ethanporcaro/eric-fulltext-meta huggingface dataset:
Building Professional Learning Communities in Special Education through Social Networking: Directions for Future Research
Author: Hardman, Elizabeth L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Social Networks,Communities of Practice,Special Education,Web 2.0 Technologies,Geographic Location,Group Membership,Academic Achievement,Special Education Teachers,Administrators,Teacher Educators

This paper examines the challenges inherent in building professional learning communities (PLCs) in special education and describes how two Web 2.0 tools were used to build a community that engages general and special education teachers, school administrators, and teacher educators in implementing research based inclusive practices that are known to have a positive impact on student learning. A wiki and ning were selected to provide the network's infrastructure because these applications have the capacity to support collaboration and networking when community members are separated by geographical location and time. The first year of the project was focused on developing web pages for community consumption and building membership. The membership grew from 50 at the end of the first year to 150 during the second year but data collected on member use showed that the membership contributed very little to community development and relied almost entirely on the network administrator to direct and manage all facets of community work. The success of any PLC is ultimately dependent upon members' level of engagement in community work. Thus, continued research should explore the processes that support community development and teacher engagement in community work, and most importantly, the degree to which participation in community work impacts student achievement.
Skewness and Comparability of School Based Continuous Assessment Scores
Author: Gbore, Lawrence Olu
Date: 2011-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Scores,Secondary Schools,Foreign Countries,Secondary School Students,Correlation,Biology,Mathematics,English,Sampling

This study examined skewness as means of determining the nature of distribution of school based continuous assessment (SBCA) scores in selected subjects among Secondary Schools in Ondo State, Nigeria, to determine whether or not there is need for moderation of the SBCA Scores. This is an ex-post-facto research design involving no treatment and nonmanipulation of subjects but collection of data from records. Cluster sampling techniques was used to select ten schools from three senatorial districts in Ondo State. Simple random sampling technique was employed to selected one thousand five hundred Senior Secondary Students. This comprised 500 students per subject (one hundred and fifty students per school which was made up of 50 students per subject in each school). The SBCA Scores for year 2005/2006-2007/2008 for the selected school formed the data for the study. Data collected were analysed using Coefficients of Skewness and Pearson Product moment Correlation Statistic. Results indicated that SBCA Scores for first year in English language, first, and third year in Mathematics were positively skewed while SBC Scores for second and third year in English Language, Second year in Mathematics and first, second and third year in Biology showed negative skewness. There was significant relationship between coefficients of skewness of school based continuous assessment (CSBCA)Scores of first and second year in English Language, Mathematics and Biology. There was no significant relationship between CSBCA scores for first and third year in Mathematics and between CSBCA scores for second and third year in Biology. Based on the findings of the study, some recommendations were made.
The Availability and Use of Science Laboratories at Secondary Education Level
Author: Raju, T. J. M. S.
Date: 2011-00-00
Type: Journal Articles
Subjects: Science Laboratories,Secondary Schools,Secondary Education,Foreign Countries,Science Equipment,Science Teachers,Secondary School Teachers,Secondary School Science,Science Instruction,Science Education,Questionnaires,Statistical Analysis,Item Analysis,Reliability,Data Analysis,Observation,Teaching Methods,Science Achievement,Rural Schools,Urban Schools

This study focuses on the availability and use of Science Laboratories at the secondary education level in Visakhapatnam District of Andhra Pradesh, India. It is commented that most of the schools do not possess well equipped laboratories and even when equipment is available some science teachers are not utilizing the laboratory facilities. Another issue is many of the laboratories do not possess appropriate equipment and many schools use expired chemicals that can skew experiments as well as be hazardous to students and teachers. The data were collected from 50 science teachers working in both government and private management secondary schools by way of a statement questionnaire. The items denoting various facilities in the science laboratories and the availability of equipment and utility by the science teachers are more important. The tool is a self developed tool and was standardized by conducting item analyses using the statistical procedures of chi-square tests. The reliability of the test is 0.75 and the validity is 0.86. So the tool is highly reliable and valid. The data were analyzed by way of means, standard deviations, t-values and chi-square tests for testing the various hypotheses framed. The results declare that there are no significant differences between male and female science teachers, rural and urban science teachers, below 5 yrs and above 5 yrs experienced science teachers and graduate and post graduate science teachers in the availability and effective use of science laboratories at secondary schools, demerits of science laboratories and measures taken for effective use of science laboratories. On over all observation of the study some educational implications were given.
The Impact of Gender, Family Type and Age on Undergraduate Parents' Perception of Causes of Sexual Abuse
Author: Onoyase, Anna
Date: 2016-00-00
Type: Journal Articles
Subjects: Gender Differences,Undergraduate Students,Reliability,Factor Analysis,Statistical Analysis,Sexual Abuse,Age Differences,Construct Validity,Family Characteristics,Child Abuse,Sample Size,Questionnaires,Parent Role,Parenting Styles,Parent Materials,Foreign Countries,Poverty,Child Neglect,One Parent Family,Counseling Services

The purpose of this study was to investigate the Impact of Gender, Family type and Age on undergraduate parents' perception of causes of child Sexual Abuse. Three hypotheses were formulated and tested. There was a review of relevant literature. The population for the study were 2014 sandwich contact students of Delta State University, Abraka who were about 2000 in number. The sample size of 303 was drawn using the stratified random sampling technique. The instrument for this study was a questionnaire and it had face, content and construct validity from expert judgment and factor analysis. The reliability was assessed with Cronbach Alpha statistics and yielded an r value of 0.90. The data was analysed with t-test statistics and the results revealed that variables of gender and age have no impact on undergraduate parents' perception of causes of child sexual abuse. But family type has impact on their perception of the causes of child sexual abuse. Recommendations made include the followings: that counselors should organize parents' conferences and use such fora to enlighten parents on their roles to their children or wards in terms of provision of basic needs as well as supervising and monitoring them, the government should provide students with adequate learning materials so as to reduce the financial burden on parents and thus enhance their care for their children.
The Importance, Content and Teaching of the Political Geography Course in Social Studies Undergraduate Programs
Author: Ocal, Tulay
Date: 2016-06-00
Type: Journal Articles
Subjects: Social Studies,Undergraduate Study,Higher Education,Foreign Countries,Political Divisions (Geographic),Undergraduate Students,Course Content,Teaching Methods,Geography Instruction,Preservice Teachers,Geography,Geographic Location,Qualitative Research

Today, big countries and other countries inside their axes have entered power wars in regions where underground and aboveground sources are important. One of the characteristics of countries where these power wars take place is them not being able to understand the current world politics and elements of political geography. These countries cannot develop modern strategies for current political needs. Like these countries, Turkey has not yet understood the importance of political geography and could not produce an effective work on today's world politics. We cannot use our regional power in line with our interests due to policies without a specific objective and system and changeable with each government. To use and direct our regional power, tremendous responsibility falls on the shoulders of social studies teachers. Bequeathing the importance of our geopolitical location to young generations is one of the most important responsibilities of social studies teacher candidates. In addition to not being current, the content of political geography course taught in social Studies undergraduate programs are repetition of old information. Therefore, political geography subjects in these programs should be organized according to today's word politics and more emphasis should be given to the importance of our current geopolitical location. Having an important geopolitical location and being a great power in the Middle East, in a country like Turkey, people should be more aware in this subject.
Impacts of a Digital Dialogue Game and Epistemic Beliefs on Argumentative Discourse and Willingness to Argue
Author: Noroozi, Omid
Date: 2016-04-00
Type: Journal Articles
Subjects: Epistemology,Beliefs,Persuasive Discourse,Genetics,Debate,Food,Attitude Change,Computer Games,Scaffolding (Teaching Technique),Pretests Posttests,Educational Technology,Technological Advancement,Technology Integration,Influence of Technology,Learner Engagement,Internet,Distance Education,Blended Learning,Electronic Learning,Higher Education,Foreign Countries,Biological Sciences,College Students,Educational Environment,Group Activities,Biotechnology

The goal of this study was to explore how students debate with their peers within a designed context using a digital dialogue game, and whether their epistemic beliefs are significant to the outcomes. Epistemic beliefs are known to colour student interactions within argumentative discourse, leading some students to hold back from interactions. By designing an online small group activity based around an issue both important and controversial to the students, with multiple viewpoints in each group and with the scaffolding provided by a dialogue game, it was examined whether these epistemic effects were still evident within their argumentative discourse. Furthermore, the study examined whether the activity design improves students' willingness to argue with each other, and their openness to attitudinal change. A pretest, posttest design was used with students who were assigned to groups of four or five and asked to argue on a controversial topic. Their aim was to explore various perspectives and to debate the pros and cons of the use of Genetically Modified Organisms (GMOs). While previous research has shown that some epistemic beliefs lead to less critical engagement with peers, the results presented here demonstrate that activity design is also an important factor in successful engagement within argumentative discourse.
Factors Affecting Students' Behavioral Intention to Use LMS at a Turkish Post-Secondary Vocational School
Author: Cigdem, Harun
Date: 2016-04-00
Type: Journal Articles
Subjects: Student Behavior,Intention,Vocational Schools,Postsecondary Education,Integrated Learning Systems,Military Schools,Foreign Countries,Colleges,Higher Education,Questionnaires,Correlation,Regression (Statistics),Multimedia Instruction,Blended Learning,Electronic Learning,Distance Education,Educational Technology,Learner Engagement,Technology Uses in Education,Information Technology,Computer Literacy,Self Efficacy,Online Surveys,Likert Scales,Predictor Variables

There is a substantial increase in the use of learning management systems (LMSs) to support teaching and learning activities in higher education institutions. Despite their benefits, student's use them to a limited extend due to a number of factors influencing behaviors. This study executed a three-tier use model to examine the predictors of students' behavioral intention to use LMSs at a two-year postsecondary military school in Turkey, and the participants consisted of 155 students. The data were collected through an online questionnaire and analyzed through Pearson correlation coefficients and linear regression analyses. Results showed that multimedia instruction had a direct influence on perceived usefulness and perceived ease of use, while interactivity had a direct influence only on perceived satisfaction. Perceived satisfaction was also affected by perceived usefulness and perceived ease of use. Perceived ease of use exerted a direct influence on perceived usefulness, as well. Moreover, perceived usefulness had a great influence on behavioral intention to use LMSs. As a final point, self-efficacy did not take a position in the model due to its insignificant relationships with the other constructs. It is suggested that an increase in the multimedia features and interactivity of the system could lead to higher perceived usefulness and ease of use among learners, and both factors add to learners' perceived satisfaction which in turn increases their engagement.
Technology Assisted Collaborative and Project-Based Learning; of Blogs, Wikis, and Networking
Author: Tinnerman, Larry
Date: 2010-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Web 2.0 Technologies,Technology Uses in Education,Technology Integration,Teaching Methods,Social Networks,Performance Factors,Case Studies,Middle Schools,Social Studies,Educational Practices

Throughout America today, public schools are struggling with issues surrounding standards and educational relevance and effectiveness. At the same time, a technological and social evolution is taking place outside of the school building. Students are developing new methods of inquiry and information gathering. If the educational system is to remain relevant in a rapidly evolving global society, it must begin to utilize the tools of communication and collaboration that are becoming commonplace in society. The ability to make use of this new technology is often hampered by security software found on virtually all school computer systems. This article will examine the effectiveness of collaborative and project-based teaching and provide suggestions as to how to address the restrictions by suggesting innovative solutions without jeopardizing school security. Suggestions will be provided as how to establish a learning community that will include students, teachers and parents in a dynamic new system of collaboration. There will also be an exploration of the new open source software such as blogs, wiki's and social media tools in regards to their application to classroom learning.
Improving the Literacy of Young Urban Learners: Closing the Achievement Gap
Author: Cave, Agnes
Date: 2010-00-00
Type: Journal Articles
Subjects: Achievement Gap,Literacy,Urban Schools,Early Childhood Education,Disadvantaged Youth,Technology Integration,Language Arts,Instructional Effectiveness,Program Implementation,Academic Achievement,Improvement Programs,Skill Development

The purpose of this paper is to demonstrate how the TRALE model (Technology-Rich Authentic Learning Environments) improved young urban learners' literacy skills. TRALE, designed as an early childhood education program, integrated authentic learning and the use of technology to increase disadvantaged children's literacy learning. The paper includes a description of how the model was implemented through the creation of a community of technology-enriched classrooms in an inner-city school context and provides student achievement data in language arts as evidence for TRALE's instructional effectiveness.
Online Teaching Needs Assessment
Author: Holland, Glenda
Date: 2010-00-00
Type: Journal Articles
Subjects: Needs Assessment,Online Courses,Faculty Development,Incentives,Educational Opportunities,Units of Study,Delivery Systems,Preferences,Self Disclosure (Individuals),College Faculty,Teacher Educator Education,Distance Education,Educational Needs,School Support

The study utilized a descriptive research approach to analyze the professional development needs of participants. Researchers for this study wanted to know the kinds of support and incentives that are being offered for faculty members who are teaching online courses, the kinds of professional development opportunities that are being offered, the topics faculty members are interested in learning more about, and their preferences for delivery methods of professional development sessions. A self-report survey was selected as the method of research. The population consisted of 40 faculty members who teach education-related courses at one southern university. Data were summarized utilizing descriptive statistics, specifically frequencies and percentages.
Need of Digital-Age Literacy in Teacher Education
Author: Nachimuthu, K.
Date: 2010-00-00
Type: Journal Articles
Subjects: Teacher Education,Technological Literacy,Learning Theories,Influence of Technology,Literacy,Animation,Video Technology,Audio Equipment,Peer Relationship,Independent Study,Learning Strategies,Futures (of Society),Knowledge Base for Teaching

The amount of knowledge in the world has doubled in the past 10 years and is doubling every 12 months according to NCTE. Now technology increases conversation, sharing, and learning among and between students and teachers. Today's digital students think of information and communications technology (ICT) as something akin to oxygen: they expect it, it's what they breathe, and it's how they live. Now-a-days the Parents role was minimized and the web page role was maximized by the students. The dimensional shifts describing students in the digital age was explained in four ways; a) literacy, b) learning, c) reasoning and d) action. Today's generation of students communicates in a language that many academics don't yet understand. Web-based modules are used as animations, voice and video clips, captions, and text, all combined in accurate, well organized, pedagogically solid productions. Learning theories for Digital age deals with three instructional environments viz., behaviorism, constructivism and cognitivism were developed in a time when learning was not impacted through technology. The digital learning provides the learners with a platform to exchange with peers and reflect on their work and to foster learner autonomy and learning strategies (Wang 2007). This paper also discusses the skills are needed for the teachers in the Digital age and the curriculum access in digital age as well as trends and futures of digital age. Preparing teachers for this does not imply that better learning will come from finding better ways for the teacher to instruct, but from giving the learner better opportunities to create new knowledge with and without technology.
CAI in Learning Voice in English Grammar among Eighth Standard Students--An Experimental Study
Author: Ramesh, R.
Date: 2010-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Teaching Methods,Second Language Learning,Second Language Instruction,Computer Software,English (Second Language),Individual Differences,Grammar,Educational Technology,Instructional Innovation,Pretests Posttests,Quasiexperimental Design,Control Groups,Experimental Groups,Statistical Analysis,Outcomes of Education,Foreign Countries,Secondary School Students

English is a language, which is spoken by numerous people across the world. It has acquired a prominent place in meeting the communicational needs of the people. Grammar is a set of rules that helps the people to use the language better. In schools, the teachers of English are considered as the most important factor in making the study of English Grammar successfully. We all know the teachers are experts in their subjects, but faces problems while teaching, because of the overcrowded classroom and heterogeneous group of students. This problem can be overcome by the application of innovative teaching technology. The most striking innovation in the field of educational technology is the application of Computer Assisted Instruction (CAI) in different mode. It makes the children more creative and providing them with an individualized environment. One of the most vital developments in school system is to meet the individual difference among the learners in a satisfying way. Considering the above, the investigators have developed and standardized a CAI package using Macromedia Flash 8 software for learning English Grammar-Voice for Eighth standard students. The selected content Active and Passive Voice is one among the important section in English Grammar. In this study, the quasi-experimental within and between the group pre-test and post-test design was adopted by the investigators. The investigators have undertaken the experimental study on 89 Eighth standard students of three matriculation schools in Mecheri taluk in Salem. The identified students are allotted randomly for two groups such as control group and experimental group. Pre-test and Post-test were conducted for both the groups. Test of significance difference (t-test) is employed for analyzing the data. The study proves that the learning outcome through CAI is higher than the conventional method. The present study clearly demonstrates that the CAI as individualized self-instructional strategy could be employed for learning English Grammar-Voice in the place of conventional instructional situation.
Lights, Camera, Action: Using Movie Making to Motivate Adolescent Struggling Readers to Read and Engage Them in the Reading Process
Author: Chen, Xiufang
Date: 2010-00-00
Type: Journal Articles
Subjects: Photography,Film Production,Grade 8,Creative Activities,Reading Difficulties,Reading Improvement,Student Motivation,Reading Instruction,Video Technology,Teaching Methods,Educational Practices,Educational Strategies,Multimedia Materials,Reading Processes

Many teachers and researchers have found that motivation and engagement seem to decline as students enter adolescence, and one of the causing factors is limited opportunities for creative expression. Moviemaking a text undoubtedly encourages students' creative expression to a great extent. This article explores the integration of moviemaking in an eighth-grade classroom where more than half of the students were considered struggling readers. The author describes in detail the steps of how moviemaking was integrated to motivate adolescent students to read and further engage them in the reading process, from book introduction, reading and script preparation, to movie shooting and editing. Moreover, the author discusses the issues encountered at different stages, and solutions they came up with together. This article suggests that adolescents' literacy need to be re-evaluated especially these nontraditional or &quot;non-academic&quot; digital literacies. Adolescents especially struggling adolescents must be given opportunities to demonstrate their capabilities in these literacy activities, which helps build their self-efficacy in school reading and learning. But this process must be scaffolded. Ideas of how to scaffold adolescents' participation are shared.