ethanporcaro/eric-fulltext-meta huggingface dataset:
The Use of Metacognitive Reading Strategies among Students at International Burch University: A Case Study
Author: Becirovic, Senad
Date: 2017-00-00
Type: Journal Articles
Subjects: Metacognition,Reading Strategies,Case Studies,English Language Learners,Questionnaires,College Second Language Programs,Gender Differences,Cohort Analysis,Reading Comprehension,Correlation,Intellectual Disciplines,Student Characteristics,Foreign Countries,Statistical Analysis

Being notably absent from many classrooms and largely unaware of by many language learners, metacognitive reading strategies have attracted a keen interest of scholars and have been extensively researched in very diverse contexts. Thus, the primary goal of this research is to determine the overall usage of different types of metacognitive reading strategies by non-native English language speakers at &quot;International Burch University.&quot; For that purpose, the Metacognitive Reading Strategies Questionnaire (MRSQ) was employed. The research sample was composed of 140 university-level students studying in two different fields, namely the field of English Language and Literature and Management. The analysis revealed that gender, grade level and study field have a significant effect on the use of metacognitive reading strategies, whereas the effect of nationality on the overall use of metacognitive reading strategies as well as on both of their subtypes is insignificant. Such research findings might largely contribute to a better understanding of different factors impacting reading strategy usage and might help teachers control them and act accordingly. Thus, some possible causes of such results are further explored in the current study and recommendations and directions for similar future field-related research are offered.
Attitudes and Preferences of Children Living in Orphanage towards Physical Education Lessons
Author: Bendíková, Elena
Date: 2017-00-00
Type: Journal Articles
Subjects: Physical Education,Student Attitudes,Educational Attitudes,Preferences,Foster Care,Elementary School Students,Physical Activity Level,Questionnaires,Gender Differences,Foreign Countries,Statistical Analysis

Background: The key factor that affects the success of shaping positive attitudes towards the regular life-long performance of a physical activity is the students' level of inner motivation. This is influenced, among other things, by their family background, the educational institution that they attend and the educator's competencies. Objective: The purpose of this study was to describe and analyse the attitudes of children (students) who are living in orphanage in physical education (P.E.) classes. Method: We analysed the data of 50 orphan students (22 boys and 28 girls, age 14.5 ± 2.13 years) attending the second stage of elementary schools in Slovakia. Results: P.E. is among the students who are living in orphanage popular teaching subject. Almost half of orphan students considered P.E. to be an important subject, expressed having high evaluation of their feelings and are assiduous during P.E. classes. They prefer mostly team sports. There were not any significant differences between orphan boys and girls with regards to their attitudes towards P.E. lessons, neither from the view of preferences in P.E. classes. We discovered that there were not any significant differences between boys and girls living in orphanage with regards to their attitudes towards P.E. lessons, neither from the view of preferences in P.E. classes. Conclusion: The present study suggests that P.E. teachers create a space to integrate orphan students among the other students to be fully socialised. This will increase the popularity of P.E. and allow physical activities to become a regular part of students' leisure activities. The scientific paper was supported by grant projects VEGA nr. 1/0726/17 &amp; 1/0242/17.
A Computer Test as a Means to Assess Formation of the Teacher&apos;s Metasubject Competences
Author: Ansimova, Nina P.
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Competency Testing,Teacher Competencies,Computer Assisted Instruction,Competency Based Teacher Education,Gifted,Evaluation Methods,Cluster Grouping,Minimum Competencies,Teaching Skills,Knowledge Base for Teaching,Foreign Countries,Statistical Analysis

In the article here is up-to-dated the problem of creation and implementation of the complex system on measurement and assessment of the teachers' competences. Here are presented approaches and approbations of the computer test as a means to assess formation of the teacher's metasubject competences on the example of researching of the group of teachers working with gifted children and youth. Here is revealed the theoretical basis of the competence-based approach, its basic concepts--competence and competency, metasubject competence. The level of methodological bases readiness of the competence-based approach in the aspect of organization of the pedagogical measurement process of the teacher's professional competences is provided. The review of a number of methods and means to assess the teacher's competences is presented, features of the computer competence-based oriented test as a special complex evaluation means are presented, which will provide detection of deficits of the teacher's professional competences and will allow creating conditions for development its realization in the teacher's professional activity of its cognitive, behavioural and valuable components. The description of the computer test is provided: approaches to develop the system of test tasks, determination of their contents, forms and options of representation, results of testing, working conditions with a set of tasks. Screenshots of some pages of the computer test are shown, the operation algorithm, approaches to formation and interpretation of the basis of statistics, the form of presenting recommendations on work with testing results are described. Results of the test approbation on the group of 96 teachers working with gifted children and youth are provided. The subject of testing is a cluster of the teacher's metasubject competences including communicative, research, motivating, organizing, information, creative, tutorial, methodical competences and the self-improvement competence. Analysis results of tests are provided in the aspect of mean scores, generalized characteristics of formation of teachers' competences and also generalized characteristics of professional deficits, which respondents have. In outputs of the article the conclusion is made that the offered computer test allowed not only evaluating the level of formation of competences, but also to define teachers' professional deficits and to reveal measures to eliminate these deficits.
Family and School in Russia at the Beginning of the 20th Century: Attempts to Bridge the Gap
Author: Magsumov, Timur A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Family School Relationship,Family Involvement,Educational History,Educational Change,Secondary Schools,Parent Teacher Conferences,News Reporting,Content Analysis

Having made an attempt to study the interaction level of the family and school in the late imperial Russia, the author has focused on parent organizations, as the latest and most fruitful way to carry out such contacts, by using publicistic writings on teaching science, school records and periodicals, as well as reference documentation for this task. The issue is revealed through the theory of modernization, theory of bureaucracy, sociocultural and gender approaches. By the beginning of the 20th century, due to the almost complete nationalization of the Russian secondary school, the family's interaction with the educational institution their child was studying at was quite indirect and sporadic. During the Russian Revolution of 1905, the state was forced to legitimize parent organizations that had already become reality, considering them as a mechanism for appeasing students. The post-revolutionary decline of the social movement also led to the decline of the parent organizations' activity, in particular, lowering the number of parents attending the school meetings. This was used by the government as it introduced a quorum for the establishment of parent committees, justifying that by the need for a broad representational scope; as a result such committees were kept only in 1/5 of all the secondary schools. Parents' absenteeism was the result of the disappointment in the effectiveness of these bodies as they obviously lacked any rights as well as the change in the way of life of the townspeople whose pace of life significantly increased during that period. However, privately run commercial schools, usually being more liberal, had started interaction with parents before the revolution, continued and developed it afterwards, especially thanks to students' mothers, who mitigated possible contradictions between parent organizations and schools. As a result, in commercial schools, the family representation managed to actively expand its activities, gradually becoming one of the actors of the school environment. These positions were enhanced during the re-establishment of parent organizations in state school, thus turning the commercial schools parent committees into one of the real forces of in-school management.
Analysis of Spatial Concepts, Spatial Skills and Spatial Representations in New York State Regents Earth Science Examinations
Author: Kastens, Kim A.
Date: 2014-05-00
Type: Journal Articles
Subjects: Spatial Ability,Scientific Concepts,Skill Analysis,Science Tests,Earth Science,Exit Examinations,High Schools,Test Items,Item Analysis,Difficulty Level,Goodness of Fit

Research has shown that spatial thinking is important in science in general, and in Earth Science in particular, and that performance on spatially demanding tasks can be fostered through instruction. Because spatial thinking is rarely taught explicitly in the U.S. education system, improving spatial thinking may be &quot;low-hanging fruit&quot; as far as improving science education. In this paper we have analyzed, categorized, and quantified the occurrence of items that require spatial thinking on New York State's end-of-course exam for high school Earth Science. Analyzing all items across 12 exams (1,016 items total), we find abundant instances of spatial concepts, spatial skills, and spatial representations, with 63.1% of the items being coded into one or more spatial categories. In an associated pilot study of item difficulty on one exam, we find that students on average scored lower on items that we had coded as spatial than on items we had coded as nonspatial. In the short run, these findings should motivate Earth Science teachers to attend more deliberately to fostering spatial thinking in their instruction. In the long run, findings such as these can be used in crafting targeted professional development based on an analysis of what types of items an individual teacher's students have found to be difficult.
COSEE-AK Ocean Science Fairs: A Science Fair Model That Grounds Student Projects in Both Western Science and Traditional Native Knowledge
Author: Dublin, Robin
Date: 2014-05-00
Type: Journal Articles
Subjects: Science Fairs,Oceanography,Models,Student Projects,Indigenous Knowledge,Integrated Activities,Science Course Improvement Projects,Culturally Relevant Education,Alaska Natives,Place Based Education,Self Efficacy,Interviews,Student Satisfaction,Elementary Secondary Education

We have developed the traditional science fair format into an ocean science fair model that promoted the integration of Western science and Alaska Native traditional knowledge in student projects focused on the ocean, aquatic environments, and climate change. The typical science fair judging criteria for the validity and presentation of the science were expanded to include criteria for cultural and/or community relevance, and local and cultural experts were involved in judging. The Center for Ocean Sciences Education Excellence-Alaska (COSEE-AK) provided support for teachers to organize local and regional fairs and for student and chaperone travel to an ocean science ''fair within a fair'' at the Alaska statewide science and engineering fair. This approach engaged Alaska Native and rural students in science practice relevant to their cultures and communities and is being sustained by trained teachers and school districts. The results of interviews of 31 of 44 students participating in the 2013 COSEE-AK Ocean Science Fair at the state level suggest learner outcomes of (1) strong, positive feelings of self-efficacy in science; (2) comfort with being identified as a scientist; and (3) feelings of connection to the student's community and support in doing science projects. The ocean science fair can serve as a model for broadening diversity of participation in science by increasing the relevance of science to culture and communities in areas with ethnic groups and/or rural communities that are underserved by science instruction and resources.
Using Problem-Based Learning to Deliver a More Authentic Experience in Paleontology
Author: Montgomery, Homer
Date: 2014-11-00
Type: Journal Articles
Subjects: Problem Based Learning,Paleontology,College Science,Undergraduate Students,Questionnaires,Likert Scales,Course Evaluation,Teaching Methods,Student Attitudes,Student Evaluation,Scoring Rubrics,Science Process Skills,Student Surveys

This study is a research project focused on the implementation of problem-based learning in an honors, paleontology-oriented, Earth Science course. The course, the Age of Dinosaurs, is taught at the University of Texas at Dallas to undergraduates from a range of majors who seek core-curriculum science credit. All class work is centered on fossils and rock samples selected from a research collection accumulated from dinosaur-bearing beds in the Chihuahuan Desert of West Texas. A list of goals for the course was prepared during the design phase for the class. This list was used as a Likert scale questionnaire following completion of the course and dissemination of grades. Results from the goals questionnaire and from the official course evaluations present highly favorable responses to the course and to the problem-based learning methodology. Students provided free-response assessments and advice that influenced the next offering of this course.
Using Remote Sensing and Geospatial Technology for Climate Change Education
Author: Cox, Helen
Date: 2014-11-00
Type: Journal Articles
Subjects: Climate,Spatial Ability,Technology Uses in Education,Navigation (Information Systems),Tutorial Programs,Undergraduate Students,Curriculum Implementation,Pretests Posttests,Feedback (Response),Courseware,Geography Instruction,Instructional Effectiveness

This curriculum and instruction paper describes initial implementation and evaluation of remote-sensing exercises designed to promote post-secondary climate literacy in the geosciences. Tutorials developed by the first author engaged students in the analysis of climate change data obtained from NASA satellite missions, including the LANDSAT, MODIS, ASTER, SSMIS, AIRS and GRACE instruments. The tutorials incorporated image processing technology through software such as ESRI's ArcGIS and ERDAS Imagine. The relative emphasis on the technological tools versus the application to improving knowledge about climate change was adjusted across implementation in three geography courses. The adjustment of the relative emphasis placed on four primary teaching and learning objectives provides a framework for considering adaptation of the exercises across the educational spectrum. For example, activities are already being designed to expand to secondary school and general elective undergraduate geography courses. Online material provides full details for implementation of each exercise and associated student-generated products. Pre- and post-course surveys provided student perspectives about the courses and their learning. Student performance on completion of the tutorials was monitored by the instructor and performance on independent course projects evaluated students' ability to learn and apply their knowledge and skills to problems of their choice. Survey and performance data illustrated that the tutorials were successful in meeting their intended learning objectives. Discussion highlights the unique opportunities these tutorials provided to engage introductory and advanced students in authentic and relevant analysis of satellite data to explore climate change.
Using Rich Context and Data Exploration to Improve Engagement with Climate Data and Data Literacy: Bringing a Field Station into the College Classroom
Author: Ellwein, Amy L.
Date: 2014-11-00
Type: Journal Articles
Subjects: Climate,Ecology,Data Collection,Data Analysis,Student Centered Learning,Science Laboratories,Biology,College Science,Undergraduate Study,College Faculty,Undergraduate Students,Student Surveys,Majors (Students),Visualization,Case Studies,Learning Modules,Teacher Surveys,Teacher Attitudes,Student Attitudes,Regression (Statistics),Statistical Analysis

Authentic scientific data, when richly contextualized, can provide the basis for compelling learning experiences. Many undergraduate students either do not have access to primary data, or if they do, the data are so abstract that student engagement is limited. Here, we describe contextual information and data-rich, student-centered activities we developed to give life to data sets from an intensely studied place, the Rocky Mountain Biological Laboratory (RMBL). The project Web site, Digital RMBL, highlights charismatic organisms, scientists, and long-term data sets as a tool for engaging students who are unable to physically visit a field station. The &quot;Biology of Climate Change&quot; module, the focus of this paper, has been tested in college-level classrooms by 10 collaborating faculty and 243 undergraduate students at a variety of colleges and universities across the nation. Authentic long-term data sets, primary literature, data visualizations, and a flexible format suitable for laboratory sections have led to very high usability ratings by collaborating faculty. In student surveys, a surprising number of undergraduate science majors (20%-30%) report that they have never worked with authentic scientific data--even at major research universities. The percentage of students who have not worked with data is much higher at collaborating 2 y institutions (60%-80%). The majority of students report that they appreciate the opportunity to explore long-term climate science data sets despite the frustrations they experience with the ''messiness'' of authentic scientific data. The impact of this climate change activity is achieved through &quot;engagement&quot; with people, place, and research subjects, followed by student-centered data &quot;exploration&quot; that builds personal interest and scientific discovery skills. This paper outlines one model in which scientists can meet funding agency requirements to share data publicly while providing excellent opportunities for improving climate and data literacy at the college level.
Where Is Earth Science? Mining for Opportunities in Chemistry, Physics, and Biology
Author: Thomas, Julie
Date: 2013-02-00
Type: Journal Articles
Subjects: Earth Science,Science Instruction,Secondary School Science,Science Teachers,Minority Group Students,Readiness,Scientific Concepts,Teaching Methods,Science Curriculum,Faculty Development,Pedagogical Content Knowledge,Chemistry,Physics,Biology,High Schools,Case Studies,Participant Observation,Teacher Attitudes,Teacher Surveys,Likert Scales,Pretests Posttests,Lesson Plans,Qualitative Research,Statistical Analysis,Interviews,Concept Mapping

The Earth sciences are newly marginalized in K-12 classrooms. With few high schools offering Earth science courses, students' exposure to the Earth sciences relies on the teacher's ability to incorporate Earth science material into a biology, chemistry, or physics course. ''G.E.T. (Geoscience Experiences for Teachers) in the Field'' is an exploratory program funded by the National Science Foundation aimed to increase teachers' geoscience interest and content knowledge. Participant teachers (n = 7) included non-Earth science teachers from underrepresented groups and/or high schools with a high percentage of students from underrepresented groups. A variety of quantitative and qualitative measures assessed changes in teachers' readiness and propensity for incorporating geoscience concepts into their current curricula. Findings are compelling, though these results are based on a small sample of teachers. In light of current politics, where Earth science is largely disregarded, professional development workshops like this one can help science teachers become knowledgeable enough to incorporate and expand on geosciences connections in biology, chemistry, and physics.
Ageing and Learning Experiences: The Perspective of a Polish Senior Immigrant in Sweden
Author: Rawinski, Malgorzata Malec
Date: 2017-11-00
Type: Journal Articles
Subjects: Aging (Individuals),Learning Experience,Older Adults,Immigrants,Foreign Countries,Adult Learning,Personal Narratives,Interviews,Sampling,Grounded Theory,Migration,Migrants,Biographies

The general aim of this paper is to present some insights into Polish senior immigrants in Sweden. In particular, it seeks to identify and illustrate the important contribution of previous generations of Polish senior immigrants in building on the diverse culture, traditions and values of the Polish community (Polonia) in Sweden. The paper considers what it means to be an older (age 65+ year) Polish immigrant in Sweden. A biographical method was used in this research to gain these insights. The research evidence was largely collected by means of narrative interviews. Life history is one of the ways to gain insights into the experiences of individuals. A narrative output is never an isolated product. There is always a close link between narrative and other social, cultural and ideological contexts. This paper emphasizes that stories and participant experiences will make more sense if there is a good understanding of the broader contexts in which the individual's story and experiences are embedded. Because of its brevity, the focus of this paper is an in-depth rendition of one older woman's learning experiences in adjusting from war-torn Poland to Sweden.
Are College Graduates Ready for the 21st Century? Community-Engaged Research Can Help
Author: Carbone, Elena T.
Date: 2017-00-00
Type: Journal Articles
Subjects: College Graduates,Undergraduate Students,Career Readiness,Educational Research,Student Research,Community Involvement,School Community Relationship,Pilot Projects,Research Skills,Skill Development,Models,Curriculum Design,Course Content,Communication Skills,Critical Thinking,Interpersonal Competence,Prosocial Behavior,Student Attitudes,Course Evaluation,Minority Group Students

Research is clear: Employers want college graduates who can communicate clearly, think analytically, and interact respectfully. Targeted educational experiences have measurably improved these capacities. To better prepare undergraduates, the University of Massachusetts Amherst developed the Community-Engaged Research Program, a pilot program featuring a cornerstone course. The course seeks to realize the goal of making research-based learning a standard in U.S. undergraduate education. Data from process evaluations, student assessments, and end-of-semester surveys show meaningful gains in students' ability to think through the research process, communicate research findings, and respectfully address others' needs. Recommendations for building a sustainable undergraduate research model are provided. With further institutional support, such courses could improve college graduate preparedness for the workforce.