ethanporcaro/eric-fulltext-meta huggingface dataset:
Game Design &amp; Development: Using Computer Games as Creative and Challenging Assignments
Author: Seals, Cheryl
Date: 2008-00-00
Type: Journal Articles
Subjects: Educational Games,Computer Games,Technology Uses in Education,Educational Technology,Creative Activities,Assignments,Video Games,Computer Science,Technology Integration,Technological Advancement,Teaching Methods

This paper describes a game design and development course. The rationale for forming this class was to use student excitement with video games as an intrinsic motivation over traditional courses. Today's students have grown up exposed to gaming, interactive environments, and vivid 3D. Computer gaming has the capacity to attract many new students to computer science and information technology majors. The rationale of creating a set of game design classes utilizes gaming as a teaching tool to attract and instruct students with familiar methods and environments. This work will introduce the development of an introductory game design class, its structure, artifacts created and student and instructor's reflections.
The Effects of Student Response System and Single Student Questioning Technique on Graduate Students' Recall and Application of Lecture Material
Author: Bicard, Sara
Date: 2008-00-00
Type: Journal Articles
Subjects: Audience Response Systems,Graduate Students,Higher Education,Questioning Techniques,Teaching Methods,Lecture Method,Recall (Psychology),Special Education,Graduate Study,Statistical Analysis,Technology Uses in Education,Educational Technology,Handheld Devices,Computer Assisted Testing,Questionnaires

This study was an empirical investigation of active student responding (ASR) utilizing a student response system (SRS) vs. single student questioning (SSQ) and no student responding in a graduate level special education class of 23 participants. During the SRS condition, every participant responded to questions using remotes/clickers. During the SSQ condition, the instructor randomly called upon individual participants to vocally answer a question. During the control condition, no questions were asked of participants. An alternating treatments design was used to test the effects of the three conditions on the response accuracy to a short-answer quiz at the beginning of next session and accuracy with which participants completed a task during which they must apply the information presented during the lecture. There was statistically significant difference in student performance on application tasks, but not statistically significant difference on quiz scores. The findings diverge from the results other SRS studies and K-12 ASR studies, but support some college level studies.
Teaming up for Literacy: Examining Participants' Contributions to a Collaborative Family-Based Program
Author: Kumar, Tracey
Date: 2016-00-00
Type: Journal Articles
Subjects: Family Programs,Literacy Education,Cultural Background,Program Design,Program Evaluation,Family Literacy,Child Development,Specialists,Multiple Literacies,Workshops,Feedback (Response),Content Analysis,Tutoring

This study of participants' contributions to a university-based family literacy program was informed by both &quot;funds of knowledge&quot; (Moll, 1992) and &quot;multiple literacies&quot; (Auerbach, 1995). The study examined participants' contributions to the design, implementation, and evaluation of a university-based family literacy program. In keeping with the literature on &quot;funds of knowledge,&quot; Kumar conceptualized participants as competent contributors, with expertise and experience related to education, literacy, child development, and numerous other areas. As a way of integrating participants' expertise and experiences into the program, the &quot;multiple literacies&quot; model of family literacy was utilized. To that end, the program was designed around participants' expressed needs and concerns by asking participants to play an active role in the implementation of workshops and by soliciting feedback from participants regarding all aspects of the program. Participants' contributions were viewed not only as a source of information regarding family literacy but also as an important part of the program curricula. By employing a collaborative approach to family literacy and recognizing participants' experiences and &quot;funds of knowledge,&quot; family educators can devise programs which not only meet participants' needs but also represent partnerships between educators and the families they serve.
An Urgent Challenge: Enhancing Academic Speaking Opportunities for English Learners
Author: Wilson, Jane
Date: 2016-00-00
Type: Journal Articles
Subjects: Oral Language,English (Second Language),Second Language Learning,Language Proficiency,Academic Discourse,Language Usage,Native Speakers,Elementary School Students,Middle School Students,Educational Environment,Academic Standards,Vocabulary Development,Best Practices,English Language Learners,Teaching Methods,Scaffolding (Teaching Technique),Statistical Analysis

This project sought to gain a closer look at the contrast of oral language opportunities experienced by English learners and native speakers of English in order to draw implications for practicing teachers. Specifically, the authors explored how often and when English learners and native speakers of English engage in academic speaking in K-8 classrooms. The conceptual framework for this study draws from research on language acquisition, academic language, oral language competence, and learning environments. The project summary reported that it was possible for teachers to help English learners accomplish the worthy goals of acquiring full proficiency in English as rapidly as possible and ensuring that they achieve the same rigorous standards expected of all students. By providing structured opportunities to practice oral language skills (both academic and content vocabulary) with partners and in small groups, teachers helped increase English learner's oral use of academic language, which in turn deepens learning. These best practices equip educators with the necessary tools to meet the urgent challenge of enhancing academic speaking opportunities for English learners.
A Study to Find out the Classroom Behaviour of Teacher Educators of Federal College of Education
Author: Gujjar, Aijaz Ahmed
Date: 2009-00-00
Type: Journal Articles
Subjects: Teacher Behavior,Teacher Educators,Questionnaires,Student Teachers,Statistical Analysis,Gender Differences,Questioning Techniques,Teacher Qualifications,Progress Monitoring,Educational Attainment,Comparative Analysis,Student Attitudes,Schools of Education,Foreign Countries

The main aim of the paper was to find out the classroom behavior of teacher educators of Federal College of Education (FCE). In order to get the desire end a 36 items questionnaire was constructed and divided into six dimensions ( students' command on content, practice before independent work, monitoring students' progress, teachers classroom instructions, use of question answer techniques and over all classroom behavior). The questionnaire was pilot tested and the reliability of the tool was 0.760 (Cronbach's Alpha). 300 student teachers from the FCE were considered as the sample of the study. After getting the data, the data was tabulated and analyzed by using the (SPSS XII) in terms of mean, independent sample t-test and one way ANOVA. The study reveals that there is a significant difference on the variable of gender of student teaches on practice before independent work. There is no significant difference on the variable of gender of teacher educators on any dimension. There is a significant difference on the variable of designation of teacher educators on the dimensions of practice before independent work, monitoring students' progress, teachers classroom instructions, use of question answer techniques and over all classroom behavior of teacher educators. There is a significant difference on the variable teacher educators' qualification on practice before independent work and monitoring students' progress. There is a significant difference on the variable of classes being taught on the dimensions of students' command on content, monitoring students' progress, use of question answer techniques and over all class room behavior of teacher educators. The study concludes that the teacher educators possessing higher research degrees such as PhD are better equipped to satisfy the students through practice before independent work and monitoring the progress of the student teachers.
Development of Learning Resources to Promote Knowledge Sharing in Problem Based Learning
Author: Uden, Lorna
Date: 2008-00-00
Type: Journal Articles
Subjects: Knowledge Management,Sharing Behavior,Problem Based Learning,Academic Achievement,Teamwork,Group Dynamics,Case Studies,Virtual Classrooms,Educational Technology,Technology Uses in Education,Outcomes of Education,Undergraduate Students,Observation,Questionnaires

Problem Based Learning offers many benefits to students' learning, however, the design and implementation of effective problem based learning (PBL) is not trivial. Central to effective implementation of PBL are the problem design and group working of the students. Design of good problems requires that the learning outcomes of the subject are covered in the problem given. Effective problems should include all learning outcomes as well as making sure that resources are available. Group working is an essential part of PBL. However, group work among students is not easy. For learning to be effective, the group must share knowledge and engage in their learning. It is vital that the group functions well and everyone takes up his or her role. In reality students often find group working difficult and they prefer to work on their own. How do we promote knowledge sharing among students? This paper describes design and group issues that need to be addressed for PBL to be effective and successful. Furthermore, it includes a case study of the implementation of learning objects in a virtual learning environment to support PBL on a final year undergraduate module in microcontroller interfacing.
Teaching &quot;Doctor Faustus&quot; through the &quot;Ars Moriendi&quot; Tradition
Author: Fike, Matthew
Date: 2008-00-00
Type: Journal Articles
Subjects: Literature,Teaching Methods,Christianity,Authors,Drama,Beliefs,Reputation,Religious Factors,English Literature

The rough edges in Christopher Marlowe's intellectual life serve as a foil to the mainstream Christianity in &quot;Doctor Faustus&quot;: the playwright had a reputation for atheism or at least for unorthodox opinions; papers allegedly found in a writing room that he shared with Thomas Kyd denied the deity of Christ; and twelve days before he was fatally stabbed through the eye in a bar fight, the Privy Council had arrested him for heresy (Gill 214). Some readers of Marlowe believe that it is hard to tell if the smoke of bad reputation signifies the fire of actual heresy, but there is little doubt that he qualified as an &quot;atheist,&quot; one who disbelieves in God and is unfettered by &quot;moral obligation&quot; (&quot;Atheist&quot;). Marlowe's reputation for making controversial religious statements is partly due to Kyd, who, under duress, attributed a heretical document to him; and the &quot;ascription may well have been correct&quot; (Kuriyama 125). And yet, &quot;however scornfully Marlowe rejected the [Christian] system intellectually, it still had a powerful hold of some sort on his imagination and emotions&quot; (Kocher 118-19). Although Marlowe may not have had a Christian spirit, &quot;Doctor Faustus&quot; clearly shows that he had a Christian intelligence; for the play is built around an element of mainstream Christianity, the &quot;ars moriendi&quot; tradition or the art of dying well. This fact has been part of the criticism for over a half century, most helpfully in Beach Langston's hard-to-find but excellent article, &quot;Marlowe's Faustus and the 'Ars Moriendi' Tradition&quot; (1952). The essay presented in this article enhances a subset of Langston's inquiry, the five deathbed temptations (unbelief, despair, impatience, pride, and avarice), not only to outline a very effective way of teaching &quot;Doctor Faustus,&quot; but also to highlight possible connections to other texts frequently read in a British survey or an Elizabethan literature course.
Ecology of the Computer Laboratory
Author: Folkestad, James E.
Date: 2008-00-00
Type: Journal Articles
Subjects: Skilled Workers,Labor Force,Computer Assisted Instruction,Computers,Higher Education,Employees,Creativity,Web 2.0 Technologies,Case Studies,Undergraduate Students,Employment,Innovation,Economics,Economic Development,Observation

Global communication, international workflow, and connected learning are converging to realign power, wealth, and work. As Friedman (2006) explained, many forces are coming together to cause a flattening or leveling effect of the world's workforce. This has allowed many skilled workers from emerging nations to enter the workplace and compete for jobs that were traditionally held by only a few wealthy industrial nations. Although the playing field is being leveled for some occupations, Florida (2005) convincingly argues that the international economic landscape is becoming spiky with innovations being concentrated in a few urban centers. These urban centers provide the new creative class with ecosystems that enable their prosperity. Innovations are improved and brought to market more quickly in settings where talented people collocate (Florida 2005). It is vital that graduates enter the workforce prepared to orchestrate globally distributed work using computer-based communication systems and know how to engage creatively in collocated activities. Despite these demands on our graduates, many university computer laboratories are sociofugal environments (environments that discourage social interaction), fostering the individual consumption of information versus collaboration. This paper examines the college computer lab as an ecological system that may impede transference of critical 21st century sociocutural norms and workplace skills.
Preschoolers Know, but How Do They Know? Developing a Framework for Early Epistemology Development
Author: Winsor, Denise L.
Date: 2009-00-00
Type: Journal Articles
Subjects: Preschool Children,Cognitive Development,Epistemology,Inquiry,Active Learning,Small Group Instruction,Focus Groups,Grounded Theory,Beliefs,Semi Structured Interviews,Preschool Teachers,Piagetian Theory

Two areas that are lacking for the purpose of training high-quality preschool teachers; and constructing developmentally appropriate learning standards and curriculum for preschool children are awareness of early epistemic development (beliefs about knowledge and knowing) and understanding preschoolers' cognitive processes during epistemic development. Personal epistemology is an individual's beliefs about the nature of knowledge and the process of knowing (Hofer &amp; Pintrich, 1997). During the past three decades there has been substantial gains in the area of personal epistemology, particularly in college students [Perry, 1970; Baxter Magoldo, 1987; Schommer, 1990], adults [King &amp; Kitchener, 1994; Belensky, Clinchy, Goldberger, &amp; Tarule, 1986], and more recently adolescents [Kuhn, 2000; Mansfield &amp; Clinchy, 2002]. Specifically, the use of, inquiry, focus groups, and technology during instruction can identify more observable developmental schemes, such as, cognitive processes [theory of mind], social and emotional views of the child. Knowing how these developmental domains operate harmoniously can provide more meaningful insights about &quot;what&quot; and &quot;how&quot;children begin to conceptualize knowledge and the process of knowing. This ecological and epistemic framework can have implications for early childhood education. This article describes new research and thinking about the epistemology of preschool children and how it might influence teacher training and instructional approaches.
Utilizing Assistive Technology in Inclusive Classrooms: Leaving No Child Without
Author: Scout, Jerrie Cobb
Date: 2008-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Assistive Technology,At Risk Students,Disabilities,Computer Uses in Education,Computer Mediated Communication,Computer Assisted Instruction,Elementary Schools,Inclusion,Technological Advancement,Technology Integration,Reading Instruction,Reading,Reading Achievement,Literacy,Literacy Education,Pretests Posttests,Comparative Analysis,Elementary Education,Workshops

Students those who are at-risk and with disabilities often benefit from strategically designed computer supported assignments and instruction. The proposed manuscript summarizes a research study which included a focus on training participants to effectively utilize hand-held computers and select software programs in planning, delivering, and assessing daily instruction in inclusive elementary school settings. This information is beneficial to academicians, practitioners and the training design can be generalized across fields.
Implementing Portfolios in Teacher Training: Why We Use Them and Why We Should Use Them
Author: Aksit, Fisun
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Portfolios (Background Materials),Portfolio Assessment,Action Research,Student Teachers,Social Studies,Grade 3,Qualitative Research,Semi Structured Interviews,Alternative Assessment,Student Centered Learning

Problem statement: After the implementation of new curricula in 2005, portfolios have become commonplace in teacher training programs in Turkey. Even though the use of portfolios is quite popular, the studies have shown that portfolios are mostly used to assess student learning outcomes, while the effectiveness of the educators and teacher training programs is usually unnoticed. For this reason, this study will focus on the contributions of portfolio utilization to educators and training programs. Purpose of Study: This study investigates the use of the portfolios in teacher training programs and analyses the contribution of portfolio utilization to educators, teacher training programs, and students. Method: An action research design was adopted involving 25 third grade social studies student teachers, who were randomly chosen from a sample of 128 students by selecting every fifth student on the classroom list of a semester-long course (14 weeks) in the 2012-2013 academic years at a state university in Turkey. This is a qualitative research study based on four open-ended questions and semi-structured interviews that were conducted with eight educators. Findings and Results: The findings indicated that portfolio utilization helps educators make modifications in their traditional roles and encourages them to adopt more student-centred approaches. In addition, portfolios assist in clarifying the program scope and goals and makes learning outcomes transparent. Furthermore, portfolios are a viable, effective, and appropriate tool in documenting student teachers' learning and professional development. Conclusions and Recommendations: The results of the research show that educators should take the utilization of portfolio into account not just to increase students' learning and assessment but also because of its additional benefits to educators and programs through many factors, such as being informed about the qualities and effectiveness of the program and daily lectures, putting the constructivist philosophy of the program into practice, creating a more democratic environment, ensuring one-to-one interaction with the students, providing individualized learning, and using assessment as an integral part of learning and promoting dialogue with colleagues.
Investigating the Role of Traditional Children's Games in Teaching Ten Universal Values in Turkey
Author: Aypay, Ayse
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Children,Games,Values Education,Content Analysis,Achievement,Altruism,Social Behavior,Interpersonal Competence,Power Structure,Security (Psychology),Self Management,Stimulation,Traditionalism,Cultural Pluralism,Qualitative Research,Competition,Play

Statement of the Problem: Children are constantly stimulated in different developmental areas through playing games with other children or adults. Play can provide a context wherein children achieve deep learning through the integration of intellectual, physical, moral, and spiritual values and commit themselves to learning, developing, and growing. While playing games, children learn a wide range of social skills. In addition to being contexts in which most learning related to children's lives occurs, games also provide children with contexts to learn about their own cultures and cultural values. Whereas values may show cultural differences, they can also be shared universally. Examining the role of children's games played in Turkey is significant in teaching universal values (achievement, benevolence, conformity, hedonism, power, security, self-direction, stimulation, tradition, and universalism). Purpose of the Study: This study was designed to determine the roles of traditional children's games played in Turkey in teaching ten universal values. Method: This study was designed as a qualitative study based on content analysis using a deductive analysis method. Pre-defined categories were identified, and these categories were identified in the texts describing the games. The present study's evaluation includes 421 games found among the traditional games played in Turkey and analysed in previous scientific studies. Findings: The analysis revealed that all games included the value of Hedonism. Almost all games emphasized achievement as well in the form of achieving pre-defined competitive tasks masterly before rival(s) could achieve them. In third place, the value of power was emphasized in the games, and this value always occurred along with achievement. According to the analysis, power was related to the winner's earning the right to seize the belongings of others or impose a sanction to the loser(s) after success in the game. The remaining seven values (benevolence, conformity, security, self-direction, stimulation, tradition and universalism) were almost never emphasized in the games. Conclusion and Recommendations: Traditional children's games at present seem to be a missed opportunity in terms of values education. Games that encourage children to acquire more positive values should be designed.