ethanporcaro/eric-fulltext-meta huggingface dataset:
Pedagogic Leadership: Refocusing on Learning and Teaching
Author: Macneill, Neil
Date: 2005-00-00
Type: Journal Articles
Subjects: Principals,Instructional Leadership,Educational Improvement,Learner Engagement,Academic Achievement,Instruction,Educational Change,Educational Administration

This paper critiques instructional leadership and the notion of pedagogic leadership is proposed as an alternative, broader conception of the principalship. Pedagogy concerns enabling the learning and intellectual growth of students in contrast to instruction that treats students as the object of curriculum implementation. Successful classroom pedagogy requires that teachers understand how students learn and have the autonomy to design, implement and assess educational activities that meet the needs of individual and all students. Pedagogic leadership is predicated on informed teacher practice and reflection. Teachers are empowered to exercise professional responsibility and supportive judgements by principals who are pedagogic leaders. The pedagogic leader demonstrates credible knowledge of learning and teaching in conjunction with knowledge of the processes for improving school-wide learning. (Contains 2 tables.)
Conditions and Constraints of Sustainable Innovative Pedagogical Practices Using Technology
Author: Tong, K. P.
Date: 2005-00-00
Type: Journal Articles
Subjects: Stakeholders,Teaching Methods,Foreign Countries,Educational Change,Instructional Leadership,Educational Innovation,Technology Uses in Education,Information Technology,Technology Integration,Academic Achievement,Case Studies,Information Literacy,Leaders,Educational Technology

Like many other countries, Hong Kong Special Administrative Region Government has invested heavily in the computer facilities of schools. It is expected that by using ICT, the quality of education will be enhanced through a paradigm shift in school pedagogical practices. However, some educational innovations resulted in disappointing outcomes and some of them did make the progress expected and failed to sustain their development. This research addresses such problems by presenting a model that provides guidance on how to facilitate effective and sustainable Innovative Pedagogical Practices Using Technology (IPPUT). The model was derived from an in-depth case study of one innovative primary school in Hong Kong. The research first investigated what an innovative classroom might look like, then by using the &quot;Layer-Two&quot; Model Instrument (Typology of ICT Uptake) (Newhouse, Trinidad, &amp; Clarkson, 2002) and other Matrix Construction Techniques (Miles &amp; Huberman, 1984), various conditions and constraints on the development of IPPUT were identified, subsumed and grouped into two &quot;issue trees.&quot; It is particularly useful for the school leaders to formulate optimum strategies for implementing IPPUT by comparing their school's realistic situations with those factors in the two &quot;issue trees&quot;. Finally, the whole-school system model was presented suggesting that given favourable conditions including visionary school leadership, whole-hearted collaboration and participation of all school stakeholders, with a systematic managerial methodology, it is possible to have true ICT integration and sustainable pedagogically-sound environments for students' learning. (Contains 5 figures and 2 tables.)
Teacher Tales of Action Research: Trials and Triumphs
Author: Slutsky, Ruslan
Date: 2005-00-00
Type: Journal Articles
Subjects: Action Research,Case Studies,Tales,Research Proposals,Teachers,Faculty,Research Projects,Team Teaching,Research Methodology,Higher Education

In this paper we tell two different kinds of tales of teachers doing action research. First are five case studies of teachers in an action research course that we (a professor and six doctoral students) collaboratively taught and a longitudinal follow up looking at whether they put their research proposals into practice. Some of our case study teachers did their proposed action research; for others it took time and particular circumstances before they were willing to do research. We wanted to document the barriers and experiences that students from our class had once they stepped outside of our college classroom and into their teaching classrooms and tried to implement their action research projects. Were they supported in their research goals? Under what circumstances were they committed to the project and to follow it through to completion? The second tale is our own, as teachers and researchers in this course we learned a great deal. We report on the self-study aspect of this project related to our own learning. After co-teaching this course and then collecting and analyzing data for four subsequent years, our co-teaching team concluded this project with mixed feelings about the viability of teacher research. Our self-study analyzes these differences in perspectives. (Contains 2 endnotes.)
The Story of 10 Principals Whose Exercise of Social and Political Acumen Contributes to Their Success
Author: McGinn, Andra
Date: 2005-00-00
Type: Journal Articles
Subjects: Leadership Effectiveness,Leadership,Principals,Leadership Training,Leaders,Interviews,Mentors

This article reflects one part of a research study about the need for dynamic leaders to exercise social and political acumen. As part of the study, I interviewed 10 principals who had been nominated as dynamic leaders. The interview questions focused on the principals' experiences and their understanding of the role of social and political acumen in contributing to their success. Discussion with these principals also centered on the role of leadership development and how their leadership development experiences had contributed to their success. In addition, these principals were asked for their ideas about effective leadership development activities. (Contains 1 table and 1 figure.)
Accountability, Student Assessment, and the Need for a Comprehensive Approach
Author: Volante, Louis
Date: 2005-00-00
Type: Journal Articles
Subjects: Academic Achievement,Accountability,Testing,Standardized Tests,Foreign Countries,Educational Assessment,Academic Standards,Student Evaluation,Professional Development,Educational Improvement

Accountability has become synonymous with standardized testing in many Western countries such as Canada, the United States, Great Britain and New Zealand. Schools and districts are increasingly ranked based on their students' performance on standardized tests. Unfortunately, standardized testing measures possess a number of limitations that prevent them from being used as a sole indicator of student performance. This paper proposes a comprehensive approach to student assessment--one focused on improving teacher instruction and student learning. Consisting of seven components, the proposed approach provides an alternative to current accountability systems that distract rather than support the important work of teachers.
The Application of the Concept of Continuous Development to the Cyprus Educational System
Author: Tsiakkiros, Andreas
Date: 2005-00-00
Type: Information Analyses
Subjects: Foreign Countries,Professional Development,Responsibility,Administrator Role,Educational Benefits,Observation,Interviews,Case Studies,Educational Administration,Principals,Educational Planning,Teacher Responsibility,Teachers

The main aim of this article is to examine the application of the concept of continuous development to the Cyprus Educational System. First, the concept of continuous development, the necessary conditions for its existence, the policies of the organization, and the responsibilities of those involved are discussed. Afterwards, the identification of learning opportunities and needs, the provision of resources, and the benefits and results for the organization are examined. A historical background of the Cyprus Educational System is also given and a continuous development plan that can be adopted for the whole system is proposed. Finally, conclusions and suggestions for the future are presented. All these aspects are investigated by reviewing the pertinent literature and drawing from the author's professional experience. (Contains 1 table and 2 figures.)
Educational Reform in the Balkans: Getting Past the Conflict in Kosovo
Author: Anderson, Kirk
Date: 2005-00-00
Type: Journal Articles
Subjects: Conflict,Foreign Countries,Educational Change,Educational History,Teacher Education,Teacher Education Programs,Semi Structured Interviews

This paper provides a brief history of education in Kosovo before and after the conflict. It then provides an understanding of the current state of affairs in the education of teachers in Kosovo as derived from interviews with two figures intimately involved with that process.
Case Studies in the Field of Marketing Education: Learner Impact, Case Performance, and Cost Efficiency
Author: Spais, George S.
Date: 2005-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Business Administration Education,Case Studies,Educational Methods,Educational Objectives,Marketing,Cost Effectiveness,Program Design,Learner Engagement,Learning Processes,Outcome Measures,Productivity,Evaluation Methods,Performance Based Assessment,Measurement Objectives,Measurement Techniques,Questionnaires,Vocational Education,Models,Program Evaluation

The major objective of this study is to identify a methodology that will help educators in marketing to efficiently manage the design, impact, and cost of case studies. It is my intention is to examine the impact of case study characteristics in relation to the degree of learner involvement in the learning process. The author proposes that educators in marketing must process models and tools that can evaluate the performance of each educational method introduced into the learning process. The author suggests that educators in marketing who are interested in being productive should invest in the acquisition and utilization of performance tools for each educational method in order to accomplish their educational objectives. The findings suggest that educators in the field of marketing can assess the effectiveness of case studies using the 13-item performance model and a new formula, the elasticity of quality supply, in order to measure the degree of quality. The author recognizes that the problem of productivity in marketing education has arisen from the lack of tools, models, and performance measures available to evaluate their productivity. The proposed model is based on the ongoing need to customize the learning process, both according to the characteristics and specific needs of learners and also to the requirements of the educator and institution. The concluding point is that educators in marketing must learn not only to build effective case studies, but also to measure the efficiency of case study performance in order to enhance their productivity. (Contains 4 tables and 1 diagram.)
Outcomes of Chat and Discussion Board Use in Online Learning: A Research Synthesis
Author: Blackmon, Stephanie J.
Date: 2012-07-00
Type: Journal Articles
Subjects: Electronic Learning,Web Based Instruction,Online Courses,Blended Learning,Discussion,Computer Mediated Communication,Synchronous Communication,Asynchronous Communication,Instructional Effectiveness,Outcomes of Education,College Students,College Instruction,Educational Research,Literature Reviews,Synthesis,Discussion (Teaching Technique)

Online discussion boards are often used in traditional courses, hybrid courses, and fully online courses. Online chats and discussions can be particularly useful in fully online courses, as these communication connections are often students' only means of connecting with each other and sharing ideas in an open forum. While traditional face-to-face courses, and even some hybrid courses, have the benefit of an in-class discussion, fully online courses often have the discussion board or chat functions as a means of class interaction. As professors continue forays into online-tool use, it is important to examine what the literature says, so far, regarding some of these tools. This research synthesis, therefore, investigates some of the student outcomes of discussion board/chat use in online learning.
The Criticality of Verbal Immediacy in Online Instruction: A Modified Delphi Study
Author: Bailie, Jeffrey L.
Date: 2012-07-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,Virtual Classrooms,Delphi Technique,Teacher Behavior,Teacher Student Relationship,Interpersonal Communication,Verbal Communication,Classroom Communication,Web Based Instruction,Computer Mediated Communication,College Students,College Instruction,College Faculty,Measures (Individuals)

In this 2011 investigation, a modified Delphi technique was introduced to determine whether an informed group of post-secondary online faculty and students could arrive at a consensus regarding the importance of previously recognized verbal immediacy behaviors. Two expert panels were presented with Gorham's (1988) Verbal Immediacy Scale and tasked with determining those behaviors perceived as being the most important in the online learning venue. The result of the study confirmed that a consensus of opinion between online students and faculty is indeed possible, albeit resulting in a new iteration of Gorham's scale. A discussion of the findings suggests that further consideration for the development of an updated version of a verbal immediacy scale specific to online instructional behaviors may be warranted. (Contains 3 tables.)
Multiple Intelligences in Online, Hybrid, and Traditional Business Statistics Courses
Author: Lopez, Salvador
Date: 2012-07-00
Type: Journal Articles
Subjects: Online Courses,Statistics,Multiple Intelligences,Teaching Styles,Cognitive Style,Business Administration Education,Conventional Instruction,Electronic Learning,Web Based Instruction,Blended Learning,Instructional Design,College Students,College Instruction,Student Surveys,Statistical Analysis,Questionnaires

According to Howard Gardner, Professor of Cognition and Education at Harvard University, intelligence of humans cannot be measured with a single factor such as the IQ level. Instead, he and others have suggested that humans have different types of intelligence. This paper examines whether students registered in online or mostly online courses have a different type of intelligence from students registered in traditional face-to-face courses. At the beginning of the fall semester of 2011, a group of 128 students from four different courses in Business Statistics completed a survey to determine their types of intelligence. Our findings reveal surprising results with important consequences in terms of teaching styles that better fit our students. (Contains 5 charts, 1 footnote and 6 tables.)
An Introduction and Guide to Enhancing Online Instruction with Web 2.0 Tools
Author: Tunks, Karyn W.
Date: 2012-07-00
Type: Journal Articles
Subjects: Video Technology,Web Sites,Electronic Publishing,Web 2.0 Technologies,Social Networks,Distance Education,Instructional Design,Educational Strategies,Classroom Techniques,Classroom Communication,Guidelines,Educational Resources,Online Courses,Novices,Guides,Teacher Student Relationship,Electronic Learning,Web Based Instruction,Discussion,Computer Mediated Communication,College Students,College Instruction,College Faculty

With online course development on the rise the challenge for instructors is to enhance and ensure learning through this modality. When direct contact with students in a traditional face-to-face classroom is not feasible, instructors must be innovative in content delivery and provide for students a sense of instructor presence. It has been suggested that the online instructor is the critical factor for a successful learning experience. Indicators of instructor presence include behaviors such as communicating, sharing information, and maintaining a sense of community within the course. These indicators have been directly related to student perception of success in meeting learning outcomes. Web 2.0 tools offer ways to personalize classes and demonstrate instructional presence. Some of the more widely recognized tools include blogs, wikis, RSS feeds, video and photo sharing, avatars, microblogging, social bookmarking, and social media. This generation of free, easily accessible Web-based tools allows users to access as well as create and contribute information to sites. In an online classroom setting, Web 2.0 tools enable instructors to interact with students in a variety of innovative ways. Rather than passively viewing information, students collaborate and learn as a classroom community. The purpose of this paper is to help novice online instructors understand exactly what Web 2.0 tools are, as well as why, and how they can be used in the online classroom. Suggestions for specific Web 2.0 tools that work well across disciplines are provided.
Framing the Adoption of Serious Games in Formal Education
Author: Arnab, Sylvester
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Games,Computer Games,Learning Processes,Teacher Role,Instructional Design,Computer Uses in Education,Educational Strategies,Teaching Methods

Nowadays formal education systems are under increasing pressure to respond and adapt to rapid technological innovation and associated changes in the way we work and live. As well as accommodation of technology in its ever-diversifying forms, there is a fundamental need to enhance learning processes through evolution in pedagogical approaches, so as to make learning in formal education more engaging and, it is hoped, more effective. One opportunity attracting particularly close attention is Serious Games (SG), which offer considerable potential for facilitating both informal and formal learning. SG appear to offer the chance to &quot;hook&quot; today's (largely) digital-native generation of young learners, who are at risk of falling into an ever-widening gap between &quot;networked&quot; lifestyles and the relative stagnant environment they experience in school and university. However, there are a number of inhibitors preventing wider SG take-up in mainstream education. This paper investigates SG in formal education, initially by concentrating on pedagogical issues from two different but complementary perspectives, game design and game deployment. It then goes on to examine game based practice in formal settings and focuses on the pivotal role of the educator within the emerging panorama. This is followed by a brief look at some specific implementation strategies, collaboration and game building, which are opening up new possibilities. Finally some points for further consideration are offered. (Contains 3 figures.)
Inferring a Learner's Cognitive, Motivational and Emotional State in a Digital Educational Game
Author: Bedek, Michael
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Games,Computer Games,Computer Simulation,Student Motivation,Psychological Patterns,Information Seeking,Problem Based Learning,Training Methods,Staff Development,Vignettes,Measurement Techniques,Evaluation Methods,Multiple Regression Analysis,Predictor Variables,Comparative Analysis,Intelligent Tutoring Systems,Role Playing,Computer System Design,Computer Assisted Instruction,Instructional Design,Information Theory

Digital educational games (DEGs) possess the potential of providing an appealing and intrinsically motivating learning context. Usually this potential is either taken for granted or examined through questionnaires or interviews in the course of evaluation studies. However, an &quot;adaptive&quot; game would increase the probability of a DEG being actually motivating and emotionally appealing. In order to adapt the game to the learner's motivational and emotional state &quot;while&quot; engaged with a particular game scenario, an ongoing assessment of these states is required. An explicit assessment, e.g. by questionnaires occurring repeatedly in short time intervals on the screen would probably destroy the learner's flow experience. Thus, it is necessary to apply an approach that assesses the learner's current states in a non-invasive way. In the course of this paper we describe such a non-invasive, implicit assessment procedure which is based on the interpretation of &quot;behavioral indicators&quot;. A set of behavioral indicators has been elaborated whereby some of them are derived from the theory of &quot;information foraging&quot; (Pirolli and Card, 1999). Values for each behavioral indicator (e.g. amount, frequency, seconds, etc.) are gathered after equally long lasting &quot;time slices&quot;. After each time slice, these values serve as weighted predictors to multiple regression equations for the dimensions of a motivation model, an emotion model and a construct called clearness. The motivation model is based on the two dimensions of &quot;approach&quot; and &quot;avoidance motivation&quot;. The emotion model encompasses the dimensions &quot;valence&quot; and &quot;activation&quot;. Clearness is defined as appropriate problem representation. A comparison of the resulting values on these dimensions between the current and previous time slices cove rs fluctuations of the learner's states over time. The assessment of such changes forms the prerequisite for providing in-game adaptations which aim to enhance the learner's state, targeting towards a full exploitation of DEGs' pedagogical potential. (Contains 2 tables and 2 figures.)
Playing in School or at Home? An Exploration of the Effects of Context on Educational Game Experience
Author: De Grove, Frederik
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Games,Learning Experience,Poverty,Time Factors (Learning),Computers,Consciousness Raising,Classroom Environment,Adolescents,Context Effect,Family Environment,Computer Games,Computer Simulation,Computer Assisted Instruction,Instructional Effectiveness,Pretests Posttests,Questionnaires,Statistical Analysis,Predictor Variables,Comparative Analysis,Identification (Psychology),Social Problems,Social Integration,Quasiexperimental Design,Rating Scales,Simulated Environment

The goal of this study is to gain insight into the effects of context on educational game experience. Using a quasi-experimental setup, it compares the playing and learning experiences of adolescent players of the awareness-raising game PING in a domestic (N=135) and a school (N=121) context. Results indicate that both gaming (identification, enjoyment) and learning experiences are more intense in a home compared to a school context. However, all of the variance in gaming and part of that in learning experience are caused by longer playing times and better computer equipment. Moreover, the overall impact of context on perceived learning is significantly smaller than that of other experiential factors such as identification and enjoyment. Thus context should be considered as a significant yet relatively small determinant of learning experience. (Contains 1 table.)