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Golden Research Thoughts , 2013, DOI: 10.9780/22315063
Abstract: Concurrent with the process of globalization, the pendulum in education is swaying towards interactive ways of learning / teaching. Education, in the past decades, has experienced a shifting paradigm from text based pedagogy to contextfocused andragogy. And some modern approaches like cooperative learning; collaborative learning or contributive learning is rapidly evolving by virtue of the demand of such a context. Collaborative learning intends to recalibrate teachers attention and concentration towards the significance of some factors of critical importance to effective learning such as 'affective filter', 'exposure', 'pushed output', 'purposeful communication' 'attention' and some other crucial significant context variables like 'motivation' and 'active engagement' of all learners in the process of learning in a semi-authentically analytical and suggestive feedback (S. M. H. Hosseini, 2007). All these pivotal factors are to a large extent neglected by the outdated instructional models like our traditional teacher -fronted chalk- and- talk system which would no longer be effective. This research makes an attempt to highlight the significance of collaborative learning as the need of the hour in today's world especially in the context of globalization.
Validation of Metrics for Collaborative Systems  [PDF]
Ion IVAN,Cristian CIUREA
Informatica Economica Journal , 2008,
Abstract: This paper describe the new concepts of collaborative systems metrics validation. The paper define the quality characteristics of collaborative systems. There are proposed a metric to estimate the quality level of collaborative systems. There are performed measurements of collaborative systems quality using a specially designed software.
Escala de estrategias docentes para aprendizajes significativos: dise o y evaluación de sus propiedades psicométricas / Teaching strategies scale for meaningful learnings: design and evaluation of its psychometric properties  [cached]
Luz Marina Méndez Hinojosa,Mónica Teresa González Ramírez
Revista Electrónica Actualidades Investigativas en Educación , 2011,
Abstract: ResumenEl presente artículo con enfoque cuantitativo tuvo como objetivo dise ar un conjunto de subescalas con evidencias de validez y confiabilidad, que midan la frecuencia de uso de estrategias docentes en el aula, siendo los objetivos específicos: 1) dise ar un conjunto de subescalas con ítems tipo Likert donde cada una evalúe la frecuencia de uso de una estrategia docente en el aula, 2) analizar la estructura factorial de cada subescala y 3) determinar la confiabilidad inter-ítem de cada subescala. Se creó la Escala de Estrategias Docentes para Aprendizajes Significativos (EEDAS) compuesta por 12 subescalas: Actividad Generadora de Información Previa, Actividad Focal Introductoria, Positivo-Negativo-Interesante, Discusión Guiada, Objetivos e Intenciones, Diagrama de Llaves, Mapas Conceptuales, Respuesta Anterior-Pregunta-Respuesta Posterior, Lo Que Sé-Lo Que Quiero Saber-Lo Que Aprendí, Cuadro Sinóptico, Analogías, y Resumen, las que se sometieron a juicio de experto para evaluar su validez de contenido, dando como resultado la eliminación de un ítem. Con el objetivo de determinar su estructura factorial y analizar la confiabilidad inter-ítem se realizó un muestreo incidental en 7 facultades de la Universidad Autónoma de Nuevo León, México, y se aplicó el instrumento a 205 docentes. Producto de los análisis se eliminaron 3 ítems; el análisis factorial exploratorio evidencia la estructura unifactorial de cada subescala y la adecuada saturación de los ítems; y los valores del Alpha de Cronbach, reflejan una adecuada confiabilidad.AbstractThis article with quantitative approach aimed to design a set of subscales with evidence of validity and reliability, to measure the frequency of use of teaching strategies in the classroom, with specific objectives: 1) design a set of subscales with Likert-type items each of which assesses the frequency of use of a teaching strategy in the classroom, 2) examine the factor structure of each subscale and 3) determine the inter-item reliability for each subscale. The Teaching Strategies Scale for Meaningful Learnings (EEDAS) was created taking as reference Ausubel′s theoretical model; composed of 12 subscales: Brainstorming, Introductory Focal Activity, Positive-Negative-Interesting, Guided Discussion, Objectives and Intentions, Tree Diagram, Concept Mapping, Previous Answer-Question-Post Answer, What I Know-What I Want To Know-What I Learned, Overview, Analogies, And Abstract. Which were subjected to expert opinion to assess its content validity, resulting in the removal of an item. In order to determine its factor stru
Collaborative teaching of an integrated methods course  [PDF]
George ZHOU,Jinyoung KIM,Judit KEREKES
International Electronic Journal of Elementary Education , 2011,
Abstract: With an increasing diversity in American schools, teachers need to be able to collaborate in teaching. University courses are widely considered as a stage to demonstrate or model the ways of collaboration. To respond to this call, three authors team taught an integrated methods course at an urban public university in the city of New York. Following a qualitative research design, this study explored both instructors and pre-service teachers experienceswith this course. Study findings indicate that collaborative teaching of an integrated methods course is feasible and beneficial to both instructors and pre-service teachers. For instructors,this collaborative teaching was a reciprocal learning process where they were engaged in thinking about teaching in a broader and innovative way. For pre-service teachers, this collaborative course not only helped them understand how three different subjects could berelated to each other, but also provided opportunities for them to actually see how collaboration could take place in teaching. Their understanding of collaborative teaching was enhanced after the course.
A Psychometric Evaluation of Two Teaching Effectiveness Scales  [cached]
Mikail Ibrahim
Journal of Sustainable Development , 2012, DOI: 10.5539/jsd.v5n7p91
Abstract: The call for teaching accountability in higher education initiated teaching effectiveness research and its scales development. Attention in many institutions of higher learning has been diverted recently to the improvement of teaching performance as another way besides academic research to promote the higher institutions. The diversity of attention is a response to external calls for accountability in teaching as a result of the under-estimation of the significance of the teaching process compared to research activities. As research on teaching effectiveness has increased, so has the number of different measures of teaching effectiveness. Hence, in this article, the researchers examined the psychometric properties of two teaching effectiveness scales, namely the Marsh Student Evaluation of Educational Quality (1987) and Mahfooz Ansari and Mustafa Achoui Ansari Teaching Feedback Survey (2000) in terms of their factorial and construct validity. A total of 1504 3rd and 4th year and postgraduate students were selected from four renowned Malaysian public Universities, namely USIM, UM, UPM and IIUM. The study found that although the two scales were constructed to assess teaching effectiveness in higher institutions, the Marsh scale was extensively used in the literature and more comprehensive in relation to the numbers of factors. The study found that although there is room for improvement for both scales, the Marsh’s scale is psychometrically more sound, and theoretically more comprehensive than Ansari and Ansari’s scale.
Psychometric Validation of Exercise Motivation for Health Scale (EMHS)  [PDF]
Chenghong Hu, Ami Kojima, Urusla Athenstaedt, Yoshiko Kato
Open Journal of Social Sciences (JSS) , 2017, DOI: 10.4236/jss.2017.510024
Objective: The main purpose of this study was to create a Japanese version of the exercise motivation for health scale (EMHS) and examine its psychometric validation. Methods: In study 1, participants were 532 Japanese residents (M = 42.82 ± 13.29, 275 males 257 females). A questionnaire (29 items) modified from the motivation for regulation of eating behavior scale (REBS) was completed. In study 2, participants were 679 (M = 42.82 ± 13.29, 296 males and 383 females aged between 20 - 85) Japanese residents. Well-being, social support, and stage of change in transtheoretical model (TTM) were used as criterion to test the validity of EMHS. Results: Study 1 reported that the principal component analysis (PCA) of the EMHS revealed good construct validity. The Cronbach’s alpha coefficient of the 6 subscales ranged from 0.77 to 0.89. Study 2 indicated convergent and discriminant validity on relationship between well-being and stage of change. A relatively high compatibility (GFI = 0.91, AGFI = 0.87, CFI = 0.93, RMSEA = 0.08) was observed. Two significant differences between gender groups were found in the sample, a higher autonomous regulation on women, and a higher amotivation on men. Conclusion: The results suggested that the Japanese version of EMHS is reliable and valid, and can be used as a tool for measuring the motivation to exercise for health.
Psychometric Validation of the Motivation for Healthy Eating Scale (MHES)  [PDF]
Yoshiko Kato, Makoto Iwanaga, Roswith Roth, Tomoko Hamasaki, Elfriede Greimel
Psychology (PSYCH) , 2013, DOI: 10.4236/psych.2013.42020
Abstract: The aim of this study is to evaluate the psychometric properties of a Japanese version of the Motivation for Healthy Eating Scale (MHES), a modified version of the Regulation of Eating Behavior Scale that assesses the motivational orientation toward healthy dietary regulation. In the first study, a sample of 490 female Japanese undergraduate students completed the MHES. In the second study, 357 female undergraduate students completed the Balanced Diet Scale (BDS), and Subjective Health Status Questionnaire (SHSQ) in addition to the MHES. The MEHS showed good internal consistency, construct validity, and criterion validity as measured by correlation with scores on the BDS and SHSQ. Psychometric analyses of the MEHS revealed a six-factor scale structure. Cronbach’s alpha coefficient ranged from .72 to .84 (Intrinsic motivation: .80, Integrated regulation: .82, Identified regulation: .84, Introjected regulation: .73, External regulation: .77, and Amotivation: .72). Concerning criterion validity, autonomous regulation was positively associated with BDS scores, whereas controlled regulation was negatively associated with SHSQ scores. The results indicate good psychometric properties for the Japanese version of the MHES. It might be confirmed that fostering autonomous regulation lead healthy eating habits and enhance subjective health.
Describing and supporting effective science teaching and learning in Australian schools - validation issues  [cached]
Russell TYTLER
Asia-Pacific Forum on Science Learning and Teaching , 2001,
Abstract: The Science in Schools Research Project is a major Victorian government initiative aimed at developing a model whereby schools can improve their science teaching and learning. A consortium led by Deakin University has been working with an expanding number of primary and secondary schools across the state, supporting them in developing new initiatives in science, and monitoring the impact on school and classroom practice, and student outcomes. The research effort underpinning the project has included the development and validation of a set of components (the SiS Components) describing effective science teaching and learning, and of a school and teacher change strategy by which these can be implemented. The paper describes the research process by which the SiS Components have been developed and refined, and the different means by which they have been validated.
Indian Streams Research Journal , 2013,
Abstract: In recent years, many studies have shown that the most important variable in student success is a well – prepared and capable teacher . In the 21st century we are preparing children and young people for a future world that we don't yet know, for jobs that don't yet exist and for a life that may be very different to today's way of living. Teachers choose to be teachers because they believe they can make a difference. Pupils achievement in different subject areas is commonly considered to assess quality of education at any level. The kinds of students entering higher education as a consequence of widening participation efforts are more likely to not complete individual modules, and more likely to not continue studying, even if they complete modules. Some of this 'dropout' is appropriate and involves students discovering that they are poorly prepared for higher education, that even first year undergraduate study is at too high a level for them, or, most frequently, that they have selected an inappropriate course (see Yorke, 1999). These students are also much more likely to be facing financial hardship and other home or work difficulties that are outside the control of the institution. However the loss of funding associated with this worsening student retention is obliging institutions to allocate additional resources and efforts to attempt to retain these students, even in the face of existing resource constraints. There is much clearer evidence than previously of the implications of widening participation being taken forward through study skills support, student support systems, changed teaching and assessment and even changed curricula. Some institutions display a level of 'joined up' thinking and planning, linking access to teaching and learning, that was not previously evident.Children are given the opportunity to work collaboratively and share responsibility for completing tasks and achieving outcomes. Learning collaboratively is motivating to many children. We are all social beings and collaboration is a natural activity. We talk, share ideas, help, support, challenges and motivate each other without consciously thinking about it. Movement towards competency standards in teaching promises to bring together two parallel programmes of reform- school improvement and skills formation. The first of these, school improvement, has a history as long as the history of schooling. In recent decades, proposals for school improvement have led to changes in curriculum content, materials and structure; assessment; architecture; and government of schools.
Teaching marginalized children at primary schools: teachers professional development through collaborative action research
T. Subahan Mohd Meerah,Lilia Halim,Saemah Abd. Rahman,Halimah Harun
Cypriot Journal of Educational Sciences , 2011,
Abstract: This paper discusses an attempt on teachers’ professional development through collaborative action research to enhance marginalized children’s learning. Despite all efforts to overcome the difficulties of learning encountered by marginalized children, their performance both in the external as well as in the school-based assessments show poor performance especially in subjects like Science and Mathematics. This situation prevails and has resulted in dropout of the students at the primary level before they pursue for secondary education. Based on a series of observations, focus group discussions (FGD) with teachers and consecutive school visits, it was identified that the teachers face some difficulties in teaching Science, Mathematics and language. Teachers tend to use similar teaching approaches as those were being used in the urban schools, which are more teacher-directed in nature. Further, many teachers do not possess sound pedagogical skills to teach Science and Mathematics and to employ alternative approaches suitable for marginalized children in their context. To overcome this situation, teaching modules are developed by the teachers and researchers to provide alternative ways of teaching science. Additionally, teachers become known to the concept of action research. Two professional development workshops have been conducted to introduce some alternative approaches to teach primary science. Preliminary findings show that teachers perceive the modules very useful and beneficial to them. Moreover, the students demonstrate better motivation to learn as well as active involvement in the learning activities.
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