ethanporcaro/eric-fulltext-meta huggingface dataset:
Elementary Children's Retrodictive Reasoning about Earth Science
Author: Libarkin, Julie C.
Date: 2012-00-00
Type: Journal Articles
Subjects: Earth Science,Elementary School Students,Scientific Concepts,Abstract Reasoning,Comprehension,Inferences,Concept Formation,Science Instruction,Thinking Skills,Knowledge Level,Logical Thinking,Observation,Semi Structured Interviews,Hypothesis Testing

We report on interviews conducted with twenty-one elementary school children (grades 1-5) about a number of Earth science concepts. These interviews were undertaken as part of a teacher training video series designed specifically to assist elementary teachers in learning essential ideas in Earth science. As such, children were interviewed about a wide array of earth science concepts, from rock formation to the Earth's interior. We analyzed interview data primarily to determine whether or not young children are capable of inferring understanding of the past based on present-day observation (retrodictive reasoning) in the context of Earth science. This work provides a basis from which curricula for teaching earth and environmental sciences can emerge, and suggests that new studies into the retrodictive reasoning abilities of young children are needed, including curricula that encourage inference of the past from modern observations.
Chinese International Students in Australia: An Insight into Their Help and Information Seeking Manners
Author: Ling, Cao
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Information Seeking,Student Surveys,Associate Degrees,Vocational Education,Help Seeking,Qualitative Research,Semi Structured Interviews,Student Characteristics,Consultants,Primary Sources,Social Networks,Family Role,Teacher Role,Coordinators,Peer Influence,Social Capital,Asians,Student Attitudes

Understanding the ways that international students seek information and help in the host country is essential for improving academic, social, cultural, and welfare support for this student cohort. However, there is a dearth of literature that documents how international students in the vocational education and training (VET) sector do so. This paper aims to fill this gap. Based on in-depth interviews with 30 Chinese international students undertaking diploma and associate degree programs in Australia, this research shows that the ways in which Chinese international students seek help prior to their departure and after their arrival at the host country, largely depends on the nature of the issues they confront. The data also reveals that students' use of education agents is not limited to the pre-departure stage, as is indicated in the existing literature, but throughout their journey in the host country. Notably, the role of agents has become increasingly important in Chinese international students' decision-making processes during their transition from diploma to associate degree and higher education programs.
School Inclusion Policy and Curricular Practices: Teaching Strategies for the Conceptual Preparation of the Target Public of Special Education
Author: Hostins, Regina Célia Linhares
Date: 2015-03-16
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,School Policy,Special Education,Regular and Special Education Relationship,Interviews,Interaction,Teaching (Occupation),Teacher Attitudes,Educational Policy,Disabilities,Teaching Methods,Teacher Student Relationship,Teacher Responsibility,Educational Games,Mathematics Education,Curriculum Development

In Brazil the inclusive education policy and curriculum practices aimed at disabled students have been the subject of research and debate. These students, despite having guaranteed access to regular education, find their schooling processes restricted due to lack of knowledge of their learning characteristics. In both regular classes and specialized education support questions arise about what and how to teach these students and which curriculum practices enable their conceptual preparation processes. In this paper, we analyze teacher discourse (obtained in group interviews) and episodes of interaction and teaching actions carried out in specialized education support (in Multifunctional Resource Rooms-MRR) in regular schools in Vale do Itajaí, SC. It is aimed to problematize policy guidelines, curricular practices, and the role of MRR in these students' schooling. The teacher discourse and analyzed episodes are an illustrative excerpt of collaborative research with MRR teachers in 2012/2013 carried out by two National Observatories of Special Education, linked to the CAPES' National Education Observatory Program. The results of the research indicate contradictions, segmentations, and the fragility of policy in relation to the locus and the processes of schooling and potential curricular practices of the disabled students' conceptual preparation.
How Do Openers Contribute to Student Learning?
Author: Zertuche, Amber
Date: 2012-00-00
Type: Journal Articles
Subjects: Instructional Design,Learning Activities,Class Activities,Technology Uses in Education,Grade 8,Achievement Gains,Student Participation,Educational Principles,Educational Practices,Formative Evaluation,Science Education,Instructional Effectiveness,Experimental Groups,Control Groups,Web Based Instruction,Inquiry,Navigation (Information Systems),Pretests Posttests,Chemistry,Teaching Methods

Openers, or brief activities that initiate a class, routinely take up classroom time each day yet little is known about how to design these activities so they contribute to student learning. This study uses technology-enhanced learning environments to explore new opportunities to transform Openers from potentially busy work to knowledge generating activities. This study compares the impact of teacher-designed Openers, Opener designs based on recent research emphasizing knowledge integration, and no Opener for an 8th grade technology-enhanced inquiry science investigation. Results suggest that students who participate in a researcher-designed Opener are more likely to revisit and refine their work, and to make significant learning gains, than students who do not participate in an Opener. Students make the greatest gains when they revisit key evidence in the technology-enhanced curriculum unit prior to revision. Engaging students in processes that promote knowledge integration during the Opener motivate students to revise their ideas. The results suggest design principles for Openers in technology-enhanced instruction.
Revisiting the Literature on Study Abroad Participation in Adult and Higher Education: Moving beyond Two Decades and Two Percent
Author: Nguyen-Voges, Shelbee
Date: 2015-00-00
Type: Journal Articles
Subjects: Literature Reviews,Study Abroad,Higher Education,Adult Education,Adult Students,Educational Research,Student Participation,Motivation Techniques,Educational Practices,Educational Strategies,Change Strategies,Synthesis,Influences,Performance Factors,International Education,Program Attitudes,Intention,Barriers,Motivation

The purpose of this literature review is to critically examine over two decades of research concerned with study abroad participation in the United States. Research questions framing the investigation are: 1) What methodological shortcomings can be identified in assessing influences on study abroad participation for adult and higher education learners in the last 20 years of research? and 2) What tentative solutions can be offered to encourage study abroad participation for adult and higher education learners in the US and globally? To answer the research questions, seminal and key studies contributing to understanding study abroad participation are synthesized to deduce what is needed and important to increase participation rates in study abroad programs for adults in higher education. Tentative solutions and conclusions are made with special attention to perceptions of and motivations to participate in study abroad programs. These suggestions seek to carve new paths and understanding in factors influencing study abroad participation.
Learning from a Small State's Experience: Acknowledging the Importance of Context in Implementing Learner-Centred Pedagogy
Author: Di Biase, Rhonda
Date: 2015-00-00
Type: Journal Articles
Subjects: Context Effect,Program Implementation,Learner Controlled Instruction,Intervention,Barriers,Participatory Research,Educational Change,Developing Nations,Administrative Organization,Questionnaires,Semi Structured Interviews,Recordkeeping,Photography,Learning Activities,Graphs,Elementary Education,Instructional Innovation,Teaching Methods,Active Learning,Course Descriptions,Educational Resources,Classroom Environment,Time Perspective,Teamwork,Teacher Attitudes,Foreign Countries,Observation

The challenges of implementing learner-centred pedagogies have been well documented, noting that many reform efforts fail to consider important contextual factors. With attention to the disparity between policy and practice, this study investigated the conditions under which teachers can enact learner-centred pedagogy in the Maldives using design-based research; a theoretically oriented, participatory methodology exploring practical solutions in real-world settings. Working collaboratively with teachers from an island school, a pedagogical intervention based on learner-centred principles, was designed to fit the Maldivian context. This article discusses the process of implementing the intervention, the challenges influencing its use, and the particular contextual factors impacting on learner-centred reform. Analyses of the research data and the reflection on the research process, highlight the importance of addressing the particularities of small states in the development of educational interventions and reinforces the need for close attention to contextual factors within reform efforts.
Professional International Service Learning as an International Service Learning Opportunity Appropriate for Graduate or Professional Students
Author: Lightfoot, Elizabeth
Date: 2015-00-00
Type: Journal Articles
Subjects: Service Learning,Graduate Students,Professional Education,Program Length,Minicourses,Study Abroad,International Education,Developmentally Appropriate Practices,Higher Education,Case Studies,Program Descriptions,Educational Opportunities,Program Design,Foreign Countries

Graduate and professional schools are increasingly using short-term international study abroad courses as one way for internationalizing their curriculum. While international service learning can be a means for improving students' engagement in international learning experiences and providing a structure for learning, it is difficult to design meaningful international service learning projects appropriate for graduate or professional students that can be completed during a short-term study abroad course. This article introduces &quot;professional&quot; international service learning as an approach to international service learning on short-term international study abroad courses that is appropriate for students studying at the graduate level.
The Implications of Orthographic Intraference for the Teaching and Description of ESL: The Educated Nigerian English Examples (Implicaciones de la Intraferencia Ortográfica para la Enseñanza y Descripción del Inglés como Segunda Lengua: Ejemplos Inglés Nigeriano Formal)
Author: Ekundayo, Omowumi Steve Bode
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Interference (Language),Questionnaires,English Teachers,Spelling,Memory,Qualitative Research,Statistical Analysis,Morphology (Languages),Orthographic Symbols,Semantics,Measures (Individuals)

This paper examines orthographic intraference and its implications for teaching and describing English as a second language (ESL). Orthographic intraference is used here to denote instances of single word spelling, acronyms, mix up of homophones, homonyms and compound word spelling arising not from interference but from orthographic rules and features of the English language. The paper is based on the concept of intraference and examples were gathered from Nigerian English, the educated variety, from 2005 to 2013 with questionnaires and recording of spontaneous speeches and from secondary sources. The study established that orthographic intraference cases are widespread and common in Educated Nigerian English. Consequently, the paper proposes that teachers of ESL identify, teach and drill learners on them to make learners internalize the generally accepted standard forms.
The Articulation of Formative Research and Classrooms Projects in the Language and Culture Class in an Undergraduate English Teaching Program (Articulación de Prácticas de Investigación Formativa con los Proyectos de Aula de las Clases de Lengua y Cultura Anglófona en un Programa de Licenciatura en Lengua Extranjera)
Author: Marroquín, Paula Ramírez
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Research,Undergraduate Students,Teaching Methods,Student Attitudes,Teacher Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Course Descriptions,Student Projects,Qualitative Research,Questionnaires,Interviews,Teacher Education,Foreign Countries,Cultural Awareness

This article shows the results of a research project which searched to answer how to articulate formative research with classroom projects in an undergraduate English teaching program. To accomplish the purpose of this paper, the document will focus on the two specific objectives of this qualitative research: document revision, and knowing about students' and teachers' perceptions about the projects, to finally show the main elements to articulate the formative research with the classroom projects in the Anglophone Language and Culture course. The article develops three theoretical concepts: formative research, classroom projects and praxeological pedagogy. The results presented come from the revision of the current methodological guides about the classroom projects in the program and students' and teachers' perceptions about them. Finally, the article ends with the presentation of the principal elements to articulate formative research from the classroom projects in the program.
Transnationals Becoming English Teachers in Mexico: Effects of Language Brokering and Identity Formation (Transnacionales Convirtiéndose en Docentes de Inglés en México: Efectos de la Mediación Lingüística y la Formación de la Identidad)
Author: Pablo, Irasema Mora
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,English (Second Language),Universities,Translation,Immigrants,English Teachers,Self Concept,Identification (Psychology),Undergraduate Students,Qualitative Research,Personal Narratives,Interviews

The objective of this research was to explore the effects of language brokering upon identity formation within the family unit of students who have lived in the United States for a period of time and have come back to live in Mexico. The participants are six students that are currently undertaking a BA in TESOL (Teaching of English to Speakers of Other Languages) at a large public university in central Mexico. Findings from interviews, following a narrative approach, seem to show that these participants' experiences as language brokers are highly valuable when they decide to become English teachers. Most of them decide to become English teachers because they want to help others to learn the language and bring those experiences into the classroom.
A Baseline Study of Strategies to Promote Critical Thinking in the Preschool Classroom (Un Estudio de Base sobre Estrategias para la Promoción de Pensamiento Critico en las Aulas de Preescolar)
Author: León, Jenny Melo
Date: 2015-00-00
Type: Journal Articles
Subjects: Critical Thinking,Preschool Education,Educational Strategies,Teaching Methods,Educational Practices,Preschool Teachers,Beliefs,Content Analysis,Interviews,Teacher Attitudes,Skill Development,Questioning Techniques,Play,Student Development,Interaction,Cognitive Processes,Task Analysis,Teacher Education,Educational Resources,Foreign Countries,Catholic Schools,Qualitative Research,Observation

The purpose of this study was to identify the different incidents of critical thinking in five preschool classrooms in one school, and the instructional strategies preschool teachers employed in the development of children's critical thinking. The participants in this study were five self-contained preschool teachers and their corresponding groups. The study explored teachers' beliefs in regards to the role of critical thinking in their classrooms. Data collection techniques included classroom observations, document analysis, and interviews with teachers. Two over-arching findings include: a) it is possible to observe and describe numerous instances in which critical thinking is paid attention to explicitly by teachers, and b) it is possible to observe a range of classroom interactions and techniques that explicitly develop these skills among preschoolers.
Think Bubbles and Socrates: Teaching Critical Thinking to Millennials in Public Relations Classes
Author: Tallent, Rebecca J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Critical Thinking,Public Relations,Thinking Skills,Questioning Techniques,Teaching Methods,Generational Differences,Learning Activities,Educational Practices,Educational Strategies

Critical thinking skills are crucial in the public relations profession, but teaching these skills to the Millennial Generation is vastly different from previous generations. How can a professor get past No Child Left Behind's dependence on test review guides and &quot;everybody wins&quot; in getting students to think for themselves? Using the Socratic method along with thinking tools/exercises, students can learn how to devise their own solutions using quality critical and creative thinking.
Standards of the Instructional Performances in Higher-Education Institutions; Conformity to Quality Requirements: Ar-Rass College of Science and Arts--Model
Author: Alharbi, Jobier Suliman
Date: 2015-00-00
Type: Journal Articles
Subjects: Higher Education,Instructional Effectiveness,Academic Standards,Compliance (Legal),Educational Quality,Quality Assurance,Institutional Characteristics,Case Studies,Questionnaires,Teacher Surveys,Teacher Attitudes,Student Surveys,Student Attitudes,Accreditation (Institutions),Admission Criteria,Library Materials,Library Services,Teacher Evaluation,Student Development,Student Organizations,Committees,Educational Resources,Teacher Qualifications,Foreign Countries,Statistical Analysis

The paper studies the standard of the educational process in higher institutions and the extent of compliance with quality requirements. The college of science and Arts, Qassim University is considered as a case study. In order to assure the success of the study there are a questionnaire is designed and prepared for this purpose. It contains main eight factors, and 40 paragraphs, focusing on the choice of the accepted student, faculty member, and infrastructure at the university, students' social club, training programs for the students, evaluations of the faculty members, scientific committee, library and the university books. The questionnaire has been given to the student and the faculty members due to the fact that the study should be evaluated according to their point of view. To obtain the results and recommendations for the study, the questionnaire is analyzed statistically. The results indicate there are some defects in the main factors which considered for the study. There are 60 random samples which are considered for the study, including all departments half of them are faculty members and the other half are the students. There are just 50 questionnaire is considered after the student and faculty members fill it. The samples used are small due to ensure that those full it are aware of the topic and familiar with details of the questionnaire.
The Use of Tablets Distributed within the Scope of FATIH Project for Education in Turkey (Is FATIH Project a Fiasco or a Technological Revolution?)
Author: Isci, Tugce Gamze
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Handheld Devices,Teacher Attitudes,Case Studies,Qualitative Research,Sampling,Semi Structured Interviews,Secondary School Teachers,Technical Support,Laptop Computers,Access to Computers,Computer Uses in Education,Computer Use,Technology Integration,Performance Factors,Teacher Surveys,Program Implementation,Teaching Methods,Instructional Improvement

This study aims to profoundly investigate the usage of tablets distributed within the scope of FATIH Project in Turkey in terms of teacher views. The study was conducted with case study design, which is one of the qualitative study methods. The participants in the study were determined using critical case sampling. Data was collected using semi-structured interviews made with 6 branch teachers working in nickname high school in Sivas during the spring semester of 2014-2015 educational year. As a result of analysis of the interview data, two main themes were determined: the current usage and aims for using the tablets distributed by the Ministry of Education within the scope of FATIH Project and technical problems related to tablets and solution suggestions. According to the findings, it was concluded that the teachers did not use the tablets in the classroom for reasons such as technical problems and not having sufficient in-service education and the tablets have become play things for the students.
School Centered Evidence Based Accountability
Author: Milligan, Charles
Date: 2015-00-00
Type: Journal Articles
Subjects: Accountability,Evidence,School Based Management,Systems Approach,Academic Achievement,Educational Planning,Educational Improvement,Change Strategies,Models

Achievement scores drive much of the effort in today's accountability system, however, there is much more that occurs in every school, every day. School Centered Evidence Based Accountability can be used from micro to macro giving School Boards and Administration a process for monitoring the results of the entire school operation effectively and efficiently. All aspects of the school community can and should be incorporated including district, state and federal requirements. This is an all-inclusive process. After leading the community in setting the vision and mission, the School Board can use one process to capture the entire efforts of the school community providing a comprehensive view of the &quot;State of the School&quot;. Maximize your time and efforts by using a systematic approach to review (1) teaching and learning, (2) safety, (3) allocation of resources and (4) communication.