ethanporcaro/eric-fulltext-meta huggingface dataset:
Informal Inquiry for Professional Development among Teachers within a Self-Organized Learning Community: A Case Study from South Korea
Author: So, Kyunghee
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Informal Education,Inquiry,Professional Development,Communities of Practice,Teacher Education,Elementary School Teachers,Knowledge Base for Teaching,Teacher Attitudes,Attitude Change,Educational Attitudes,Professional Identity,Teaching (Occupation),Change Agents,Teacher Improvement,Instructional Improvement,Observation,Interviews

This study explores how informal inquiry among teachers occurs in pursuit of their professional development within a learning community that has been voluntarily constructed by South Korean teachers. To this end, the study investigates what leads teachers to participate in a self-organized learning community, how informal inquiry occurs in the community, and what this informal inquiry means for teachers in the community. The findings show that learning communities self-organized by teachers have the force to maintain and develop themselves without any external rewards or support because of the similar status and work experience of the teachers and the resulting parity in their relationships. The findings also demonstrate that through informal inquiry, some teachers have not only increased their knowledge of instructional practice but also transformed their attitudes toward the teaching profession. The study indicates that by providing opportunities for teachers to keep developing their professional identity and sense of autonomy, a self-organized learning community can become a place that contributes to helping teachers become &quot;reform agents&quot; capable of continually improving their teaching practice.
Swedish Schools and Gender Equality in the 1970s
Author: Hedlin, Maria
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Sex Fairness,Equal Education,Gender Issues,Educational History,Discourse Analysis,National Curriculum,Sex Role,Social Attitudes,Curriculum Development,Educational Change,Career Choice,Technical Education

In Sweden, as in many countries before Sweden, boys' academic achievements are getting considerable attention as the big gender issue. The Swedish gender equality policy that was put on the agenda in the 1970s is now associated with extreme discussions. This study aims to explore how gender equality was discussed in the 1970s, in connection with work on a forthcoming curriculum. The empirical material examined consists of the preparatory work for the Swedish comprehensive school National Curriculum, LGR 80 and the publication &quot;Lärartidningen&quot; [&quot;Teachers' Journal&quot;]. In the material, the gender inequality problem was first and foremost discussed in terms of sex-role values that led to sex-linked choices of education and jobs. Hopes that girls would turn to technical education and technical career choices were highly connected to the issue of equality between the sexes. Attention was occasionally drawn to women's second-rate position in society, but mainly the problem of gender inequality was considered to be pupils' attitudes rather than structures and strong cultural norms. Through information and sex-mixed classes the problem would be solved. Thus, in the material examined the gender discussions were rather superficial.
School Facilities and Student Achievement in Industrial Countries: Evidence from the TIMSS
Author: Hopland, Arnt O.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Facilities,School Buildings,Academic Achievement,Comparative Education,Correlation,Educational Environment,Cross Cultural Studies,School Maintenance,Multiple Regression Analysis,Grade 4,Statistical Analysis

This paper studies the link between school facilities (buildings and grounds) and student achievement in eight countries using data from the TIMSS 2003 database. The results indicate a negative relationship, but the estimated coefficients are mainly insignificant. Interestingly, the coefficients differ heavily across countries. Whereas there seem to be adverse consequences from poor facilities in Australia, The Netherlands and Japan, there is no significant effect in the remaining five countries. It remains an open question for future research why facilities seem to play such a different role across countries. The main lesson to be learnt from the present investigation is that school facilities seem to have different impact across countries.
Length of Study-Time Behaviour and Academic Achievement of Social Studies Education Students in the University of Uyo
Author: Ukpong, D. E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Achievement,Study Habits,Time on Task,Time Management,College Students,Social Studies,Test Anxiety,Hypothesis Testing,Questionnaires,Likert Scales,Statistical Significance,Grades (Scholastic)

This study investigated the length of study time behaviour and academic achievement of Social Studies Education students in the University of Uyo. The purpose was to determine the difference in the academic achievement of the long study time behaviour students and their short study time behaviour counterparts in Social Studies Education. The study used 120 social studies students of the University of Uyo representing 2% of the population. The researchers administered the instrument personally to the students selected. The t-test statistics was used to analyse the data generated for the study. From the result, the null hypothesis was rejected. Hence the academic performance of the long study time behaviour students was significantly different from that of their short study time counterparts. In view of the findings, it was recommended that students should set a study time table long enough for effective academic exercises (at least two to three hours daily) for their private study and stick to it.
Understanding the Construction of the Teaching Discourse in an On-Line Environment
Author: Silva, Juan
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Virtual Classrooms,Interaction,Computer Mediated Communication,Group Discussion,Discussion Groups,Discourse Analysis,Tutoring,Intervention,Training,Web Based Instruction,Elementary Secondary Education,Elementary School Teachers,Secondary School Teachers,Qualitative Research,Statistical Analysis

The study of interactions regarding on-line environments for education is an area of research that has being developing during the last years in order to know the type of interactions that take place in discussion forums. Interactions analysis is important in order to know and to understand knowledge construction process in a virtual space. Qualitative and quantitative methodologies are used for the analysis of these interactions. This article presents the study of the interactions in a virtual learning environment for pedagogical training. The analysis of the interactions within a discussion forum is described from the interventions of the tutor and the participating teachers; messages and unit topics are used as analysis units and, in order to gain reliability, percentages are established with experts.
Self-Regulated Learning Strategies of Engineering College Students While Learning Electric Circuit Concepts with Enhanced Guided Notes
Author: Lawanto, Oenardi
Date: 2013-00-00
Type: Journal Articles
Subjects: Engineering Education,College Students,Learning Strategies,Self Management,Notetaking,Program Effectiveness,Grade Point Average,Academic Achievement,Achievement Gains,Profiles,Student Improvement,Phenomenology,Statistical Analysis,Questionnaires,Qualitative Research,Interviews

The current study evaluated engineering college students' self-regulated learning (SRL) strategies while learning electric circuit concepts using enhanced guided notes (EGN). Our goal was to describe how students exercise SRL strategies and how their grade performance changes after using EGN. Two research questions guided the study: (1) To what degree students' grade performance change after using the EGN?; and (2) To what degree students' SRL profiles change after using the EGN? The subjects for this study were 97 engineering students enrolled in the Fundamental Electronics for Engineers course at a university in Utah. A survey instrument developed using Butler and Cartier's SRL model was used to capture SRL strategies with a focus on the sixth feature which includes including planning, monitoring, and regulating. Regular examinations and the DC/AC conceptual inventory were used to assess grade performance. Descriptive statistics, independent and paired t-tests, and a cluster analysis technique were used to analyze survey data. A phenomenological data analysis was used to analyze interview transcripts to support findings from questionnaire data. The findings revealed an improvement on students' grade performance. Data analysis of the SRL survey revealed that students' had different SRL profiles. Students in the improved group reported a greater awareness of planning, monitoring, and regulating strategies. On the other hand, those in the declined group showed a lower awareness of the SRL strategies at the end of semester. In addition, emergent themes related to students' SRL and learning experience while using the EGN were found. This article will also discuss the potential implications for electric circuit concepts instructions.
Scope Management: A Core Information System Implementation Project Pedagogy
Author: Léger, Pierre-Majorique
Date: 2013-00-00
Type: Journal Articles
Subjects: Information Systems,Program Administration,Problem Based Learning,Critical Thinking,Independent Study,Information Technology,Skill Development,Competency Based Education,Curriculum Development,Educational Objectives,Undergraduate Study,Business Administration Education,Majors (Students),Educational Experiments,Program Proposals,Learning Processes

This article describes an initiative to provide IS management a capstone course that builds on the zone of proximal development concept, oriented towards developing prioritization and critical reasoning skills, and to promote self-learning. Request for proposal business cases appear to offer effective mechanisms for retaining context, while constraining scope for academic purposes.
Teaching Immigrants Norwegian Culture to Support Their Language Learning
Author: Alhassan, Awal Mohammed
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Immigrants,Cultural Awareness,Second Language Learning,Norwegian,Student Attitudes,Educational Benefits,Qualitative Research,Statistical Analysis,Questionnaires,Language Skills,Adult Education,Refugees,Second Language Instruction,Language Attitudes

This study was conducted with 48 adult immigrant students studying Norwegian under basic education program of the Ski Municipality Adult Education Unit between 2009-2011. Using the framework of Genc and Bada (2005), we tried to replicate their study in a new setting--Norway. The study investigated migrant students' perceptions learning Norwegian culture and its effects on their learning of the Norwegian language. The participants responded to a set of questionnaire and one open-ended question adapted from Bada (2000) and Genc and Bada (2005). Descriptive statistics and qualitative analysis procedures were used to analyse the data. The results showed that teaching culture to immigrant students raised their cultural awareness of their own and the Norwegian society. It also improved both their language skills and attitudes to the Norwegian culture. The study revealed some similarity between the students' views and the theoretical benefits of a culture class as argued by some experts in the field. The results provide some further evidence of the benefits of learning cultural content as an integral part of learning a new language.
Cognitive Synergy in Multimedia Learning
Author: Kim, Daesang
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Multimedia Instruction,Educational Experiments,Cognitive Processes,Student Characteristics,Individual Differences,Metacognition,Psychological Patterns,Prior Learning,Educational Attitudes,Student Attitudes,Learner Engagement,Vocabulary Development,Web Based Instruction,Independent Study,English (Second Language),Middle School Students,Grade 10,Public Schools

The main focus of our study was to investigate multimedia effects that had different results from the findings of existing multimedia learning studies. First, we describe and summarize three experimental studies we conducted from 2006 to 2010. Then we analyze our findings to explore learner characteristics that may impact the cognitive processes in multimedia learning. Third, based on this analysis, we identify individual student characteristics that offer a more coherent explanation for why and how multimedia students learn differently: &quot;affection,&quot; &quot;prior knowledge,&quot; &quot;metacognition,&quot; and &quot;cognitive synergy.&quot; Including these student characteristics in multimedia learning considerations can shed additional light on an issue of great importance, namely how &quot;cognitive synergy&quot; affects multimedia learning. It can also lead to the identification and development of methods for helping students overcome learning difficulties and thus has important implications for multimedia researchers and teachers who are trying to optimally align learner characteristics with pedagogical and practical approaches to multimedia learning.
Decreasing Cognitive Load for Learners: Strategy of Web-Based Foreign Language Learning
Author: Zhang, Jianfeng
Date: 2013-00-00
Type: Journal Articles
Subjects: Web Based Instruction,Second Language Learning,Second Language Instruction,Cognitive Ability,Learning Motivation,Educational Quality,Short Term Memory,Efficiency,Learning Processes

Cognitive load is one of the important factors that influence the effectiveness and efficiency of web-based foreign language learning. Cognitive load theory assumes that human's cognitive capacity in working memory is limited and if it overloads, learning will be hampered, so that high level of cognitive load can affect the performance of learning and will create a series of negative impacts; therefore, to improve the efficiency of foreign language learning, the structure of cognitive load in the web-based environment should be analyzed because it is the foundation of reasonable and efficient use of web-based learning. Based on the features of web-based learning, in order to decrease the total load, learners' extraneous and intrinsic cognitive load should be greatly decreased and germane cognitive load can be properly increased. In this way, learners' motivation and initiative can be inspired and the learning quality will be improved significantly.
Traversing New Theoretical Frames for Intercultural Education: Gender, Intersectionality, Performativity
Author: Gregoriou, Zelia
Date: 2013-00-00
Type: Journal Articles
Subjects: Multicultural Education,Gender Issues,Femininity,Masculinity,Migration,Interdisciplinary Approach,Ethnicity,Ethnography,Sex Role,Performance,Power Structure,Social Justice,Social Theories,Feminism

This paper attempts to renegotiate the conceptual and political borders of intercultural education by importing ways of thinking, concepts, aporias and questions relevant to a gendered study of intercultural interactions from theoretical terrains outside the disciplinary borders and discursive limits of intercultural education. A number of theoretical developments in disciplines and area studies committed to a politics of justice beyond identity politics pose the need for rethinking the heading of intercultural education. These developments include: the prevalence of the concept and methodology of intersectionality in migration, gender and ethnicity studies; a concern across various kinds of social and political inquiry for the &quot;culturalist emphasis&quot;; poststructuralist theorizations of power, subjectivity and resistance; and, finally, the urge to re-politicize the study of intercultural interactions. The need to rethink intercultural education emerges with regards to curriculum and pedagogy, policy frames and research methodology. This paper proposes a critical appraisal of &quot;the ordinary&quot; in intercultural interaction and the charting of new terrains for intercultural education under three headings: transferring insight from the theoretical and methodological engendering of migration studies towards the engendering of school ethnographies and framings of intercultural interactions; de-racializing and re-racializing, de-genderizing and re-genderizing the analysis of student interactions and systemic aspects of ethic/gender school marginalization; and, bringing performativity in the analysis of racialized and gendered school subjectivities, arenas and practices.
Reading on the Computer Screen: Does Font Type Have Effects on Web Text Readability?
Author: Ali, Ahmad Zamzuri Mohamad
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Readability,Computer System Design,Design Preferences,Visual Aids,Computers,Layout (Publications),Printing,Internet,Instructional Design,Computer Mediated Communication,Statistical Analysis

Reading on the World Wide Web has become a daily habit nowadays. This can be seen from the perspective of changes in readers' tendency to be more interested in materials from the internet, than printed media. Taking these developments into account, it is important for web-based instructional designers to choose the appropriate font, especially for long blocks of text, in order to enhance the level of readability for students. Accordingly, this study aims to evaluate the effects of serif and sans serif fonts in the category of screen fonts and print fonts, in terms of Malay text readability on websites. For this purpose, four fonts were selected, namely Georgia (serif) and Verdana (sans serif) for the first respondents and Times New Roman (serif) and Arial (sans serif) for the second respondents. Georgia and Verdana were designed for computer screens display. Meanwhile, Times New Roman and Arial were originally designed for print media. A readability test on a computer screen was conducted on 48 undergraduates. Overall, the results showed that there was no significant difference between the readability of serif and sans serif font of both screen display category and print display category. Accordingly, the research findings and the literature overview, suggest that Verdana followed by Georgia is the better choice in displaying long text on websites. Likewise, as anticipated, Times New Roman and Arial fonts provide good readability for print media, which reinforces their status as the printing font category. However, with the current computer screen capability, it can still be an alternative option for instructional web developers.
An Examination of Longevity of Impact of an International Practicum Experience on Teachers' Beliefs and Practices Four Years Later
Author: Maynes, Nancy
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Practicums,Study Abroad,Rural Education,Outcomes of Education,Phenomenology,World Views,Empowerment,Developing Nations,Semi Structured Interviews,Field Experience Programs

In March 2009, seventeen preservice teachers and their Faculty of Education supervisors spent three weeks living in rural Kenya and teaching in the schools built and supported by a well-known NGO. The impact of this experience on the preservice teachers was studied nine months after the trip. Now, over four years later, we have conducted a further phenomenological investigation with two of the original participants to examine their perception of the longevity of impact of this experience on their lives, their careers, and the personal and professional choices they make as a result of their Kenyan experience. Purposive sampling was used to illuminate the richness of individual experience and the philosophical synthesis each participant has undertaken to make strong commitments in their current choices and practices. It is evident that long-term impacts can be realized in relation to teachers' curriculum views, world views, and sense of personal empowerment from the experience of international practicum experiences in developing countries. Proposals for action by Faculties of Education are recommended.
Faculty Perspectives on the &quot;3+3+4&quot; Curriculum Reform in Hong Kong: A Case Study
Author: Chan, Cecilia K. Y.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Curriculum Development,Research Universities,Case Studies,College Faculty,Teacher Attitudes,Professional Development,Science Teachers,Feedback (Response),Qualitative Research,Questionnaires,Statistical Analysis

Curriculum reform in higher education has been taking place in many countries, with much attention paid to many such as the national-level Bologna process in Europe, institutional-level Melbourne Model in Australia and discipline-level Engineering Criteria 2000 (EC2000). This paper gives a detailed account of the reform initiatives taking place in the recent Hong Kong educational system and in particular, focusing on a research-intensive university in Hong Kong through literature and consultations. Being aware that teachers often face challenges in dealing with curriculum changes, this small-scale study aims to identify areas which faculty members require assistance in their professional development by investigating university teachers' perception of the curriculum reform in the Science discipline. Through quantitative and qualitative methods, it was also found that academics expressed doubts towards the implementation of outcome-based and student-centered learning approaches in the new curriculum despite their understanding of these concepts.
Is Causal Attribution of Sexual Deviance the Source of Thinking Errors?
Author: Paulauskas, Roland
Date: 2013-00-00
Type: Journal Articles
Subjects: Sexual Abuse,Antisocial Behavior,Adolescents,Adolescent Attitudes,Attribution Theory,Theory of Mind,Cognitive Processes,Questionnaires,Etiology,Thinking Skills,Error Patterns,Misconceptions,Hypothesis Testing,Concept Formation,Responsibility

Adult and juvenile offenders exhibit a number of cognitive distortions related to sexually offending behaviors. The latter may be attributed to their developmental deficiencies, the result of operant conditioning, psychological self-defense mechanisms and biases, influence of negative environmental factors or criminal subculture. A group of juvenile sex offenders and non-offenders were administered the Causal Attribution of Sexual Deviance Questionnaire (CASDQ). It was found that both populations interpret sexual deviance as a multi-causal phenomenon; however juvenile sex offenders are more likely to externalize its causes as compared to their pro-social peers. The paper discusses the construct of sexual deviance, different etiological theories of sexually aberrant behaviors and explores the relationship between causal attributions and thinking errors as they relate to sexually offending behaviors. It is hypothesized that misinterpretation of the causality of sexual deviance may be the source of cognitive distortions and serve as an internal reinforcer of sexual violence.