ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Smartboard on Preparatory Year EFL Learners' Motivation at a Saudi University
Author: Ahmad, Waqar
Date: 2017-06-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Student Motivation,Questionnaires,Control Groups,Experimental Groups,Teaching Methods,Learning Processes,Learning Motivation,Educational Technology,College Preparation,Statistical Analysis,Student Surveys,Student Attitudes,Self Esteem,Self Concept,Likert Scales,State Universities

Smartboards, which are now widely used in the teaching and learning process in Saudi Arabia, have turned the traditional environments of the classrooms, especially the EFL classrooms to be more interesting and encouraging. Literature reviews suggest that Saudi students usually lack motivation for studying English as a foreign language. This study tends to investigate the impact of Smartboards on preparatory year EFL learners motivation at a Saudi university. Two intact groups were selected, in which one was termed as experimental and the second as control group. The experimental group was taught using the Smartboard while the control group was taught with the traditional whiteboard, pen and book method. The treatment was given for seven weeks. A questionnaire was administered to both the groups at the beginning and the end of the study. The data was analysed using the SPSS and the results showed that there was significant difference between the experimental and control groups in terms of motivation.
How Can We Help Our Students Be More Critical? Examining the Details in Questionnaire Studies
Author: Hartley, James
Date: 2017-00-00
Type: Journal Articles
Subjects: Questionnaires,Instructional Innovation,Instructional Effectiveness,Teaching Methods,Evaluation Methods,Evaluation Problems,Psychology,Likert Scales,Test Reliability,Test Validity,Test Items,Item Analysis,Course Evaluation,Higher Education

In this article, Hartley notes the difficulties of using questionnaires to assess the efficiency of new instructional methods and highlights nine issues that researchers must consider. Hartley continues the discussion about the use of questionnaires and suggests that psychology teachers can help improve the teaching of psychology by drawing students' attention to specific examples, in this case, three recent papers: (1) Sharp, Hemmings and Kay (2016); (2) Kyriacou, Mylonakou-Keke and Stephens (2016); and (3) Ebersole et al. (2016). Hartley's argument concludes, it is easy to criticise questionnaires -- but authors seem to ignore this when discussing their results. A simple but valuable exercise in laboratory classes is to examine the quality of the questionnaires used in a set of research papers, as such an enterprise would soon convince students that reported findings are not always what they seem.
Enhancing the Psychology STEM Student Journey
Author: Hill, Kimberley M.
Date: 2017-00-00
Type: Journal Articles
Subjects: STEM Education,Psychology,College Programs,Community Involvement,Interdisciplinary Approach,Delivery Systems,Educational Practices,Foreign Countries

Psychology is a valuable Science, Technology, Engineering, and Mathematics (STEM) discipline, but one which could do far more at communicating its value to the wider public. This paper discusses how popular initiatives, such as &quot;The University of Northampton's STEM Champions&quot; programme, enhance psychology's STEM membership, while increasing public engagement and participation. These opportunities also enhance the psychology STEM student journey, by helping them to develop employability-related skills and allowing them to obtain valuable experience in the environments that they may later be working in.
Why It Is so Hard for Academics to Write Textbooks
Author: Sternberg, Robert J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Textbook Preparation,Difficulty Level,Transfer of Training,Academic Discourse,Scholarship,Writing Skills,Writing Attitudes,Textbook Publication,Comparative Analysis

Although academics are accustomed to writing articles and books, they much less frequently write textbooks. When they do, they likely find it much harder to do well than they ever would have imagined. This difficulty is likely to surprise them, because they have considerable experience in writing research articles and in teaching. I argue in this article that the reason that textbook writing is so hard for academics is that there is substantial negative transfer from professional academic writing to textbook writing. That is, experience in academic writing often interferes with textbook writing. Moreover, there are a number of factors that make textbook writing simply hard to do. I enumerate the reasons why this is the case.
Pre-Service Teachers' Experiences and Views on Project-Based Learning Processes
Author: Dag, Funda
Date: 2017-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Preservice Teachers,Learning Processes,Foreign Countries,Qualitative Research,Educational Experience,Student Centered Learning,Information Technology,Case Studies,Technology Integration,Research Methodology,Group Activities,Cooperation

Project-based learning (PjBL) has been promoted as an effective and frequently used student-centered learning approach for various learning environments. To have various learning experiences with PjBL is an important requirement for pre-service teachers (PSTs). The purpose of the study was to investigate the experiences PSTs had with group work and collaboration, resources and research methods, the problems they faced, and the strategies they used to overcome these problems during the information and communications technology (ICT)-integrated PjBL process, as well as their thoughts concerning learning processes in PjBL. The participants in the study consisted of 413 PSTs in six different teaching programs who took the course Computer 2. Qualitative methods were used in this descriptive study. The results revealed that PSTs perceived the PjBL processes mostly positively and also that they thought the PjBL process contributed to their learning and helped them gain PjBL skills. PSTs formed groups based on their own preferences. PSTs perceived that the PjBL process based on group work that was implemented advanced their problem-solving and collaboration skills.
Building a Village through Data: A Research-Practice Partnership to Improve Youth Outcomes
Author: Biag, Manuelito
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Research,Cooperation,Colleges,School Districts,College School Cooperation,Family Involvement,Researchers,Teachers,Stakeholders,Cooperative Planning,Youth Programs,Research and Development,Theory Practice Relationship,Community Schools,Academic Achievement,Program Effectiveness

There is growing recognition that the traditional research paradigm fails to address the needs of school practitioners. As such, more collaborative and participatory approaches are being encouraged. Yet few articles examine the structures, processes, and dynamics of research-practice partnerships. To address this gap, this essay analyzes a research alliance between a university and a full-service community school district focused on family engagement. It identifies strategies that facilitate working relations between university researchers, school practitioners, and community stakeholders; describes the complexities in mobilizing research for action; and demonstrates how linking data can bridge institutional silos and strengthen relations among youth-serving organizations. Through an in-depth, single case examination, this article seeks to demonstrate the potential of research-practice partnerships as a community development strategy whereby individuals who share common aims can generate useful knowledge and bring about positive change in the lives of young people.
Investigating Arabic to Speakers of Other Languages (ASOL) Lecturers' Attitudes towards Utilizing Flipped Classroom Instruction (FCI): A Qualitative Study at Jordanian Public Universities
Author: Al rababah, Ibraheem Hasan
Date: 2017-00-00
Type: Journal Articles
Subjects: Semitic Languages,Teaching Methods,Independent Study,Blended Learning,Qualitative Research,Semi Structured Interviews,Teacher Attitudes,College Faculty,Foreign Countries,Language Teachers,State Universities,Second Language Learning,Second Language Instruction,Educational History,Teacher Characteristics

Although Flipped Classroom Instruction (FCI) is not a new concept, the practice is relatively new in the Arab region, especially, in Jordan, where the face-to face approach is still widely used. This qualitative study examined the attitudes of Arabic language lecturers at three Jordanian public universities towards utilizing FCI in their instruction. With the help of convenience sampling, eight lecturers were selected to participate in the study. To reach a clear understanding of this issue, the study utilized a qualitative design and semi-structured interviews were used as a tool to collect the data. The findings revealed that the attitudes of ASOL lecturers about using FCI in their instruction were generally positive. Through the analysis of the data, three main themes emerged from the interviews. The themes were: 1) increasing interaction and collaborative learning, 2) encouraging learning autonomy and independence, and 3) peer instruction and feedback. A key recommendation of the study is that further research needs to be conducted into the reasons why some teachers had negative attitudes towards FCI.
Internationalization at a German University: The Purpose and Paradoxes of English Language
Author: Gonzalez, Roger Geertz
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Global Approach,Interviews,Teacher Attitudes,College Faculty,Language of Instruction,English (Second Language),Faculty Publishing,Tenure,Faculty Promotion,Language Role,Case Studies,Language Skills,College Programs

One significant phenomenon regarding the internationalization of higher education around the world is the wider use of English as the &quot;lingua franca&quot; for research, scientific study, and graduate education. Germany has increased its English taught Master's programs by 13 percent since 2011, second behind the Netherlands, with a total of 733 Master's programs taught in English. The University of Hamburg in Hamburg, Germany, currently offers 18 English Master's programs, 10 combined German/English Master's programs, and one English doctoral program. This paper provides findings from interviews of faculty concerning the English programs. Three main themes emerged from the interviews: 1) faculty's ambivalence concerning the use of English instead of German in graduate programs, 2) administration's recent emphasis on the importance of faculty publishing in English for promotion and tenure, and 3) faculty interest in further increasing English programs in their graduate programs.
What Do We Know about Full-Service Community Schools? Integrative Research Review with NVivo
Author: Min, Mina
Date: 2017-00-00
Type: Journal Articles
Subjects: Community Schools,Family School Relationship,School Community Relationship,School Community Programs,Educational Legislation,Federal Legislation,Community Involvement,Scholarship,Qualitative Research,Community Services,Partnerships in Education,Parent Student Relationship,Parent Teacher Cooperation,Academic Achievement,Computer Software,Urban Education

The full-service community school (FSCS) model is one of the most popular and growing types of community school models, which is widely implemented in under-resourced urban schools. FSCSs offer an alternative to traditional public schools in the U.S. and are designed to coordinate community assets within a school. Given increased attention to this approach by both practitioners and policymakers for supporting schools in disadvantaged communities, the purpose of this study was to examine how scholars are describing FSCSs in the literature and offer suggestions for future research. In addition, this study provides a detailed overview of how to use NVivo to conduct qualitative empirical research reviews across disciplines. Findings indicated that scholarly dialogues about FSCSs converge toward (a) the nature of FSCSs; (b) academic performance in these models; and (c) partnerships among schools, communities, and parents. Specific recommendations for future research that will be useful in advancing work on the FSCSs model are included.
Mathematical Critical Thinking and Curiosity Attitude in Problem Based Learning and Cognitive Conflict Strategy: A Study in Number Theory Course
Author: Zetriuslita
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematical Logic,Critical Thinking,Personality Traits,Problem Based Learning,Problem Solving,Cognitive Processes,Conflict,Number Concepts,Quasiexperimental Design,Pretests Posttests,Control Groups,Mixed Methods Research,Undergraduate Students,Mathematics Education,Private Colleges,Foreign Countries,Mathematics Tests,Essay Tests,Questionnaires,Interviews,Observation,Teaching Methods,Experimental Groups,Mathematics Skills

This research aims to describe and analyze result of applying Problem-Based Learning and Cognitive Conflict Strategy (PBLCCS) in increasing students' Mathematical Critical Thinking (MCT) ability and Mathematical Curiosity Attitude (MCA). Adopting a quasi-experimental method with pretest-posttest control group design and using mixed method with sequential explanatory strategy, the study involves undergraduate students of Mathematics Education Program at a private university in Riau, Indonesia, academic year 2015/2016 enrolled in Number Theory course. Quantitative data were obtained from essay test and questionnaire whereas qualitative data were from interview and observation. The findings show that; (1) there is a difference between MCT ability taught by PBLCCS and Explicit Direct Instruction (EDI), (2) there is no significant difference between MCA taught by PBLCCS and EDI, (3) students still face obstacles in developing their critical thinking skills when solving mathematical problems.
Promoting Cultural Diversity: African Music in Australian Teacher Education
Author: Joseph, Dawn
Date: 2016-00-00
Type: Journal Articles
Subjects: Cultural Pluralism,Music Teachers,Foreign Countries,African Culture,Units of Study,Social Integration,Best Practices,Student Evaluation,Educational Quality,Higher Education,Teaching Methods,Feedback (Response),Music Education,College Students,Questionnaires,Teacher Education,Phenomenology,College Faculty,Student Attitudes,Interviews

Australia is forged by ongoing migration, welcoming a range of cultures, languages and ethnicities, celebrating a diverse range of the Arts. In this multicultural society, music and dance may serve as a positive medium to transmit and promote social cohesion. I argue that the inclusion of innovative and immersive practice of African music in teaching units may foster understandings of culture in education settings. In this paper I discuss tertiary students' experience in relation to the teaching and learning of African music within higher education courses. Drawing on interview data with six sessionals, questionnaire data, observation notes, anecdotal feedback and narrative reflection, I employ Interpretative Phenomenological Analysis to analyse and code the data into two broad themes. By offering a discussion on teaching and learning African music, I invite international dialogue regarding best practice for preparing, assessing and evaluating our students to raise/enhance the quality of Musical Arts Education.
The Development of Instructional Materials E-Learning Based on Blended Learning
Author: Kristanto, Andi
Date: 2017-00-00
Type: Journal Articles
Subjects: Instructional Materials,Electronic Learning,Blended Learning,Multimedia Materials,Scripts,Lesson Plans,Audio Equipment,Radio,Research and Development,Foreign Countries,Educational Media,Instructional Design

The use of e-learning is becoming the global issue now. In an educational field, there are many institutions already use it. The study very important aimed to test the feasibility and effectiveness the development of instructional materials e-learning based on the blended learning in audio/radio media development course. The background laid behind the problem is the experience the students had that is having difficulties in developing the audio/radio media manuscript. This caused by the limited time lecturer had to explain the screenwriting material, and duration the students had to write the audio/radio script, so it affected the lack of students' understanding of the course material also to the students' scriptwriting result which is not feasible to produce yet. Standard mastery of the subject specified within 6 (six) weeks in maximum, and the students should have been able to develop the script established on the rules of production. Thus, the outcome of this research would be the e-learning-based instructional materials based on blended learning, Semester Lesson Plan (SLP) audio/radio media. This inquiry aims at the improvement of the quality of the work of the audio/radio manuscript. This study implements the Research and Development methodology which is based on the steps generally refers to the opinion of Borg and Gall. The R &amp; D steps was done with modified to simplify it into three main stages, namely the introduction, the development, and testing. Data obtained from the learning experts get the percentage of 91.67%, the course professionals and media specialists each earn a percentage of 100%. Based on these data, the model of blended learning instructional materials for the development of audio/radio media course that have been developed could be the solution of the research question stated that blended learning models of instructional materials that have been evolved are practical for use in learning instructional activity.
Participant Perceptions of a UACS Afterschool Program: Extending Learning beyond the Classroom
Author: Luter, D. Gavin
Date: 2017-00-00
Type: Journal Articles
Subjects: After School Programs,After School Education,Student Attitudes,Parent Attitudes,Case Studies,College School Cooperation,Partnerships in Education,Community Schools,Participant Observation,Qualitative Research,Elementary School Students,Urban Schools,College Faculty,Parents,Principals

To date, relatively little research has examined the perceptions of children and parents involved in university-assisted partnership programs. In this paper, we present findings from a case study of a university-assisted community school (UACS) afterschool program wherein we interviewed participating students and their parents. We also completed participant observations at the school site and included the perspectives of the two central administrative staff (i.e., the school principal and the afterschool program coordinator), as this served to deepen our understanding. Our findings highlight how the students and parents positioned the UACS afterschool program as being significantly different from the regular school day, while also noting how the program positively shaped the children's lives. Further, we highlight how the administrative staff positioned the university as central to the afterschool program; in contrast, the students and parents did not mention the resources that were bound to the university. We conclude with implications for practitioners and scholars engaged in university-assisted partnership work.
Internationalising the Psychology Curriculum: Preliminary Notes on Conception and Assessment of Anticipated Benefits
Author: Jessop, Nadia
Date: 2016-00-00
Type: Journal Articles
Subjects: Psychology,Global Approach,Undergraduate Study,Cultural Differences,Online Surveys,Student Surveys,Academic Achievement,Critical Thinking,Consciousness Raising,Correlation,Student Attitudes,College Curriculum,Introductory Courses

Advocates for internationalisation of the undergraduate psychology curriculum anticipate a variety of beneficial outcomes strongly associated with forms of intellectual growth -- including critical thinking, appreciation for diversity, and global awareness -- that are the defining purpose of a university education. As a prelude to an intervention to internationalise an introductory psychology course, we examined relationships between measures of these anticipated benefits in an online survey of 107 undergraduate students enrolled in an introductory psychology course at a public research university in the US. Results indicated moderately strong relationships among measures of anticipated benefits of internationalisation but little relationship with conventional measures of academic performance. These results raise doubts about any necessary connection between anticipated benefits of internationalisation and conventional understandings of educational success. Accordingly, results motivate greater reflection among both proponents of internationalisation and psychologists in general about the learning outcomes that inform conventional approaches to undergraduate education in psychology.
Effective Communication between Students and Lecturers: Improving Student-Led Communication in Educational Settings
Author: Merdian, Hannah Lena
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Preferences,Interpersonal Communication,Communication Strategies,Psychology,Student Attitudes,Undergraduate Students,Questionnaires,Online Surveys,Gender Differences,Foreign Countries,Multivariate Analysis,Social Media,Electronic Mail,Synchronous Communication,Virtual Classrooms

This study investigated students' communication preferences in educational settings, resulting in an empirical model of effective communication between students and lecturers. Students from a psychology department at a UK university were asked about their preferred communication tool for academic purposes, including social networking, emails, university-internal virtual learning environments, and face-to-face communication. The data was analysed using methods of exploratory data analysis and cluster analysis. Students clearly expressed a preference for social networking sites when communicating with peers due to their frequent and widespread use, fast response rate, and ease of access, but preferred face-to-face meetings when sufficient time was available. When communicating with lecturers, students had a preference to use email. The findings also showed that students preferred to attend lectures over reading lecture slides online. Based on these results, an empirical model of students' communication preferences in educational settings was developed aimed to aid in the effective management of student-lead communication. The study concludes with a critical evaluation of ways students and lecturers can improve communication between each other and how this can positively contribute to students' university experience.