ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Various Media Scaffolding on Increasing Understanding of Students&apos; Geometry Concepts
Author: Sutiarso, Sugeng
Date: 2018-01-00
Type: Journal Articles
Subjects: Quasiexperimental Design,Geometric Concepts,Mathematics Instruction,Scaffolding (Teaching Technique),Pretests Posttests,Teaching Methods,Gender Differences,Concept Formation,Grade 5,Foreign Countries,Elementary School Students,Interviews,Visual Aids,Charts,Control Groups,Experimental Groups

This study is a quasi-experimental research with pretest-posttest control group design, which aims to determine (1) the tendency of students in using various media scaffolding based on gender, and (2) effect of media scaffolding on increasing understanding of students' geometry concepts. Media scaffolding used this study is chart, props, and visual. The population was the fifth grade students of State Elementary School I Gunung Terang (total 40 students), Bandar Lampung, Indonesia of the academic year 2015-2016. The sample was total sampling, respectively 20 students in the experimental class (with media scaffolding) and control class (without media scaffolding). Data were collected through observation, interview and test. Analysis of the observation and interviews data with descriptive statistics (percentage). and the test data was analyzed by (a) measuring the level of effectiveness on increasing understanding of students' geometry concepts with formula of Hake's Normalized Gain (g) and its interpretation, and (b) examine of hypothesis on level of effectiveness with t-test. The results of research showed that (1) the tendency of male students using the media scaffolding props, and female students using scaffolding media chart, and (2) effect of media scaffolding on increasing understanding of students' geometry concepts is effective enough.
World Society and the Human Being: The Possibilities and Limitations of Global: Learning in Dealing with Change
Author: Lang-Wojtasik, Gregor
Date: 2014-00-00
Type: Journal Articles
Subjects: Models,Social Change,Global Education,Systems Approach,Foreign Countries,Educational Change,World Affairs,Multicultural Education

This article deals with understandings of change. It attempts to provide a framework for comprehending the hopes and assumptions concerning change that are implicit within global learning. The proposed framework of understanding draws on the theoretical perspectives of 'world society' (Luhmann) and &quot;homo absconditus&quot; (Plessner), and therefore places the proposed framework regarding an understanding of change within the context of an understanding of cultural functionality.
Preschool Teachers&apos; Responses to Challenging Behavior: The Role of Organizational Climate in Referrals and Expulsions
Author: Miller, Shauna
Date: 2017-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Teacher Attitudes,Behavior Problems,Organizational Climate,Referral,Expulsion,Teacher Surveys,Predictor Variables,Aggression,Multiple Regression Analysis,Educational Environment,Check Lists,Child Behavior,Statistical Analysis

Challenging behavior in preschool can lead to harmful outcomes for some children. While interventions have been shown to be effective in reducing or eliminating challenging behavior, evidence suggests that young children with challenging behavior are under-identified for services, increasing their risk for expulsion from early childhood programs. This study surveyed preschool teachers working in Florida Voluntary Prekindergarten (VPK) programs, to examine factors related to exclusion of children with challenging behaviors. Specifically, the study examined whether teachers' perceptions of the organizational climate of their workplace, including access to behavioral supports, the utility of those supports and the consequences of referral predicted teachers' responses to challenging behavior in their classroom. Results indicated: that teachers' perceptions of the availability of resources to provide behavioral support varied by program type; that the quality of supervisory relationships was significantly related to teachers' perceptions of availability of resources; and that teachers' perceptions of the availability of resources to provide behavioral support was a significant predictor of child expulsion from preschool. The results of this study have implications for increasing the availability of behavioral supports and high quality supervision, as means of stemming the tide of expulsions of children from preschool programs.
Children&apos;s Physical Activities According to Preschool Student Teachers&apos; Creed
Author: Sæle, Ove Olsen
Date: 2017-00-00
Type: Journal Articles
Subjects: Physical Activities,Preschool Children,Preschool Teachers,Student Teachers,Foreign Countries,Early Childhood Education,Reflection,Recreational Activities,Qualitative Research,Psychomotor Skills,College Students,Phenomenology,Hermeneutics

In this article, preschool student teachers' thinking of young children's physical activities is discussed. The study is based on individual &quot;pedagogic creed&quot; texts written by preschool student teachers at a university college in Bergen, Norway, in their first and third years of the educational program. Students describe in detail what they associate with the term physical activity and the formation qualities it possesses. The material is extensive and this article will focus on some of the findings, such as how students see children's physical activity in connection to motor, social, and moral development. How the students' perceive physical activity, as a component in a more holistic thinking of children and formation, is also part of the analysis, as well as their thinking of the role and responsibility of the teaching staff. We find that the arguments for physical activity are different, and students' foci change during the education program, from an I and child perspective in their first year of the educational program, to a more reflective and academic perspective focused more on the role of the leader in their third year.
Didactic or Dialogical? The Shifting Nature of INGO Development Education Programming in England and Canada
Author: Weber, Nadya
Date: 2017-00-00
Type: Journal Articles
Subjects: Nongovernmental Organizations,International Organizations,Foreign Countries,Global Education,Citizenship Education,Models,Citizen Participation

This paper looks at the changing nature of international development nongovernmental organizations' development education programming in England and Canada. A documentary analysis of the changes in Save the Children Canada and Save the Children UK's development education materials illuminates the shift in international development agencies' education programmes since the late 1990s. A review of a selection of materials produced by Save the Children UK and Save the Children Canada between 1999 and 2007 illustrates the trend of international development agencies moving away from programming that is longer-term, participatory, and dialogical with an emphasis on collective social change towards programming that is shorter-term, individualistic, and didactic, and which reinforces the status quo.
Fair-Minded Critical Thinking in Development Education: Reflections on Pedagogies for Transformation
Author: Brown, Eleanor J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Critical Thinking,Reflection,Foreign Countries,Transformative Learning,Ideology,Educational Development,Nongovernmental Organizations,Interviews,Focus Groups

This article discusses research with development education practitioners in Britain and Spain, to explore their conceptions of pedagogical approaches to development education and how these relate to transformative learning theory. Development education is a process designed to generate informed action, which implies the objective of transformation through learning. By considering two key concepts of transformative learning theory--critical reflection and dialogue--the aim of this article is to analyse how practitioners understand and facilitate these through development education.
Programming in Preschool--With a Focus on Learning Mathematics
Author: Palmér, Hanna
Date: 2017-00-00
Type: Journal Articles
Subjects: Programming,Mathematics Instruction,Preschool Children,Intervention,Teaching Methods,Spatial Ability,Preschool Education,Computation,Thinking Skills,Problem Solving,Pretests Posttests,Robotics,Preschool Teachers,Foreign Countries,Mathematics Achievement

This article presents a teaching intervention where programming was used to facilitate preschoolers' learning of mathematics, especially in their development of spatial thinking. In the intervention, the programming was made with a small programmable robot especially designed for young students. The results indicate that the children developed their ability to mentally compare and connect movements in reality with maps and symbols. Further, the children showed ability to mentally envision, hold in mind, and conceptualize actions and relationships between paper maps, gridded maps, and symbols. Thus, the intervention indicates potential in teaching mathematics through programming in preschool.
The Dangers of Separating Social Justice from Multicultural Education: Applications in Higher Education
Author: Lawyer, Gloshanda
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Justice,Multicultural Education,Higher Education,Deafness,Teacher Education,Praxis,Minority Group Teachers,Educational Experience

This article presents the case of the author's experience as a student in a multicultural education course. The exploration of this case expands on Cho's (2017) theoretical linking of social justice and multicultural education by highlighting the practical dangers of disengaging social justice from multicultural education. As an alternative to critiquing the field of multicultural education, this paper focuses on the execution of social justice in a multicultural education course. Both a social justice and a multicultural education lens are applied to analyze the author's experience in the course. Additionally, practical considerations are provided for those teaching multicultural education courses in higher education.
&quot;Testimonialista&quot; Pedagogues: &quot;Testimonio&quot; Pedagogy in Critical Multicultural Education
Author: El Ashmawi, Yvonne Pilar
Date: 2018-00-00
Type: Journal Articles
Subjects: Multicultural Education,Critical Theory,Qualitative Research,Culturally Relevant Education,Preservice Teacher Education,Learning Activities,Foreign Countries

Teacher educators employ a variety of approaches to multicultural education. This article describes how we have our students grapple with their positionalities, to socially locate themselves and then to question the how and why of what they learned by employing &quot;testimonio,&quot; a genre of qualitative research that has its epistemological roots in Chicana feminist thought, as pedagogy. We discuss how we use &quot;testimonio&quot; in our classes and how students can use the process of creating and sharing their &quot;testimonios&quot; to cultivate a multicultural education (MCE) perspective and begin crafting their own culturally relevant pedagogy.
Connecting the Dots and Nodes: A Survey of Skills Requested by Employers for Network Administrators
Author: Morris, Gerard
Date: 2018-02-00
Type: Journal Articles
Subjects: Skill Analysis,Job Skills,Database Management Systems,Information Networks,Computer Networks,Information Management,Program Administration,Occupational Information,Electronic Publishing,Web Sites,Skilled Occupations,College Programs,Minimum Competencies

One definition of a network administrator describes a person who works with computer infrastructures with an emphasis on networking. To determine the specific skills required of a network administrator by employers, data was collected from 698 nationwide job advertisements on Dice.com. The data collection focused on technical skills rather than soft skills. The requested skills were then broken into various categories in the networking and computing world such as routing protocols, operating systems, virtualization technologies, etc. Educational requirements in terms of degrees and certificates were also tabulated. The results show a great breadth in the requested skills and the summary results will be helpful for curriculum development/review, for career advising, and to faculty teaching in the Information Systems field.
Grit and the Information Systems Student: A Discipline-Specific Examination of Perseverance and Passion for Long Term Goals
Author: Brooks, Nita G.
Date: 2018-02-00
Type: Journal Articles
Subjects: Information Systems,Information Science Education,Graduate Students,Undergraduate Students,Structural Equation Models,Age Differences,Grade Point Average,Gender Differences,Student Employment,State Universities,Academic Persistence,Goal Orientation,Student Attitudes,Student Surveys,Measures (Individuals),Statistical Analysis,Factor Analysis

Grit has been highlighted in recent research as a distinct trait believed to be associated with performance and success factors above and beyond those explained by cognitive ability. It focuses on the dedication required to meet long-term goals and is represented by two subscales: consistency of interest and perseverance of effort. The overall goal of the current study is to understand the operation of the grit construct and its relationship with key demographic factors for information systems students specifically. Data was collected from 176 information systems undergraduate and graduate students at a public university in the southeastern United States. Analysis was conducted using structural equation modeling. Individual models were created and examined that included grit and key factors shown in previous research as related to grit: age, GPA, and gender. Additional factors were included related to employment status (full-time, part-time, unemployed) and academic classification (freshman, sophomore, junior, senior, and graduate student). Findings from the analysis of the grit structure in conjunction with these different factors indicate that grit and employment status are related. Individuals that specified they were employed full-time had higher levels of grit. For this group of students, findings revealed some inconsistencies with previous research and the relationship of grit to the additional factors studied, highlighting the need for discipline-specific examinations of construct. A detailed discussion of the results is provided along with implications and suggestions for future research.
Multicultural Education Past, Present, and Future: Struggles for Dialog and Power-Sharing
Author: Sleeter, Christine
Date: 2018-00-00
Type: Journal Articles
Subjects: Multicultural Education,Futures (of Society),Neoliberalism,Social Change,Social Systems,Trend Analysis,Criticism,College Faculty,Personal Narratives,Standards,Educational Change,Immigrants,Discourse Analysis,Educational History,Mexican Americans,Disadvantaged,Racial Bias,Summer Programs,Culturally Relevant Education,Indigenous Knowledge,Ethnic Studies,Social Justice,Activism

Using Kymlicka's analysis of conflicts between &quot;imperatives of state control&quot; and &quot;objectives of social movements,&quot; I draw on my experiences with multicultural education to extrapolate some trends from the past and present that may inform the future. After briefly describing the origins of multicultural education (mainly within the United States), I situate struggles over education in the context of the global expansion of neoliberalism, critique &quot;neoliberal multicultural education,&quot; then briefly describe some efforts that push back. This essay concludes with four recommendations for moving forward.
A Comparison of Key Concepts in Data Analytics and Data Science
Author: McMaster, Kirby
Date: 2018-02-00
Type: Journal Articles
Subjects: Data Analysis,Data Collection,Comparative Analysis,Statistics,Word Frequency,Mathematical Concepts,Probability

This research study provides an examination of the relatively new fields of Data Analytics and Data Science. We compare word rates in Data Analytics and Data Science documents to determine which concepts are mentioned most often. The most frequent concept in both fields is &quot;data.&quot; The word rate for &quot;data&quot; is more than twice the next highest word rate, which is for &quot;model.&quot; This contrasts sharply with how often the word &quot;data&quot; appears in most Mathematics books. Overall, we observed substantial agreement on important concepts in Data Analysis and Data Science. Eighteen of the 25 most frequent concepts are shared by both fields. One difference is that the words &quot;problem&quot; and &quot;solution&quot; had Top 25 word rates for Data Science, but not for Data Analytics. A close look at Statistics concepts suggests that Data Analytics is more focused on &quot;exploratory&quot; concerns, such as searching for patterns in data. Data Science retains more of the classical inferential activities that use sample data to draw conclusions about populations. Both fields deal with Big Data situations, but Data Scientists must continue to be prepared for traditional small sample applications.
Understanding the &quot;Other&quot;: Rethinking Multiculturalism in South Korea through Gadamer&apos;s Philosophical Hermeneutics
Author: Kim, Jeong-Hee
Date: 2018-00-00
Type: Journal Articles
Subjects: Cultural Pluralism,Foreign Countries,Multicultural Education,Educational Philosophy,Hermeneutics,Citizenship,National Curriculum,Elementary Secondary Education,Empathy,Cultural Awareness,Social Studies,Ethics,Guidelines

In this paper, we interrogate the current state of multiculturalism and multicultural education in South Korea and offer a possible theoretical framework that is lacking in the field of multicultural education. We provide three principles of multicultural understanding grounded in Gadamer's philosophical hermeneutics to inform multiculturalism in South Korea and beyond. Based on these principles, we propose that multiculturalism be understood and educated as a way of being, that is, as an ontological multiculturalism, which contributes to a deeper understanding of what it means to be multicultural citizens in the global age.
&quot;Hour of Code&quot;: A Case Study
Author: Du, Jie
Date: 2018-02-00
Type: Journal Articles
Subjects: College Students,Tutorial Programs,Student Surveys,Computer Games,Programming,Introductory Courses,Mixed Methods Research,Student Attitudes,Computer Science Education,Computer Science,Feedback (Response),Content Analysis

This study investigates the delivery of the &quot;Hour of Code&quot; tutorials to college students. The college students who participated in this study were surveyed about their opinion of the Hour of Code. First, the students' comments were discussed. Next, a content analysis of the offered tutorials highlights their reliance on visual programming in stylized languages with continual feedback in gaming contexts. Difficulties in delivery stem in part from the poor organization of tutorials from Code.org which makes it difficult to locate suitable tutorials. Based on the analysis of the students' comments and the content analysis of the &quot;Hour of Code&quot; tutorials, the authors suggest that a deeper alignment of marketing, teaching organizations, and content providers would help sustain the type of initiative exemplified by the Hour of Code.
Introducing the Cloud in an Introductory IT Course
Author: Woods, David M.
Date: 2018-02-00
Type: Journal Articles
Subjects: Introductory Courses,Internet,Computer Science Education,Computer Software,Information Technology,Information Management,Information Storage,Feedback (Response),Student Attitudes,College Students,Reflection,Student Surveys,Likert Scales,Assignments

Cloud computing is a rapidly emerging topic, but should it be included in an introductory IT course? The magnitude of cloud computing use, especially cloud infrastructure, along with students' limited knowledge of the topic support adding cloud content to the IT curriculum. There are several arguments that support including cloud computing in an introductory course. In light of this, several cloud computing activities based on the Amazon Web Services (AWS) cloud offerings were added to an introduction to IT course. Student and instructor perceptions of the activities and the AWS service are evaluated and future plans are discussed.
Comparative Analysis of Language and Education Policies for Indigenous Minorities in Australia and Malaysia
Author: Renganathan, Sumathi
Date: 2018-00-00
Type: Journal Articles
Subjects: Comparative Education,Language of Instruction,Indigenous Populations,Educational Policy,Second Language Learning,Foreign Countries,Language Minorities,Multilingualism,Language Planning,Outcomes of Education,Cultural Pluralism

This paper examines the implication of language and education policies for the indigenous minority populations in two contrasting multicultural and multilingual post-colonial nations, Australia and Malaysia. By comparing and contrasting ethnolinguistic and educational policies in these two diverse nations, this paper explores how indigenous minorities have been positioned within each nation's quest for meeting the challenges of becoming multilingual and multicultural nations. The authors argue that although both countries promote multicultural ideals, they fall short in their acknowledgement of the dignity of difference for their indigenous communities. The authors assert that educational and language policies for indigenous peoples must acknowledge the importance of difference and therefore include indigenous cultural ways of knowing, being, and doing to achieve successful educational outcomes.
The Challenges of Teaching Business Analytics: Finding Real Big Data for Business Students
Author: Yap, Alexander Y.
Date: 2018-02-00
Type: Journal Articles
Subjects: Business Administration Education,Business Schools,Data Analysis,Data Collection,Case Studies

This research shares the challenges of bringing in real-world big business data into the classroom so students can experience how today's business decisions can improve with the strategic use of data analytics. Finding a true big data set that provides real world business transactions and operational data has been a challenge for academics developing a data analytics course or curriculum, because in the past academics use to rely on 'fictitious small data' to teach students the basics of analytics. The ideal scenario for business academics who wish to bring a more cutting-edge experience to business students is to show them how evolutionary tools in data mining analytics can interpret real world big business data. This research emphasizes the need for students to have more exposure to big data analytics. This paper presents how a real world big data set has been utilized in a business course.
The Gift of Education: How Indigenous Knowledges Can Transform the Future of Public Education
Author: Jacob, Michelle M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Indigenous Knowledge,Public Schools,Self Determination,Curriculum,Student Diversity,State Legislation,Cultural Maintenance,Culturally Relevant Education,American Indian Culture,American Indian Students,American Indian Education,Educational Legislation,Federal Legislation

This article advocates for the necessity of Indigenous Knowledges in furthering Indigenous self-determination in public schools, as well as furthering the broad aims of public education. Drawing attention to past efforts across the United States to transform the public school curriculum and analyzing data from testimonies given at Oregon State Legislature Hearings, we argue that Indigenous Knowledges offer an important resource for educating all students responsibly and improving relationships within and across communities. Framing these ideas as gift-giving logic, we argue that if educators and policy-makers are open, they can learn a great deal from Indigenous Knowledges and advocacy efforts.