ethanporcaro/eric-fulltext-meta huggingface dataset:
Integration of Smart Board Technology and Effective Teaching
Author: Min, Kathryn
Date: 2011-00-00
Type: Journal Articles
Subjects: Teaching Methods,Technology Integration,Instructional Effectiveness,Learner Engagement,Class Activities,Grade 2,Protocol Analysis,Questionnaires,Classroom Observation Techniques,Student Behavior,Student Attitudes,Mathematics Activities,Science Activities,Observation

The proposed paper reports on the results of a study conducted to explore the influence of SMART Board technology on student engagement in and perception of classroom activities. Using momentary time-sampling procedures, this study examined differences in second grade students' on-task and off-task behaviors during 30-minute math and science lessons that did and did not include the use of a SMART Board. Student perceptions were measured via questionnaire. Observation results revealed that (a) effective teaching, without technology, can promote above-average levels of student engagement, (b) the integration of SMART Board technology can further increase on-task behavior, and (c) the combination of effective teaching and SMART Board technology can maintain high levels of student engagement throughout a multi-component lesson. Questionnaire results provided modest support for the use of the SMART Board to engage students. While none of the participants favored lessons without the SMART Board, only half rated their attention and participation higher in classes that included the SMART Board compared to those that did not. Further research is needed to determine if the integration of SMART Board technology and effective teaching enhances the engagement of students at other grade levels, of other demographic backgrounds, and in other subject areas.
The Impact of a Teaching-Learning Program Based on a Brain-Based Learning on the Achievement of the Female Students of 9th Grade in Chemistry
Author: Shabatat, Kawthar
Date: 2016-00-00
Type: Journal Articles
Subjects: Academic Achievement,Females,Grade 9,Chemistry,Science Instruction,Secondary School Science,Tests,Statistical Analysis,Brain Hemisphere Functions,Foreign Countries,Teaching Methods,Experimental Groups,Control Groups,Scores

This study aimed at recognizing the impact of teaching-learning program based on a brain-based learning on the achievement of female students of 9th grade in chemistry, to accomplish the goal of this study the researchers designed instruments of: instructional plans, pre achievement and past achievement exams to use them for the study-validity and reliability of these instruments were tested and found appropriate for the study purpose. The instruments were applied on a sample of 64 female students in the 9th grade at the EIN ALBEDAH secondary school in TAFILAH. The researchers applied T-test for independent sample means, standard deviations and ANOVA. The results indicated statitistically significant differences at the level (a = 0.05) in contemporary and instructional achievement or the experimental group. The researchers recommended applying the approaches of instructional methods which are based on brain-based learning in chemistry and science.
New Schooling with Project-Based Learning on Virtual Learning Environments
Author: Lin, Chi-Syan
Date: 2011-00-00
Type: Journal Articles
Subjects: Virtual Classrooms,Information Technology,Active Learning,Student Projects,Story Telling,Professional Development,Communities of Practice,Teaching Methods,Instructional Design,Cooperative Learning,Technology Uses in Education,Multimedia Instruction,Learner Engagement

In order to characterize the trend and exploit the opportunity provided by Information and Communication Technologies (ICT), the paper argues that a new schooling approach that would not only incorporate learner-centric st learning curricula and personalized learning service, but also meet the need of nurturing the 21st century skills is definitely on demand to the digital generation. Project-based Learning (PBL) has been around for decades in the field of education. But it needs new ingredients and upgrade in practice in the digital era. The paper first contends a new paradigm of PBL, which exploits strength of digital storytelling, community of practice, and virtual learning in a convergent manner. For fulfilling the promises of the new paradigm of PBL, design and implementation of a virtual learning environment are discussed and presented later on in the paper with respect to the new schooling approach. Two preliminary experimental studies were conducted during the past year to explore and evaluate the claims of the proposed new paradigm of PBL. The studies focused on issues pertaining to teacher professional development and student knowledge transformation respectively.
An Analysis of Engagement in a Combination Indoor/Outdoor Augmented Reality Educational Game
Author: Folkestad, James
Date: 2011-00-00
Type: Journal Articles
Subjects: Qualitative Research,Simulated Environment,Educational Games,Recreational Facilities,Museums,Video Technology,Learner Engagement,Cooperative Learning,Interaction,Content Analysis,Coding,Outdoor Education,Technology Uses in Education,Experiential Learning,Elementary School Students

This paper describes the results of a qualitative analysis of video captured during a dual indoor/outdoor Augmented Reality experience. Augmented Reality is the layering of virtual information on top of the physical world. This Augmented Reality experience asked students to interact with the San Diego Museum of Art and the Botanical Gardens in San Diego's Balboa Park. Pairs of students were videotaped as they progressed through the experience and the results of video analysis indicated that student engagement and collaboration was relatively high even though there were several technological difficulties--particularly present during the outdoor portion of the experience.
Improvisation of Real-Life Scenarios through Intercultural Competence
Author: Okten, Celile Eren
Date: 2016-07-00
Type: Journal Articles
Subjects: Intercultural Communication,Cultural Awareness,Action Research,Writing (Composition),Reflection,Task Analysis,Verbal Communication,Dialogs (Language),Models,Knowledge Level,Student Attitudes,Learning Processes,Foreign Countries,Turkish,Second Language Learning,Foreign Students,Graduate Students,Undergraduate Students,Second Language Instruction,Teaching Methods,Qualitative Research,Interviews

This paper describes tasks based on real-life scenarios, which triggered reflective thinking, verbalization, and writing, leading to the creation of natural dialogues rather than artificial, dull monologues. One of the main aims of this approach is to engage students in a dynamic process of both learning about multicultural participants and presenting themselves. Data were collected from 30 students at a state university's Turkish and Foreign Languages Centre. Writing tasks were compiled through a classroom activity called &quot;From Culture to Culture&quot; (Kulturden Kulture), which invited students to conduct speaking and writing tasks while connecting their cultures with Turkish culture, utilizing intercultural competence's three components: knowledge, attitude and skill. Byram's (1997) multidimensional model of intercultural competence provided the theoretical framework for evaluation of intercultural competence expressed in students' reflective writing samples and oral presentations. Action research was conducted to promote more effective communicative styles in a multicultural classroom. Performance data were analyzed inductively, as each activity was adapted into a real-life scenario to study intercultural competence. Consequently, the real-life scenarios were categorized as knowledge, attitude and skill components in order to develop the flexibility and adaptability of the language learning process.
Promoting Inclusive Education in Ghana
Author: Djietror, Beauty B. K.
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Educational Improvement,Educational Facilities Improvement,Equal Education,National Programs,Educational Change,Educational Policy,Females,Dropouts,Reentry Students,Pregnancy,School Holding Power,Academic Persistence,Access to Education,Special Needs Students,General Education,Technical Education,Vocational Education,Special Education,Nonformal Education,Teacher Education,Postsecondary Education

Inclusive education is critical for nation building. The government of Ghana has put in measures for promoting inclusion from basic through to tertiary level of education. Some of these measures include expansion of school facilities, implementation of the Free Compulsory Universal Basic Education (FCUBE); the change of policy on girls who drop out of school due to pregnancy for them to return and the school feeding programme for promoting retention in school. These efforts have yielded some results such as increase in enrolment at all levels of education. Using a combination of quantitative and qualitative data, this paper discusses the measures for promoting inclusive education in Ghana, issues emerging and strategies for improvement.
Development and Validation of Yoga Video Package and Its Effectiveness on Depression, Anxiety and Stress of School Teachers
Author: Selvi, B. Tamil
Date: 2011-00-00
Type: Journal Articles
Subjects: Depression (Psychology),Anxiety,Stress Management,Video Technology,Coping,Physical Activities,Program Effectiveness,Relaxation Training,Foreign Countries,Student Characteristics,Pretests Posttests,Surveys,Secondary School Teachers

Teaching once was considered as a noble job but, within the last decade it has become an increasingly stressful profession for school teachers. Increased work load, insufficient salary package, fast changing curriculum, increase in the responsibilities of the students, modern fast mechanical life, conflicts with the colleagues and with higher authorities have made the teaching profession more stressful. This stress ultimately gives rise to many other psychological problems like depression, anxiety, etc. A lot of physiological problems like changes in blood pressure, hypertension, obesity, diabetes, heart problems, respiratory problems, eating disorders, sleep disorders, etc. arise as a result of job stress. This will finally affect their work efficiency and they also tend to pour down these effects on the school children. It also leads to miserable classroom environment, thereby affecting the learning process of the children. The long search for a natural healing remedy for psychological problems like Depression, Anxiety and Stress finally lead to a scientifically proven technology called YOGA. Yoga is a science that has been practiced for thousands of years and is said to be a magical natural remedy for all psychological maladies. So an attempt has been made in this study to use this Yogic Technology, on school teachers. A special video package has been designed based on the above said psychological problems of school teachers and it is tested on them. A significant reduction in Depression, Anxiety and Stress was found in school teachers after yoga training. So it is suggested to include a short Yoga training for future school teachers which will help them manage their psychological problems and improve their Professional Excellence.
Role of Teachers in Constructivistic Approach
Author: Karpagam, S.
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Role,Constructivism (Learning),Teaching Methods,Student Centered Learning,Student Centered Curriculum,National Curriculum,Motivation,Critical Thinking,Individual Differences,Instruction,Learning Processes,Foreign Countries

This paper attempts to explain learner centered methodology of teaching at the school level due to implementation of National curriculum frame work for school (2005), since NCF [National Curriculum Framework] 2005 emphasizes the process of constructing knowledge i.e. learning to learn, willing to unlearn, and relearn as a new paradigm of learning in a flexible and creative manner. This Learner centered interactive pedagogic approach insists certain psychological principles as a representation of current knowledge base of learners and learning. This approach is based on Constructivist learning approach which socializes the people into the culture of self-reliance, resourcefulness, peace oriented values and health and also facilitates learner in acquisition of key knowledge, attitude and behavior to face the society at large. Considering above the teachers' role becomes more complex, difficult and pivotal in the context of new curriculum and has to transform the teacher as a facilitator, co-learner, democratic leader and diagnostician.
Teacher Empowerment and Institutional Effectiveness in Teacher Education
Author: Jha, Avdhesh S.
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Empowerment,Preservice Teachers,Trainees,College Students,Teacher Student Relationship,Educational Objectives,Questionnaires,Teacher Characteristics,Teaching Styles,Teacher Responsibility,Teacher Behavior

Teacher Empowerment means to equip a teacher for conceptual and practical teaching which focuses on the relevant syllabus topics. It means the power of the teacher to exercise his judgement of what, why, how, when and why to teach. It also insists on developing a harmonious relationship with the environment along with the right of the teacher to participate in the determination of educational goals and policies and the achievement of educational school goals. In the present study teacher empowerment means the teachers ability and potential to achieve the school goals and the educational goals. The present study is restricted to the B.Ed. trainee teachers of Ahmedabad district. The objectives of the study comprised to know the necessary general qualities, personal qualities, teaching qualities, student teacher relationship, behaviour, attitude and miscellaneous qualities required by a teacher in the classroom and amongst the students for teacher empowerment. 100 trainee teachers from ten different colleges were selected by purposive sampling from Ahmedabad district. A questionnaire was prepared and the survey method was used in the study. The raw data was then grouped and then the frequency and the percentage of the frequency of the responses by the respondents for the said factor necessary for the teacher was applied to do the analysis and interpretation of the data. The study concluded that the necessary qualities required for teacher empowerment is the minimum necessary qualifications required for a teacher, general awareness, good and clear voice, simplicity, nobility, kindness, gentleness, generosity, activeness, honesty, humbleness, politeness, mildness, softness, intelligence, creativity, knowledge of psychology, philosophy, technology, management, different methods, techniques, approach, content, various languages, presentation style, sense of humour, decency and humbleness. The other qualities required by a teacher are responsibility, course completion on time, duty oriented, unbiased, ideal and intimate in addition to bearing sympathy, mercy, spontaneity and good understanding. The teacher should avoid punishing, frowning, hatred, abusive words, chewing tobacco etc. He should not be fearful, angry, rude and revengeful but bear oneness, equality, love and affection for students and try to be friendly.
Teachers' Professional Development: A Content Analysis about the Tendencies in Studies
Author: Yurtseven, Nihal
Date: 2016-06-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Development,Content Analysis,Educational Trends,Doctoral Dissertations,Literature Reviews,Statistical Analysis,Masters Theses,Research Design,Qualitative Research,Data Collection,Interviews,Surveys,Sampling,Sample Size,Communities of Practice,Educational Research,Statistical Data,Incidence

The purpose of this study is to carry out a content analysis about the studies on teachers' professional development and to determine the tendencies in these studies. Within this scope, 60 studies that were registered to Turkish National Thesis Centre and ProQuest database between the years 2005-2015 were examined. Of the 60 studies, 37 of them were doctoral dissertations while 23 were written as master's theses. As part of the content analysis, the related studies were coded and categorized on a separate file according to certain variables. These variables were publication type, publication language, the year, field of research, research design, data collection tools, data analysis, the number of analyses, participant type, number of participants, average participant size, areas of study, findings, and recommendations. The data were analyzed through SPSS 20.0 software program. The results were presented as frequencies and percentages in a descriptive way. The findings of the current study indicated that the number of doctoral dissertations was more than the master theses and the 82 % of the studies were written in English. Of the 60 studies on teachers' professional development, 20 of them were conducted in the years 2013-2014 and the most frequently used research design was qualitative research design. The most commonly used data collection technique was the interview while survey was the most frequently used data collection tool. The most frequently used sample type was teacher and the most frequently encountered sample size was 0-30. On average, 78 participants took part in the studies while the minimum number was one and the maximum number was 1341. Lastly, the most frequently studied area was professional learning communities with a total number of 16 studies.
E-Learning Strategy for Earning Learners
Author: Singaravelu, G.
Date: 2011-00-00
Type: Journal Articles
Subjects: Electronic Learning,Inservice Education,Inservice Teacher Education,Distance Education,Lifelong Learning,Pretests Posttests,Control Groups,Experimental Groups,Achievement Tests,Foreign Countries,Technology Uses in Education,Reliability,Validity,Hypothesis Testing,Scores,Teaching Methods

The study enlightens the effectiveness of e-learning strategy in learning English among the in-service teachers who are studying B.Ed in School of Distance Education, Bharathiar University, Coimbatore. E-learning strategy is a life long learning strategy for earning in-service teachers. It is a strategy of remaining in employment, which can be more easily facilitated by the use of e-learning strategies than more traditional ones. Traditional strategies of teaching English are not fruitful to the B.Ed in-service teachers to improve their competencies in English. Special innovative strategy can be supported to the trainees for acquiring more knowledge with earning money. Smith and Spurling (1999) provided a simple definition of lifelong learning, that it relates to people learning consistently throughout their lifespan, covering all life from the cradle to the grave, and which may start at any age. Clearly lifelong learning takes place within an economic context be that organizational, national or global. Objectives of the study: (i) To find out the problems of conventional strategies in learning English. (ii) To find out the significant difference in achievement mean score between the pre-test of control group and the post-test of control group. (iii) To find out the significant difference in achievement mean score between the pre-test of Experimental group and the post-test of Experimental group. (iv) To find out the impact of e-learning strategy in learning English at B.Ed in-service teachers. Methodology: Parallel group Experimental method was adopted in the study. Sample: Sixty teachers studying in B.Ed from school of Distance Education, Bharathiar University, Coimbatore were selected as sample for the study. Thirty in-service teachers were considered as Controlled group and another thirty were considered as Experimental group. Tool: Researcher's self-made achievement test was used as a tool for the study. Validity of the tool was established by the opinion of the juries. Reliability of the tool was established by the test and re-test method. Statistical technique: &quot;t&quot; test was used to analyse the study. Procedure of the study: (i) Identification of the problem by administering pre-test to the both groups. (ii) Planning. (iii) Preparation of e-learning activities. (iv) Execution of activities through using the e-learning. (v) Administering post-test. Findings: e-learning strategy is more effective than traditional strategies in Learning English. The study suggests that it can be implemented in other subjects also.
Parents of Children with Disabilities Benefit from the Internet for Development, Learning and Connecting
Author: Winsor, Denise L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Child Rearing,Internet,Disabilities,Child Development,Chronic Illness,Assistive Technology,Information Technology,Access to Information,Health,Help Seeking,Preschool Children

Good Parenting! What it means and being prepared to do it is highly ambiguous in nature. Most parents-to-be want to be good parents and readily believe they are prepared to be good parents. That is until the baby arrives. With every birth comes an even distribution of positive and negative thoughts and emotions. In typically developing pregnancies and problem-free births the positive features are more prominent but this can change dramatically when parents are faced with discovering their unborn fetus or their child has a genetic abnormality, birth defect, disability, or chronic illness. Children with serious medical illnesses and chronic disabilities endure many obstacles as they persist through cognitive, social, and emotional developmental milestones. Technology can function as a tool to help accomplish crucial tasks of parenthood by promoting many aspects of child development (Blanchard, 1997). However, a gap in the literature persists when it comes to how new technologies can provide critical information and support for parenting children with disabilities or chronic illnesses. The focus of this paper is on how new technologies can supplement and provide a type of co-parenting support for parents of children with disabilities or chronic illnesses.