformational leadership is the core of leadership; prove that principal's transformational leadership is very important in the school development through the fact that home-school cooperation study; emphasize that principal's transformational leadership should play a key role during the critical period of school improvement. Principal transformational leadership's work should base on different school members' actual situation and different school periods' fact, and then find different solutions.
In Support of Others: An Examination of Psychological Capital and Job Satisfaction in Academic Staff
Author: Mello, James A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Job Satisfaction,School Personnel,Private Colleges,Questionnaires,Interviews,Psychological Patterns

The purpose of this research was to examine the relationship between psychological capital and job satisfaction among academic support staff. An online questionnaire served as the primary data source with follow-up personal interviews used to provide descriptive information that complemented the quantitative data. This study explores the relationship between the personal asset of psychological capital brought to the job and the work characteristics of the job itself. This study applies the emerging concept of psychological capital to the previously understudied population of academic support staff in higher education. This study is also the first to examine psychological capital and job satisfaction within the context of higher education. This expansion of research into academic support staff offers additional insights for institutional leaders and highlights opportunities for leadership and performance enhancement. It suggests a relationship between reports of psychological capital by academic support staff and their reports of job satisfaction. It shows that institutions of higher education may wish to consider the inclusion of a psychological capital assessment in their hiring process for new academic support staff. Additionally, academic support staff may wish to consider including a self-assessment of psychological capital as part of their annual performance review and professional development planning.
Content Analysis of a Computer-Based Faculty Activity Repository
Author: Baker-Eveleth, Lori
Date: 2013-00-00
Type: Journal Articles
Subjects: Content Analysis,College Faculty,Teacher Attitudes,Computer Uses in Education,Qualitative Research,Questionnaires,Productivity,Usability,Information Security,Program Implementation,Organization

The research presents an analysis of faculty opinions regarding the introduction of a new computer-based faculty activity repository (FAR) in a university setting. The qualitative study employs content analysis to better understand the phenomenon underlying these faculty opinions and to augment the findings from a quantitative study. A web-based questionnaire was distributed to faculty of a medium-sized university in the western United States. A total of 154 faculty responded and 99 of the respondents provided written comments and opinions about the FAR. A content analysis was performed on these 99 comments. Six themes and several subthemes regarding the FAR were identified in the content analysis. These six themes were productivity, usability, security, implementation, management and structure of the organization, and users' attitudes. These themes and subthemes were discussed in the specific context of using the FAR as well as the general context of a computer system's usability, development, management, and introduction in the organization. In addition, a model for future research is proposed based on these findings.
The Compensation and Benefits of Private University Presidents
Author: Langbert, Mitchell
Date: 2013-00-00
Type: Journal Articles
Subjects: College Presidents,Private Colleges,Compensation (Remuneration),Fringe Benefits,Salaries,Least Squares Statistics,Reputation,School Size,Tenure,Job Performance,Class Size,Alumni,Private Financial Support,Church Related Colleges,Enrollment,Institutional Characteristics

This study examines the determinants of the salaries of private college and university presidents. Ordinary least squares estimates suggest that institutional size, performance, and prestige are linked to presidents' compensation. Pay is for performance. Externally recruited presidents are paid more than those promoted from inside, which confirms the relationship between pay and performance. As well, the impact of tenure is positive and significant, but its magnitude increases if a quadratic term is added. In contrast, there is evidence that larger class sizes and lower alumni giving rates are positively associated with compensation. Also, nondenominational institutions tend to pay more than religiously affiliated ones. In order to deal with potential simultaneous equations bias, the model was reestimated with two-stage least squares. Two-stage least squares causes enrollment's effect on earnings to increase. The impact of various school characteristics on longevity as president is also investigated. Probit models indicate that the acceptance rate is negatively associated with the probability of remaining in office.
An Examination of Social Media Policy Usage of South Central United States' Universities
Author: Eaton, Virginia J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Social Media,Universities,Web Sites,College Administration,Administrative Policy

Since the use of social media tools by universities has expanded exponentially, a university can easily find itself in a precarious situation in a moment's notice because social media tools have been used inadvertently. This study investigated the social media policies of AACSB-International accredited schools in the SREB South Central Region of the United States as posted on university web sites. Results from this study showed that although the majority of these universities have links to social media tools on their university web sites, a minimal number of universities have social media policies posted. Given the popularity of social media tools and the results of this study, it is evident that more universities need to develop and/or publish their policies on their web sites. A bibliography is included.
Innovative Team-Teaching: Faculty Perceptions and Administrative Policies
Author: Hamer, Lawrence O.
Date: 2012-00-00
Type: Journal Articles
Subjects: Team Teaching,Instructional Innovation,Teacher Attitudes,College Faculty,Administrative Policy,College Administration,Business Schools,Business Administration Education,Qualitative Research,Statistical Analysis

Team-teaching is a classroom innovation with the potential to address many criticisms of business-school curricula (e.g., the &quot;silo&quot; mentality) and provide significant benefits to students and faculty members. While the existing team-teaching literature identifies the positive outcomes that are associated with team-teaching, less is known about the extent to which these positive outcomes are perceived by faculty at large and about the costs faculty members associate with team-teaching. This paper investigates faculty members' perceptions of team-teaching and the implications of those perceptions on administrative policies.