ethanporcaro/eric-fulltext-meta huggingface dataset:
Understanding Implicit Bias: What Educators Should Know
Author: Staats, Cheryl
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Behavior,Teacher Attitudes,Bias,Stereotypes,Educational Malpractice,Theory of Mind,Change Strategies,Social Cognition

The desire to ensure the best for children is precisely why educators should become aware of the concept of implicit bias: the attitudes or stereotypes that affect our understanding, actions, and decisions in an unconscious manner. Operating outside of our conscious awareness, implicit biases are pervasive, and they can challenge even the most well-intentioned and egalitarian-minded individuals, resulting in actions and outcomes that do not necessarily align with explicit intentions. This article aims to shed light on the dynamics of implicit bias with an eye toward educators. After introducing the concept and the science undergirding implicit bias, the author focuses on the implications for educators and suggests ways they can mitigate its effects.
How Instructor-Developed Screencasts Benefit College Students' Learning of Maths: Insights from an Irish Case Study
Author: Ahmad, Tunku Badariah Tunku
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Qualitative Research,Case Studies,Mathematics Instruction,Student Surveys,Integrated Learning Systems,Video Technology,Technology Uses in Education,College Faculty,Colleges,Content Analysis,Instructional Effectiveness,Virtual Classrooms,Algebra,Calculus,Student Attitudes,Mathematics Skills,Test Wiseness,Memory

This qualitative case study explored how students learning Maths at an Irish institute of higher education benefited from their instructor's use of self-developed screencasts. The screencasts (47 in total) were posted on the institute's Maths Moodle site for students to access. One hundred and thirty-eight (n = 138) students participated in an online open-response survey. Students' commentary was analyzed using thematic content analysis (TCA). Themes that represented different types of screencast benefit to students were generated from the data. Consistent with previous studies, the findings show that a vast majority of students (88.4%) used the screencasts for many different purposes and viewed the videos as an extremely useful tool that enhanced their Maths learning experience. Ten primary benefits of screencasts emerged, namely allowing flexible and personalized learning, supplementing lectures and enhancing understanding of Maths keyskills, facilitating exam revision and material review, providing multimodal support for Maths learning, helping students to keep track with the Maths modules, providing a tighter match with course content, delivering a vicarious learning experience, serving as a memory aid, filling in gaps in class notes, and making Maths more enjoyable. The findings support the use of screencasts in facilitating and enhancing students' learning of Maths in higher education.
Impact of Geometer's Sketchpad on Students Achievement in Graph Functions
Author: Eu, Leong Kwan
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Quasiexperimental Design,Computer Uses in Education,Computer Software,Geometry,Mathematics Instruction,Educational Technology,Graphs,Urban Schools,Questionnaires,Student Surveys,Student Attitudes,Control Groups,Experimental Groups,Comparative Analysis,Textbooks,Pretests Posttests,Instructional Effectiveness,Likert Scales,Reliability,Validity,Statistical Distributions,Problem Solving,Self Esteem,Communication Skills

The purpose of this study is to investigate the effect of using the Geometer's Sketchpad software in the teaching and learning of graph functions among Form Six (Grade 12) students in a Malaysian secondary school. This study utilized a quasi-experimental design using intact group of students from two classes in an urban secondary school. Two instruments were used to gather information on the students' mathematics achievement and attitudes towards learning graph functions.A survey questionnaire was used to gauge students' perception on the usage of Geometer's Sketchpad in the learning of graph functions.In the study, the experimental groups used Geometer's Sketchpad-based worksheets and each student has an access to one computer equipped with the Sketchpad software. The control group used only the textbooks. Both groups took the same pre-test.This study indicated that the results ofthe experimental group had a significant mean difference compared to the control group. The use of Geometer's Sketchpad in mathematics classroom has positive effect on the students' mathematics achievement and attitude towards the learning of graph of functions also improved.
Why Teaching Is Not an Exact Science
Author: Anderson-Loy, Lynne
Date: 2016-00-00
Type: Journal Articles
Subjects: Instruction,Student Behavior,Teaching Experience,Secondary School Teachers,Science Teachers,Transformative Learning,Discipline,School Support,Functional Behavioral Assessment,Improvement Programs,Racial Relations,Justice,Change Strategies

Lynne Anderson-Loy teaches science to sixth-, seventh-, and eighth-graders in the Contemporary School and the Regional Safe School at Woodruff Career and Technical Center in the Peoria (Illinois) Public Schools District. In this article, she describes her experience of learning how to manage student behavior in various schools throughout her career. One of her undergraduate professors gave her the advice to remember that teaching is not an exact science, and this advice served her well in that she remained open to learning different methods and techniques for interacting with students in a way that encouraged a peaceful environment and built relationships that produced positive classroom interactions. In 2013, a grant from The Atlantic Philanthropies provided the school, at which the author was teaching, with the following: professional development on secondhand trauma; a yearlong consultant who visited classrooms and suggested lessons that helped students see how education was relevant to improving their lives; and two consultants during the second year of the grant who worked with teachers on helping students learn self-control and how to better retain subject-matter information. Following training, teachers began implementing restorative justice practices to give students a voice and help them strengthen their relationships with each other and with teachers. The author describes how peace circles have been instrumental in the success of the restorative justice practices at the school.
Develop Training Standards for Undergraduate Students with Major Public Administration at King Abdulaziz University, Jeddah, Kingdom of Saudi Arabia
Author: Al-Sehiemy, Zainab Abdul-Rahman
Date: 2015-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Public Administration,Training Methods,Standard Setting,Training Objectives,Majors (Students),Interviews,Questionnaires,Program Validation,College Faculty,Academic Standards,Foreign Countries,Qualitative Research,Statistical Analysis

Recently, public administration graduates are exposed to new set of challenges because of globalization, virtual world and using modern technology as a base of all today's dealings. It imposes PAD at faculty of economic and administration faculty to prepare its students to confront these changes in organizations in the community. Therefore, the aim of the present study was to develop training standards for students with Major PA at KAU, Jeddah, KSA. The study subjects included two groups named; jury group (n = 37) and student group (247). Three tools were used for data collection, namely; Validity form, interview questionnaire sheet and audit form. Descriptive analytical design was used in this study. The study findings indicated that the proposed training standards for undergraduate PA students are valid. It is recommended to apply these standards on students with major PA at KAU-Jeddah.
Influence of Special Needs Education Policy on Access to Secondary School Education by Learners with Hearing Impairments in Nandi County, Kenya
Author: Muhombe, Joseph Andrew
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Special Education,Secondary Education,Secondary Schools,Hearing Impairments,Access to Education,Educational Policy,Multiple Intelligences,Progressive Education,Barriers,Academic Persistence,Dropouts,Case Studies,Qualitative Research,Statistical Analysis,Computer Software,Questionnaires,Secondary School Students,Special Schools,Special Education Teachers,Teacher Attitudes

This study sought to examine influence of Special Needs Education Policy on access to secondary school education by learners with hearing impairments in Nandi County, Kenya. The study was informed by the Multiple Intelligences theory and the Dewey theory of Progressivism. The findings showed that majority of the respondents were aware of the Special Needs Education Policy Framework of 2009 and believed that the policy was being implemented. Majority of the respondents felt that the implementation of the policy had positively affected learners' enrolment in schools but recognized that there were still several challenges that were acting as barriers to school access by learners with hearing impairments in Nandi County. Further, the respondents observed that the implementation of the Special Needs Education Policy had led to a slight improvement on transition of learners with hearing impairments from primary to secondary schools in Nandi County. The influence of the Special Needs Education Policy on retention of learners with hearing impairments was deemed to be marginally small in schools in Nandi County. The results also showed that there were cases of learners dropping out of school because of a number of reasons including financial problems, lack of motivation to be in school and cultural factors, among others. In order to improve access to school education by learners with hearing impairments, respondents gave their opinions on how the challenges could be handled including the need to train more teachers to teach learners with hearing impairments, provision of adequate learning materials and the need to fund the special units/schools for the hearing impaired in the county, among others. The study recommends that the Government should set clear guidelines on how the Special Needs Education Policy can be implemented and coordinated. The study also recommends increase of necessary support for the secondary and primary school/units for the hearing impaired in the county so as to improve access to school education by children with hearing impairments.
Do Scaffolded Supports between Aspects of Problem Solving Enhance Assessment Usability?
Author: McCoy, Jan D.
Date: 2015-00-00
Type: Journal Articles
Subjects: Middle School Students,Scaffolding (Teaching Technique),Problem Solving,Science Education,Social Studies,Student Evaluation,Student Improvement,Measures (Individuals),Scoring Rubrics,Data Analysis,Construct Validity,Content Validity,Statistical Analysis,Tests,Scores

While problem solving as an instructional technique is widely advocated, educators are often challenged in effectively assessing student skill in this area. Students failing to solve a problem might fail in any of several aspects of the effort. The purpose of this research was to validate a scaffolded technique for assessing problem solving in science and social studies at the middle school level. This technique attempts to isolate three aspects of problem solving (data collection, analysis and display, and interpretation) and to measure each aspect separately. Problem solving measures were developed in both science and social studies. These were administered both fall and spring to determine student skill in problem solving and to measure growth in problem solving skill over time and differential skill across grades (6 through 8). Segmented tasks were scaffolded between segments to circumvent the interdependency of elements of the problem solving process. It was determined the measures were successful in supporting students who had difficulty across segments within a single problem solving task and student problem solving skills could be evaluated effectively using the results of the measure.
The Concept of &quot;English Learning Power&quot; and Its Implication for the Design of English Curricula for Primary and Middle Schools in China
Author: Dai, Zhongxin
Date: 2015-00-00
Type: Journal Articles
Subjects: Middle School Students,Elementary School Students,Futures (of Society),Educational Trends,English (Second Language),Second Language Learning,Models,Critical Thinking,Creativity,Cooperation,Learning Activities,Second Language Instruction,Educational Quality,Foreign Countries,Curriculum Design,Teaching Methods,Standards

In the research on &quot;New Characteristics of Future Basic Education in China,&quot; Dina Pei formulates a &quot;three-powered&quot; model to theorize about the characteristics of future basic education in China. The three powers refer to the &quot;Policy-making Power&quot; of the local educational administration, the &quot;Leading Power&quot; of the school leadership, and the &quot;Learning Power&quot; of the students. The concept of &quot;English learning power&quot; derives from the concept of the learning power in the model. English learning power consists in a &quot;three-level&quot; and &quot;six-element&quot; integrity or wholeness. The three levels from which it is perceived are the elementary level (including knowledge and experience, reflection and strategies, and perseverance and enterprise), the approach level (covering communication and cooperation, and practice and activity), and the target level (critical thinking and creativity). English learning power is developed and manifests itself in English learning activities. Historically, the functions of instruction and education are discrete in the English curricula for primary and middle schools in China, where they are couched as the instrumental function and humanistic function respectively. The concept of English learning power focuses on the learner's quality of English learning rather than the discrete quality of English knowledge and skills. Under this concept, the learner's English knowledge, English skills and all other related elements are integrated into the learner's English learning power.
Perceived Barriers to Teaching Movement and Physical Activity to Kindergarteners in Ghana
Author: Sofo, Seidu
Date: 2015-00-00
Type: Journal Articles
Subjects: Barriers,Questionnaires,Teacher Attitudes,Movement Education,Physical Activities,Kindergarten,Preschool Teachers,Young Children,Likert Scales,Statistical Analysis,Educational Resources,Teacher Collaboration,Time,Teacher Competencies,Training,Gender Differences,Intellectual Disciplines,Teacher Qualifications,Foreign Countries

Regular participation in physical activity can improve students' health and academic achievement. It is important to develop a positive attitude toward participation in regular physical activity early in life. Thus, an understanding of factors that affect the activity levels of young children is essential. Therefore, the purpose of the study was to examine what kindergarten teachers perceived as barriers to teaching movement and physical activity. Participants included a purposive sample of 79 teachers from one district in the Upper West Region of Ghana. An 11-item served as the main data source. The questionnaire utilized a 5-point Likert scale. Data were analyzed using descriptive and inferential statistics. Results showed class sizes ranging from 12-161 pupils per teacher. The teachers identified lack of resources (62.0%), lack of support from other teachers (36.80%), lack of time (25.30%), and inadequate training (25.30%) as the major barriers to teaching movement and physical activity. Independent t-Test and One-Way ANOVA analyses found gender, class taught, and professional qualification did not significantly influence teachers' perception of barriers to teaching movement/physical activity. There is the need for teacher education institutions in Ghana to prepare early childhood physical education specialists.
Problems of Understanding English Ironic Expressions by M.A. Students of Applied Linguistics at Mu'tah University in Jordan
Author: Al Khawaldeh, Suhaib
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Applied Linguistics,Learning Problems,Figurative Language,Statistical Analysis,Qualitative Research,Questionnaires,Semi Structured Interviews,Linguistic Competence,Comprehension,Masters Programs,English (Second Language)

The present study attempts to investigate the problems of understanding English ironic expressions M.A. of Applied Linguistics students at Mu'tah University in Jordan. This quantitative and qualitative study includes 15 of M.A. students of Applied Linguistics at Mu'tah University. The participants were selected randomly. Two research instruments were used including questionnaires and semi-structured interviews. The findings of present study indicate that students' low level of linguistic competence in English language has a negative impact on understanding English ironic expressions. The study recommends further research to be conducted in this field.
Modeling Student Performance in Mathematics Using Binary Logistic Regression at Selected Secondary Schools a Case Study of Mtwara Municipality and Ilemela District
Author: Mabula, Salyungu
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Secondary School Mathematics,Secondary School Students,Attendance,Student Behavior,Institutional Characteristics,Gender Differences,Student Records,Regression (Statistics),Mathematics Achievement,Predictor Variables

This study investigated the performance of secondary school students in Mathematics at the Selected Secondary Schools in Mtwara Municipality and Ilemela District by Absenteeism, Conduct, Type of School and Gender as explanatory Factors. The data used in the study was collected from documented records of 250 form three students with 1:1 gender ratio--50 students from each of the five selected secondary schools in the academic year 2011/2012. The sample was considered appropriate as they had covered more than half of the Mathematics syllabus in Ordinary Secondary Schools. Binary logistic regression was used to model a binary variable &quot;performance&quot; (fail, pass) against a systematic component of linear combination predictors (absenteeism, conduct, type of school and gender). The model fitted for the log-odds in favour of poor performance is log[subscript &quot;e&quot;](??(?) divided by 1 - ??(?) = -1.185 + 0.346 ?[subscript 1] + 1.137 ?[subscript 2]. The essence of this study is to provide student performance analysis method (Binary Logistic Regression) not commonly used in Tanzania. Findings show that two out of four explanatory factors used in the study (absenteeism and misconduct) significantly predict student performance in Mathematics based on binary logistic regression fitted. Absenteeism and misconduct predict the log-odds of poor performance by multiplicative effect of 1.414 and 3.137 respectively. Future work is recommended to focus on analysis using other Generalized Linear Models (GLM) as well considering other locations with more/other variables affecting performance of students in mathematics.
Lateness to School Remediation Game
Author: Ugwuegbulam, Charles N.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Secondary Education,Discipline,Discipline Problems,Functional Behavioral Assessment,Student Behavior,Educational Games,Behavior Change,Attendance

Primary and secondary school in Nigeria encourage punctuality to school yet a good number of the learners came late to school. This is especially true in the case of day students. Learners who come late to school are usually punished in one way or the other yet the lateness to school phenomenon still persist. Lateness to school behaviour affects the tone of the school, the learners as well as teachers in different varying ways. Remediating lateness to school behaviour is a concern to stakeholders of education. It is in this wise that the Lateness to School Remediation Game was developed to approach behaviour change from a fun perspective.
Developmental and Communication Disorders in Children with Intellectual Disability: The Place Early Intervention for Effective Inclusion
Author: Jacob, Udeme Samuel
Date: 2015-00-00
Type: Journal Articles
Subjects: Developmental Disabilities,Communication Disorders,Intellectual Disability,Children,Early Intervention,Inclusion,Listening Comprehension,Language Fluency,Articulation (Speech),Morphology (Languages),Pragmatics,Guidelines,Educational Benefits,Semantics,Syntax,Speech Skills,Special Education

The paper attempts to discuss the place of intervention in the developmental and communication disorders of children with intellectual disability for the purpose of providing effective inclusion programme. The definition of early intervention was stated, areas affected by children communication disorder such as language comprehension, fluency, articulation, morphology, pragmatics among others was examined. Guidelines required for providing early intervention and the benefits of early intervention to the child were highlighted.
Effect of Self-Regulated Learning and Motivation to Achieve against Teacher Professional Capability for Student S1 PGSD of Science Field Compared with Regular Student S1 PGSD at UPBJJ Serang
Author: Prayekti
Date: 2015-00-00
Type: Journal Articles
Subjects: Self Management,Student Centered Learning,Student Motivation,Learning Motivation,Science Education,Questionnaires,Statistical Analysis,College Students,College Science,Secondary School Science,Distance Education,Open Universities,Cooperative Learning,Teacher Competencies,Teaching Skills,Personality Traits,Interpersonal Competence,Classroom Research,Action Research,Quasiexperimental Design,Likert Scales,Foreign Countries

This study is to know effect of self-regulated learning and motivation to achieve against teacher professional capability for student S1 PGSD of science field compared with regular student S1 PGSD. The student uses grades of Classroom Action Research (CAR) and Stabilization of Professional Capability (SPC) on curriculum of S1 PGSD to see professional capability, while questionnaire was used to see motivation and self-regulated learning. Data analysis uses ANOVA two paths with self-regulated learning capability and motivation to achieve, other capabilities are grades of CAR and SPC. Analysis result showed that: (1) There is no significant differences in score of independence professional capability of student with self-regulated learning of student S1 PGSD of science field with regular student S1 PGSD; (2) Self-regulated learning factor gave significant effect for professional capability score; (3) There is significant differences in average score of professional capability for student with high self-regulated learning and student with low self-regulated learning; (4) There is no significant differences in average score of professional capability for student with high motivation to achieve and student with low motivation to achieve; and (5) There is no significant differences for professional capability between student with high motivation to achieve and student with low motivation to achieve.