ethanporcaro/eric-fulltext-meta huggingface dataset:
Condition of Safe Environment Creation in Preschool Educational Institutions and Its Development Prospects
Author: Braslauskiene, Rasa
Date: 2010-00-00
Type: Journal Articles
Subjects: Preschool Children,Child Safety,Educational Environment,School Safety,Foreign Countries,Questionnaires,Statistical Analysis,Nonparametric Statistics,Teacher Attitudes,Parent Attitudes,Comparative Analysis,Educational Facilities Improvement,Educational Facilities Planning

Educators should attempt to create a common and solid strategy in preschool educational institutions in order to sufficiently ensure a safe social environment of children. A research examining health and safety issues in Lithuanian preschools was carried out in Klaipeda. The aim of this paper was to analyse the conditions of safe environment creation for children in preschool educational institution and its development prospects. The following research questions were asked: (1) What are the factors that influence the safety of preschool educational institution environment and could these factors be developed? (2) What difficulties arise in the process of safe environment creation for children? (3) How could the creation of safe environment be developed in contemporary preschool educational institutions? A theoretical and empirical analysis of a safe environment creation allowed determining the following development perspectives: a) Possibilities of safe environment creation in a preschool educational institution depending on analysis of the activity condition in the institution; b) Formation of organisation mission and targets, strategy formation; c) Implementation and control of organisation; and d) Collaboration of directors. The paper first defines the research problems and the relevance of the topic. Subsequently the research design and methodology are described. Finally findings are reported and discussed in the light of the literature and conclusions drawn.
The Use of Distance Learning in the Educational Process Content and Structure of Educational Platforms--Analysis of the Platform Educans
Author: Igado, Manuel Fandos
Date: 2010-00-00
Type: Journal Articles
Subjects: Distance Education,Technology Uses in Education,Educational Technology,Secondary School Students,Foreign Countries,Questionnaires,Political Issues,Government Role,Secondary School Teachers,Attitude Measures,Teaching Methods

This work provides some considerations that complements the scarcity of researches this field of knowledge of the e-learning specifically referred to secondary education. Distance training programmes (both open source code and not) are becoming increasingly more popular, especially in higher level education. However, there are very few cases of these types of distance learning tools being directed at secondary school pupils via a form of political support. The platform is divided into areas and levels which house the minimum learning requirements which have been stipulated by the Spanish government in the various areas of Spanish language, Mathematics and Natural sciences for the four levels of E:S:O (Compulsory Secondary Education). The platform EDUCANS is a guaranteed success and the object of this investigation.
Computer-Supported Instruction in Enhancing the Performance of Dyscalculics
Author: Kumar, S. Praveen
Date: 2010-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Learning Disabilities,Mathematics Instruction,Mathematics Skills,Pretests Posttests,Research Design,Experimental Groups,Control Groups,Mathematics Tests,Achievement Tests,Statistical Analysis,Mathematics Achievement,Comparative Analysis,Achievement Gains,Scores,Hypothesis Testing,Outcomes of Education,Foreign Countries

The use of instructional media is an essential component of teaching-learning process which contributes to the efficiency as well as effectiveness of the teaching-learning process. Computer-supported instruction has a very important role to play as an advanced technological instruction as it employs different instructional techniques like powerpoint presentations, video presentations etc. The use of computers in the classroom encourages active learning and meets the diverse needs of the learners through the use of technology in education. Dyscalculia is a learning disorder in which pupils face severe difficulties in performing mathematical computations. Innovative use of computer technology may help dyscalculics to overcome their disability to a large extent. Research studies (Lugo, 2004; Mohankumar &amp; Rajaguru, 2001; Calhoon, 1999; Nwaizu &amp; Ifeanyi, 1990) reveal how multimedia computer technology could be effectively used as a potential supplemental teaching aid rather than traditional classroom instruction. The present investigation examined the effectiveness of using computers for teaching mathematics to dyscalculic children. The Pre-test Post-test Equivalent Group Experimental Design was followed for conducting the study. The sample comprised of 20 dyscalculic students at the primary level each for the experimental group and the control group. The tool used was an achievement test in mathematics prepared by the investigators. &quot;t&quot; test for independent group was employed for the analysis of data. The results of the study indicated that computer-supported instruction enhanced the mathematical ability and academic performance of dyscalculic children.
Effects of Extensive Engagement with Computer-Based Reading and Language Arts Instructional Software on Reading Achievement for Sixth Graders
Author: Securro, Samuel, Jr.
Date: 2010-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Reading Instruction,Language Arts,Computer Software,Reading Achievement,Grade 6,Middle School Students,Educational Technology,Evidence,Experimental Groups,Control Groups,Conventional Instruction,Comparative Analysis,Reading Tests,Achievement Tests,Scores,Standardized Tests,Achievement Gains,Effect Size,Gender Differences,Lunch Programs,Blended Learning,Outcomes of Education,Criterion Referenced Tests,Quasiexperimental Design,Intervention,Statistical Analysis

K-12 school practitioners and schools administrators need reliable results about the effects of instructional technology products as they strive to meet achievement compliance levels in politically accountable local and national contexts in the U.S. This study presents evidence regarding the effects of extensive engagement with computer-based instructional software on the reading achievement of 86 6th graders, within a backdrop of two previous similar investigations at the same middle school between AY 2003-2007. A treatment group received computer-based, reading instruction for 24 weeks x 90 minutes weekly in addition to four, 90 minute blocks of conventional instruction. Control peers received conventional instruction in five, 90 minute blocks per week. Comparisons of achievement scores on year-end, standardized reading tests yielded substantial gains for treatment subjects compared to controls, with an effect size of 0.92. Girls significantly outperformed boys and those not receiving lunch funding did significantly better than those receiving lunch funding. The conclusion is that extensive software engagement combined with in class instruction is an effective instructional context for enhancing reading achievement. Recommendations for further research suggest a &quot;repeated trials&quot; model in the same settings to give fidelity to curriculum, research methodology and the socio-cultural context for students and school.
Understanding Innovation: Classifying Technology Usage for Real Integration and Value
Author: Galloway, Jerry P.
Date: 2010-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Technology Integration,Educational Innovation,Classification,Educational Benefits,Access to Information,Electronic Publishing,Information Dissemination,Shared Resources and Services,Interaction

Educators, calling for quality and effective use of technology, lack distinction more often illustrating the problem than their ideals. Technology educators demonstrate, in an anecdotal fashion, applications calling for replication to follow their lead. But, there's no real understanding of where uses fail nor how to distinguish benefits for students. We must recognize (not tools and applications) but the real distinction from our past. All technology advantages are summarized in four categories: (a) information access, (b) production, (c) sharing, and (d) interactivity control. A case is made for evaluating the value of technology use through these categories.
10 Tips for Turning DI Theory into Practice
Author: Ducey, Melissa N.
Date: 2009-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Theory Practice Relationship,Educational Strategies,Ability Grouping,Grouping (Instructional Purposes),Program Implementation,Outcomes of Education,Educational Benefits,Student Needs

At the core of differentiated instruction (DI) is the belief that because all children are different, their learning needs and abilities are different, and therefore must be approached differently. Differentiating instruction allows teachers to meet the students where they are academically and bring them forward. Although one continues to grow in the use of DI, things are learned along the way that help take the theory of DI into practice for the classroom teacher: 1) DI can extend learning beyond the standards, 2) use open-ended (divergent) questions/problems, 3) start with tiered instruction, 4) grade on learning and growth, not a knowledge checklist, 5) remember that DI can be used to help even the best and brightest, 6) be proactive, not reactive to student needs, 7) incorporate option charts and &quot;menus,&quot; 8) avoid the common pitfalls of microdifferentation, 9) maximize meaningful, but flexible, grouping, and 10) do not expect an overnight revolution. The goal in implementing DI was to increase student performance in physics. Through the use of DI, students were more receptive to working in groups, working at their own pace, working on application-based problems, and a noticed increase in students' desire to learn.
Effects of Web Based Inquiry Science Environment on Cognitive Outcomes in Biological Science in Correlation to Emotional Intelligence
Author: Manoj, T. I.
Date: 2010-00-00
Type: Journal Articles
Subjects: Biology,Emotional Intelligence,Pretests Posttests,Web Sites,Criticism,Science Instruction,Standards,Web Based Instruction,Outcomes of Education,Inquiry,Comparative Analysis,Statistical Analysis,Measures (Individuals),Student Surveys,Student Attitudes,Secondary School Students,Test Validity,Test Reliability,Instructional Effectiveness,Foreign Countries

This research study is the report of an experiment conducted to find out the effects of web based inquiry science environment on cognitive outcomes in Biological science in correlation to Emotional intelligence. Web based inquiry science environment (WISE) provides a platform for creating inquiry-based science projects for students to work collaboratively using evidence and resources from the Web. All projects make use of some content from the World Wide Web, as well as additional Web pages authored for purposes of the project. This approach helps students learn to use the Internet for inquiry, critiquing Web sites, designing approaches, or comparing arguments. The term cognitive outcomes is applied to science standards for intellectual capacity attained by the students as a result or consequence of learning science. Emotional Intelligence is the silent partner of rational Intelligence--equal in importance, yet frequently overlooked and rarely schooled or tested. In order to find out the efficacy pre-test and post test for non equivalent group design and static group comparison design were conducted. The tools which were used in the study include the test on cognitive outcomes in Biological science and scale of Emotional intelligence. The total sample consists of 128 students. The significance of difference between means, analysis of covariance, Pearson's product moment correlation and standard error were used for data analysis. Analysis of data showed that students intervened using web based inquiry science environment attaining significantly higher scores than conventional group student's cognitive outcomes. Cognitive outcomes in Biological science and Emotional intelligence were negligibly correlated and web based inquiry science environment has no significant influence on enhancing Emotional intelligence.
Leadership Enhancement through Mind Management by Meditation--A Scientific Yogic Technique
Author: Selvi, B. Tamil
Date: 2010-00-00
Type: Journal Articles
Subjects: Leadership,Pretests Posttests,Leaders,Administrators,Physical Activities,Exercise,Creative Thinking,Creativity Tests,Creativity,Metacognition,Control Groups,Relaxation Training,Anxiety,Stress Management,Leadership Role,Stress Variables,Administration

Good education is the product of good administration and the administration is not simply a managerial occupation. It demands new dimensions of knowledge, techniques and skills. Today administrators are confronting a variety of problems in their respective organizations. The complex environments of the educational institutions require leaders and heads with greater skills in communication, collaboration, and community building. Even though the principals and administrators possess all the required skills to be an effective educational leader, sometimes they struggle to cope up with their job related stress. So they find it difficult to cope up with their stress related burdens and become helpless. To avoid this, mind has to be managed properly whatever the external environment stresses one. To gain mind management meditation is an effective tool. Mind works only within the boundaries of the field of whatever one have previously heard, seen, thought of, or imagined. Maharishi Patanjali says that &quot;you can cross that field by training your mind, and all its faculties, so that you can go beyond&quot;. Meditation helps in controlling the mind. By doing regular meditation, it is possible to put a switch on the mind and turn it off when it is not needed. In fact, it teaches how to manage the mind just by witnessing it through neutral energy. With the help of meditation the educational leaders can tackle their job related stress; like the recent one based on fees structure of schools. Meditation is where thoughts get dissolved naturally, enhancing your concentration power, memory power, will power, right thinking, and fitness power, automatically. Meditation is neither a mental exercise nor a practice. It is a direct and natural process beyond mind itself.
Performance in Physical Science Education by Dint of Advance Organiser Model of Teaching
Author: Bency, P. B. Beulahbel
Date: 2010-00-00
Type: Journal Articles
Subjects: Physical Sciences,Teaching Models,Advance Organizers,Teacher Effectiveness,Preschool Teachers,Secondary School Teachers,Academic Achievement,Achievement Gains,Pretests Posttests,Experimental Groups,Control Groups,Statistical Analysis,Metacognition,Recall (Psychology),Retention (Psychology),Prior Learning,Foreign Countries

Education should be made painless and the teaching must be made effective. Teaching is an activity, which is designed and performed for multiple objectives, in terms of changes in student behaviours. Models of teaching are just a blue print designed in advance for providing necessary structure and direction to the teacher for realizing the stipulated objectives. Ausubel in his theory of meaningful verbal learning, presents the most important ideas, phenomena and other difficult words in the beginning of instruction, so that the learner can easily understand each and every concept and learning becomes meaningful. According to Ausubel's Advance Organizer Model of Teaching (AOMT), the concepts are hierarchically organized from simple to very abstract and all the concepts are linked together. Ausubel believes that structural concepts of each discipline can be identified and taught to the students and the students can become an information processing system to solve problems. The objective of the study is to find out the effect of AOMT on the achievement, gain and retention of the secondary prospective teachers in physical science. The investigator adopted Pre-test-Post-test Equivalent Group Design for the study. Sixty prospective teachers, 30 for experimental group and 30 for control group, were selected as sample. Statistical techniques used were standard deviation and t- test for independent variables. Findings of the study reveal that performance and retaining capacity of the experimental group are significantly higher than that of the control group.
Multimedia as an Interactive Platform in Learning Volcanoes in Social Sciences among Upper Primary Students--An Experiment
Author: Ravi, R.
Date: 2010-00-00
Type: Journal Articles
Subjects: Educational Technology,Social Sciences,Interaction,Multimedia Materials,Multimedia Instruction,Physical Geography,Experiments,Foreign Countries,Technology Uses in Education,Distance Education,Experimental Groups,Control Groups,Pretests Posttests,Criterion Referenced Tests,Scores,Programmed Instructional Materials,Pilot Projects,Elementary School Students

Instructional technology is a growing field which uses technology as a means to solve teaching and learning challenges, both in the classroom and outside the classroom that is in distance learning environments. Multimedia is an interactive instructional technology used in the classroom for teaching learning process has a wide significance to the learners as well as teachers. Multimedia means the integration of continuous media (e.g. audio, video) and discrete media (e.g. text, graphics, images) through which the digital information can be conveyed to the user in an appropriate way. In the present study, the investigators have developed and standardized the Multimedia Package in non-linear way using Macromedia Flash MX software for learning Volcanoes in Social Sciences for upper primary students. The ADDIE model was considered to develop and standardize the Multimedia package. In this study, the experimental method was adopted by the investigators. The Parallel Group Design was chosen in this study in which the Control and Experimental groups were the two groups of parallel group design. Fifty students studying VIII standard from Government Higher Secondary School at Vellalore Panchayat in Coimbatore were randomly selected as sample for the study. The fifty students were divided into two groups (i.e.) Control group and Experimental group. Each group comprised of 25 students. The pre-test and post-test were conducted for both groups. Finally the study proves that the learning outcome through multimedia package is higher than the traditional method. Hence, it concludes that the multimedia package developed and standardized for learning volcanoes in social sciences is an effective tool and the same can be implemented to enhance the learning activities of the students.
Demographic Factors and Job Satisfaction: A Case of Teachers in Public Primary Schools in Bomet County, Kenya
Author: Chirchir, Reuben
Date: 2016-00-00
Type: Journal Articles
Subjects: Job Satisfaction,Social Capital,Questionnaires,Elementary School Teachers,Teacher Attitudes,Foreign Countries,Professional Autonomy,Educational Administration,Instructional Leadership,Gender Differences,Correlation,Age Differences,Comparative Analysis,Statistical Analysis,Likert Scales

The success of any school depends among others on the social capital including teachers, students, parents and other stakeholders who support the business of imparting knowledge. Satisfied and committed teachers impact both on individual student performance and general academic standards of the school. The study explored job satisfaction among primary school teachers in relation to certain demographic variables. The objective of this study was therefore to examine the influence of demographic factors on job satisfaction of teachers in public primary schools in Bomet County, Kenya. This was done by conducting a survey using a self-administered questionnaire. A total of 848 teachers in 129 primary schools participated in the study. Descriptive and Inferential statistics were used to analyze the data. The overall finding was that teachers were ambivalent on job satisfaction, meaning that they were not sure whether they are satisfied with their jobs. However, teachers were satisfied with their colleague co-teachers and happy when assigned administrative duties. Teachers were more satisfied when authority was delegated to them. It is evident that school leadership needs to improve in ways of supervision, systems of reward, ways of communication, and working conditions. It was further established that there was significant differences in the level of satisfaction of male and female teachers for satisfaction with administrative duties (t = 2.645) and satisfaction with teaching (t = 2.448). It was also found that male teachers are more satisfied with administrative duties (m = 3.2; s.d. = 1.05) than female teachers (m = 2.91; s.d. = 1.18). Similarly, male teaches are more satisfied with teaching (m = 2.6; s.d. = 0.70) than female teachers (m = 2.5; s.d. = 0.79). This implies that female teachers are not keen on taking up additional administrative duties in the school. Overall, there was no significant difference between the levels of job satisfaction between male and female teachers. On the other hand, it was found that job satisfaction was positively correlated with the &quot;age of respondent&quot; (r = 0.092; p&lt;0.01) and &quot;experience in teaching&quot; (r = 0.081; p&lt;0.05).
Problem-Based Instructional Strategy and Numerical Ability as Determinants of Senior Secondary Achievement in Mathematics
Author: Badru, Ademola K.
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Methods,Problem Based Learning,Secondary School Students,Mathematics Achievement,Quasiexperimental Design,Sampling,Mathematics Tests,Test Reliability,Difficulty Level,Reliability,Teacher Education Programs,Mathematics Instruction,Gender Differences,Statistical Analysis,Foreign Countries

The study investigated Problem-based Instructional Strategy and Numerical ability as determinants of Senior Secondary Achievement in Mathematics. This study used 4 x 2 x 2 non-randomised control group Pretest-Posttest Quasi-experimental Factorial design. It consisted of two independent variables (treatment and Numerical ability) and one moderating variable (gender). The subjects consisted of 196 Senior Secondary School Students (SSS II) 90 males and 106 females. A stratified cluster sampling technique used to select the students from four equivalent co-educational Senior Secondary Schools that are distinctly located from each other within the town of Ijebu-Ode, Ogun State. Two valid and reliable instruments (Numerical ability test and Mathematics achievement test) developed to collect data for the study. Their difficulty indices of the items selected ranged from 0.50-0.65, discriminating indices of 0.45-0.71 and reliability index values were obtained to be 0.76 and 0.83 respectively using Kuder-Richardson (KR-20). The results show that the three variables when combined (treatment, numerical ability and gender) jointly accounted for 28.0% of the variation obtained in the students school in mathematics; there is no significant interaction effect on the numerical ability and Gender on students' achievement in mathematics (F (1,196) = 0.242, P &gt; 0.05). And treatments have no significant influence on the students' achievement in mathematics. It is therefore recommended that appropriate courses need be introduced into teacher education programme for the training teachers in these students of designing and developing useful learning packages for mathematics instructions.