ethanporcaro/eric-fulltext-meta huggingface dataset:
Mapping the Challenges in Making the Transition to Taught Postgraduate Study in Psychology
Author: Becker, Sue
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Adjustment,Graduate Study,Psychology,Decision Making,Student Attitudes,Study Skills,Learning Readiness,Difficulty Level,Mentors,Expectation,Peer Relationship,Foreign Countries,College Seniors,Stress Variables,Intervention,Student Needs

This paper presents a model of the challenges facing undergraduates transitioning to taught postgraduate studies developed from a grounded theory analysis of interviews with current and prospective taught postgraduates from a range of psychology programmes. The model reveals the importance of the visibility of current and recently taught postgraduates in influencing the decision making practices of prospective students. The process of transition to taught postgraduate studies is characterised by early decision making, as for many students graduation is no longer seen as the natural end point of their educational careers. Analysis also reveals that in spite of expectations of heavier workloads and increased intensity, the reality exceeds expectations. Key areas for support identified by participants include tailored study skills support and more clarity around what constitutes 'masters' level work.
Overview and Illustration of Bayesian Confirmatory Factor Analysis with Ordinal Indicators
Author: Taylor, John M.
Date: 2019-05-00
Type: Journal Articles
Subjects: Bayesian Statistics,Factor Analysis,Least Squares Statistics,Error of Measurement,Models,Measurement

Although frequentist estimators can effectively fit ordinal confirmatory factor analysis (CFA) models, their assumptions are difficult to establish and estimation problems may prohibit their use at times. Consequently, researchers may want to also look to Bayesian analysis to fit their ordinal models. Bayesian methods offer researchers an effective means of estimating, testing, and interpreting ordinal CFA models. Unfortunately, there are few applied resources on the subject. The purpose of this article is to provide researchers with an introduction to the essential concepts, practice recommendations, and process of fitting ordinal CFA models using Bayesian analysis. Mplus 7.4 and data from the Pittsburg Common Cold Study 3 are used to example how researchers can set up their Bayesian models, conduct diagnostic checks, and interpret the results. This article also highlights the benefits and challenges of Bayesian ordinal CFA modeling.
The Application of Psychological Theory to Enrich the Experience of Online Learners on a Developmental Psychology Module?
Author: Zammit, Maria
Date: 2019-00-00
Type: Journal Articles
Subjects: Developmental Psychology,Electronic Learning,Online Courses,Foreign Countries,Design,Distance Education,Learner Engagement,Critical Thinking,Thinking Skills,Teacher Collaboration,Scaffolding (Teaching Technique),Cognitive Processes,Difficulty Level

This article outlines the design of a module introducing Developmental Psychology to distance learners undertaking a two-year part-time BPS accredited MSc Psychology (Conversion) degree. The module was redesigned to accommodate increased student numbers. Online learners differ significantly from those in face-to-face learning environments, in terms of both student characteristics and patterns of engagement. We applied psychological principles to the delivery of this asynchronous online module. Our aims in this module were (1) to create engaging, informative content, (2) to develop students' critical thinking skills, and (3) to develop their ability to apply developmental psychological theory to the real world. We enacted five key principles in our module design: Naturalistic/warm delivery style; Collaborative teaching; Scaffolding; Reducing cognitive load; and Engaging activities to enhance learning. This article aims to prompt discussion from other practitioners who are involved in remote delivery about their experiences in adapting to a remote learning environment.
Exploring the Experience of Students Making the Transition from Primary School to Secondary School: An Interpretative Phenomenological Analysis of the Role of Friendship and Family Support
Author: Curson, Sally
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary Education,Secondary Education,Student Adjustment,Family Role,Peer Influence,Friendship,Intervention,High School Freshmen,Student Attitudes,Student Experience,Anxiety,Bullying,Teaching Styles,Student Responsibility,Homework,Foreign Countries

The transition from primary to secondary school has long been recognised as one of the most challenging in a child's education. Whilst most children ultimately make this transition successfully, it can nevertheless be an anxious time for the majority of children. For a minority, this may lead to high levels of anxiety that can have long-term negative impacts on mental health and wellbeing. Despite a plethora of research on transitions, current interventions are varied and largely ineffective with a lack of focus on the experience through the child's eyes. This paper describes two core themes emerging from an interpretative phenomenological analysis (IPA) study that aimed to uncover the real-life experiences of nine pupils who had recently undergone this transition. Individual semi-structured interviews were conducted at the end of the first year at secondary school. Pupils were asked a series of open-ended questions about their experiences before, during, and after making this transition. Analysis showed that pupils worried about the transition very little whilst in primary school but that anxiety built over the summer break and continued into the start of Year 7. We present only two themes in this paper, (1) the role of Friendships and (2) Family Support, however, additional themes also emerged including Bullying, Teacher Style, Independence and Responsibility, Homework, and Mindset. Possible implications for schools and policy makers are detailed and areas for future research discussed.
A Commognitive Perspective on Grade 8 and Grade 9 Learner Thinking about Linear Equations
Author: Roberts, Anthea
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Equations (Mathematics),Grade 8,Grade 9,Thinking Skills,Algebra,Problem Solving,Numbers,Number Concepts,Mathematical Logic

Concerns have been expressed that although learners may solve linear equations correctly they cannot draw on mathematically valid resources to explain their solutions or use their strategies in unfamiliar situations. This article provides a detailed qualitative analysis of the thinking of 15 Grade 8 and Grade 9 learners as they talk about their solutions to linear equations in interviews. The article stems from a study that describes whether learners use mathematically endorsable narratives to explain and justify their solutions. Sfard's theory of commognition is used to develop a framework for analysis of their discourse. The findings show that all learners use ritualised rather than explorative discourse, characterised by applying strict rules to operations with disobjectified entities. The only mathematical objects they produce endorsed narratives about are positive integers. Thus they do not meet the relevant curriculum requirements. Nevertheless, the analytic tools -- adapted from Sfard specifically for the study of linear equations -- give a particularly nuanced account of differences in the learners' ritualised discourse. For example, some learners used endorsed narratives about negative integers, algebraic terms and the structure of an equation when prompted by the interviewer. There is not sufficient evidence to suggest that any learners are in transition to explorative discourse. However, the article shows that learner discourse is a rich resource for teachers to understand the extent to which learners are thinking exploratively, and offers suggestions for how their thinking can be shifted. This is an opportunity for teacher professional development and further research.
It Is Not What Is Said, but Who Says It: Implications for Classroom Dialogic Education
Author: Serekoane, Motsaathebe
Date: 2016-05-00
Type: Journal Articles
Subjects: Dialogs (Language),Lecture Method,Persuasive Discourse,Transformative Learning,Foreign Countries,Anthropology,Educational Practices,Classroom Environment,Labeling (of Persons),Differences,Social Justice,Global Approach,Student Development,College Students,Citizenship Responsibility,Reflection,Perspective Taking,Cultural Pluralism,College Faculty

The principle of dialogue is the innovative teaching and learning practices with a transformative agenda. This paper argues that through dialogue lecturers can stimulate students to think and argue for themselves, rather than defer to tradition and authority. However, the context that is conducive for dialogic education, especially in a country such as South Africa that needs to come to grips with the presence of people who differ by ethnicity, class, gender, age and religion, is not known. The paper aims to share the teaching experience emanating from a lecture hall engaging in difficult topics to talk about, followed by reflection on its implication for transformative educational agenda. Emerging from the analysis of the case study is the competing dichotomy of &quot;us&quot; and &quot;them&quot;. I therefore argue for a nuanced context specific process facilitation model to help participants rise above the default codes of &quot;us&quot; versus &quot;them&quot; and look at issues in broad social contexts, irrespective of who is talking.
Students and Teachers&apos; Perceptions of the Most Valued Teaching Actions
Author: Iberico, Carlos
Date: 2016-05-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Attitudes,Value Judgment,Undergraduate Students,College Faculty,Educational Practices,Instructional Effectiveness,Classification,Catholics,Church Related Colleges,Urban Universities,Foreign Countries,Classroom Techniques,Assessment Literacy,Teacher Student Relationship,Evaluation Criteria

The aim of this study was to identify and describe students and teachers' perceptions on the most valued teaching actions in order to learn. Two samples were used for this study: 352 university teachers and 2634 undergraduate students answered to a questionnaire on different teaching actions. Results showed that teaching actions assessed in the questionnaire were considered important by both samples, since they favor students' learning. Teachers considered as the most valued actions presenting the class topic and linking it with reality using examples, asking questions to students to make them participate or identifying if they understood the topic and clarifying doubts. On the other hand, students gave a similar appraisal but with significantly lower scores. Some new research lines are suggested such as teachers' beliefs on learning and assessment in higher education.
Advancing Graduate Education and Faculty Development with Discipline Based Education Research and the SIMPLE Framework: Design Memos in Biology for Active Teaching
Author: Schwebach, J. Reid
Date: 2016-08-00
Type: Journal Articles
Subjects: Graduate Students,College Faculty,Faculty Development,Educational Research,Active Learning,Teaching Methods,STEM Education,Biology,Teaching Assistants,Undergraduate Students,Acceleration (Education),Documentation,Science Instruction,Peer Evaluation,Student Projects

With the increasing popularity of active teaching methods, universities have become more interested in changing instruction from direct lecture to interactive engagement. The George Mason University (Mason, Virginia, USA) Biology Department is achieving this goal through: 1) faculty participation in the SIMPLE project; 2) faculty and student involvement in Discipline-Based Education Research projects; 3) participating in the Learning Assistant program for undergraduate students as scholars; and 4) the Accelerator Program. These approaches are discussed in this paper. Also, interactive teaching strategies, which the biology faculty and graduate teaching assistants use at Mason, are documented in the form of design memos; these memos are introduced in this paper
Logics of &quot;Good Teaching&quot;: Exploring Mathematics Education in Primary School in Sweden
Author: Holmberg, Kristina
Date: 2016-08-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Education,Elementary School Mathematics,Mathematics Instruction,Teacher Attitudes,Elementary School Teachers,Student Attitudes,Elementary School Students,Textbooks,Teaching Methods,Mathematical Concepts,Concept Formation

The public and academic debate about mathematics education has been intensified during the last decade. In relation to this it is important to investigate what ideas concerning mathematics education that are expressed by teachers and students. The aim of this article is to study how teachers and students in primary school talk about the math book and to emphasize, discuss and problematize emerging discourses. The article is part of a larger project about mathematical education. Data consists of group conversations with 120 students and 8 teachers in two elementary schools in Sweden. The math project was supported by the National Agency for Education 2010-2012. All together 17 hours of video and audio documentation were produced. The theoretical framework is built on poststructuralist and social constructionist theory and two approaches to discourse analysis are applied; the micro oriented discursive psychology as formulated by Potter, and discourse theory as formulated by Laclau and Mouffe. Findings show three prominent discourses emerging from the empirical data: School mathematics, Balance and Mathematical ontology. Related to earlier research in mathematics education this article represent a shift of interpretation as it highlights how teachers and students themselves are talking about and describing what is desirable and not. The results are then discussed with respect to quality in mathematics education.
Predicting Social Anxiety and Subjective Well-Being Preservice Teachers through Doing Sports
Author: Ezgi, Samar
Date: 2019-00-00
Type: Journal Articles
Subjects: Anxiety,Well Being,Comparative Analysis,Age Differences,Scores,Gender Differences,Preservice Teachers,Team Sports,Student Attitudes,Foreign Countries,Measures (Individuals),Criticism,Psychological Patterns,Elementary School Teachers,Language Teachers,English (Second Language),Turkish,Mathematics Teachers,Majors (Students),Peer Relationship

In the study, it is aimed to research the social anxiety and subjective well-being of preservice teachers through doing sports. A total of 450 pre-service teachers majoring in various teaching areas including science Turkish, English, Elementary Mathematics and Primary School teaching at a state university in the Southeastern Anatolia Region participated in the study. The data were collected via a Personal Information Form, Social Anxiety Scale, and Subjective Well-Being Scale. T-test and analysis of variance (ANOVA) were used when compared the independent groups, Tukey's test was used for comparison of differences. The Pearson correlation test was tested for the relation between continuous data. When based on gender, the scores of female participants of social anxiety and value lessness are significantly different. When based on age, subjective well-being scores of 23 years and older participants are significantly high. Generally, subjective well-being scores of pre-service teachers who do sports are significantly high while their value lessness scores are significantly low. In the comparison of participants at the age of 23 and younger with reference to doing sports, subjective well-being scores of participants doing sports was significantly higher than those of the ones not doing sports. However, it was detected that their scores of social anxiety, social aversion and being criticized did not differ significantly with reference to doing sports. It was detected that there was no significant difference in comparison of scores subjective well-being, social anxiety, social aversion, value lessness and being criticized belonging to participants at the age of 24 and older with reference to doing sports. In this study, found that subjective well-being scores of those who did not do sports were lower than those who did sports. In addition, it has been determined that the total points of social avoidance, worthlessness and social anxiety do not differ among those who do sports and do not.
An Analysis of the Teachers&apos; Climate Change Awareness
Author: Dal, Burckin
Date: 2015-05-00
Type: Journal Articles
Subjects: Knowledge Level,Climate,Ecology,Environment,Social Studies,Science Teachers,Foreign Countries,Teacher Attitudes,Faculty Development,Program Effectiveness,Consciousness Raising

This paper reports a study conducted to investigate social studies and science teachers' awareness on climate change and how the professional development workshop &quot;Awareness and Adaptation to Climate Change&quot; affects teachers' awareness level. For this purpose, a total of 101 teachers from 8 different cities and 4 geographical locations participated in the workshop and took part in the study. For data collection purposes, the Awareness to Climate Change Questionnaire (ACCQ) was used. The analysis revealed no statistical difference among participating teachers' awareness level based on pre-test scores. However, further analysis indicates an increase in awareness on climate change among participating teachers upon completion of the professional development workshops.
The Relationship between Academic Motivation and Academic Achievement of the Students
Author: Sivrikaya, Ahmet Haktan
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Student Motivation,Academic Achievement,Foreign Countries,Physical Education,College Students,Athletics,Learning Motivation,Measures (Individuals),Scores

The aim of this study is to investigate the relationship between academic motivation level and academic achievement of physical education and sports students. The population of the study was composed of all students (n = 500) studying at Balikesir University. The sample consisted of a total of 120 students who were educated in physical education and sports education. In the collection of data; Vallerand et al. (1992) developed the Academic Motivation Scale (AMS) developed in Canada and a questionnaire that included the descriptive characteristics of the students developed by the researchers. The scale consists of 28 items. Three intrinsic motivations, three extrinsic motivations and one amotivational dimension, each of which consists of four sub-dimensions, each with four items. As the subscales are evaluated separately, the result is that 28 of the values obtained for each subscale are higher in individuals. The data were analyzed with non-parametric analyzes (Mann Whitney-U and Spearman Correlation) because they did not show normal distribution. Type I error level was accepted as p &lt;0.05. In the study, it was determined that the students' academic motivation scores were above the middle. According to gender, there was no significant difference in terms of academic motivation scale scores and sub-dimensions. The academic average score of women was higher than the score of men. Men's academic motivation average score was higher than in women. When the academic achievement of the students in physical education and sports school increases, the self-test scores of the extrinsic motivation also increase.
Leadership and Management in the Definitions of School Heads
Author: Kolodziejczyk, Jakub
Date: 2015-05-00
Type: Journal Articles
Subjects: Instructional Leadership,Teacher Leadership,Foreign Countries,Educational Administration,Definitions,Correlation,Teacher Attitudes,Money Management,Human Resources,Compliance (Legal),School Law,Administrator Attitudes

In the literature on the subject there occur two approaches to describing mutual relationships between leadership and management. One of them perceives these phenomena as incompatible and evaluated as either positive or negative. Nowadays there is a general agreement that leadership and management are processes which cannot be separated from one another. It is emphasized that at the level of practical applications, it is impossible to separate the functions of leadership and the functions of management. From this perspective, the following questions are worth considering: in what manner do men of practice--head teachers--define the notions of leadership and management within the context of their professional duties and what similarities and differences do they notice between these two notions? In order to answer these questions, we have analysed qualitative data collected during interviews with 171 head teachers of Polish schools. The results indicate that the respondents define management consistently based on the classical approach to the management functions. The definitions of leadership are more varied in their content, with a common core comprising a leader's vision and determination to realize such a vision.
Struggling International Students in the US: Do University Faculty Know How to Help?
Author: Unruh, Susan
Date: 2015-05-00
Type: Journal Articles
Subjects: Foreign Students,College Students,College Faculty,Teacher Attitudes,Barriers,Resilience (Psychology),Teaching Methods,Student Needs,Knowledge Level,Culturally Relevant Education,Student Characteristics,Language Fluency,English (Second Language),Cultural Differences

This study explores university faculty members' perspectives on the strengths and challenges of international students in the United States, as well as their own challenges in teaching international students. It also investigates faculty member's practices in making instructional and other accommodations for international students, and probes their knowledge of resources that might be helpful to international students who struggle academically. The study reveals that faculty members typically do not have different methods of working with international students than with domestic students and have limited awareness of resources on campus that might be helpful to international students.
Socrates: Philosophy Applied to Education -- Search for Virtue
Author: Batista, Gustavo Araújo
Date: 2015-05-00
Type: Journal Articles
Subjects: Educational Philosophy,Moral Values,Ethics,Values Education,Teaching Methods,Questioning Techniques,Educational History

This text shows itself as one of the results of a theoretical or bibliographical research, whose purpose is to explain this finality of the Socratic thinking, that is: the applying of philosophy into education, as the most efficient way of breeding the individual for a personal and collective existence which be, overall, reflexive. The present article goes in search of theoretical supporters, such as: Brun (1984), Cambi (1999), Dinucci (2009) and Plato (2004). Once upon the socratic philosophy has been revealed itself a very fertile terrain to the spread of investigations of philosophical-educational order, this text also occupies itself of directing it to some considerations about the contribution of the socraticism to the educator's ethical-political auto-breeding, showing as its main result that the Socrates' personality and reflection constitute an immortal example of philosopher, educator and virtue defender, whose dialogical method is still valued to the breeding of the contemporary educator.