ethanporcaro/eric-fulltext-meta huggingface dataset:
Social Media and Implication for Education: Case Study in Faculty of Technology and Science Universitas Buddhi Dharma, Tangerang, Indonesia
Author: Mardiana, Harisa
Date: 2016-12-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Higher Education,Social Media,Case Studies,College Faculty,Science Instruction,Surveys,College Students,Attitude Measures,Internet,Interviews,Questionnaires,Information Technology,Test Construction,Likert Scales,Hypothesis Testing,Teaching Methods,Statistical Analysis,Correlation

Nowadays, people have demonstrated the same amount of internet usage, and surprisingly, students have demonstrated more and have consumed a lot of time of using social media site. Not only the college students but also the educators, and they believe about social media sites because in general social media and the internet were very helpful; they have found what they needed in education. Facebook, for example, it is the resources for education, which are linked to other sources. We observed the implication of social media to the education process and found out about the numerous ways, positive and negative. The result of this paper showed that among the students and educators surveyed no difference usage among college students and educators to assess the social media and the internet. The research was created and deployed. We propose that there is an opportunity to leverage social media in college courses to deliver content and to engage students and educators in ways not previously possible.
MANTLE: An Investigation of the Non-Text Elements Included in Social Studies Textbooks
Author: Murphy, Debra D.
Date: 2017-05-00
Type: Reports - Research
Subjects: Social Studies,Textbooks,Elementary Education,Textbook Content,Graphs,Tables (Data),Charts,Textbook Evaluation

The textbook is often a primary resource for teachers in elementary content areas, and it is often used to the exclusion of other resources. Research indicates that students may not have sufficient exposure to elements of nonfiction texts in order to be successful when encountering them in the content area. For many years, there has been little attention paid to teaching students to understand and interpret the visual images. The benefits of learning to understand visual images extend beyond the classroom into daily interaction with text and media. For the purpose of this study, Texas State-approved textbooks for Social Studies for Grade 1-5 from three textbook publishers selected were selected. A descriptive content analysis was used to collect information about the graphs, charts, and tables, and analyzed using frequency counts. Conclusions drawn from this study indicate there is a need to add more non-text elements in Social Studies textbooks.
Determining Science Teachers' Levels of Motivation and Self-Regulation Regarding Use of Education Technologies
Author: Efe, Hülya Aslan
Date: 2017-00-00
Type: Journal Articles
Subjects: Science Teachers,Teacher Motivation,Educational Technology,Teacher Surveys,Statistical Analysis,Self Management,Educational Attainment,Foreign Countries,Gender Differences,Teaching Experience,Age Differences,Second Languages,Computer Use,Self Efficacy,Goal Orientation

In line with the growing importance of use of education technologies in the field of education, teachers are increasingly expected to use education technologies in class environment and to provide students with appropriate environments and opportunities to use these technologies. This situation makes it necessary to investigate teachers' motivation for use of education technologies as well as their levels of self-regulation. For this reason, the purpose of this study was to determine science teachers' levels of self-regulation and motivation for use of education technologies. The research sample included a total of 107 science teachers (Female:42; Male:65) working in the cities of Diyarbakir (F:16; M:33) and Bingöl (F:26, M:32) in the academic year of 2015-2016. In the study, the survey method, one of quantitative research methods, was used. The results revealed that the science teachers participating in the study had high levels of self-regulation and motivation regarding the use of education technologies. In addition, it was found that the science teachers' levels of motivation regarding use of education technologies increased as they had higher levels of education. Depending on the findings, several suggestions were put forward including encouragement of science teachers to taking post-graduate education.
Using Literary Texts to Teach Grammar in Foreign Language Classroom
Author: Atmaca, Hasan
Date: 2016-11-00
Type: Reports - Descriptive
Subjects: Teaching Methods,Second Language Instruction,Grammar,Literature,Learning Activities,Reading Materials,Language Skills

Today, it is discussed that the use of literary texts in foreign language classroom as a course material isn't obligatory; but necessary due to the close relationship between language and literature. Although literary texts are accepted as authentic documents and do not have any purpose for language teaching, they are indispensable sources to be used for development of basic language skills. Here the purpose is not just to contribute to teaching basic language skills, but also to contribute to teaching the culture of foreign language and to provide different perspectives to students while teaching. It is also thanks to linguistic and grammatical structures of literary texts that they can be used as an effective course material to teach the grammar of target language in the foreign language classroom. This study is a theoretical knowledge based on a research and it analyzes the use of literary text to teach grammar in foreign language classroom. The study consists of four parts: in the introduction part, it is discussed briefly the foreign language teaching, the place of grammar in foreign language teaching and the use of literary texts in grammar teaching. The second part discusses that it is necessary to use literary texts in foreign language teaching. In the third part, benefits that can be provided to grammar teaching with the use of literary texts are discussed. Finally, in the conclusion part, the points to take into account while using literary texts in foreign language classrooms are discussed and the suggestions are put forward.
Teaching Philosophy Statements
Author: Faryadi, Qais
Date: 2015-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Educational Attitudes,Educational Philosophy,Educational Objectives,Position Papers,Constructivism (Learning),Educational Assessment,Teaching Styles

This article examines the rationale for my teaching philosophy. Using a personal perspective, I explain my objectives, mission, and vision in writing my philosophy of teaching statements. This article also creates a road map and reference points for educators who want to write their own teaching philosophy statements to help them make informed decisions when teaching their students. In my teaching philosophy, I apply the constructivist approach of teaching and learning. A bibliography is provided.
Teaching the Teachers of Our Youngest Children: The State of Early Childhood Higher Education in California, 2015
Author: Austin, Lea J. E.
Date: 2015-10-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Teacher Education Programs,Teacher Competencies,Alignment (Education),Student Teaching,Teacher Educators,Teacher Surveys,Administrator Surveys,Academic Degrees,Educational Change,Educational Objectives,Practicums,Faculty Development,Academic Support Services,Student Personnel Services,Barriers,Family Involvement,Mathematics Instruction,Kindergarten,Preschool Teachers,Transitional Programs

Midway through the second decade of this century, the importance of early care and education (ECE) to children's lifelong learning and to the nation's economic well-being is recognized up to the highest levels of government, and in businesses, schools, and living rooms across the country. This understanding represents a dramatic shift from earlier decades, and carries with it heightened expectations for what teachers of young children should know and be able to do, in light of mounting evidence about inadequate and unequal educational quality, particularly for children of color and those living in low-income families. In recent years, California and other states have committed many public and private resources toward multiple efforts to improve educational services and to ensure that teacher education degree and certification programs can better prepare their graduates to meet the complex needs of young children of all ages. Concern remains about the capacity of California's institutions of higher education to meet the evolving and increasing demands identified as critical to improving developmental and learning outcomes for the state's ethnically, racially, linguistically, and economically diverse young child population. This report looks at the status of early childhood higher education offerings in California and how programs have evolved over the last decade. The report examines the extent to which California's early childhood preparation programs at colleges and universities are able to effectively prepare teachers and adapt to emerging research and changes in the policy environment, and calls for aligning the current system with the 21st-century expectations for teachers of young children. [For the highlights to this report, &quot;Teaching the Teachers of Our Youngest Children: The State of Early Childhood Higher Education in California, 2015. Highlights,&quot; see ED574292. For the technical report, &quot;The State of Early Childhood Higher Education in California. Technical Report,&quot; see ED574293.]
Teaching the Teachers of Our Youngest Children: The State of Early Childhood Higher Education in California, 2015. Highlights
Author: Austin, Lea J. E.
Date: 2015-10-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Teacher Education Programs,Teacher Competencies,Alignment (Education),Student Teaching,Teacher Educators,Teacher Surveys,Administrator Surveys,Academic Degrees,Educational Change,Educational Objectives,Practicums,Faculty Development,Academic Support Services,Student Personnel Services,Barriers,Family Involvement,Mathematics Instruction,Kindergarten,Preschool Teachers,Transitional Programs

Today, the importance of early care and education (ECE) to children's lifelong learning and to the nation's economic well-being is recognized up to the highest levels of government, and in businesses, schools, and living rooms across the country. This understanding represents a dramatic shift from earlier decades, and carries with it heightened expectations for what teachers of young children should know and be able to do, in light of mounting evidence about inadequate and unequal educational quality, particularly for children of color and those living in low-income families. This report highlights findings from the &quot;Early Childhood Higher Education Inventory&quot; and the changes over the last decade in the extent to which California ECE higher education programs offer course content and experiences associated with effective teacher preparation. This report examines how these institutions of higher education are adapting to emerging research and changes in the California policy environment. [For the full report, &quot;Teaching the Teachers of Our Youngest Children: The State of Early Childhood Higher Education in California, 2015,&quot; see ED574291. For the technical report, &quot;The State of Early Childhood Higher Education in California. Technical Report,&quot; see ED574293.]
The State of Early Childhood Higher Education in California. Technical Report
Author: Austin, Lea J. E.
Date: 2015-10-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Teacher Education Programs,Teacher Competencies,Alignment (Education),Student Teaching,Teacher Educators,Teacher Surveys,Administrator Surveys,Academic Degrees,Educational Change,Educational Objectives,Practicums,Faculty Development,Academic Support Services,Student Personnel Services,Barriers,Family Involvement,Mathematics Instruction,Kindergarten,Preschool Teachers,Transitional Programs

Teacher preparation in the field of early childhood education (ECE) has historically included a variety of higher education degree programs, in various child-related disciplines, all of which have generally been considered equally acceptable. And too often, these highly diverse degree programs are assumed to produce equivalent results. In contrast, programs to prepare teachers and administrators to work with older children reflect far greater uniformity and stringency related to specific preparation standards and certification requirements. In recent years, however, rising expectations about the knowledge and skills that early childhood practitioners need in order to work effectively with young children before kindergarten, along with the introduction of new ECE programs and standards, have led many to question whether the current wide array of ECE-related degree programs can be assumed to produce equivalent results. In California, despite progress over the last decade in aligning early childhood education courses at the community college level, there remains great variability among upper-division and graduate degree programs regarding what constitutes an appropriate course of study for teachers and administrators serving young children. To address this issue, the &quot;Early Childhood Higher Education Inventory&quot; was designed to gain a clearer picture of the early childhood-related offerings in a given state's higher education system. The Inventory describes early childhood degree programs offered in the state, focusing on variations in program content, age-group focus, student field-based learning, and faculty characteristics. The Inventory was implemented in California during the 2013-2014 academic year. This Technical Report presents detailed findings collected by implementing the Inventory's mapping, program, and faculty modules. The report also includes a full discussion of the findings, and offers recommendations for policy and practice. Tables are appended. [For the full report, &quot;Teaching the Teachers of Our Youngest Children: The State of Early Childhood Higher Education in California, 2015,&quot; see ED574291. For the highlights to the full report, &quot;Teaching the Teachers of Our Youngest Children: The State of Early Childhood Higher Education in California, 2015. Highlights,&quot; see ED574292.]
Teaching the Teachers of Our Youngest Children: The State of Early Childhood Higher Education in Indiana, 2015. Highlights
Author: Kipnis, Fran
Date: 2015-09-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Teacher Education Programs,Teacher Competencies,Alignment (Education),Student Teaching,Teacher Educators,Teacher Surveys,Administrator Surveys,Academic Degrees,Educational Change,Educational Objectives,Practicums,Faculty Development,Academic Support Services,Student Personnel Services,Barriers,Family Involvement,Mathematics Instruction,Kindergarten,Preschool Teachers,Transitional Programs

Today, the importance of early care and education (ECE) to children's lifelong learning and to our nation's economic well being is recognized up to the highest levels of government, and in businesses, schools, and living rooms across the country. This understanding represents a dramatic shift from earlier decades, and carries with it heightened expectations for what teachers of young children should know and be able to do, in light of mounting evidence about inadequate and unequal educational quality, particularly for children of color and those living in low-income families. In recent years, Indiana, like many states, has committed public and private resources toward multiple efforts to improve educational services and to ensure that teacher education degree and certification programs can better prepare their graduates to meet the complex needs of young children of all ages. Yet there remains a demand for thousands of new early childhood professionals to provide quality care and education to Indiana's most at-risk children. Critical to responding to this need is the establishment of a well-coordinated and comprehensive professional preparation and development system that can ready an incoming generation of professionals, while also strengthening the skills of the existing early education workforce. Institutions of higher education are key to meeting these evolving and increasing demands for improving developmental and learning outcomes for the state's young child population. This report highlights findings from the &quot;Early Childhood Higher Education Inventory,&quot; and the extent to which Indiana ECE higher education programs offer course content and learning experiences that are associated with effective teacher preparation. [This report was commissioned by the Indiana Association for the Education of Young Children, Inc. For the full report, &quot;Teaching the Teachers of Our Youngest Children: The State of Early Childhood Higher Education in Indiana, 2015,&quot; see ED574294. For the technical report, &quot;The State of Early Childhood Higher Education in Indiana. Technical Report,&quot; see ED574298.]
The State of Early Childhood Higher Education in Indiana. Technical Report
Author: Kipnis, Fran
Date: 2015-09-00
Type: Numerical/Quantitative Data
Subjects: Early Childhood Education,Teacher Education Programs,Teacher Competencies,Alignment (Education),Student Teaching,Teacher Educators,Teacher Surveys,Administrator Surveys,Academic Degrees,Educational Change,Educational Objectives,Practicums,Faculty Development,Academic Support Services,Student Personnel Services,Barriers,Family Involvement,Mathematics Instruction,Kindergarten,Preschool Teachers,Transitional Programs

Teacher preparation in the field of early childhood education (ECE) has historically included a variety of higher education degree programs, in various child-related disciplines, all of which have generally been considered to produce equivalent results. In contrast, programs to prepare teachers and administrators to work with older children reflect far greater uniformity and stringency related to specific preparation standards and certification requirements. In recent years, however, rising expectations about the knowledge and skills that early childhood practitioners need in order to work effectively with young children before kindergarten, along with the introduction of new ECE programs and standards, have led many to question whether the current wide array of ECE-related degree programs can be assumed to produce equivalent results. Indiana has long recognized the specific knowledge base needed for practitioners to successfully teach young children, and includes public-school preschool teachers in the teacher licensing system. However, there remains great variability in what constitutes an appropriate course of study and licensure for teachers and administrators working with young children, across multiple settings. To address this issue, the &quot;Early Childhood Higher Education Inventory&quot; was designed to gain a clearer picture of the early childhood-related offerings in a given state's higher education system. The Inventory describes early childhood degree programs offered in the state, focusing on variations in program content, age-group focus, student field-based learning, and faculty characteristics. The Inventory was implemented in Indiana during the 2014-2015 academic year. This report presents detailed findings collected by implementing the Inventory's mapping, program, and faculty modules. The following are appended: (1) Introduction; (2) Early Childhood Higher Education Programs: Detailed Tables; (3) Early Childhood Higher Education Faculty: Detailed Tables; and (4) Challenges Facing Early Childhood Degree Programs, and Additional Resources Needed. [This report was commissioned by the Indiana Association for the Education of Young Children. For the full report, &quot;Teaching the Teachers of Our Youngest Children: The State of Early Childhood Higher Education in Indiana, 2015,&quot; see ED574294. For the highlights of the report, &quot;Teaching the Teachers of Our Youngest Children: The State of Early Childhood Higher Education in Indiana, 2015. Highlights,&quot; see ED574297.]
Enrichment Programs and Professional Development in the Geosciences: Best Practices and Models (OEDG Research Report, Stony Brook University)
Author: Gafney, Leo
Date: 2017-05-30
Type: Reports - Research
Subjects: Science Education,Earth Science,Elementary Secondary Education,Program Evaluation,Academic Standards,Teacher Education,Secondary School Science,High Schools,Science Curriculum,Enrichment Activities,Faculty Development,Best Practices,Models,Active Learning,Learning Strategies,Summer Science Programs,Undergraduate Students,Scientific Attitudes

This report is based on several evaluations of NSF-funded geoscience projects at Stony Brook University on Long Island, NY. The report reviews the status of K-12 geoscience education, identifying challenges posed by the Next Generation Science Standards (NGSS), the experiences of university faculty engaged in teacher preparation, state requirements, and the current high school science curriculum. The study then describes and analyzes enrichment, active learning strategies employed in summer programs at Stony Brook. The study also describes professional development for schoolteachers, also at Stony Brook. Next, we review the attitudes of undergraduates toward the geosciences. Finally, the report identifies best practices in the geosciences, based on an analysis of the data previously discussed. The following are appended: (1) High School Teachers Workshop Survey; (2) Survey of High School STEP Students; and (3) Survey of Stony Brook CSTEP Students.