ethanporcaro/eric-fulltext-meta huggingface dataset:
Children&apos;s Experiences of Social Exclusion--What is It Like Living in a Slum in Kampala?
Author: Sims, Margaret
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Phenomenology,Slums,Experience,Freehand Drawing,Imagery,Interviews,Hygiene,Sanitation,Access to Education,Water,Social Problems,Public Health,Young Children,Child Health

The voices of young people are beginning to be heard, but rarely are children living in poverty included in this research (Ridge, 2002). In this study, the authors used an interpretive approach that is informed by the phenomenological underpinning of the new sociology of childhood (Conroy &amp; Harcourt, 2009; Schiller &amp; Einarsdottir, 2009). In this approach, they positioned children who lived in a slum in Uganda as active citizens who were able to give accounts of their own experiences. They collected information through children's drawings: a form of visual data collection identified in Pauwel's Integrated framework for visual research (Pauwels, 2010, p. 552) as respondent-generated imagery and interviews. In their analysis they particularly focused on the aspects of life they thought were most likely to have been influenced by work towards the United Nations-created Millennium Development Goals (MDG): that is children's experiences of sanitation and hygiene (toileting, washing hands, access to drinking water) and schooling. Despite the fact the children were not instructed to focus on these in the discussions or in their drawings, the authors used these key components as guides to determine how work done at government-level towards the MDG was actually impacting on the children's daily experiences living in the slum.
Learning Space Service Design
Author: Felix, Elliot
Date: 2011-00-00
Type: Journal Articles
Subjects: School Space,Informal Education,Academic Support Services,Student Personnel Services,Design,Higher Education,Foreign Countries

Much progress has been made in creating informal learning spaces that incorporate technology and flexibly support a variety of activities. This progress has been principally in designing the right combination of furniture, technology, and space. However, colleges and universities do not design services within learning spaces with nearly the same level of sophistication or integration. Nor do they adequately assess their services. This paper calls for a focus on designing services to facilitate better learning experiences. It describes the fundamentals of service design practice, a selection of exemplary spaces, and the implications for design, budgeting, and staffing.
New Media: Engaging and Educating the YouTube Generation
Author: Vedantham, Anu
Date: 2011-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Technology Uses in Education,Assignments,Library Services,Learner Engagement,Academic Libraries,School Space,Student Projects,Library Facilities

Today's undergraduates are clearly comfortable as consumers of technology and new media--purchasing ring tones for their cell phones and tunes for their iPods, text-messaging from handheld devices, scanning and tinkering with photos, keeping up with their Facebook friends and watching viral YouTube videos, sometimes all simultaneously. We share examples of classroom assignments integrated with library support services that engage today's undergraduates with academic materials in a variety of course contexts. We discuss how specific arrangements of library learning spaces and the alignment of space and staffing can help undergraduate students succeed with new media projects for class assignments.
Use of Swivel Desks and Aisle Space to Promote Interaction in Mid-Sized College Classrooms
Author: Henshaw, Robert G.
Date: 2011-00-00
Type: Journal Articles
Subjects: Classroom Design,Furniture,School Space,Space Utilization,Interaction,College Instruction,College Faculty,Teacher Surveys,Observation,College Students,Student Surveys,Class Activities,Physical Activities,Learner Engagement

Traditional designs for most mid-sized college classrooms discourage 1) face-to-face interaction among students, 2) instructor movement in the classroom, and 3) efficient transitions between different kinds of learning activities. An experimental classroom piloted during Spring Semester 2011 at the University of North Carolina at Chapel Hill uses clusters of stationary desks that swivel 360-degrees and aisle space to address these challenges. The findings from a study involving ten courses taught in the room suggest that there is a need for designs that not only promote quality interactions but also facilitate movement between small group work, class discussion, and lecture.
The Case for a Learning Space Performance Rating System
Author: Felix, Elliot
Date: 2011-00-00
Type: Journal Articles
Subjects: School Space,Colleges,Rating Scales,Educational Facilities Design,Evaluation Criteria,Performance

Learning spaces are mission-critical for colleges and universities. Yet institutions lack a commonly accepted set of standards for learning spaces, lack a way to measure how well they work through a third-party certification, and lack a substantive way to compare their spaces to peer and aspirant institutions. Inspired by the success of environmental building rating systems, this paper makes the case for a Learning Space Performance Rating System and describes the development of such as system--currently in its early stages--so as to enlist broader interest and support in the initiative.
Improving Student Success in Difficult Engineering Education Courses through Supplemental Instruction (SI)--What is the Impact of the Degree of SI Attendance?
Author: Malm, Joakim
Date: 2011-00-00
Type: Journal Articles
Subjects: Academic Achievement,Engineering Education,Supplementary Education,Foreign Countries,College Freshmen,Attendance,Comparative Analysis,Difficulty Level,Statistical Analysis

The customary way to determine whether an adopted Supplemental Instruction (SI) program has been successful or not is by comparing course results for two groups, SI attendees and non-attendees. The division of SI attendees and non-attendees is generally done rather arbitrarily by prescribing a minimum number of SI sessions a student has to attend to be considered an SI attendee. Although the SI attendee vs. non-attendee concept is powerful in some respects, it tends to cloud the benefit of attending SI sessions. That a higher SI attendance leads to better course results is perhaps taken for granted, but in the few further studies that have been made, the picture of SI attendance rates vs. course results is not overly clear. The present study aims to contribute to how the degree of SI attendance affects course results in an engineering context at a Swedish University. In the study we divide the students into four categories, those with high, average, low, and no SI attendance. In terms of student success in a course, it is found that there is a clear relation between the number of SI sessions attended and course success. Students with high SI attendance do best followed by students with average, low, and no SI attendance, respectively.
Undergraduate Student Peer Mentoring in a Multi-Faculty, Multi-Campus University Context
Author: Townsend, Robert A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Mentors,Peer Relationship,Foreign Countries,Peer Teaching,Barriers,Qualitative Research,Action Research,Semi Structured Interviews,Student Attitudes,Program Effectiveness

This article explores research that utilised a mapping strategy to investigate the elements of peer mentoring and peer tutoring programs across a multi-campus Australian university. Peer mentoring, peer tutoring and peer learning activities at the multi-campus university are occurring in a manner that may be considered ad-hoc which does not necessarily reflect an organisational commitment to, or philosophy of peer activities in the higher education setting. There is a significant body of research that reveals that mentoring activities benefit all students, mentoring particularly increases access, progress and success of students who traditionally struggle in tertiary education (Barnett, 2008; Walker and Walsh, 2008; Allen, Elby and Lentz, 2006; Budny, Paul and Bon, 2006; Eby, Durley, Evans and Ragins, 2006; Fox and Stevenson, 2006; Ferrar, 2004; Heirdsfield, Nelson, Tills, Cheeseman, Derrington, Tracy, Jagsi, Starr and Tarbell, 2004; Hansford, Tennent and Ehrich, 2003). While it is important to distinguish peer mentoring from peer tutoring/learning in any integrated model, both activities would complement Australian curriculum and student service reforms by providing an added valuable learning resource to all students.
Being &quot;Dumped&quot; from Facebook: Negotiating Issues of Boundaries and Identity in an Online Social Networking Space
Author: Best, Gill
Date: 2011-00-00
Type: Journal Articles
Subjects: Social Media,Peer Teaching,Mentors,Technology Uses in Education,Educational Technology,Foreign Countries,College Students,Learning Theories,Communities of Practice,Teacher Role,Student Role,Higher Education,Student Attitudes

While Facebook, the world's most popular Social Networking Site (SNS), has been warmly welcomed by many commentators and practitioners within the educational community, its effects, impacts and implications arguably remain insufficiently understood. Through the provision of an anecdotal and experiential account of the authors' attempt to introduce Facebook into an existing Peer Assisted Study Sessions (PASS) student peer mentoring program at Victoria University (VU) in Melbourne, this paper aims to explore and thereby explicate some of the issues inevitably arising in relation to the adoption and utilisation of social networking technologies in educational settings. While the authors' experiences of their own &quot;Facebook experiment&quot; were somewhat ambiguous and ambivalent, this paper is intended to contribute to the ever-expanding body of literature concerned with the use of Facebook in education and to thereby assist in improving educators' requisite understanding of both the potential positives and pitfalls involved. On the basis of the authors' experience, it is suggested that careful consideration as well as explicit and iterative articulation and negotiation surrounding issues of staff and student expectations, boundaries and identity management in an online environment comprise the minimum requirements for the successful implementation of social networking into student peer mentoring programs.
Video-Based Supplemental Instruction: Creating Opportunities for At-Risk Students Undertaking Engineering Mathematics
Author: Armstrong, Lyn
Date: 2011-00-00
Type: Journal Articles
Subjects: Mathematics Education,Engineering Education,At Risk Students,Supplementary Education,Academic Support Services,Peer Groups,Video Technology,Multimedia Materials,Multimedia Instruction,Case Studies,Pilot Projects,Program Implementation,Mixed Methods Research,Student Experience,Student Surveys,Pretests Posttests,Feedback (Response),College Students,Foreign Countries

Since its introduction at the University of Western Sydney (UWS), Australia in 2007, the Peer Assisted Study Sessions (PASS) program has proved a very effective and popular methodology for increasing retention and enhancing student engagement. PASS is based on Supplemental Instruction (SI) which is an international program that provides peer led, interactive study sessions in subjects with relatively high failure rates or which are considered challenging by students (Martin, 2008). Video-based Supplemental Instruction (VSI), which is an offshoot of SI (Martin &amp; Blanc, 1994) provides a more intensive and integrated learning experience based on collaborative processing of pre-recorded lectures for students who lack the prerequisite knowledge to successfully complete subjects. These attributes aptly describe a significant proportion of the students enrolled each semester in a core Engineering Mathematics subject, many of whom fail the subject one or more times. Although the PASS program was offered in this subject, attendance tended to be low, particularly among students who had previously attempted the subject. Therefore, staff from the Student Learning Unit and the Mathematics and Engineering Departments decided to pilot a VSI program as a way of addressing student engagement and progression. This paper provides a case study that details the processes of implementing this pilot in the first semester of 2011. It focuses particularly on the positive outcomes for the attendees who had all previously failed this demanding first year subject. We draw on a range of qualitative and quantitative research data which includes participating students' comments and their results. We recognise the limitations of this study due to the small number of participants and acknowledge that the results are not directly transferable to different contexts. However, we suggest that it offers a pertinent case study which will contribute to the research into VSI as an effective learning modality.
Track Model: A Proposal of an Interactive Exhibit to Learn Aerodynamics
Author: Sturm, Heike
Date: 2011-10-00
Type: Journal Articles
Subjects: Models,Exhibits,Middle School Students,Semantic Differential,Biology,Science Instruction,Active Learning,Inquiry,Qualitative Research,Foreign Countries,Physics,Animals,Hands on Science,Science Experiments,Workbooks,Motion,Interaction

Bird flight and lift in general is a complex subject which is also difficult to teach in a classroom. In order to support the teaching of this curriculum-based subject, an interactive exhibit to demonstrate aerodynamic aspects of objects has been developed, implemented and evaluated with 262 middle school students. The empirical evaluation comprised a semantic differential in order to test the affectivity of the model as well as workbook analyses in order to measure potential cognitive gains. Factor analyses of the semantic differential responses revealed two factors with high factor loadings and high consistency. Qualitative analyses of the workbooks showed that 67% of the students added cognitive knowledge by experimenting with the track model. Conclusions are drawn concerning the added value of the implementation of our track model in school.
Computer Instructional Approach and Students&apos; Creative Ability in Sculpture Education in Nigeria Universities: Obafemi Awolowo University as a Case Study
Author: Abass, Bada Tayo
Date: 2011-10-00
Type: Journal Articles
Subjects: Creativity,Sculpture,Universities,Case Studies,Foreign Countries,Pretests Posttests,Control Groups,Statistical Analysis,Teaching Methods,Computer Assisted Instruction,College Students,Art Education,Experimental Groups

This paper assessed the use of computer assisted instruction in enhancing students' creative ability in sculpture education in Obafemi Awolowo University, Ile-Ife. The study adopted non- randomized pretest, posttest control group. Data were analyzed using mean, standard deviation and analysis of Covariance (ANCOVA). The mean score were used in testing the only research hypothesis. There was no significant difference in students' creativity ability in sculpture when taught using computer instructional and conventional approach. The results of data analysis using Analysis of Covariance (ANCOVA) and Scheffe post-hoc showed that students with high and average creative ability benefited most than their counterparts in conventional teaching methods. It was concluded that application of computer in learning environment has significant influence on the student's performances in sculpture.
A Proposed Blueprint Model towards the Evaluation of Educational System in Iran
Author: Mehrafsha, S. Jahangir
Date: 2011-04-00
Type: Journal Articles
Subjects: Models,Foreign Countries,Stakeholders,Universities,Evaluation,Surveys

The pursuit of quality gave rise to the concept of Iran Universities as learning organizations. Iran Universities must have the capacity to learn if they are to survive the demands and requirements of the emerging times. This includes liberating traditional methodologies that are anchored on positivism and seemingly dependent on technical expertise. In this article, the author underscored the need, 1) to develop, present and describe proposed model for training and education in Iran: 2) to discuss the components and the dimension of each of these components of the proposed model: 3) to suggest a general frame for data collection of each of the components and dimensions of the model; and 4) to discuss the management implications of evaluative results, when a problem emerges. This model includes five main components. The first refers to the trainees, evaluator participants and students. The second refers to the evaluator in general, including implementation and operations. The third component includes the effects of the evaluation on the trainees, students or participants. The fourth looks at the social impact of the evaluator. The fifth family which refers to the students' parents.
Academic Related Variables and Attitudes toward Substance Abuse among Secondary School Adolescents in Barbados
Author: Fayombo, Grace A.
Date: 2011-04-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Substance Abuse,Student Attitudes,Student Interests,Resilience (Psychology),Study Habits,Adolescents,Correlation,Predictor Variables,Multiple Regression Analysis,Questionnaires,Statistical Analysis

This study investigated the relationships between some academic related variables (interest in school, psychological resilience, study habit) and attitudes toward substance abuse among 220 (M = 15.1, SD = 1.10) secondary school adolescents in Barbados. Results revealed that interest in school, psychological resilience and study habits negatively correlated with adolescents' attitudes toward substance abuse. The academic related variables also jointly contributed 45% (R Square = 0.445) of the variance being accounted for in attitudes to substance abuse and this was found to be statistically significant (F(3,216) = 57.63, p&lt;.0005). Additionally, it was found that interest in school was the best predictor of attitudes to substance abuse and that psychological resilience and study habit were other significant predictors. These results were discussed in the light of the importance of these academic variables preventing adolescents' substance abuse.
Employment Status, Curriculum and College of Agriculture Graduates&apos; Entrepreneurial Behaviour in Cross River State, Nigeria
Author: Arikpo, Abam
Date: 2011-04-00
Type: Journal Articles
Subjects: Foreign Countries,Entrepreneurship,Employment Level,Agricultural Education,College Graduates,Self Employment,Curriculum,Behavior,Government Employees,Unemployment,Private Sector,Questionnaires

The study investigated the difference in entrepreneurial behaviour of self employed College of Agriculture graduates &quot;vis-à-vis&quot; their counterparts who were either government employed, organised private sector employed, or unemployed. The samples (80 College of Agriculture graduates) were purposively drawn from all College of Agriculture graduates found in Cross River State, Nigeria. The Graduate Self Employed Seeking Behaviour Inventory (GSSBI) was the instrument employed in the investigation. The data gathered were analyzed using the t-test statistic. The result revealed that, there was no significant difference in entrepreneurial behaviour of College of Agriculture graduates in self employment, government employment, organised private sector employment and unemployment (p&lt;0.05). The study provided some support to the notion that a realistic curriculum framework could present valuable educational content and context that would help graduates gain and reinforce appropriate entrepreneurial behaviour.
Symbolic Form in the Pedagogical Implications of Sociolinguistics
Author: Tolic, Mirela
Date: 2011-04-00
Type: Journal Articles
Subjects: Sociolinguistics,Foreign Countries,Correlation,Semiotics,Mass Media,Mass Media Role,Cultural Context

The author with the help of analysis of symbolic forms and sociolinguistics explains the transformation of &quot;homo communicans in conscious homo symbolicum.&quot; He points out the importance of etymological analysis Cassierer's philosophy of symbolic forms and its effects in the modern understanding of sociolinguistics. It is necessary their correlation relationship for the development of critical-reflective attitude towards the accelerated development of new media. The article provides an overview of pedagogical implications in the analysis of symbols and sociolinguistics in the educational process. Sociolinguistics is analyzed in terms of its impact on the development of media pedagogy in Croatia.
Applying a Conceptual Mini Game for Supporting Simple Mathematical Calculation Skills: Students&apos; Perceptions and Considerations
Author: Panagiotakopoulos, Chris T.
Date: 2011-04-00
Type: Journal Articles
Subjects: Mathematics Instruction,Educational Games,Computation,Mathematics Skills,Student Attitudes,Grade 5,Elementary School Students,Feedback (Response),Program Effectiveness,Competition,Scores,Educational Technology,Technology Uses in Education,Urban Schools,Statistical Analysis,Gender Differences

Mathematics is an area of study that particularly lacks student enthusiasm. Nevertheless, with the help of educational games, any phobias concerning mathematics can be considerably decreased and mathematics can become more appealing. In this study, an educational game addressing mathematics was designed, developed and evaluated by a sample of 33 students of the fifth grade of a primary school. Each student played the educational game &quot;Playing with Numbers&quot; (PwN), performing additions with integers, additions with decimals and multiplications with integers for a total of one hour, divided into four sessions. Next, the sample was asked to provide feedback regarding specific questions, and the analysis of the results showed that the PwN application is attractive and delivers usage. The attraction of the PwN game probably owes its success to its competitive element, as users are driven to achieve high scores. The PwN application was also found to be easy to use, and this made the challenge of achieving a high score more appealing, as success depended only on the cognitive skills of the user and not on any weaknesses or difficulties raised by the application itself. The findings of this study show that students would benefit from educational games and would be happy to work within an environment that motivated them and indirectly forced them to deal with mathematical operations while playing.
A Study of Teachers&apos; Perception of Schools&apos; Organizational Health in Osun State
Author: Omoyemiju, Michael Adeniyi
Date: 2011-04-00
Type: Journal Articles
Subjects: Teacher Attitudes,Organizational Climate,Secondary School Teachers,Job Satisfaction,Teacher Surveys,Public School Teachers,Foreign Countries,Educational Environment,School Culture,Teacher Morale

This study examined the teachers' perceptions of school organizational health (i.e. resource support, job satisfaction among staff, morale boosts, institutional integrity and initiating structure). Descriptive survey design was used for the study. The sample was composed of 330 secondary school teachers randomly selected from 283, 826 secondary school teachers in Osun State. Data collected was subjected to t-test analysis. It was found that that there is higher homogeneity within the group of male and female secondary school teachers and public secondary school teachers have a higher perception than their private counterpart. In conclusion, governments at various levels who are the proprietor of public schools have the best of teacher who are committed to having good organizational health in the schools. Thus, with little motivation and encouragement this commitment to good organizational health could be transformed into commitment to work and thus, leading to better academic performance of students in the public schools.