ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessment--Enabling Participation in Academic Discourse and the Implications
Author: Bayaga, Anass
Date: 2013-08-00
Type: Journal Articles
Subjects: Evaluation Methods,Student Evaluation,Qualitative Research,Interviews,Mathematics Teachers,Science Teachers,Case Studies,Academic Discourse

The current study was an exploration of how to develop assessment resources and processes via in-depth interviews with 30 teachers. The focus was on how teachers use and apply different assessment situations. The methodology, which was a predominately qualitative approach and adopted case study design, sought to use a set of criteria based on constructs from literature reviews to evaluate assessments. Thus these characteristics guided the study which included: a brief description of assessment and moderation; assessment materials/resources; assessment objectives; assessment activities; assessment/re-evaluation; and alignment/consistency. The case (one site) and 30 respondents were selected purposively. The study revealed that assessors need to use different methods of assessment depending on the socio-cultural setting of learners' environment and resources, if applicable. We argue that teachers should note the socialisation within their domain as well as the culture of their domain and domain-specific ways of talking, acting, and seeing the world.
Engaged Journalism: Using Experiential Learning Theory (ELT) for In-Class Journaling Activities
Author: Jenkins, J. Jacob
Date: 2017-00-00
Type: Journal Articles
Subjects: Experiential Learning,Journal Writing,Teaching Methods,Learning Theories,Creativity,Educational Benefits,Classroom Communication,Reflection,Student Evaluation,Evaluation Methods,Student Journals

Educators have long recognized the value and import of class journaling. Traditional approaches to journaling, however, only engage students in one mode of communicative expression while allowing them to procrastinate in writing their entries. Typical journals are also read exclusively by the instructor, which overlooks the opportunity for students to learn from one another. In response to each of these limitations, the present paper outlines a semester-long journaling activity we call Engaged Journaling. We begin by situating Engaged Journaling within the theoretical framework of Kolb's (1984, 2015) Experiential Learning Theory (ELT). Next, we offer a step-by-step description of the activity. We then discuss four specific benefits from using such a creative approach to in-class journaling: (1) a more holistic measurement of student comprehension, (2) engagement of potentially disengaged students, (3) enriched class discussion and cross-interaction, and (4) the creation of additional entry points for clarification. We conclude with variations on a theme (i.e., alternative ways in which Engaged Journaling can be used both within and outside of the classroom).
Rural Teachers' Views: What Are Gender-Based Challenges Facing Free Primary Education in Lesotho?
Author: Morojele, Pholoho
Date: 2013-08-00
Type: Journal Articles
Subjects: Foreign Countries,Rural Schools,Teacher Attitudes,Gender Issues,Gender Bias,Equal Education,Elementary School Teachers,Semi Structured Interviews,Family Characteristics,Beliefs,Cultural Influences,Womens Education,Barriers,Qualitative Research

This paper gives prominence to rural teachers' accounts of gender-based challenges facing Free Primary Education in Lesotho. It draws on feminist interpretations of social constructionism to discuss factors within the Basotho communities that affect gender equality in the schools. The inductive analysis offered makes use of the data generated from semi-structured interviews with 12 teachers in three primary schools. Basotho culture, superstitious symbolism, and family dynamics are found to be some of the factors that reinforce inequitable gender relations. The findings indicate how teachers exploited these factors to promote the polarisation of gender qualities, and to exalt masculinities at the expense of femininities. The paper argues for the promotion of counter-hegemonic discourses of gender, with an emphasis on conceptions of gender as multiple and fluid human qualities. It explains how paying attention to the cultural architecture of gender formations in localised contexts could become an effective strategy in promoting gender equality in schools.
Male Teachers' Experiences of Own Aggression
Author: Botha, Johan
Date: 2013-08-00
Type: Journal Articles
Subjects: Phenomenology,Males,Aggression,Transformative Learning,Foreign Countries,Qualitative Research,Teachers

We describe an exploratory, descriptive, and contextual study on the lived experiences of 17 male teachers' own aggression in the Gert Sibande district in Mpumalanga province. Individual phenomenological interviews were used to collect data from these volunteers for this qualitative research. The data were analysed by means of an open coding systematic process in order to establish the themes and categories that describe male teachers' experiences of own aggression. Results show that the participants in this sample experience their own aggression in a variety of ways. It appears they primarily experience a loss of power and control that gives rise to aggression. Significantly, participants are aware that they need guidelines to enable them to cope with their aggression. Although there are aggression theories that support and provide an understanding of aggressive behaviour, Transformative Learning Theory seems to offer the best way of bringing about transformative change in individual behaviour, as it raises consciousness and an understanding of the self through self-reflection.
General and Special Education Teachers' Relations within Teamwork in Inclusive Education: Socio-Demographic Characteristics
Author: Radic-Sestic, Marina
Date: 2013-08-00
Type: Journal Articles
Subjects: Regular and Special Education Relationship,Teamwork,Inclusion,Demography,Sociocultural Patterns,Performance Factors,Group Dynamics,Questionnaires,Teacher Attitudes,Age Differences,Educational Attainment,Work Experience,Gender Differences,Elementary School Teachers,Foreign Countries

The general objective of this study was to establish the relation between general and special education teachers within teamwork and to define socio-demographic factors that affect teamwork. The sample encompassed 223 general and special education teacher of both genders, age 25 to 60, who are employed in regular elementary schools in Serbia. The general and special education teachers approach data, according to the six dimensions of teamwork, were obtained by means of a standardized questionnaire for teamwork supervision, which contains 60 assertions (Cronbach's a = 0.907). Our research results indicate that there is no significant difference between general and special education teachers in their perception of the four out of six dimensions of teamwork. They are aware of the environment in which teamwork operates, they have similar behaviour and abilities, and they respect similar teamwork values. However, the transition, from traditional to inclusive education, brings the problem of general education teachers' professional identity (p = 0.043) and the meaning of interrelations with special education teachers, the significance of teamwork in broader social sense, and the benefits of teamwork outside the institution (p = 0.049).
Globalisation and the Internationalisation of Higher Education in Sub-Saharan Africa
Author: Dzvimbo, Kuzvinetsa Peter
Date: 2013-08-00
Type: Journal Articles
Subjects: Foreign Countries,African Studies,Global Approach,Higher Education,Teacher Education,Educational Policy,Commercialization,Politics of Education,Cultural Literacy,Social Change,Influences,Educational Change,Educational Development,Educational Practices

In a shrinking world, in which a neo-liberal discourse has permeated sub-Saharan African higher education, critical reflection is required to assess the merits and demerits of globalisation. Research, intensive discussion and hearings conducted over a two-year period by the Task Force on Higher Education and Society, convened by the World Bank and United Nations Educational, Scientific, and Cultural Organization (UNESCO) for the purpose of exploring the future of higher education in the developing world, led to the conclusion that without more and better higher education, developing countries would find it increasingly difficult to benefit from the global knowledge economy. A decade later, we argue for a radical change in the traditional discourse on globalisation because of the emergence of countries such as China, South Africa, India, and Brazil as global players in the world economy. These emerging global powers, reframe the political and imperial philosophy at the epicentre of globalisation discourse--an economic creed, through their mutual consultation and coordination on significant political issues. Their economic and military capabilities enable them to influence the trade regime and thereby strengthen the voice of the developing world as a whole. In relation to this paper's inquiry, the cooperation of these emerging powers gives the free enfranchised people of the world an opportunity to choose a different path of international relations (internationalisation) formed on more liberal lines, as opposed to the neo-liberal economic rationality of globalisation. This paper therefore examines globalisation and internationalisation of higher education in sub-Saharan Africa, a field in which increased knowledge production and distribution open up opportunities for users, institutions and societies. Against a background of chronic economic uncertainty we examine the influence of major international institutions on the direction of higher education, in particular teacher education. Drawing on relevant literature and our own experience, reflexively, we argue that the tendency, towards free market regulation ideologies, privileges neo-liberal global knowledge discourses, such that they impose on higher education a need to respond across a range of fields.
Absorbing Australian Culture through the Exchange Program at RMIT International University in Vietnam
Author: Chi, Nguyen Ho Phuong
Date: 2013-00-00
Type: Journal Articles
Subjects: Case Studies,Cultural Awareness,Exchange Programs,Metacognition,Problem Solving,Language Usage,Universities,Foreign Countries,Student Attitudes,Educational Benefits,Vietnamese People,Culture Conflict,Educational Experience,Student Adjustment,Study Abroad,International Cooperation,Student Development,College Students,Social Bias

This paper outlines a case study of four Vietnamese students who have just completed their exchange semester at RMIT University, Melbourne. Results indicate that the students appreciate multiple benefits brought by this experience, including a developing sense of language use, responsibility, dependence, self-awareness, integration, and problem-solving skills. But to them, the journey to Melbourne has especially opened their mind to the issues of cultural diversity and sensitivity, which they have never imagined before coming to Australia. The term &quot;culture shock&quot; might be best suited for them in the early days. What experiences have they gone through? What are the pros and cons of being an exchange student? How have they overcome their problems? How might these challenges contribute to their future plan? How do they conceptualize the term &quot;global citizen&quot;? What is their advice for those who want to go on an exchange program? Adopting an exploratory case study approach, this study will give a comprehensive picture on the experiences of these four Vietnamese students.
Blurring the Boundaries of Public and Private Education in Brazil
Author: Akkari, Abdeljalil
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Public Education,Private Education,Comparative Analysis,Privatization,Educational Quality,Equal Education,Advantaged,Disadvantaged,Educational Finance,Expenditure per Student,Educational Legislation,Educational Policy,Partnerships in Education,Instructional Materials,Educational Practices,Public Policy,Social Class

A typical analysis of the privatization of education in Latin America focuses on private sector development at the expense of public education. In this paper, I propose a different view that will highlight the blurring of boundaries between public and private education in Brazil. This confusion perpetuates the historical duality of the education system, with the privileged members of the population receiving a high quality education while everyone else receives educational services of inferior quality.
Factors Related to Cognitive, Emotional, and Behavioral Engagement in the Online Asynchronous Classroom
Author: Pilotti, Maura
Date: 2017-00-00
Type: Journal Articles
Subjects: Online Courses,Learner Engagement,Class Size,Correlation,Academic Achievement,Teacher Attitudes,Asynchronous Communication,Statistical Analysis,Cues,Computer Mediated Communication,Grades (Scholastic)

The purpose of this investigation was to examine the relationships among measures of student engagement, instructor engagement, student performance, and properties of the online classroom. The authors assessed behavioral, cognitive, and emotional engagement of students and instructors in asynchronous discussion forums and collected measures of student performance (e.g., class completion and discussion forums' grades) as well as properties of the online classroom (e.g., class size and depth of discussion prompts). Quantitative analyses on conduct exhibited by instructors and students in discussion forums from 303 online classrooms in a variety of disciplines revealed a positive association of students' cognitive engagement and instructors' behavioral engagement with the depth of the discussion prompts. Both cognitive and behavioral measures of students' engagement decreased with increased class size. For instructors, as class size increased, behavioral engagement decreased, and cognitive engagement increased. Grades improved with students' emotional engagement but declined with instructors' cognitive engagement. These idiosyncratic patterns of relationships suggest the need for further inquiry into the unique aspects of instruction in the asynchronous online classroom.
Goal Setting as Teacher Development Practice
Author: Camp, Heather
Date: 2017-00-00
Type: Journal Articles
Subjects: Goal Orientation,Faculty Development,Self Efficacy,Higher Education,Instructional Effectiveness,Teaching Assistants,College English,English Instruction,Likert Scales,Workshops,Questionnaires,Writing (Composition),College Faculty

This article explores goal setting as a teacher development practice in higher education. It reports on a study of college teacher goal setting informed by goal setting theory. Analysis of study participants' goal setting practices and their experiences with goal pursuit offers a framework for thinking about the kinds of goals teachers might set in university settings. This analysis also sheds light on potential factors that help and hinder goal achievement, especially goal commitment and self-efficacy. The article concludes with recommendations related to these areas. The overall aim of this article is to assist teachers and teaching supervisors who may be interested in using goal setting to foster growth in teaching.
Music Instrument Teachers in Higher Education: An Investigation of the Key Influences on How They Teach in the Studio
Author: Daniel, Ryan
Date: 2017-00-00
Type: Journal Articles
Subjects: Music Teachers,Musical Instruments,Higher Education,College Faculty,Music Education,Teacher Competencies,Teaching Skills,Teaching Methods,Teacher Surveys,Foreign Countries,Teacher Characteristics,Educational Attainment,Qualitative Research,Statistical Analysis

In higher education music instrument teaching, there is a strong tradition of high-level performers being recruited to teach advanced students within the private studio despite the fact these educators often have no training in pedagogy. The studio environment also continues to be dominated by the one-to-one lesson format and the master-apprentice tradition. While the literature overviews a long history of the master-apprentice tradition in various fields, there is to date minimal empirical research that specifically evidences the extent to which it is cyclical in nature. This paper reports on survey data from 54 current tertiary educators across four countries who were asked to identify the key influences on how they work within the music studio. The data point not only to the influence of the master-apprentice tradition, but also to the fact that most current educators rely on previous teachers and experiences of teaching to inform their pedagogy.
How Should Quality of Education Be Re-Defined for Education Achievements in Tanzania? What Are Stakeholders' Opinions?
Author: Telli, Godfrey
Date: 2013-00-00
Type: Journal Articles
Subjects: Stakeholders,Opinions,Foreign Countries,Educational Quality,Access to Education,Academic Achievement,Outcomes of Education,Qualitative Research,Statistical Analysis,Elementary School Teachers,Secondary School Teachers,Educational Policy,Advocacy,Policy Formation,Parents,Activism

Quality of education is a complex concept. Numerous studies attribute quality of education as an inclusive term that contains access and input on the one hand and process, output or outcome on the other. Others regard access and input of education as separate but equally important concepts of quality of education. For the latter, quality of education includes process and outcome of education but excludes access and inputs of education. They, however, understand these quantitative aspects as important components of education achievement. Through the use of qualitative data this study contributes to, and provides new insights into the ongoing debate on the quality of education definition and concept. The study was conducted in Tanzania between November 2011 and March 2012. The total of 27 education stakeholders (13 female and 14 male) in five districts across Tanzania participated in the interviews. The study found out that definition of quality of education is broad and inclusive. The new definition that entails several aspects of quality of education was recognized. These aspects are access, inputs, process and output or outcome of education. Each group of stakeholders put their emphases on different aspects of quality that they feel are more important to them than others. Despite their differences in opinions, all of them agree that all aspects of quality are important for education achievement in the Tanzanian education system.
Academic Achievement of First-Generation Mexican American Males in a Community College
Author: Peña, Carlos C.
Date: 2013-00-00
Type: Journal Articles
Subjects: Mexican Americans,First Generation College Students,Academic Achievement,Community Colleges,Two Year College Students,Rural Schools,Behavior,Social Influences,Student Motivation,Males,Qualitative Research,Semi Structured Interviews,Family Influence,Educational Environment,Educational Finance,Graduation,Social Theories,Learning Theories,Goal Orientation,Student Characteristics,Interviews

The purpose of this study was to examine the complexities of successful attainment and achievement of 10 Mexican American males in a rural Southwest community college. This study strives to offer insights concerning the questions: (1) What behavioral patterns of current family, peers, and conditions in school have influenced the educational decisions of these Mexican American males?; and (2) What social conditions motivate these Mexican American males to seek and achieve higher education despite adversity? This qualitative research was also aimed at establishing and understanding how a selected number of Mexican American males have achieved academic success. The researcher chose 10 men with either an associate of arts or an associate of science degrees for an in-depth interview and used a semi-structured interview guide in an effort to prompt oral discourse. The interviewer posed questions concerning academic conditions, family impact, college environment, and financial issues. The responses to the questions led to similar themes involved in these students' course completion and graduation. The researcher used a theoretical framework using Bandura's &quot;Social Learning Theory&quot; (1977) in which he suggests that not only environmental factors, but motivational factors along with self-regulatory mechanisms affect an individual's behavior. This research illustrated the conditions that facilitated reaching the participant's educational goal and mission, which was to complete a two-year degree at the community college. The inquiry examined the behavioral patterns that have been an influence on the educational decisions of these Mexican American males, and what social conditions have motivated them to seek and achieve higher education despite adversity.
Analysis of School Leaders Licensure Assessment Content Category I-V Scores and Principal Internship Self-Assessment Scores for ISLLC Standards I-V
Author: Kelly, Michael D.
Date: 2016-00-00
Type: Journal Articles
Subjects: Licensing Examinations (Professions),Scores,Principals,Internship Programs,Self Evaluation (Individuals),Comparative Analysis,Multiple Choice Tests,Correlation,Graduate Students,Statistical Analysis

This study compares School Leaders Licensure Assessment (SLLA) sub-scores with principal interns' self-assessment sub-scores (ISA) for a principal internship evaluation instrument in one educational leadership graduate program. The results of the study will be used to help establish the effectiveness of the current principal internship program, performance on the School Leaders Licensure Assessment, and provide suggestions for program improvement. The researcher compared the sub-scores for the multiple choice section of the SLLA with sub-scores from the university's principal interns' self-assessments to look for correlations between the two data sets. The results indicated a positive correlation in two areas of the study.
Using Critical Thinking Teaching Methods to Increase Student Success: An Action Research Project
Author: Nold, Herbert
Date: 2017-00-00
Type: Journal Articles
Subjects: Critical Thinking,Teaching Methods,Action Research,Research Projects,Learning Strategies,Questionnaires,Thinking Skills,Statistical Analysis,Correlation,Self Efficacy,Undergraduate Students

Numerous studies and United States Department of Education reports indicate that university graduates lack critical thinking and problem solving skills that are needed for success in both the classroom and the modern workplace. Success in the classroom and workplace is a function of many attributes that change with the situation, but the ability to synthesize complex relationships and identify potential solutions to problems or innovation is a core competency. In this action research project, the curriculum in three business courses were modified to include and emphasize activities that research suggests help develop critical thinking. The Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich, Smith, Garcia, &amp; McKeachie, 1991) was used to assess changes in 15 learning constructs during a class and correlated with grades. A modified MSLQ (Boyer &amp; Usinger, 2012) was administered at the beginning and end of eight-week courses to provide insight into how students self-assess constructs for success. Results from classes over a 15-month period in 2013 and 2014 indicated improvement in 14 of 15 elements for success with three (intrinsic goal orientation, self-efficacy, and critical thinking) statistically significant.