ethanporcaro/eric-fulltext-meta huggingface dataset:
Scholarly Productivity of School Psychology Faculty Members in Specialist-Level Programs: 2002-2011
Author: Laurent, Jeff
Date: 2016-02-13
Type: Speeches/Meeting Papers
Subjects: Scholarship,Productivity,School Psychologists,School Psychology,College Faculty,Specialists,Authors,Writing for Publication,Journal Articles,Undergraduate Students,Student Research,Majors (Students)

The scholarly productivity of school psychology faculty members in specialist-level only programs was examined. Information was gathered from the School Psychology Program Information portion of the website for the National Association of School Psychologists. A total of 137 specialist-level only school psychology programs were identified. Authorship credit was computed for faculty members within each program based on journal articles published from 2002-2011. The 25 individuals with the highest authorship credit were identified. The number of journal publications across program faculty members was averaged, and the top 25 programs were identified. Finally, journals in which the top 25 faculty members published articles were identified. Observations about issues that arose while collecting data were presented. The study presented a snapshot of scholarship among specialist-level only programs and their faculty members during the 10-year period from 2002-2011. (Contains 26 references and 3 tables.)
Defining Professionalism in Teacher Education Programs
Author: Creasy, Kim L.
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: Teacher Education Programs,Professional Identity,Definitions,Preservice Teachers,Teacher Responsibility,Teacher Education,Teacher Characteristics

Professionalism and how it is to be acquired should be a focus of every teacher education program. Despite the significant role professionalism plays there is a lack of a universally accepted definition of professionalism in teacher education programs. This paper investigates &quot;working definitions&quot; of professionalism as they pertain to teacher preparation programs and their teacher candidates.
New Science Curriculum Based on Inquiry Based Learning--A Model of Modern Educational System in Republic of Macedonia
Author: Aceska, Natalija
Date: 2016-00-00
Type: Journal Articles
Subjects: Science Curriculum,Science Instruction,Sustainable Development,Foreign Countries,Literacy,Elementary School Teachers,Educational Improvement,Scientists,Inquiry,Teaching Methods,Information Technology,Educational Quality,Critical Thinking,Educational Principles

The process of globalization, more progressive development of the scientific findings, new technology and the way of communicating with the new forms of literacy in which the most secure spot has been taken by the development of natural sciences in the spirit of &quot;sustainable development&quot; have been the reasons that make science and sustainable development an educational imperative. The development of &quot;natural sciences&quot; in the educational processes in Republic of Macedonia has become an essential process which is being permanently improved with the goal to find the best solutions for its improvement. Currently, all of the elementary grade teachers have to face this process. One of the most recent changes is the study of natural sciences according to the adapted educational &quot;curriculum&quot; from the Cambridge International Examination Center. The goal of this reform is to lead the students on the right way of becoming future &quot;scientists&quot;. The programs include research that encourages students to ask questions and derive the answers themselves with the support from their teachers. This is a proven method with which natural science classes will become more interesting for the students and the findings will remain learned. The educational curriculum also allows the students to develop their critical thinking and to think and use the proofs. Students will easily learn that natural sciences are important and can help them in solving everyday life's problems according to the principles of education for sustainable development. A very important part in the adaptation and realization of the adapted educational curriculum from the Cambridge International Examination Center is being played by the &quot;information and communication technology&quot; (&quot;ICT&quot;) that is a very useful resource for the development of the knowledge, skills and understanding among students. ICT needs to improve the quality of the teaching. The teachers will have the opportunity to choose and use the most appropriate and effective ICT resources.
Science Education: Beyond a Liminal Understanding of Knowledge Production and Dissemination
Author: Abegglen, Sandra
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Education,Case Studies,Undergraduate Students,Bachelors Degrees,Learning Modules,Scientific Literacy,Technological Literacy,Science and Society,Concept Formation,Information Dissemination,Role of Education,Discourse Analysis,Science Curriculum,Scientific Principles,Holistic Approach

The present paper is a case study based on a first year BA Hons Education Studies module that explores a number of important questions about the relationship between technology, knowledge and society and begins to think about how our ideas about each of these contribute to an understanding of what education means. Following a Foucauldian perspective on discourse, truth and power, we look with our students at science--and science education--to explore the production of knowledge in a context where many initiatives promote scientific literacy for children and young people as an important factor in their educational upbringing. The paper argues that it is important to reflect with students on these forms of knowledge production and dissemination and so to avoid seeing and teaching science purely from a consumerist perspective; rather we embrace and develop the idea of science education as a discourse that shapes our understanding of the world and ourselves.
Achievement Levels of Middle School Students in the Standardized Science and Technology Exam and Formative Assessment Probes: A Comparative Study
Author: Bulunuz, Nermin
Date: 2016-00-00
Type: Journal Articles
Subjects: Middle School Students,Academic Achievement,Standardized Tests,Science Tests,Technology Education,Formative Evaluation,Student Evaluation,Comparative Analysis,Grade 8,Scientific Concepts,Foreign Countries,Scoring Rubrics,Multiple Choice Tests,Statistical Analysis,Error Patterns,Guessing (Tests)

The present study has two aims. Firstly, it aims to determine eighth grade students' conceptual understanding of floating and sinking through formative assessment probes. Secondly, it aims to determine whether or not there is a significant difference between students' performance in formative assessment probes and their achievement in the Standardized Science and Technology Exam (TEOG 1) exam. The sample of this research is 61 eighth grade students from a central middle school in Eskisehir. Data collection tools are four two-stage formative assessment probes and the scores of the student taken from the first TEOG 1 exam. The answers of the students to the two-stage probes were scored by use of a rubric. Findings indicated that most of the students either: a) both chose incorrect answer and did not write correct scientific explanation (%41); b) chose correct answer but did not write correct scientific explanation (%33); and c) chose correct answer but wrote partially correct explanation (%43). This result indicates the poorness of students' explanation and interpretation skills in formative assessment probes. In addition, the findings of the dependent sample t-test results also indicate that there is a significant difference between the scores of the students taken from the standardized science test (TEOG 1) and the formative assessment probes on the concepts of floating and sinking. This finding shows that the students are more successful on standardized science test than the formative assessment probes in general. These research findings, suggest that students should be exposed to teaching practices based on &quot;formative assessment&quot; that promotes the development of students' skills of explaining, interpreting, and reasoning rather than multiple-choice tests in science lessons.
Development of Teacher Beliefs through Online Instruction: A One-Year Study of Middle School Science and Mathematics Teachers' Beliefs about Teaching and Learning
Author: Wong, Sissy S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Online Courses,Web Based Instruction,Educational Technology,Technology Uses in Education,Teaching Methods,Mathematics Instruction,Science Instruction,Mathematics Teachers,Science Teachers,Middle School Teachers,Graduate Study,Inquiry,Student Centered Learning,Teacher Attitudes,Attitude Change,Teaching Experience,Qualitative Research,Statistical Analysis,Semi Structured Interviews

Understanding teachers' beliefs is important because beliefs influence teacher decisions. In science, teacher beliefs have an impact on how science curriculum is interpreted and implemented in the classroom. With the push for science, technology, engineering, and mathematics (STEM) education in the United States, it is also critical to examine the beliefs of teachers who integrate science in the classroom. This study of 21 U.S. middle school science and mathematics teachers found that teachers' participation in the first year of a two-year graduate online program that emphasised inquiry-based instruction and student-centred frames of mind influenced participants' beliefs. Overall, participants moved toward holding more student-centred beliefs. When types of beliefs were disaggregated, participants' beliefs about teaching and about learning both moved toward a more student-centred position. Further, teachers' beliefs significantly changed regardless of their years of teaching experience. One surprising finding was that science teachers' beliefs changed significantly, while those of mathematics teachers did not. The findings from this study support the notion that formal knowledge has an impact on teacher beliefs.
Using the Scientific Method to Engage Mathematical Modeling: An Investigation of pi
Author: Archer, Lester A. C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Scientific Methodology,Mathematical Models,Interdisciplinary Approach,Grade 6,Grade 7,Mathematics Instruction,Middle School Teachers,Middle School Students,Mathematics Teachers,Inquiry,Science Instruction,Teaching Methods,Learning Activities

The purpose of this paper is to explain how to use the scientific method as the framework to introduce mathematical model. Two interdisciplinary activities, targeted for students in grade 6 or grade 7, are explained to show the application of the scientific method while building a mathematical model to investigate the relationship between the circumferences and the diameter of circular objects. In the first activity, a research question is pursued as it relates to the stated hypothesis. In the second activity, the same research question is retained; however, the use of exploration helps to build the hypothesis. The activities serve as examples to show how middle school math teachers may use scientific inquiry to motive students' understanding of mathematical models as well as engage in science beyond the science classroom. Students will be able to identify, describe, analyze, interpret, validate, and report relationships between variables.
Perceived Social Competence and Loneliness among Young Children with ASD: Child, Parent and Teacher Reports
Author: Zeedyk, Sasha M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Young Children,Interpersonal Competence,Social Isolation,Questionnaires,Friendship,Factor Analysis,Regression (Statistics),Teacher Student Relationship,Cognitive Ability,Communication Skills,Behavior Problems,Intelligence Quotient,Predictor Variables

Perceived loneliness and social competence were assessed for 127 children with ASD without comorbid ID, 4-7 years old, through child self-report. Using an abbreviated version of the &quot;Loneliness and Social Dissatisfaction Questionnaire&quot; (LSDQ; Cassidy and Asher in Child Dev 63:250-365, 1992), the majority of children reported friendships, yet a considerable proportion also reported social difficulties. Factor analysis of the abbreviated LSDQ identified three factors, which were significantly associated with parent- and teacher-reported variables. Regression analyses revealed parent-reported social skills deficits and teacher-reported conflict in the student-teacher relationship to be associated with child-reported loneliness. Implications for practice are discussed. [This article was published in the &quot;Journal of Autism and Developmental Disorders&quot; v46 n2 p436-449 Feb 2016 (EJ1088315).]
Communities in Action: Lifelong Learning for Sustainable Development
Author: Noguchi, Fumiko
Date: 2015-00-00
Type: Guides - General
Subjects: Lifelong Learning,Sustainable Development,Community Education,Guides,Educational Principles,Educational Policy,Global Approach,Strategic Planning,Educational Practices,Case Studies,Community Action,Barriers,Community Organizations,Profiles,Community Programs,Environmental Education,Functional Literacy,Family Literacy,Womens Education,Empowerment,Foreign Countries

This handbook identifies principles and policy mechanisms to advance community-based learning for sustainable development based on the commitments endorsed by the participants of the &quot;Kominkan-CLC International Conference on Education for Sustainable Development,&quot; which took place in Okayama City, Japan, in October 2014. To inform policymakers and practitioners new to this field, the handbook clarifies the international vision and goals for sustainable development and Education for Sustainable Development, and identifies the potential contributions of community-based learning centres and organizations. It documents both policy and practice from different regions and concludes with a summary of principles and policy support mechanisms. The following Annex is included: Okayama Commitment 2014: Promoting ESD beyond DESD through Community-Based Learning. A bibliography is also included.
Action Research: Measuring Literacy Programme Participants' Learning Outcomes. Results of the Final Phase (2011-2014)
Author: Bolly, Madina
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Action Research,Outcome Measures,Program Implementation,Adult Literacy,Background,Research Methodology,Program Effectiveness,Program Evaluation,Skill Analysis,Measurement Techniques,Quality Assurance,Participant Characteristics,Advocacy,Capacity Building,Evidence Based Practice,Behavioral Objectives,Questionnaires,Sampling,Data Collection,Psychometrics,Adult Programs,Foreign Countries

Action Research on Measuring Literacy Programme Participants' Learning Outcomes (RAMAA) aims to develop, implement and collaborate on the creation of a methodological approach to measure acquired learning and study the various factors that influence its development. This report examines how RAMAA I has been implemented over the past four years in five participating countries: Burkina Faso, Mali, Morocco, Niger and Senegal. It assesses the institutional and technical implementation of the project while identifying challenges and discussing lessons learned. The goal of this mid-term review is to provide strategic guidance for RAMAA II and to enable countries to utilize the results. A member list of national teams is appended. A bibliography is also included.
Integrating E-Books into Science Teaching by Preservice Elementary School Teachers
Author: Lai, Ching-San
Date: 2016-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Technology Integration,Science Instruction,Preservice Teacher Education,Elementary School Curriculum,Qualitative Research,Statistical Analysis,Feedback (Response),Questionnaires,Elementary School Students,Student Teacher Attitudes,Student Attitudes,Student Developed Materials,Textbook Preparation,Foreign Countries,Likert Scales

This study aims to discuss the issues of integrating e-books into science teaching by preservice elementary school teachers. The study adopts both qualitative and quantitative research methods. In total, 24 preservice elementary school teachers participated in this study. The main sources of research data included e-books produced by preservice elementary school teachers, a feedback questionnaire on e-book production, and elementary school students' feedback on the use of e-books. The main results of the study are: (1) the preservice elementary school teachers were satisfied with the processes of e-book production; (2) the preservice elementary school teachers demonstrated excellent performance in e-book production; (3) elementary school students were happy to use e-books.
First 5 Kern Annual Report: Fiscal Year 2014-2015
Author: Wang, Jianjun
Date: 2016-02-03
Type: Reports - Evaluative
Subjects: Early Childhood Education,Early Intervention,Young Children,Partnerships in Education,Surveys,Program Effectiveness,Child Health,Family Programs,Delivery Systems,Financial Support,State Aid,Program Evaluation,Taxes,Counties,Data Analysis,African Americans,Prenatal Care,Child Development,State Legislation,Educational Finance,Annual Reports

The California Children and Families Act of 1998 led to creation of the Kern County Children and Families Commission (First 5 Kern) to support early childhood service programs in Kern County, the third largest county in California that spread a land area as large as the state of New Jersey. In Fiscal Year 2014-15, First 5 Kern administered more than $10 million to fund 39 programs in four focus areas, Child Health, Family Functioning, Child Development, and Systems of Care. The local investment came from a state trust fund established by a $0.50 per pack tax on cigarettes or equivalent tobacco products. Following a model of results-based accountability, multilevel evaluation findings are summarized in this report to assess the annual impact of the program funding and provide recommendations for service improvement. Five chapters are included in this report. Chapter 1 highlights features of First 5 Kern support; Chapter 2 provides program-specific findings that impact children ages 0-5 and their families; Chapter 3 describes results of partnership building to strengthen the capacity of service integration; Chapter 4 includes longitudinal results from the Core Data Elements (CDE) survey and Family Stability Rubric (FSR) to describe sustainable accomplishments through ongoing improvements. This report ends with Chapter 5: Conclusions and Future Directions to review past recommendations and introduce new recommendations for next year. Quantitative and qualitative approaches have been taken to describe service outcomes in different communities, including the city of Bakersfield that has surpassed St. Louis in population size. The report includes two appendices: (1) Index of Program Acronyms; and (2) Technical Advisory Committee served in FY 2014-15.
Activities of American Missionaries in Kayseri
Author: Öztürk, Ayhan
Date: 2013-04-00
Type: Journal Articles
Subjects: Foreign Countries,Religious Education,Information Dissemination,Global Approach,Christianity,Protestants,Educational History,Asian History,Archives,Health Services,Hospitals,Educational Practices

This study focuses on the activities of American missionaries in Kayseri, who found a large area of activity during the regression period of the Ottoman Empire. They mostly carried out educational and health activities in Kayseri Station, founded in 1854 as a part of the Western Anatolia Mission. In this study, the schools opened in Kayseri are mentioned in the section reserved for educational activities. In terms of such activities, American College in Talas is particularly important, and American missionaries efficiently founded hospitals in Kayseri within the framework of health services. Using American Board archive documents, the present study attempts to shed light on all activities carried out and gives brief information about missionary activities in Kayseri.
The Importance of Concept of Word in Text as a Predictor of Sight Word Development in Spanish
Author: Ford, Karen L.
Date: 2015-12-04
Type: Speeches/Meeting Papers
Subjects: Predictor Variables,Word Recognition,Spanish,Emergent Literacy,Kindergarten,Grade 1,Multiple Regression Analysis,Bilingual Education,Literacy Education,Alphabets,Phoneme Grapheme Correspondence,Rhyme,Spelling,Sight Vocabulary,Phonological Awareness

The goal of the current study was to determine whether Concept of Word in Text (COW-T) predicts later sight word reading achievement in Spanish, as it does in English. COW-T requires that children have beginning sound awareness, automatic recognition of letters and letter sounds, and the ability to coordinate these skills to finger point accurately to words in memorized text. Participants in the current study (n = 90) were students in bilingual or dual-language schools in Minnesota, Missouri, Virginia, and Washington D.C. who were receiving literacy instruction in Spanish. Students were administered six early literacy tasks (i.e., alphabet and digraph recognition, letter sound knowledge, beginning sound awareness, rhyme awareness, spelling, and COW-T) in spring of kindergarten, followed by measures of automatic sight word reading in fall and spring of 1st grade. Multiple regression analyses revealed that of the six early literacy tasks administered in kindergarten, COW-T had the highest correlation with both fall and spring 1st grade sight word reading, even when controlling for fall sight word reading in predicting spring sight word reading.
Transforming Our World: Literacy for Sustainable Development
Author: Hanemann, Ulrike, Ed.
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Sustainable Development,Literacy,Numeracy,Lifelong Learning,Educational Opportunities,Equal Education,Functional Literacy,Adult Education,Community Involvement,Forestry Occupations,Community Development,Environmental Education,Educational Researchers,Educational Research,Nonformal Education,Daily Living Skills,Womens Education,Cooperatives,Community Centers,Child Health,Outdoor Education,Natural Disasters,Emergency Programs,Coping,Vocational Education,Community Education,Program Development,Adult Basic Education,Youth Programs,Community Programs,Foreign Countries,Case Studies

This compilation offers global examples of innovative and promising literacy and numeracy programmes that link the teaching and learning of literacy to sustainable development challenges such as health, social equality, economic empowerment and environmental sustainability. This publication is a timely contribution to the 2030 Agenda for Sustainable Development, which promotes the engagement of stakeholders to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. [The editor acknowledges the following people for their support in developing case studies during their internships: Alena Oberlerchner, Andrea Díaz Hernández, Anne Darmer, Ayda Hagh Talab, Bo Zhao, Julian Kosh, Justin Jimenez, Kwaku Gyening Owusu, Laura Fox, Lingwei Shao, Mahmoud Elsayed, Mariana Simoes, Medaldo Runhare, Michelle Viljoen, Mihika Shah-Wundenberg, Mika Hama, Moussa Gadio, Nisrine Mussaileb, Rouven Adomat, Ruth Zannis, Sarah Marshall, Seara Moon, Shaima Muhammad, Stephanie Harvey, Thomas Day, Ulrike Schmidt, and Unai Arteaga Taberna.]