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2. 'I Felt a New Connection between My Fingers and Brain': A Thematic Analysis of Student Reflections on the Use of Pen and Paper during Lectures
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van der Velden, Maja
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This paper presents an analysis of a hundred and one handwritten essays by master students in Informatics. The students reflected on their experiences of working with pen and paper for reading and writing as a mandatory assignment for the duration of a five-week intensive course. Taking an inductive approach, reflexive thematic analysis was used to identify patterns of meaning across the full dataset. The essays elicited insightful student reflections on learning, knowing, and being. One overarching theme, New connections, and four sub-theses were identified: Handwriting as note making, Being present for learning, Freedom to think, and Materiality of reading and writing. This study contributes to an improved understanding of the affordances of paper and laptops in the lecture room, based on a student-centred approach, and reflects on how student perspectives can be implemented during lectures.
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- 2023
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3. Deconstructing Applied Linguistics Conference Paper Titles: A Syntactic Analysis
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Afful, Joseph B. A. and Ankomah, Christopher
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Following Swales' (1990) influential study on research article (RA) introductions, some attention has increasingly been paid to other rhetorical units of both expert and learners' writing, including titles. A key and effective discursive means through which titles are constructed and presented is the syntactic configuration. The present study, thus, investigates the syntactic structures employed by authors of conference paper titles (CPTs) in Applied Linguistics. A qualitative content analysis was employed to study a corpus of 592 CPTs from a popular conference for researchers, scholars, and practitioners of Applied Linguistics worldwide, supported by some descriptive statistics. The analysis of the data of the study identified three main title styles: Single Unit Title, Compound Unit Title, and Complex Unit Title. The analysis showed that, out of these three title styles, Compound Unit Titles were preferred by researchers. Further, the colon was the dominantly used punctuation mark in separating the components of Compound Unit titles. The final point was that authors preferred prepositional phrases in the post modification of the noun phrase structure of CPTs. The findings of this study have implications for the scholarship on titlelogy, academic writing pedagogy as well as further research.
- Published
- 2020
4. What Is the 'E' in ESOL? Three Papers on Linguistic Borders, Normativity, and Race in Adult English Education
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Swift, Kelsey
- Abstract
In this three-paper dissertation project, I explore how 'English' becomes a recognizable object within the context of adult ESOL education. Building on scholarship on named languages (Garcia, 2019; Makoni & Pennycook, 2006), the historical construction of languages (Bonfiglio, 2010; Irvine & Gal, 2000), and raciolinguistic ideologies (Flores & Rosa, 2015; Rosa & Flores, 2017), I analyze how language, both as an abstract concept and as a collection of linguistic features, is treated within adult ESOL, looking at specific contemporary classrooms, as well as historical texts. This work culminated in the three studies I present here -- focused, in turn, on classroom discourse and pedagogical practices, curriculum, and language scholarship -- as something of a "self portrait" of English (del Valle, Lauria, Orono, & Rojas, 2021). I start with "'The good English': The ideological construction of the target language in adult ESOL", a study which employs classroom-based ethnography and classroom discourse analysis (Rampton, 2006; Reyes, 2011; Rosa, 2019) to look at the construction of 'English' in a nonprofit, community-based adult ESOL program in New York. I argue that the structural conditions of the program promote reliance on a conception of 'English' shaped by linguistic racism, despite the program's progressive ideals. Drawing on ethnographic observation and interviews, I outline the discursive and pedagogical practices that uphold this conception of 'English', and how students destabilize it, with an eye toward possibilities for alternate conceptions and pedagogies. In the next paper, "English by the book: Linguistic (and social) normativity in adult English curriculum over time", I explore how the ideologies I observed in contemporary classrooms developed over time by looking at 12 adult English textbooks from the 20th and early 21st centuries. Drawing on raciolinguistic genealogy (Anais, 2013; Flores, 2021), metapragmatics (Cutler, 2020; Urban, 2006), and the discourse analysis of textbooks, I argue that while normativity remains a core focus of mainstream adult immigrant education from its early institutions into the contemporary moment, linguistic normativity has become increasingly more central to mainstream conceptions of adult English learning (and, therefore, immigrant socialization) than broader social normativity. I end with a discussion of the potential reasons for this shift, and the ways it perpetuates the marginalization of adult immigrants. In the last paper, "Whiteness as the standard: Shifting ideologies, race, and social context", I explore how these ideologies developed more broadly, analyzing historical language scholarship, again employing elements of raciolinguistic genealogy and metapragmatics. I find that while the linguistic features of 'nonstandard' English have remained remarkably consistent in the popular imagination, they became increasingly linked with Blackness, especially during and after white backlash to the Great Migration (and other cultural and political changes) in the mid-20th century. I argue that this represents a larger pattern in the relationship between language and race in the United States, and conclude with a discussion of the implications this has for adult immigrants and the ESOL classroom. With this dissertation, I aim to fill in gaps in my own syllabi, and to create helpful tools for the educational linguistics classroom. Together, I hope these studies help current and future educators better understand the connection between language norms and racism, and to be aware of the history they are inheriting and also their role in it now, so they can, with their students, imagine and co-create alternatives. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2023
5. Bibliometric analysis of sustainability papers: Evidence from Environment, Development and sustainability
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Ellili, Nejla Ould Daoud
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- 2024
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6. 'The Paper Is White': Examining Diversity Issues with the Next Generation of Journalists
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Finneman, Teri, Hendricks, Marina A., and Bobkowski, Piotr S.
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Although the lack of diversity in newsrooms and reporting remains a serious issue in the journalism industry, college journalism education and student media provide a critical opportunity for change. Yet prior research has found notable diversity gaps in both. This study analyzed the state of diversity at a Midwestern university student newspaper and found significant gaps in coverage of diverse populations. The findings suggest the need for more comprehensive diversity education within the college classroom and campus media advising. This is important not only for more representative student media, but also for the future of journalism.
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- 2022
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7. When Practice Meets Policy in Mathematics Education: A 19 Country/Jurisdiction Case Study. OECD Education Working Papers. No. 268
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Organisation for Economic Cooperation and Development (OECD) (France), Directorate for Education and Skills, Schmidt, William H., Houang, Richard T., Sullivan, William F., and Cogan, Leland S.
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The OECD Future of Education and Skills 2030 (E2030) project's overall goal is that of looking to the future in terms of how school curricula should evolve given the technological advances and other changes that societies are now facing. Towards that end, the E2030 project centres on the idea that education needs to equip students with the knowledge, skills, attitudes and values they need to become active, responsible and engaged citizens. Mathematics is considered a highly relevant subject for achieving the above stated goals, as such it requires further and more detailed analysis. As a result, it has been chosen as one of the E2030 project's subject-specific analyses. The project has been named the Mathematics Curriculum Document Analysis (MCDA) study as per the request of participating countries. This working paper presents the findings of the MCDA study, which involves participants from 19 countries and jurisdictions.
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- 2022
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8. Teachers on the Market: A Typology of Teachers' Philosophy, Mission, Vision, and Values. WCER Working Paper No. 2019-2
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University of Wisconsin-Madison, Wisconsin Center for Education Research (WCER), Goff, Peter, Xie, Xin, Yang, Minseok, Batt, Lena, Gandy-Fastovich, Lydia, Rodriguez-Escutia, Yasmin, Yang, Hyunwoo, and You, Eunji
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This study develops, validates, and applies a typology of teachers using labor market data. We construct our typology by applying a correlated topic model to 17,000 personal statements teachers submitted as part of their applications to open positions in Wisconsin public schools. We identify seven types of teachers active on the labor market: Inclusivists, Idealists, Nurturers, Generalists, Classroom Experts, Guides, and External Experts. Using a combination of quantitative and qualitative methods, we explore trends within and among types as well as demographic relationships and labor market behaviors. This research provides novel insights into the philosophies, mission, vision, and values of teachers; links these characteristics to teachers' job market preferences; and provides a sound psychometric foundation for these measures of teacher type to be applied in subsequent research.
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- 2019
9. Pushing Boundaries: The European Universities Initiative as a Case of Transnational Institution Building
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Marcelo Marques and Lukas Graf
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The European Universities Initiative (EUI), created by the European Commission in 2017, is a recent novel phenomenon within the European Union policy toolkit that explicitly targets the development of transnational cooperation in higher education (HE). To date, the EUI counts 44 European university alliances, involving around 340 HE institutions. In this paper, we argue that the EUI can be seen as a case of a transnational institution building process representing a potentially significant structural reform for European higher education. Anchored in new institutionalism, we explore the regulative, normative, and cultural-cognitive dimensions of the EUI. Methodologically, this study analyzes the perspectives of European policy actors (n = 4), a set of policy documents (n = 13) and the mission statements of the EUI's partnerships funded before 2022 (n = 41). The results show that the EUI emerges as the 'next level of cooperation' in European HE since it aims to transform European cooperation (regulative dimension), to create and diffuse a new model for European HE following a challenge-based approach (normative dimension), and to work as a way to reinforce and institutionalize European and global scripts for European HE (cultural-cognitive dimension).
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- 2024
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10. 'More than Just Waste Paper'--It Could Be an Indicator of a Stereotypical Image of a Scientist
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Karacam, Sedat, Bilir, Volkan, and Baran, Azize Digilli
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The purpose of this study was to investigate the meanings assigned by pre-service teachers to the wastepaper basket and waste (crumpled) papers in their drawings of a scientist. The study was carried out with 220 pre-service teachers during the 2015-2016 academic years. A phenomenological research method was used. First, the pre-service teachers were administered the 'Draw-A-Scientist Test' in order to identify their images of a scientist and then they were asked to describe and explain the scientist they drew. And a semi-structured interview was performed with the 34 pre-service teachers who included a wastepaper basket and waste paper in their drawings in order to identify the meanings assigned to the wastepaper and wastepaper basket by these teachers. The data were analysed by using content analysis. The results of the analysis showed that with these figures the pre-service teachers revealed their belief that when scientists conduct research, they follow a confirmatory experimental process in a similar manner to the way school science experiments. Based on these results, it can be suggested in the analysis of the drawings that waste paper and wastepaper baskets can be regarded as indicators of the stereotypical image of scientists and of the scientific method they use.
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- 2018
11. Science Teacher Educators' Engagement with Pedagogical Content Knowledge and Scientific Inquiry in Predominantly Paper-Based Distance Learning Programs
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Fraser, William J.
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This article focuses on the dilemmas science educators face when having to introduce Pedagogical Content Knowledge (PCK) to science student teachers in a predominantly paper-based distance learning environment. It draws on the premise that science education is bound by the Nature of Science (NOS), and by the Nature of Scientific Inquiry (NOSI). Furthermore, science educators' own PCK, and the limitations of a predominantly paper-based distance education (DE) model of delivery are challenges that they have to face when introducing PCK and authentic inquiry-based learning experiences. It deprives them and their students from optimal engagement in a science-oriented community of practice, and leaves little opportunity to establish flourishing communities of inquiry. This study carried out a contextual analysis of the tutorial material to assess the PCK that the student teachers had been exposed to. This comprised the ideas of a community of inquiry, a community of science, the conceptualization of PCK, scientific inquiry, and the 5E Instructional Model of the Biological Sciences Curriculum Study. The analysis confirmed that the lecturers had a good understanding of NOS, NOSI and science process skills, but found it difficult to design interventions to optimize the PCK development of students through communities of inquiry. Paper-based tutorials are ideal to share theory, policies and practices, but fail to monitor the engagement of learners in communities of inquiry. The article concludes with a number of suggestions to address the apparent lack of impact power of the paper-based mode of delivery, specifically in relation to inquiry-based teaching and learning (IBTL).
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- 2017
12. An Analysis of Graduate Dissertations and Papers Related to Visual Arts Area at Science and Art Centers between the Years of 2007-2017
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Usal, Yelda and Buyurgan, Serap
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In the study, the data for the field of visual arts in BILSEM have been revealed by studying postgraduate theses and articles related to the field of Visual Arts given in Science and Art Centers in between 2007-2017. In the research, the document was examined with the scanning model. In the scope of the research, it has been scanned from Google Scholar with keywords such as "BILSEM", "Art Education", "Visual Arts Education" and "Linear Development" in the YÖK database thesis and related theses and articles between the years 2007-2017 examined in terms of type, subject, sample, university and institute, national/ international, thesis method, data collection tools. In laser scanning, Visual Arts given in BILSEM in 2007-2017 years in Turkey related to Education "Science and Art Centers", "BILSEM", "Arts Education", "Visual Arts Education" and "Linear Development" screening using keywords according to the results of 6 theses (4 Master, 2 PhD) and 8 articles have been found. According to the results of the study, it is seen that there are no postgraduate thesis and articles about Visual Arts Education given in BILSEMs in 2009, 2010 and 2011, and studies have been intensified in between 2012-2017.
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- 2018
13. Career Builders: Key Components for Effective Global Youth Career and Workforce Development. Occasional Paper. RTI Press Publication OP-0045-1709
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RTI International, Nassar, Sylvia C., and Al-Qimlass, Aisha M.
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Global youth unemployment is a significant cause of poverty, resulting in the persistent marginalization of populations. Education and career counseling professionals and professionals in policy, research, and practice concur that the consequences of global youth unemployment are dire. But leaders in these domains have not yet come to an agreement on the best ways to face this global challenge. Our analysis of interdisciplinary literature on global youth unemployment is a first step in identifying and formalizing best practices for culturally appropriate career and workforce development worldwide. This research will support education and career counseling professionals in developing appropriate career and psychosocial support interventions, establishing empirical intervention efficacy and other program evaluation protocols, and creating a capacity-building infrastructure for knowledge-sharing across policy, research, and practitioner stakeholder groups. We also include a proposal for next steps to establish rigorous empirical support for these future initiatives.
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- 2017
14. EFL Teachers' Formal Assessment Practices Based on Exam Papers
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Kiliçkaya, Ferit
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This study reports initial findings from a small-scale qualitative study aimed at gaining insights into English language teachers' assessment practices in Turkey by examining the formal exam papers. Based on the technique of content analysis, formal exam papers were analyzed in terms of assessment items, language skills tested as well as the feedback provided to the students. The findings indicate that traditional ways of assessment such as multiple-choice and gap filling are the most preferred assessment items. The results also indicate that listening and speaking appear to be the ignored skills on the examinations.
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- 2016
15. Quality of Literature Review and Discussion of Findings in Selected Papers on Integration of ICT in Teaching, Role of Mentors, and Teaching Science through Science, Technology, Engineering, and Mathematics (STEM)
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Mudavanhu, Young
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The purposes of this study were to examine the extent to which literature was used to discuss findings in selected papers from Zimbabwe Journal, and to compare the quality of reviews in this journal with other international journals. The study was largely qualitative in nature and used convenient sampling. In the study, the Zimbabwe Journal was chosen because of easy access. Three papers were conveniently selected based on personal interest and areas previously studied. Content analysis was used to compare the quality of discussion of literature in the sampled papers. Findings suggest that authors cite relevant literature extensively in the background to the study but use the same literature sparingly in the discussion of their results. Further, in the discussion of findings, the use of literature was limited to confirming what was already known, and does not show how the new studies reported contribute to knowledge. The study concluded that the journal studied was failing to attract authors who write high quality papers. Perhaps the journal should broaden its brief and target an international audience, because at present as evident in the three cases cited, the journal can only reach out to practitioners within (Southern) Africa.
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- 2017
16. How can policy document mentions to scholarly papers be interpreted? An analysis of the underlying mentioning process
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Yu, Houqiang, Murat, Biegzat, Li, Jiatong, and Li, Longfei
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- 2023
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17. Developing Appropriate Workforce Skills for Australia's Emerging Digital Economy: Working Paper
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National Centre for Vocational Education Research (NCVER) (Australia), Gekara, Victor, Molla, Alemayehu, Snell, Darryn, Karanasios, Stan, and Thomas, Amanda
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This working paper is the first publication coming out of a project investigating the role of vocational education and training (VET) in developing digital skills in the Australian workforce, using two sectors as case studies--Transport and Logistics, and Public Safety and Correctional Services. The study employs a mixed method approach, combining both qualitative and quantitative analyses. It involves industry training package content analysis, content extraction and analysis from online job vacancy advertisements, and key industry interviews, as well as a quantitative employer survey. In the online job vacancy analysis, a total of 1,708 job advertisements covering 74 occupations/job titles were analysed to explore digital skills requirements. In addition, a detailed content analysis was conducted of 11 training packages, with a specific focus on the qualifications for these occupations. In this analysis, 758 units of competency were analysed to examine how and the extent to which digital skills provision is embedded into qualifications. Findings showed that only a small number mentioned digital skills as a requirement. The training packages for these industries contained significant digital training content but with the majority of these units of competency occurring as electives. These findings raise questions about whether employers are making assumptions about the digital skills of potential employees.
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- 2017
18. A Review of Literature: Plagiarism in the Papers of Turkish Context
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Gokmenoglu, Tuba
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The present review attempted to address the direction of plagiarism literature in Turkish context. 15 studies conducted in Turkey on plagiarism were analyzed through content analysis. The context, purposes, methodological issues and results of researching plagiarism were categorized. The findings of this review indicated that although plagiarism's raising legal and ethical concerns is acknowledged by Turkish researchers, there are limited numbers of studies exploring the plagiarism perceptions, views, situations and reasons of Turkish graduate students and professors.
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- 2017
19. Beyond the Skills Gap: How the Lack of Systemic Supports for Teaching and Learning Undermines Employer, Student, and Societal Interests. WCER Working Paper No. 2016-9
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Wisconsin Center for Education Research, Hora, Matthew T., Benbow, Ross J., and Oleson, Amanda K.
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The idea of a skills gap suggests that employers have jobs available but cannot find skilled applicants because higher education is poorly aligned with workforce needs. This idea is shaping higher education and workforce development policy at the national and state levels, yet limited research exists on the experiences of employers and educators with skills needs, teaching and training, and cross-sector relations. Using field theory to conceptualize the complex relations among specific industrial and educational contexts, the skills valued by actors within them (i.e., cultural capital), and how college-to-workforce transitions involve moving from one field to the next, we analyze interview data from 145 educators and employers. Results indicate a shared view that skills are not simply "skills" nor are they reducible to occupational categories, but instead involve complex habits of mind that encompass cognitive, inter-, and intra-personal competencies. Analyses also highlight the importance of active learning to cultivate these competencies, the paucity of workplace training, widespread use of screening for "culture fit" as part of hiring, and the existence of multiple forms of cross-sector partnerships that cultivate students' social and cultural capital. We conclude that the skills gap, and the current focus on structural solutions such as career pathway programs and apprenticeships, is an incomplete response to a complex, cultural, and pedagogical problem. Instead, policymakers should focus on supporting the "skills infrastructure" in a systemic fashion by investing in teacher professional development, career services, and a variety of cross-field partnerships. Ultimately, we conclude that by narrowing ideas about the purpose of higher education to a sole focus on vocational preparation, the skills gap idea is fueling policies and practices that undermine the interests of employers, students, and society.
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- 2016
20. Universal Design for Learning (UDL): A Content Analysis of Peer-Reviewed Journal Papers from 2012 to 2015
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Al-Azawei, Ahm, Serenelli, Fabio, and Lundqvist, Karsten
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The Universal Design for Learning (UDL) framework is increasingly drawing the attention of researchers and educators as an effective solution for filling the gap between learner ability and individual differences. This study aims to analyse the content of twelve papers, where the UDL was adopted. The articles were chosen from several databases and journals based on four criteria: 1) peer-reviewed papers, 2) provision of empirical results, 3) focused on UDL as a framework, and 4) published from 2012 to 2015. Then, these studies were analysed according to seven themes: type of results, study beneficiary (learners, teachers, both), sample features, geographical region, data collection techniques, data analysis techniques, and learning modes. Most of the selected studies applied the UDL in a traditional or a blended learning mode, whereas only two studies evaluated its effectiveness in online learning environments. It is noteworthy that the majority of the experiments were carried out in the USA. Additionally, positive results of UDL implementation were yielded in eleven papers. These outcomes suggest that UDL is an efficient approach for designing flexible learning environments and accessible content. Such designs can match a wide mix of learner needs, abilities, background knowledge, educational experience, and cultural differences. However, further research is required in order to confirm the positive impacts of UDL in different educational settings and cultural backgrounds.
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- 2016
21. Content Analysis of the Papers in 2015 High-Impact A-Class SSCI Journals
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Ay, Sule, Sahin, Seyma, Okmen, Burcu, and Incirci, Ayhan
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It was aimed in this study to reveal the general tendency of studies in the field of education by examining the papers in the high-impact A-class SSCI journals, to which qualified papers are accepted from all around the world, in terms of their dependent-independent variables, sample or study groups, research designs, data collection instruments, and data analysis techniques. The descriptive survey model was used in the research. The population of the research was all the journals surveyed in the field of educational sciences by SSCI. The journals and papers examined were selected with the purposive sampling method. 169 papers from six journals were subjected to examination within the scope of the research. Descriptive analysis and content analysis methods were used for analyzing the data. It was consequently seen that the papers used dependent variable of "student" the most which was followed by "teacher." The most studied variable along with "student" was "academic performance." It was found that a quite large number of dependent variables were used in the papers examined. It can be understood that studies on students among all study groups occupied the largest place, which was followed by teachers. It was seen that quantitative data analyses and experimental research studies was addressed more in the papers. Several documents and tests were mostly preferred as data collection instruments. It was noticed that the most used data analysis method was the regression analysis. Finally, some recommendations were developed in accordance with the research results.
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- 2016
22. Theory Papers for Postgraduate Examinations: Are they Utilized Optimally as an Assessment Method?
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Dronacharya Routh, Karuna Datta, Mahima Lall, Jyoti Prakash, Rajesh Vaidya, and Nardeep Naithani
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assessment ,content analysis ,medical education ,theory papers ,Medicine - Abstract
Introduction: Theory papers have been the most commonly employed method to assess learning outcomes in medical education. In these papers, both recall abilities and higher-order cognitive functions need to be assessed giving proper weightage as per relevance. Hence it becomes necessary that valid assessment methods are employed to evaluate the required objectives/competencies. The objective of the study was to develop a method for analyzing postgraduate question papers of various specialties. Methodology: A rubric matrix was created with three broad objective criteria to assess framing and layout of the questions in each paper, analysis of different sets for same examination, and finally an overall assessment of all the papers for each subject. Results: A total of 28 specialty papers were available. A total number of papers analysed = 340. The overall mean score out of total 60 marks was 38.64 ± 4.5. It was seen that the majority (60%) of the departments have been graded as fair on analysis of the theory papers. None of the departments were graded as very good, while 7% of them were graded as good. Although a very minuscule percentage of the papers had grammatical errors and duplication of questions in the sets, only 57% of the departments had done a proper moderation and 21% had used higher domains of learning for assessment. Conclusion: Analysis of postgraduate question papers showed that the questions asked for postgraduates are more recall-based instead of higher taxonomy of cognitive domain.
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- 2023
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23. Twitter Conversation Patterns Related to Research Papers
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Nelhans, Gustaf and Lorentzen, David Gunnarsson
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Introduction: This paper deals with what academic texts and datasets are referred to and discussed on Twitter. We used document object identifiers as references to these items. Method: We streamed tweets from the Twitter application programming interface including the strings "dx" and "doi" while simultaneously streaming tweets posted by and to the authors of the tweets captured. By doing so we were able to capture tweets referring to a digital object as well as the replies to these tweets. Analysis: The captured tweets were analysed in different ways, both quantitatively and qualitatively: 1) Bibliometric analyses were made on the digital object identifiers, 2) the thirty of these most mentioned and retweeted were analysed and 3) the conversations with at least ten tweets were analysed using content analysis. Results: Research from the natural sciences was most prominent, as was research published in open access journals. Different types of conversations relating to the digital objects were found, both when looking at them qualitative and their visual structure in terms of nodes and arcs. The conversations involved academics but were not always academic in nature. Conclusions: Digital object identifiers were mainly referred to for self-promotion, as conversation starters or as arguments in discussions.
- Published
- 2016
24. Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology - Volume 1 and Selected Papers on the Practice of Educational Communications and Technology - Volume 2 (34th, Jacksonville, Florida, 2011)
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Association for Educational Communications and Technology and Simonson, Michael
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For the thirty-fourth year, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Jacksonville, FL. A limited quantity of these Proceedings were printed and sold in both hardcopy and electronic versions. The Proceedings of AECT's Convention are published in two volumes. Volume #1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume #2. This year, both volumes are included in one document. (Individual papers contain references, tables, and figures.) [For Volumes 1 and 2 of the 2010 proceedings, see ED514646 and ED514647.]
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- 2011
25. Expanding the Capacity for Data Use in Education Policy: Three Papers on the Legislative Origins, Intergovernmental Networks, and Bureaucratic Infrastructure That Contributed to the Rise of State Longitudinal Data Systems
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Ann Teresa Kellogg
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Forty states, including the District of Columbia, have established state longitudinal data systems (SLDS). The data included, intended functions, and methods for establishing SLDS vary from state to state. Further, forty-nine states and the District of Columbia have received one or more federal grant to support SLDS development. The adoption of SLDS constitutes a policy innovation in a state. The rise of SLDS provided a test case for studying the relationship between policy alternatives, complex bureaucratic structures, and federal incentives and a state's ability to innovate. Qualitative and quantitative analyses were used to examine the legislative origins, intergovernmental networks, and bureaucratic infrastructure associated with establishing SLDS. Policy streams theory and network governance theory provided a conceptual framework to extract and interpret text from legislation, journals, state laws, federal grants, and other documents. Internal determinants and vertical influence theories guided the selection of predictors of interest and control variables to fit a panel data set with proportional hazard and subdistribution hazard estimation models. The results support the assertion that policy adoption requires both the political community and the policy community to coalesce around a policy alternative for a problem to reach the decision agenda. It also confirms the role of the policy feedback loop in escalating a problem to the decision agenda. The findings highlight the importance of policy tools and the need to engineer mechanisms into those tools to elicit cooperation when multiple state agencies are required to participate in a policy innovation. Important findings include 1) the positive relationship of bureaucratic infrastructure to a state's ability to innovate and 2) that federal incentives may be effective in advancing federal policy preferences when policy authority is a power that is otherwise reserved to the states. The findings from this study have direct implications for federal grant policy as well as for state lawmakers when multiple state agencies are required for policy innovation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2020
26. The Use of Abbreviations in English-Medium Astrophysics Research Paper Titles: A Problematic Issue
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Méndez, David I. and Alcaraz, M. Ángeles
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In this study, we carry out a qualitative and quantitative analysis of abbreviations in 300 randomly collected research paper titles published in the most prestigious European and US-based Astrophysics journals written in English. Our main results show that the process of shortening words and groups of words is one of the most characteristic and recurrent features in Astrophysics research paper titling construction. In spite of the convenience of abbreviations as a mechanism for word-formation, some of them may pose certain difficulties of understanding and/or misinterpretation because of their specificity, ambiguity, or overlapping. To overcome these difficulties, we propose a series of options which with no doubt would lead to a better interaction among the different branches of Astrophysics in particular and of science in general and would definitely improve how research is currently performed and communicated.
- Published
- 2015
27. 'I Am Asking the Scope of the Paper': Negative Washback and Examination (Under)Preparedness in South Africa
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Hove, Muchativugwa Liberty and Hlatshwayo, Abigail
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University education has been massified in South Africa and this has disrupted conventions and practices of assessment. Universities are perceived as promoting complex achievements and complex skills through rigorous curriculum specifications and assessment instruments. Due to experiences in high school and the novelty of university education, students have begun to enquire about the "scope of the paper." This enquiry has tended to destabilise the reliability of assessments and judgments in universities in South Africa. Grades and symbols certified by some universities have become both indeterminate and ambiguous. A qualitative, quantitative design was adopted to identify and interrogate university research participants' views on experiences about examinations at university level. In the process, the meanings that first-year degree-level test-takers ascribed to the concept of "the scope of the paper" were unpacked. It was determined which aspects of the test scope students had studied in order to prepare for tests. Inferences were made about the concepts that the students marginalised because they were perceived to be "out of the scope" of the examination. A holistic and broad educational experience for university students is recommended in spite of the daunting numbers enrolled in certain university courses.
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- 2015
28. An Analysis of Papers Published in the AECT Annual Proceedings from 1996 through 2000.
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Association for Educational Communications and Technology, Washington, DC. and Al-Saleh, Bader A.
- Abstract
This study describes the results of an analysis of the 293 papers published in the Association for Educational Communications and Technology (AECT) annual proceedings for the years 1996 through 2000. The primary purposes of this study are to identify the major topics or themes that were investigated in papers published in the proceedings over a 5-year period, and to identify the major research methodologies employed in the research studies of these proceedings. Other secondary purposes are to identify types of papers, subject or target audience addressed, contributing authors, authors' institutional affiliations, and the extent to which international contributions were present. This study used a content analysis methodology. Findings are presented and discussed according to the research questions related to seven characteristics: type of paper, topic, methodology, target audience, contributing author(s), contributing institution(s) and international contributions. Major findings were as follows: research study was the dominant type of paper; computer-mediated communication was the most popular research topic; experimental and qualitative methodologies were the most common research methods used; and college students were the audience most targeted. The Content Analysis Recording Form is appended. (Contains 12 references.) (AEF)
- Published
- 2000
29. The Best Laid Plans: Designing Incentive Programs for School Leaders. WCER Working Paper No. 2014-7
- Author
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Wisconsin Center for Education Research, Goff, Peter, Goldring, Ellen, and Canney, Melissa
- Abstract
Notable attention and effort has been directed toward improving educator productivity through the use of performance incentives. Little of this work has focused on incentive systems for school leaders (principals) and less yet examines performance pay systems used in practice. This research uses 34 funded grants from the federal Teacher Incentive Fund to document how schools across the nation (N = 1,315) are structuring their pay-for-performance systems. Focusing on elements related to measurement, rewards, and program structure, we find that most programs are poorly defined and often lack the requisite design components to ensure successful implementation. Elements that are close to the practice of educators, such as defining professional development activities, tend to be well articulated; however, non-instructional program considerations, such as psychometrics, the aggregation of measures, and the distribution of rewards, were poorly defined. We anticipate that the impact of pay-for-performance programs may be substantially improved if districts are provided a more comprehensive system of supports to help construct the incentive systems. The following is appended: "Features of Teacher Incentive Fund Proposals."
- Published
- 2014
30. The Content Analysis of the Research Papers on Foreign Language Education in Turkey
- Author
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Solak, Ekrem
- Abstract
The purpose of this study was to determine the trends of recent research papers in foreign language teaching in Turkish context and to give ideas to researchers and policy makers for future studies. Content Analysis method was used in this study. The focus of the study was 189 research papers published between 2009-2013 years in journals indexed in SSCI (94) and the ULAKBIM (95) database in Turkey. Research Papers Classification Form was used as data collection instrument. The papers were scanned in terms of year of the journal, authors, language of the paper, journal index, topic of the paper, research design, data collection tools, sample, sample size and data analysis method. The results revealed that the most frequently studied topics on foreign language teaching and learning from 2009 to 2013 were concept analysis, teaching and learning, the highest number of articles were published in 2013, most of the authors were Turkish, majority of the articles were published in English, quantitative method was used more than qualitative method in research design, undergraduates were the focus of attention as sample group and 31-100 sample size was preferred more than others. An appendix presents the titles of the journals scanned in this study (2009-2013).
- Published
- 2014
31. Content Analysis of Papers Submitted to 'Communications in Information Literacy,' 2007-2013
- Author
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Hollister, Christopher V.
- Abstract
The author conducted a content analysis of papers submitted to the journal, "Communications in Information Literacy," from the years 2007-2013. The purpose was to investigate and report on the overall quality characteristics of a statistically significant sample of papers submitted to a single-topic, open access, library and information science (LIS) journal. Characteristics of manuscript submissions, authorship, reviewer evaluations, and editorial decisions were illuminated to provide context; particular emphasis was given to the analysis of major criticisms found in reviewer evaluations of rejected papers. Overall results were compared to previously published research. The findings suggest a trend in favor of collaborative authorship, and a possible trend toward a more practice-based literature. The findings also suggest a possible deterioration in some of the skills that are required of LIS authors relative to the preparation of scholarly papers. The author discusses potential implications for authors and the disciplinary literature, recommends directions for future research, and where possible, provides recommendations for the benefit of the greater community of LIS scholars.
- Published
- 2014
32. Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (37th, Jacksonville, Florida, 2014). Volume 1
- Author
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Association for Educational Communications and Technology and Simonson, Michael
- Abstract
For the thirty-seventh year, the Research and Theory Division and the Division of Instructional Design of the Association for Educational Communications and Technology (AECT) sponsored the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Jacksonville, Florida. This year's Proceedings is presented in two volumes--Volume 1 includes twenty-seven research and development papers. Volume 2 includes thirty-one papers on the practice of educational communications and technology. The 27 papers with respective authors included in Volume 1 are: (1) Information Visualization in Students Eye: An Eye Tracking Study of Rising Sea Levels (Dalia Alyahya, Suzan Alyahya); (2) Interactive eBooks as a Tool of Mobile Learning for Digital-Natives in Higher Education: Interactivity, Preferences and Ownership (Aadil Askar); (3) Recognition of Prior Learning Occurring in Online Informal and Non-Formal Learning Environments: The Case of Higher Education in Turkey (Mesut Aydemir); (4) Open Dialogue: A Content Analysis of the #OpenEducation Twitter Hashtag (Fredrick W. Baker); (5) Enhancing Online Courses with Digital Storytelling (Sally Baldwin, Yu-Hui Ching); (6) Visualizing Learning for the Next Generation: Visual and Media Literacy Research, 2000-2014 (Danilo M. Baylen, Kendal Lucas); (7) Examining the Role of Emotion in Public Health Education Using Multimedia (Sungwon Chung, Kwangwoo Lee, Jongpil Cheon); (8) Students' Online Learning Experiences in Collectivist Cultures (Ana-Paula Correia); (9) Emphasis on Standards: What Do the Interns Report? (Lana Kaye B. Dotson); (10) A Comparison of Learner Self-Regulation in Online and Face-to-Face Problem-Based Learning Courses (Christopher Andrew Glenn); (11) Exploring the Influence of Academic Technology Professionals in Higher Education (Stephanie Glick); (12) Educational Technologies Working in Today's Classrooms: Tech Tools And Apps for Teaching in the Real World (V. Paige Hale); (13) Modeling the Processes of Diagramming Arguments that Support and Inhibit Students' Understanding of Complex Arguments (Allan Jeong, Haeyoung Kim); (14) A Review of Research on Collaboration via Blogs in Online Learning (Habibah Khan, Trey Martindale); (15) Competency of Teachers in Using Technology Based on ISTE NETS.T In Tatweer Schools-Saudi Arabia (Abdulrahman A Kamal); (16) Middle School Teachers' Perspective: The Benefits, Challenges, and Suggestion When Using the iPad (Jeungah Kim); (17) Concept Centrality: A Useful and Usable Analysis Method to Reveal Mental Representation of Bilingual Readers (Kyung Kim, Roy B. Clariana); (18) Adolescents' Internet Use and Usage in a Family Context: Implications for Family Learning (Wilfred W. F. Lau, Allan H. K. Yuen); (19) Leveraging Technology: Facilitating Preservice Teachers TPACK Through Video Self Analysis (James E. Jang, Jing Lei); (20) Use of the Flipped Instructional Model in Higher Education: Instructors' Perspectives (Taotao Long, John Cummins, Michael Waugh); (21) Evaluation of the "Let's Talk: Finding Reliable Mental Health Information and Resources" Pilot Program for Grades 7 and 8 Students in Three Ontarian School Boards and One Independent School in Quebec (Cameron Montgomery, Natalie Montgomery, Christine Potra); (22) Touching Our Way to Better Conversations: How Tablets Impact Cognitive Load and Collaborative Learning Discourses (Christopher Ostrowski); (23) The Effect of Self-Assessment on Achievement in an Online Course (Yasin Özarslan, Ozlem Ozan); (24) Perceptions of the Role and Value of Interactive Videoconferencing and Chat Rooms in Supporting Goals of Cross-Cultural Understanding among Three Educational Nonprofit Organizations (Shilpa Sahay, Pavlo Antonenko); (25) Pre-Service English Teachers' Achievement Goal Orientations: A Study of a Distance English Language Teacher Education Program (Hasan Uçar, Müjgan Bozkaya); (26) Perceptions of Online Program Graduates: A 3-Year Follow-up Study (Michael L. Waugh, Jian Su Searle); and (27) Course Structure Design Decision to Solve Academic Procrastination in Online Course (Yufei Wu, Tiffany A. Koszalka, Lina Souid, Jacob A. Hall). (Individual papers contain references.) [For Volume 2, see ED562048.]
- Published
- 2014
33. ESOL Pre-Service Teachers' Experiences and Learning in Completing a Reflection Paper and Digital Storytelling
- Author
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Park, Ho-Ryong
- Abstract
This qualitative study investigated how pre-service teachers of English for Speakers of Other Languages (ESOL) experienced and learned from their completion of a reflective project, including a reflection paper and digital storytelling. The participants were 20 graduate students in a program for Teaching English to Speakers of Other Languages (TESOL) at a university in the United States. This study aimed to identify participants' experiences when completing the project and its influences on their learning. The findings demonstrated their diverse performance and perspectives during the tasks, as well as their learning in language, culture, education, and technology. Based on these findings, dialogic hybrid learning and the pedagogical implications are discussed.
- Published
- 2019
- Full Text
- View/download PDF
34. Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (36th, Anaheim, California, 2013). Volume 1
- Author
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Association for Educational Communications and Technology and Simonson, Michael
- Abstract
For the thirty-sixth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Anaheim, California. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 2, see ED546878.]
- Published
- 2013
35. What do the papers say? The role of older adults in 20 years of digital inclusion debate in Dutch and Flemish newspapers
- Author
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Cora van Leeuwen, An Jacobs, Ilse Mariën, and Anina Vercruyssen
- Subjects
ageism ,digital inclusion ,content analysis ,media discourse ,representation ,Social sciences (General) ,H1-99 - Abstract
Adoption of digital technology by older adults has become an important topic in academia and the public sphere within the debate on digital inclusion. Likewise, this topic has gained traction in the print media also. This paper assesses the representation of older adults in print media in the past 20 years in The Netherlands and Flanders. A total of 281 articles in the Dutch language were analysed to determine the representation of older adults and their level of agency. We found that they were represented in three manners: a) ambassadors of digital skill acquisition; b) naturally lacking in digital skills; or c) not alone in being helpless. These representations clearly increased during the COVIS-19 crisis. Some representations can be problematic, as the relationship between older adults and digital inclusion is not envisioned positively. Furthermore, they receive no agency to participate actively in the discussion surrounding their own digital inclusion and are too often used as the automatic example of the digitally illiterate – which is not particularly encouraging older adults towards digital skills acquisition.
- Published
- 2024
- Full Text
- View/download PDF
36. Preservice Teachers' Reflection on Clinical Experiences: A Comparison of Blog and Final Paper Assignments
- Author
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Harland, Darci J. and Wondra, Joshua D.
- Abstract
This study focused on the depth of reflection in the writing of preservice teachers who completed end-of-the-semester reflective papers or reflective blogs for undergraduate education courses associated with clinical experiences. Coders rated the depth of reflection as one of four categories: non-reflection, understanding, reflection, or critical reflection. Our analyses revealed that preservice teachers who completed blogs showed higher levels of reflection in their writing compared to those who completed papers. Additionally, the blogs had the added advantage of being shorter by 1,000 words on average. We did not observe any relationship between peer or instructor feedback and overall depth of reflection. We then discuss the importance of teaching reflection and provide suggestions for implementing blog reflections in teacher education courses. (Contains 1 table.)
- Published
- 2011
37. Theory Papers for Postgraduate Examinations: Are they Utilized Optimally as an Assessment Method?
- Author
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Routh, Dronacharya, Datta, Karuna, Lall, Mahima, Prakash, Jyoti, Vaidya, Rajesh, and Naithani, Nardeep
- Subjects
COGNITION ,COGNITIVE ability ,EDUCATIONAL outcomes ,MEDICAL education ,SCORING rubrics - Abstract
Introduction: Theory papers have been the most commonly employed method to assess learning outcomes in medical education. In these papers, both recall abilities and higher‑order cognitive functions need to be assessed giving proper weightage as per relevance. Hence it becomes necessary that valid assessment methods are employed to evaluate the required objectives/competencies. The objective of the study was to develop a method for analyzing postgraduate question papers of various specialties. Methodology: A rubric matrix was created with three broad objective criteria to assess framing and layout of the questions in each paper, analysis of different sets for same examination, and finally an overall assessment of all the papers for each subject. Results: A total of 28 specialty papers were available. A total number of papers analysed = 340. The overall mean score out of total 60 marks was 38.64 ± 4.5. It was seen that the majority (60%) of the departments have been graded as fair on analysis of the theory papers. None of the departments were graded as very good, while 7% of them were graded as good. Although a very minuscule percentage of the papers had grammatical errors and duplication of questions in the sets, only 57% of the departments had done a proper moderation and 21% had used higher domains of learning for assessment. Conclusion: Analysis of postgraduate question papers showed that the questions asked for postgraduates are more recall‑based instead of higher taxonomy of cognitive domain. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
38. Leading Learning through Relationships: The Implications of Neuro-linguistic Programming for Personalisation and the Children's Agenda in England. Research Paper
- Author
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Churches, Richard and West-Burnham, John
- Abstract
This paper discusses research and thinking on the importance of interpersonal and intrapersonal effectiveness for teachers, school leaders and school improvement, and explores implications of the use of NLP in relation to personalisation and the children's agenda. It outlines initial research carried out as part of the Fast Track Teaching programme (the UK government accelerated leadership development programme) and on the London Leadership Strategy and makes suggestions for further research. Two appendices are included: (1) Content analysis of suggestions for use of NLP in teaching and school leadership (n. 380 teachers); and (2) Core content knowledge covered in the INLPTA Diploma Level training.
- Published
- 2008
39. Implementing the Common Core State Standards for Mathematics: A Comparison of Current District Content in 41 States. Working Paper #32
- Author
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Michigan State University, Education Policy Center, Cogan, Leland, Schmidt, William, and Houang, Richard
- Abstract
Beginning in the spring of 2011 the Center for the Study of Curriculum at Michigan State University conducted a survey of school district curriculum directors/supervisors in the 41 states that had officially adopted the new Common Core State Standards for Mathematics (CCSSM). The Center's goal was to provide baseline information to inform and guide the efforts of states, local districts, and schools as each entity moves toward implementation of the newly adopted CCSSM. The challenge of implementing the world-class and demanding CCSS is likely to vary from state to state depending, for example, on the age and quality of a state's former mathematics standards. Additional factors likely to affect CCSSM implementation include the ability of a state education agency to disseminate information and expectations about the standards to local districts, schools, and teachers. The following are appended: (1) Percent of Districts in the 41 States that Currently Intend Coverage of the Fourth Grade Topic: "Understand decimal notation for fractions, and compare decimal fractions; (2) Percent of Districts in the 41 States that Currently Intend Coverage of the Eighth Grade Topic: "Understand congruence and similarity using physical models, transparencies, or geometry software; and (3) Percent of Districts in the 41 States that Currently Intend Coverage of the High School Topic: "Use properties of rational and irrational numbers.
- Published
- 2013
40. The Content Analysis of the News in the National Papers Concerning the Renewed Primary Curriculum
- Author
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Tasdemir, Adem and Kus, Zafer
- Abstract
The news in the national papers has an important role to inform the people about the content of new primary school curriculum. This study investigated the way of function with the comparison of the studies in the literature. The news concerning the renewed curriculum appearing in the national media in the period between 2004 and 2007 was obtained through document analysis and were compared to scientific studies in terms of consistency. For our purposes, 484 news articles and columns from 14 newspapers which were grouped into 3 categories were examined through document analysis. Consequently, it was found that the highest rate was in the year 2004 and that the rate of concepts decreased as the years passed by. The information on the novel curriculum was brief statements made by officials and was in the form of headings in the early years; yet in the following years such knowledge as the philosophy of the curriculum, its being student-centred as well as details of measurement and evaluation was presented. In the literature, findings related with inadequacy and content/ design categories were seen taking place heavily.
- Published
- 2011
41. Cyberinfrastructure and Scientific Collaboration: Application of a Virtual Team Performance Framework with Potential Relevance to Education. WCER Working Paper No. 2010-12
- Author
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Wisconsin Center for Education Research, Kraemer, Sara, and Thorn, Christopher A.
- Abstract
The purpose of this exploratory study was to identify and describe some of the dimensions of scientific collaborations using high throughput computing (HTC) through the lens of a virtual team performance framework. A secondary purpose was to assess the viability of using a virtual team performance framework to study scientific collaborations using HTC. The authors chose to study two scientific collaborations, IceCube and the "Laboratory for Molecular and Computational Genomics" (LMCG), that differed across a number of characteristics such as membership size, research purpose, and range of scientific disciplines. The authors adapted an IPO ("input-process-output") framework developed from a synthesis of virtual team performance studies (Powell et al., 2004), using it as the basis for their analysis of virtual teams using HTC. The IPO model offers unconstrained conceptual categories, facilitating an exploratory approach to specifying the dimensions of virtual team performance. The virtual team performance framework appears to be a viable tool for studying collaboration in distributed cyberinfrastructure teams. The responses of focus group participants fit within IPO framework categories, with the exception of "communication" and "cohesion". The group discussions related to communication and cohesion focused on communication technologies, coordination, and culture rather on the specifics of communication and cohesion in the team. It is possible that the retrospective character of focus group discussion is not conducive to capturing these elements; observation of group processes over time and in different settings might be more promising. Two new subcategories emerged within the design category: leadership and membership size. However, more research is needed to expand and eventually validate key performance dimensions across various types of teams. This work demonstrates some potential application to education reform. HTC is an extremely fault-tolerant system--that is, it performs well without significant human intervention or interaction--and school district systems such as data warehousing, accountability reporting, video encoding or re-encoding, and analytics (e.g., business intelligence in dashboards) need to be fault-tolerant and update regularly. One of the challenges facing districts is that their current infrastructure designs are outmoded, while at the same time they have a growing need to implement longitudinal data systems to collect, manage, and use student, school, and teacher data (Thorn, Meyer, & Gameron, 2007). HTC has the capacity to handle the demands for parallel processing and robust systems--core aspects of sound education infrastructure. Focus Group Protocol is appended. (Contains 1 figure, 5 tables and 4 footnotes.) [Additional funding for this paper was provided by the Children First Fund: The Chicago Public Schools Foundation and the New York City Teacher Data Initiative.]
- Published
- 2010
42. Differential Item Functioning of GRE Mathematics Items across Computerized and Paper-and-Pencil Testing Media
- Author
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Gu, Lixiong, Drake, Samuel, and Wolfe, Edward W.
- Abstract
This study seeks to determine whether item features are related to observed differences in item difficulty (DIF) between computer- and paper-based test delivery media. Examinees responded to 60 quantitative items similar to those found on the GRE general test in either a computer-based or paper-based medium. Thirty-eight percent of the items were flagged for cross-medium DIF, and "post hoc" content analyses were performed focusing on page formatting, mathematical notation, and mathematical content of the items. Although findings suggest that differences in page formatting and response processes across the delivery media contribute little to the observed cross-medium DIF, differences in the mathematical notation contained in the item text as well as differences in the mathematical content of the items provided the strongest apparent relationships with cross-medium DIF. (Contains 2 endnotes, 7 tables, and 2 figures.)
- Published
- 2006
43. Research Application Paper
- Author
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Baskas, Richard S.
- Abstract
The purpose of this study is to compare and contrast two types of scholarly article designs, quantitative and qualitative, as to how two research designs can be similar and different, and how the authors conduct their research and present their results. When researching and analyzing two scholarly articles of different design types, it is imperative to understand how vocabulary describes research, how research can produce varying data, how their results can be analyzed differently. References included two scholarly articles, one qualitative and one quantitative, and six secondary sources. A review of the two articles using research appropriate vocabulary would provide a more in-depth explanation of the research designs. Analysis revealed that even though both articles shared the same research design, various analytical techniques can produce different perspectives of the results.
- Published
- 2011
44. Evaluation of the Reports on Agency Reviews (2005-2009). ENQA Occasional Papers 16
- Author
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European Association for Quality Assurance in Higher Education (ENQA), Crozier, Fiona, Grifoll, Josep, and Harris, Nick
- Abstract
In accordance with its strategic plan, the Board of the European Association for Quality Assurance in Higher Education (ENQA) has undertaken an analysis of the first tranche of review reports of agencies dating from the inception of the process in 2005 until December 2009. The intention of this analysis is to fulfil several purposes: (1) the report can be viewed as a self-evaluation undertaken by ENQA; it captures, reflects on and evaluates review work carried out so far; (2) the report provides valuable information on the use and applicability of the ESG in agency reviews; this information will be of interest not only to ENQA and its members but to other E4 members and beyond, particularly when considering the scope and content of any future review of the ESG themselves; (3) lessons learned from the project will help to shape the second round of reviews which is about to start; and (4) the report will prove useful in the general evolution of the respective missions of and methodologies used by ENQA and the European Quality Assurance Register for Higher Education (EQAR). In total, 34 reports were analysed. The recommendations and conclusions are grouped under six headings: (1) The level of compliance and the "maturity" of the agency, the legal contexts in which agencies work, and the year of review; (2) Panels and their Judgements, including terminology and consistency; (3) Problem areas--for the agencies or with the ESG?; (4) Training; (5) Impact of the ESG and their role in safeguarding QA in HE (have they done the job so far?); and (6) Issues for any review of the ESG themselves. The report is structured to allow the reader to see the main commentary and conclusions first, followed by an annex with a more detailed analysis against each of the ESG in order to demonstrate how the conclusions were reached. Appended are: (1) Annex (1) to the report on the review of agencies: detailed analysis of the reports in terms of individual standards in the ESG; and (2) Annex 2: Reports on agency reviews conducted between September 2005 and December 2009 (with date of publication of report on ENQA website).
- Published
- 2011
45. Teacher Preparation and Student Achievement. Working Paper 20
- Author
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Urban Institute, National Center for Analysis of Longitudinal Data in Education Research (CALDER), Boyd, Donald, Grossman, Pamela, Lankford, Hamilton, Loeb, Susanna, and Wyckoff, James
- Abstract
There are fierce debates over the best way to prepare teachers. Some argue that easing entry into teaching is necessary to attract strong candidates, while others argue that investing in high quality teacher preparation is the most promising approach. Most agree, however, that we lack a strong research basis for understanding how to prepare teachers. This paper is one of the first to estimate the effects of features of teachers' preparation on teachers' value-added to student test score performance in Math and English Language Arts. Our results indicate variation across preparation programs in the average effectiveness of the teachers they are supplying to New York City schools. In particular, preparation directly linked to practice appears to benefit teachers in their first year. Sample Results for Math with Pathway/Institution Effects and Description of Variables are appended. (Contains 6 footnotes, 9 tables and 4 figures.) [Funding for this report was provided by the City University of New York.]
- Published
- 2008
46. Review of NCVER Building Researcher Capacity Initiative. Occasional Paper
- Author
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National Centre for Vocational Education Research, Bartram, Ashlea, Stanwick, John, and Loveder, Phil
- Abstract
In mid-2010 NCVER undertook a review of its building researcher capacity initiative in order to inform its direction into the future. The review found that the initiative had achieved a high profile among vocational education and training (VET) practitioners. The scholarship programs had heightened awareness about the role research can play in fostering good practice and a culture of evaluation. The review found, however, that more work needs to be done to find the best ways to encourage new VET researchers within universities. Program findings are appended. (Contains 2 tables and 3 footnotes.)
- Published
- 2010
47. From Aardvark to Zebra: A New Millennium Analysis of Theory Development in Public Relations Academic Journals. A Top Faculty/Student Research Paper.
- Author
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Sallot, Lynne M., Lyon, Lisa J., and Acosta-Alzuru, Carolina
- Abstract
In a replication and extension of a 1984 study by M. A. Ferguson to investigate the status of theory building by public relations scholars, 748 abstracts and/or articles published in "Public Relations Review,""Journal of Public Relations Research," and its predecessor "Public Relations Research Annual," since their inceptions through the year 2000, were subjected to content analysis. Nearly 20% of articles analyzed were found to have contributed to theory development in public relations compared to only 4% in Ferguson's study. Theory was most prevalent in articles about excellence/symmetry, public relationships, ethics and social responsibility, crisis response, critical-cultural, feminism/diversity, and international topics. These and interdisciplinary influences are expected to continue to contribute to ever more theory building in public relations. (Contains 42 references, 10 notes, and 4 tables of data. An appendix presents a categorization by titles of all articles analyzed.) (Author/RS)
- Published
- 2001
48. Finding and Minding the Gaps for Language Education in Turkey: A Content Analysis on Doctoral Dissertations in ELT Programs from 2010-2020
- Author
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Gürsoy, Esim and Özcan, Eda Nur
- Abstract
The number of ELT doctoral dissertations is growing every year, and these are great sources to spot the leading research trends and the research gaps in the field. Previous studies have been conducted to explore research trends in Turkey, accordingly journal articles and conference proceedings were examined. However, little research has aimed to investigate doctoral dissertations. As the number of graduates increases every year, a current study exploring the research trends of ELT in Turkey is needed. Therefore, the present research aims to fill this gap by examining 252 doctoral dissertations published between 2010 and 2020. Content analysis was conducted on the titles and abstract parts of the dissertations and then, coding was applied with the help of a priori codes suggested by the relevant literature. Findings have suggested that Teacher Professional Development is the leading research topic while Culture, Social, and Gender Issues are found to be under-researched. The results imply that these areas need improvements on both local and global scales. In light of the findings, further research in certain areas is suggested for local researchers.
- Published
- 2021
49. An Analysis of Mission Statements of Select South Carolina Alternative Schools to Determine Practicality during the COVID-19 Pandemic
- Author
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Gary Heyward
- Abstract
The COVID-19 pandemic disrupted teaching and learning, causing schools to close and to move students to remote learning. Many principals sidestepped the guiding principle for schools, the mission statement, and were instead on a mission to salvage teaching and learning. Environmental entities became crucial to school survival. The open system theory, which framed this qualitatively driven mixed methods study, asserts organizations like schools are strongly influenced by the environment, especially during emergencies. This study explored the extent to which select pre-COVID mission statements showed language similarity, facilitated tenets of the open system theory, and aligned with job responsibilities of principals during the pandemic. The 10 South Carolina alternative school principals in this study showed via survey data the pre-COVID mission statements supported their decision-making and allowed flexibility to connect with internal and external entities. Data collected from the focus group of the 10 principals revealed mission statements were similar in language with regard to ensuring the needs of students were met through quality learning environments. An inconsistency emerged from focus group data, defying the earlier survey data findings. Finally, the focus group revealed categories of language essential for supporting open system operations post-pandemic: language that supports student success, school community, and environmental collaboration or interchange and invites parental involvement. The study implies that mission statements can be critical to confirming purpose but must be flexible and the result of robust collaboration. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2023
50. Genre Analysis of Promotional Texts: Rhetorical Patterns and Metadiscursive Features of Teaching Philosophy Statements
- Author
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Khalid Alghamdi
- Abstract
A growing body of academic writing literature has been devoted to studying the rhetorical patterns and language use in diverse academic texts. One of the central goals of these studies is to demystify these texts to acquaint writers, particularly less experienced ones, with the genre conventions. However, Teaching Philosophy Statements (TPS) as a critical academic genre have received insubstantial attention in the literature. TPSs are major gatekeeping practices in academia that play a significant role in controlling access to academic positions and opportunities, where an insufficient grasp of their conventions might affect an individual's academic future. This study is pedagogically motivated, aiming to provide a rich description of the rhetoric of the TPS genre. The investigation was conducted using a self-compiled corpus of TPSs containing 55 samples of naturally occurring TPSs written by academics affiliated with linguistics departments in 30 different US-based academic institutions (totaling 46,543 words). The investigation began with textual analysis aimed at understanding the typical rhetorical components of the genre. This was followed by exploring the metadiscursive features utilized to interact and engage with the audience and how these features were distributed across the different rhetorical components of the genre. The textual analysis was enriched by incorporating insights from gatekeepers, obtained through interviews with four experienced TPS readers to draw out their views on the genre's rhetorical patterns. The study utilized Swales's (1990) notion of moves and steps along with Hyland and Tse's (2004) model of metadiscourse. The findings revealed that writers of the TPSs tended to use a combination of three moves to rhetorically construct and present their teaching philosophies, namely: 1) beliefs stating, 2) teaching practices description, and 3) competence claim. The metadiscourse analysis revealed features such as self-mention, boosters, attitude markers, and transitions were found to be standard features of the genre as they appear in all of the texts analyzed. The findings also showed that the metadiscourse features' usage in each move reflects the varying rhetorical purposes for each move, such as the shared views of teaching and learning in Move 1, the need to present a narrative that is both adaptable and personally resonant in Move 2, and the self-assured competence in Move 3. The interviews with the experienced TPS readers revealed a great preference for concrete examples in the TPSs rather than abstract ideas about educational beliefs and goals. They also show that views of the genre range from being a relatively useless document, a supplementary document, or a pitfall indicator. This study aims to provide valuable insights for practitioners of English for Academic Purposes, as well as academics involved in writing, teaching, or reviewing teaching philosophy statements, in the hope that its findings will significantly enhance their professional practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2023
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