ethanporcaro/eric-fulltext-meta huggingface dataset:
Just-in-Time Teaching, Just-in-Need Learning: Designing towards Optimized Pedagogical Outcomes
Author: Killi, Steinar
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Design,Feedback (Response),Masters Programs,Student Motivation,Instructional Effectiveness,Active Learning,Student Projects,Knowledge Level,Educational Environment,Qualitative Research,College Students

Teaching methods are constantly being changed, new ones are developed and old methods have undergone a renaissance. Two main approaches to teaching prevail: a) lecture-based and project-based and b) an argumentative approach to known knowledge or learning by exploration. Today, there is a balance between these two approaches, and they are more complimentary than opposites. However, the development of new tools, such as additive manufacturing (3D printing), and shifts in the way knowledge is obtained and consumed has led to emerging new methods to teaching and learning. This paper will address two of the new trends in the concepts and related practices of Just-in-time teaching and Just-in-need learning in the context of design education. Over the past fifteen years, these approaches have been developed, tested and implemented in the five-year master's program in design at the Oslo School of Architecture and Design. In summary, we have found that in project-based learning, different ways of teaching methods should be timed with the different types of student motivation. However, we argue that our findings are relevant for education on all levels. The key to understanding these two concepts and related practices is to know when the timing for input is optimal. To be motivated to solve something does not necessarily mean you are motivated to learn something. Further, it is important that the chosen learning outcome is actually achieved. Equally, knowing when scarce resources should be used is of no less importance. We conclude in suggesting that designing teaching inputs could enhance the learning outcomes and better use resources at hand. Further, in this way, planned learning outcomes could be tracked, both in reference to explicit and tacit knowledge. We coin the term Apposite Pedagogic Action as one way of to addressing this dynamic.
Planning a Design Course for Play Experience and FabLab
Author: Teng, Chien-Kuo
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Design,Laboratories,Play,Educational Technology,College Students,Student Attitudes,Computer Games,Toys

With the current popularity and widespread use of high-tech and telecommunication products, digital information with varied forms of software, hardware, and multimedia was engaged in designs for entertainment and daily life; its related products are sweeping the globe. On the other hand, the rapid development of 3D printing technology further caused a boom of FabLab. To develop designs with strong and rich experiences a designer must be able to fully understand user-experience. This study will present the thinking of planning a new course with integration of Play, Sci-Fi &amp; Design to share how such course attempt to provide students with learning motives via approaches of play and scenario, and to establish a degree of fun in the learning environment, in order to motivate students to identify the blind spots in the existed situation and to take challenge to learning new experience more directly through participation and interaction in play. This was done by breaking down the barriers between play experience and rapid prototype design of FabLab. Based on this thinking the course structure and content was planned and presented in this paper.
Effectiveness of Learning Tool Basic Dance South Sulawesi (Mandar) Sendratasik Education Study Program Faculty of Arts and Design Makassar State University
Author: Padalia, Andi
Date: 2015-00-00
Type: Journal Articles
Subjects: Dance Education,Questionnaires,Statistical Analysis,Test Results,Cooperative Learning,Teaching Methods,Universities,Educational Research,Textbooks,Video Technology,Student Attitudes,College Students,Foreign Countries

Objective research to determine the effectiveness of the learning device Basic Dance South Sulawesi (Mandar) on Sendratasik Education Program Faculty of Arts and Design University of Makassar. This type of research is the Research and Development (R &amp; D). The object of research includes learning tools Basic Dance South Sulawesi (Mandar) in the form of textbook for students and instructional videos that have been developed. Data were collected by the students' test results and questionnaire. Data were then analyzed using descriptive statistics. The results showed that roughly devices that have been developed have met the criteria of effectiveness. However, the test results are still learning tools necessary to hold further revised in relation with the advice and input of validators as well as observers and students. In order to obtain the basic learning dance cooperative model based Sulawesi valid, effective, and practical.
Ethnic Discrimination against Mapuche Students in Urban High Schools in the Araucanía Region, Chile
Author: Becerra, Sandra
Date: 2015-00-00
Type: Journal Articles
Subjects: Ethnicity,Racial Bias,American Indian Students,Teacher Attitudes,Foreign Countries,Self Concept,Urban Schools,High School Students,Secondary School Teachers,Semi Structured Interviews,Focus Groups,Verbal Communication,Withdrawal (Psychology),Academic Ability,Disadvantaged,Social Isolation,Peer Acceptance,Institutional Characteristics,Grounded Theory

Ethnic or racial discrimination towards children and adolescents at schools is of concern in many contexts around the world because it is associated with diverse psychosocial, behavioural, emotional, and identity problems. The purpose of this study was to identify the types of ethnic discrimination experienced by indigenous Mapuche adolescents in schools in Chile. The study was qualitative in nature and two techniques were used: semi-structured interviews and focus groups involving an &quot;indicative&quot; sample of 80 participants (30 students and 50 teachers) from three urban high schools in the Araucanía Region, Chile. Three modes of ethnic discrimination were identified: &quot;verbal,&quot; &quot;behavioural-attitudinal&quot; and &quot;institutional.&quot; A &quot;non virtuous cycle&quot; of discrimination is suggested. It originates with teachers' prejudiced attitudes that lead to attributions of deficit among Mapuche adolescents. When these attributions are activated, they lead to a diminished sense of competence, avoidance and segregation among Mapuche students who then withdraw from active participation in learning, which perpetuates and confirms teachers' prejudice and attributions. Recommendations for the educational system, schools, and teachers are discussed to diminish the manifestation of ethnic discrimination at schools and its negative consequences for indigenous adolescent population.
Development Parenting Model to Increase the Independence of Children
Author: Sunarty, Kustiah
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Child Rearing,Children,Interpersonal Relationship,Parenting Styles,Junior High School Students,Questionnaires,Statistical Analysis,Correlation,Statistical Distributions,Self Actualization

This study examines parenting and the child's independence model. The research problem is whether there is a relationship between parenting and the child's independence. The purpose of research is to determine: firstly, the type of parenting in an effort to increase the independence of the child; and the relationship between parenting models and the child's independence. The study population was a junior high school student in the city of Makassar. Data were collected through the scale/questionnaire. Data were analyzed by using descriptive analysis statistics and statistical inferential. The results showed that: firstly the type of parenting patterns used today in relation with the independence of children are respectively: positive parenting, democratic, authoritarian, permissive, negative/unhealthy, and derelict; secondly, a positive parenting and a democratic parenting model can increase the child's independence, and finally, there is a positive and significant relationship between parenting models and the child independence.
Equality and Human Capital: Conflicting Concepts within State-Funded Adult Education in Ireland
Author: Hurley, Kevin
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Human Capital,Adult Education,Equal Education,Lifelong Learning,Educational Finance

This article offers a critique of the concept of equality as it informs the White Paper on Adult Education: Learning for Life (2000). It also outlines the extent to which human capital theory can be seen to have effectively colonised lifelong learning from the outset of its adoption by the European Union with highly constraining implications for state-funded adult education in Ireland.
Connecting Mathematics Teaching with Vocational Learning
Author: Dalby, Diane
Date: 2015-08-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Adjustment,Mathematics Instruction,Case Studies,Continuing Education,Postsecondary Education,Mathematics Skills,Learning Processes,Cosmetology,Public Service,Mixed Methods Research,Focus Groups,Observation

For many vocational students in England, mathematics is now a compulsory part of their programme, yet the inclusion of an academic subject within a vocational course presents challenges. In this paper, an analysis of a series of case studies of vocational student groups in Further Education colleges in England shows how contrasting practices in &quot;functional mathematics&quot; and vocational classes reinforce perceptions that mathematics is an isolated and irrelevant subject. Some mathematics teachers made contextual connections by embedding mathematical problems in vocationally-related scenarios but distinctive socio-cultural features of vocational learning situations were often absent from mathematics classes. Addressing this disconnection requires a pedagogical approach and classroom culture that links mathematics learning with vocational values. The findings suggest that adopting mathematics classroom practices that reflect the surrounding vocational culture creates greater coherence for students and has positive effects on their engagement with mathematics learning.
Keeping the Doors of Learning Open for Adult Student-Workers within Higher Education?
Author: Walters, Shirley
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Adult Education,Adult Students,Adults,Educational Change,Student Employment,Educational Legislation,Federal Legislation,Enrollment Trends,Action Research,Library Science,Library Education,Educational Environment,Distance Education

The Freedom Charter of the African National Congress (ANC), the triumphant South African liberation movement, proclaims that &quot;the doors of learning shall be open&quot; for all. Twenty years since coming to power, the doors of the universities are struggling to stay open for adult student-workers. An action research project into implementation of &quot;flexible provision&quot; at one historically black university is described in response to these realities. Rich experiences from lives of working librarian student-workers illustrate the complex issues that confront individuals, workplaces and institutions in implementing innovative pedagogies within a university.
Adult Learners and Mathematics Learning Support
Author: Fitzmaurice, Olivia
Date: 2015-08-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Higher Education,Mathematics Skills,College Readiness,Adult Students,Student Motivation,Academic Support Services,Questionnaires,Student Characteristics

The provision of some level of Mathematics Learning Support (MLS) is now standard in the majority of Higher Education Institutions in Ireland, the UK, and in many other countries. This provision is, in part, a response to the large numbers of students entering Higher Education who do not have the mathematical skills required and this cohort includes a significant number of adult learners. Research indicates that these students have different motivations and approaches to learning than traditional age learners. This paper considers the analysis of a large scale student evaluation of Mathematics Learning Support in Ireland. In particular, it presents the responses and engagement levels of adult learners and compares these to those of traditional students. The findings are key to ensuring best practice in the provision of MLS for the wide variety of students who engage with it.
Making Maths Useful: How Two Teachers Prepare Adult Learners to Apply Their Numeracy Skills in Their Lives outside the Classroom
Author: Brooks, Carolyn
Date: 2015-08-00
Type: Journal Articles
Subjects: Mathematics Education,Numeracy,Adult Learning,Daily Living Skills,Pilot Projects,Case Studies,Mathematics Instruction,Mathematics Teachers,Mathematics Skills,Skill Development,Mathematics Activities,Teaching Methods,Models,Student Educational Objectives,Semi Structured Interviews,Focus Groups

This pilot case study of two teachers and their learner groups from Adult and Community settings, investigates how numeracy teachers, working with adult learners in discrete numeracy classes, motivate and enable learners to build on their informal skills and apply new learning to their own real-life contexts. Teachers used a range of abstract and contextualised activities to achieve this. Similarities and differences between teachers' approaches were analysed using a Context Continuum model. Whether teachers started with real-life situations then moved to the abstract mathematics within them, or approached it the other way around seemed less important than ensuring there was movement back and/or forth between the different discourses of numeracy and mathematics.
The CABES (Clare Adult Basic Education Service) Framework as a Tool for Teaching and Learning
Author: Greene, Moira
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Basic Education,Theory Practice Relationship,Adult Learning,Models,Adult Literacy,Social Theories,Constructivism (Learning),Educational Principles

This article describes a Framework that can be used to help bridge the gap between theory and practice in adult learning. The Framework promotes practice informed by three strands important to adult literacy work: social theories of literacy, social-constructivist learning theory and principles of adult learning. The Framework shows how five key factors can be utilised to establish existing learner knowledge onto which new learning can be built, identify relevant and effective learning objectives, and provide a means of evaluating learning.
What Do We Know about Mathematics Teaching and Learning of Multilingual Adults and Why Does It Matter?
Author: Ní Ríordáin, Máire
Date: 2015-08-00
Type: Journal Articles
Subjects: Multilingualism,English (Second Language),Second Language Learning,Mathematics Instruction,Economic Development,Adult Learning,Language Role,Numeracy,Bilingualism,Correlation,Mathematics Education,Foreign Countries,Adult Education

The significant role of language in mathematics teaching and learning is not a new phenomenon. Given the growth of cultural and economic migration, the increasing international focus on education for economic development and the widespread use of English as a language for learning, we have become acutely aware of the importance of language in adults' mathematics learning. While investigation has been undertaken in relation to the role of language in the learning and teaching of mathematics at primary and second level, little research has been done on multilingual (including bilingual) adults' learning of mathematics and the ways in which teaching might support such learning. In this paper we investigate the role of language in the mathematics and numeracy education of bi/multilingual adults with a focus on the mathematics register and discourse; we address the relationship between language(s) and learning; we provide a review of available literature specific to adult learners; and discuss implications for adult mathematics education.
Adult Students' Experiences of a Flipped Mathematics Classroom
Author: Larsen, Judy
Date: 2015-08-00
Type: Journal Articles
Subjects: Blended Learning,Technology Uses in Education,Mathematics Instruction,Adult Students,Homework,Video Technology,Qualitative Research,Surveys,Interviews,Urban Schools,Foreign Countries,Student Experience,Student Attitudes,Learner Engagement,Independent Study,Attendance,Personal Autonomy,Goal Orientation,Educational Technology,College Mathematics

The flipped classroom is a flexible blended learning model that is growing in popularity due to the emergent accessibility to online content delivery technology. By delivering content outside of class time asynchronously, teachers are able to dedicate their face to face class time for student-centred teaching approaches. The flexibility in implementation of a flipped classroom allows for a diversity in student experiences. The study presented in this paper uses qualitative methods of analytic induction to conduct a case analysis on survey and interview data collected from students participating in a flipped adult mathematics upgrading course at an urban Canadian university near Vancouver, BC. The key phenomenon of interest in the study is how adult students experience a flipped mathematics classroom. Of secondary interest is how factors such as autonomy and goals interrelate with these experiences. It is found that flipped classrooms can bifurcate into two types of student interaction: completely engaged and self-paced. Key interrelated factors in this bifurcation include adoption of cognitive autonomy support, goal orientation, and attendance.
Second Chances: Want to Meet the Needs of Early School-Leavers? Focus on Their Mental Health
Author: McHugh, Kathriona
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Dropouts,Mental Health,Correlation,Adolescents,Educational Legislation,Federal Legislation,Resource Centers,Caring,Qualitative Research,Educational Experience,Art Activities,Interviews,Recognition (Achievement),Prosocial Behavior,Interpersonal Relationship,Mentors

This article provides an overview of research carried out with early school-leavers in four Youthreach centres in the West of Ireland. It offers progressive perspectives on links between early school leaving and mental health related issues. In particular the participants' stories reveal that their mainstream schooling experiences had a damaging effect on their mental health. The findings highlight the necessity for the creation of educational provisions that have &quot;care&quot; and &quot;respect&quot; as central concepts, and for Youthreach centres to be recognised as a viable and valid alternative to mainstream schooling.
Reasons for University Students' Violence in Jordan
Author: Alshoraty, Yazid Isa
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Violence,Questionnaires,Islam,Islamic Culture,Values,Help Seeking,Educational Counseling,Counseling Services,Social Influences,Cultural Influences,Tribes,Grades (Scholastic),Low Achievement,Socialization,Family Size,Punishment,Admission Criteria,College Admission,Critical Thinking,Problem Solving,Altruism,Conflict Resolution,Interpersonal Relationship,Student Attitudes,Sex,Educational Attainment,Grade Point Average,Statistical Analysis

The aim of this study was to examine the reasons for students' violence at Jordanian Universities from the viewpoint of the Hashemite University students. The sample consisted of 521 male and female students, chosen randomly. To collect data, the researcher designed a three-domain questionnaire. The findings of the study revealed that the most important reasons for violence were the reasons related to students (weak commitment to Islamic values, weak resort to psychological and educational counseling, forming student groups on the basis of kinship and areas, and student frustration caused by low grades), then the reasons related to society (defending the honor of family or tribe, wrong socialization, tribal support for students who resort to violence, prevalence of the culture of tribal solidarity, the great importance given to the size of the family or tribe, and pressure of some officials and influential people to reduce punishments imposed on students who resort to violence), and finally the reasons related to universities (policy of exceptions in university admissions, lack of concentration on skills of critical thinking and problem solving, weak culture of dialogue, and lack of concentration on the values of tolerance and forgiveness). Also, the results showed that there were no differences in the students' perception of the reasons for university violence due to their sex, college, academic year and grade point average.
Pre-Service Teacher Opinions about Eco-Friendly Person Activity Package Developed to Raise Environmental Awareness
Author: Candan, Sevcan
Date: 2015-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Teacher Attitudes,Opinions,Environmental Education,Foreign Countries,Qualitative Research,Phenomenology,Semi Structured Interviews,Questionnaires,Statistical Analysis,Ecology,Program Implementation,Attitude Change,Learning Activities,Consciousness Raising,Knowledge Level,Positive Attitudes,Program Effectiveness,Coding,Classification

In this study, the effectiveness of Eco-Friendly Person Activity Package developed in order to raise environmental awareness in pre-service teachers and enable them to be an example of an eco-friendly teacher for their future students, and the responses about Eco-Friendly Person Activity Package were investigated. The study was conducted on 75 fourth year pre-service teachers from departments of Elementary School Education who took Environmental Education Course in a state university during fall semester of the academic year 2014-2015 and 10 pre-service teachers who participated in the study were asked to provide their opinions. It was a qualitative study based on a phenomenological design. Data of this research were obtained using a semi-structured questionnaire and interviews and analyzed with an inductive approach using NVivo 9 qualitative analysis program. The participants were asked about the environment, environmental problems, future environmental problems, characteristics of an eco-friendly person before and after the implementation and were asked to provide their opinions about Eco-Friendly Person Activity Package after the implementation. Before the implementation, it was identified that the participants had lack of knowledge about the environment, neglected the role of people in environmental problems, could not make realistic estimations about possible future problems and didn't know the requirements of being an eco-friendly person. Following the environmental education provided using Eco-Friendly Person Activity Package, the participants made statements indicating that they have a good knowledge of the environment, can describe environmental problems and their causes based on such knowledge, are aware of the fact that the future of the environment will change based on human acts, show positive attitudes, including loving the environment and having concerns about its future, describe an eco-friendly person and show such behaviors. Based on the findings, it was concluded that Eco-Friendly Person Activity Package, which aims to raise examples of eco-friendly teachers, was effective in reaching its target.