ethanporcaro/eric-fulltext-meta huggingface dataset:
Situated Learning: Learn to Tell English Stories
Author: Chou, I-Chia
Date: 2014-10-00
Type: Journal Articles
Subjects: Context Effect,English (Second Language),Language Teachers,Second Language Instruction,Undergraduate Students,Teacher Education Programs,Qualitative Research,Teaching Experience,Preservice Teachers,Student Teacher Attitudes,Journal Writing,Reflection,Video Technology,Story Telling,Interviews,Student Participation,Foreign Countries,Elementary School Teachers,Childrens Literature,Language Proficiency,Teaching Methods

For students in a perspective English teacher program, enhancing language proficiency and teaching knowledge is essential so that they can participate in the teaching community. This study investigated the acquisition of an unfamiliar discursive practice by four undergraduate students in a perspective EFL teacher training program. The practice is storytelling which is often overlooked in teacher-training programs in the English as a Foreign Language (EFL) context such as in Taiwan. In this study, four undergraduate students in a teacher-training program of a medium-sized university in southern Taiwan were provided an opportunity to tell stories to primary-school children. Qualitative data were collected, including students' teaching experiences and reflective journals throughout the entire project, videotapes of four storytelling rehearsals and the real storytelling episodes, and interviews. By using situated learning as the theoretical framework, this study depicts the change in the students and instructor as well as in the students' co-participation patterns by which the students moved from peripheral to fuller participation. This study provides EFL teacher educators a perspective that considers teacher training as co-constructed development in situated discursive practices.
Towards Improving Educational Decisions by Utilizing Interdisciplinary Research
Author: Klein, Joseph
Date: 2014-10-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Research Utilization,Educational Research,Educational Improvement,Neuropsychology,Decision Making,Decision Making Skills,Opinions,Cognitive Psychology,Cognitive Processes,Teacher Attitudes,Proximity,Learning Processes,Probability,Secondary School Teachers,Case Method (Teaching Technique),Vignettes,Critical Incidents Method,Criticism,Cognitive Style,Foreign Countries,Multivariate Analysis

Recent neurophysiological advances may support the advisability of delaying decisions when possible and practical. An empirical study, based on an educational dilemma, compared the outcome of postponing an educational decision overnight or for a longer period. 340 teachers read a report on an educational dilemma and gave an immediate opinion. About half of the group reviewed their decision after an overnight delay; the rest did so after a month. Participants were not involved with the dilemma between sessions. The cognitive aspects of the question addressed by participants in the immediate and delayed decisions were compared. After a month's delay, more cognitive aspects were utilized than in the decision taken after one day. The immediate decision was least comprehensive. Postponement of educational decisions offers the opportunity to utilize a richer variety of cognitive sources.
Hybrid-Mentoring Programs for Beginning Elementary Science Teachers
Author: Bang, EunJin
Date: 2013-01-00
Type: Journal Articles
Subjects: Beginning Teacher Induction,Science Teachers,Science Instruction,Mentors,Computer Assisted Instruction,Teaching Methods,Conventional Instruction,Blended Learning,Elementary School Teachers,Computer Simulation,Handheld Devices,Web Sites,Web 2.0 Technologies,Documentation,Questionnaires,Journal Writing,Lesson Plans,Notetaking,Video Technology,Case Studies,Teacher Collaboration,Interaction,Inquiry,Communities of Practice,Interviews

This study examines four induction models and teacher changes in science teaching practices, as a result of several mentoring programs. It explores three different computer-mediated mentoring programs, and a traditional offline induction program--in terms of interactivity, inquiry-based teaching, and topics of knowledge. Fifteen elementary science teachers--eleven new teachers and four experienced science teachers--were assigned to and participated in, one of the four induction programs for five months: a Virtual Reality (VRG), a Wiki (WKG), a hand-held digital device (HDG), and a general group (GG). Data was collected by archiving written dialogues, snapshots and field notes of avatar interactions, monthly open-ended questionnaires, weekly journal reflections, science lesson plans, mentor/teacher field notes, student artifacts, and video-recording science teaching in classrooms. Using a case study through a time-order display strategy and utilizing situated learning framework, the findings indicate that the beginning teachers in each induction program had their own unique way of professionally interacting with their mentors. Except for the teachers in the GG, the new teachers were able to establish their own platforms for inquiry-based, student-centered teaching, improving not only their pedagogical content knowledge but also their confidence in teaching science. This study further discusses the importance of meaningful social engagements between mentors and mentees, as well as how these social engagements benefit new teachers becoming inquiry-based teachers and developing healthy communities of practice.
iPads as a Literacy Teaching Tool in Early Childhood
Author: Beschorner, Beth
Date: 2013-01-00
Type: Journal Articles
Subjects: Early Childhood Education,Handheld Devices,Literacy,Teaching Methods,Instructional Materials,Developmentally Appropriate Practices,Preschool Children,Preschool Education,Classroom Techniques,Technology Uses in Education,Technology Integration,Program Descriptions,Educational Practices,Influence of Technology,Qualitative Research,Case Studies,Semi Structured Interviews,Parent Surveys,Teacher Surveys,Emergent Literacy,Socialization,Observation

Considering the increased influence of digital technologies on daily life (Fallows, 2004) and young children's increased use of interactive technologies (&quot;Children Now,&quot; 2007), early childhood educators are beginning to think about the role of technology in their classrooms. Many preschool programs are beginning to purchase iPads, or similar tablets, for classroom use. Thus, it is important to consider how iPads, or similar tablets, can be used in a developmentally appropriate manner with young children. To this end, this article describes the use of iPads in two preschool classrooms of four and five year-old children.
Examining Preservice Teachers' Classroom Management Decisions in Three Case-Based Teaching Approaches
Author: Demiraslan-Çevik, Yasemin
Date: 2013-01-00
Type: Journal Articles
Subjects: Preservice Teachers,Classroom Techniques,Case Studies,Teaching Methods,Decision Making Skills,Thinking Skills,Teaching Skills,Case Method (Teaching Technique),Critical Incidents Method,Problem Solving,Preservice Teacher Education,Educational Psychology,Questionnaires,Instructional Materials,Pretests Posttests,Performance Based Assessment

This study was aimed at comparing the impact of three types of case-based approaches (worked example, faded work example, and case-based reasoning) on preservice teachers' decision making and reasoning skills related to realistic classroom management situations. Participants in this study received a short-term implementation of one of these three major approaches to case-based instruction. Specifically, this study focused on analyzing students' open-ended responses to classroom management problems presented before and after instruction using one of these methods. The treatment groups did not differ significantly on the number of the alternatives they created and selected in decision tasks or the number of reasons students used to justify their decisions. Additionally, in each group, the majority of the classroom management strategies generated on all three assessments focused on suppressing inappropriate behavior, rather than promoting appropriate behavior or helping students develop self-regulation.
An Examination of the Impact of Early Intervention on Learning Outcomes of At-Risk Students
Author: Zhang, Yi
Date: 2014-10-00
Type: Journal Articles
Subjects: Early Intervention,At Risk Students,Academic Achievement,Counseling Services,Academic Advising,Statistical Significance,Educational Strategies,Achievement Gains,Business Administration Education,College Programs,Program Implementation,Program Effectiveness,Program Evaluation,Control Groups,Experimental Groups,Regression (Statistics),Grade Point Average,Student Improvement,Improvement Programs,Student Personnel Services

This research examines the effectiveness of early intervention on academic success for at-risk students. An intervention program is implemented in a minority serving public university by providing counseling and advising to academically at-risk students. Student performance is monitored and evaluated to explore whether early intervention impacts the likelihood of success for at-risk students. Adopting the matching sample method, our preliminary results show that at-risk students who receive additional advising are more likely to pass the course than those who don't receive such advising. We also find that student's prior GPA and gender have a statistically significant impact on students' eventual academic performance. These results provide further evidence that early intervention strategies can be effective in improving student success.
Toward a Common Understanding of Research-Based Instructional Strategies
Author: Goodwin, Deborah
Date: 2014-10-00
Type: Journal Articles
Subjects: Educational Strategies,Research Utilization,Evaluation Methods,Teacher Evaluation,Teacher Attitudes,Teacher Surveys,Content Analysis,Misconceptions,Statistical Analysis

A review of available books, articles and on-line resources which deal with &quot;Research-Based Instructional Strategies&quot; will produce a plethora of materials which promote the effectiveness of these strategies on student achievement. Also, a perusal of classroom instruction and teacher evaluation instruments will reveal that many of the evaluation instruments used for evaluating teachers address, to some degree, the use of &quot;Research-Based&quot; or &quot;High Yield&quot; instructional strategies. Since there is such a vast number of references to &quot;Research-Based&quot; and &quot;High Yield Strategies&quot;, and since teachers are evaluated on their implementation of said strategies, there is an obvious need for a common understanding and definition of those strategies. This research project sought to determine what strategies classroom teachers believe are actually &quot;Research-Based&quot; strategies. When asked to self-report on the implementation of research-based strategies in the classroom, teachers overwhelmingly report that they are indeed using these strategies in the classroom. However, when asked to list the research-based strategies that they use in their classroom, the teachers' answers to the open-ended question show a lack of a common understanding of what is meant by &quot;Research-Based Strategies.&quot; Many teachers listed resources and materials rather than strategies. The implication of this research is that any education community should establish a common understanding and definition of &quot;Research-Based&quot; Instructional Strategies.
Examining Teacher Actions Supportive of Cross-Disciplinary Science and Literacy Development among Elementary Students
Author: Norton-Meier, Lori A.
Date: 2013-01-00
Type: Journal Articles
Subjects: Literacy Education,Science Instruction,Writing (Composition),Heuristics,Elementary School Teachers,Mixed Methods Research,Socialization,Elementary School Students,Longitudinal Studies,Interdisciplinary Approach,Teaching Methods,Audiences,Models,Inquiry,Intervention,Faculty Development,Writing Instruction,Scientific Literacy,Interviews,Teacher Attitudes,Participant Observation

The purpose of this study was to identify and describe teaching actions--embedded in the &quot;Science Writing Heuristic&quot; approach, a systematic teaching approach that integrates literacy instruction and argument-based inquiry learning of science--supportive of the cross-disciplinary literacy expectations necessary to compete in the 21st century. This article reports on qualitative findings from a mixed method longitudinal study conducted with 32 elementary teachers and over 700 students. The analysis of multiple layers of data identified two essential teaching action categories supportive of cross-disciplinary literacy skills development among students: (a) building an inquiry-based literacy community of social learning and (b) purpose setting, with a gradual shift of responsibility from the teacher to the student. A model is presented that emerged from the data and visually illustrates how teachers and students explore the purpose, function, mode, and audience within critical science-literacy events while engaging in science content learning.
Teaching Principles of Management through Experiential and Service Learning
Author: Furutan, Omid
Date: 2014-10-00
Type: Journal Articles
Subjects: Service Learning,Experiential Learning,Educational Principles,Educational Practices,Teaching Methods,Administrator Education,Business Administration Education,Business Administration,Course Descriptions,Scoring Rubrics,Evaluation Methods

Management faculties often use cases, simulations, and research projects to achieve learning objectives in the Principles of Management class. This class typically aims to introduce students to the topics of &quot;planning, organizing, coordinating, staffing, directing, budgeting, controlling, and evaluating functions of management; leadership roles and styles, and the human aspects of management&quot; (Furutan, 2012). This paper describes a unique approach to teaching the above topics through an experiential and service learning project. Student teams select small local businesses with which to work during the semester and learn their weekly topics through interviews and observations of their selected businesses. This paper describes the class in detail and discusses some of the challenges with experiential and service learning projects.
Current Literacy Skills, Practices, and Dispositions of Teachers: A Case Study
Author: Al Nassir, Mona N.
Date: 2014-10-00
Type: Journal Articles
Subjects: Case Studies,Literacy,Educational Practices,Teacher Attitudes,Special Education Teachers,Accessibility (for Disabled),Instructional Design,Curriculum Implementation,Speech Language Pathology,Paraprofessional School Personnel,Interviews,Teacher Surveys,Individualized Instruction,Severe Disabilities,Kindergarten,Grade 1,Grade 4,Teaching Skills,Qualitative Research

This study seeks to address the current literacy skills, practices, and dispositions of teachers who educate students with significant disabilities. It sought to address two questions including how do teachers who educate students with significant disabilities design and implement literacy instruction, and how do teachers who educate students with significant disabilities assess instruction to track students' progress and make instructional decisions. Participants in the study included one special education teacher, five students, two paraeducators, and one speech-therapy. The study included personal observation in one special education classroom and an interview for the teacher. Result of the study indicated that designing and implementing literacy instruction for students with significant disabilities engage individualizing instructions according to students' unique abilities, practicing literacy throughout the day, and arranging literacy instruction to the state common core.
From Periphery to Core: The Increasing Relevance of Experiential Learning in Undergraduate Business Education
Author: Hodge, Laurin
Date: 2014-10-00
Type: Journal Articles
Subjects: Experiential Learning,Relevance (Education),Business Administration Education,Undergraduate Study,Undergraduate Students,Learning Experience,Teaching Methods,Educational Practices,Models,Learning Theories,Cognitive Style,Conventional Instruction,Educational Change,Program Implementation,Change Strategies

Business educators have been challenged to provide a learning experience that prepares graduates to successfully compete in a dynamic business environment. The insistence on building demonstrable competencies prior to entering the workforce has led to a shift in the academic community. Experiential learning has gone from the uncommon, exceptional experience, to a standard method of education. Through the examination of prior literature, we identify the progression of learning models through this transition. In addition, we suggest that contemporary approaches to experiential learning that provide for practical, personal, and social applicability serve as the foundation for the increasing significance of experiential learning in undergraduate business education.
Preservice Teachers' Internet Addiction in Terms of Gender, Internet Access, Loneliness and Life Satisfaction
Author: Demirer, Veysel
Date: 2013-01-00
Type: Journal Articles
Subjects: Preservice Teachers,Internet,Gender Differences,Access to Information,Life Satisfaction,Social Distance,Investigations,Statistical Analysis,Student Teacher Attitudes,Addictive Behavior,Correlation,Psychological Patterns,Likert Scales,Foreign Countries,Student Behavior,Behavior Rating Scales

The aim of this study is to investigate pre-service teachers' Internet addiction in terms of gender, Internet accessibility, loneliness and life satisfaction. Statistical analyses were completed on the data by the 247 preservice teachers that filled the surveys completely. According to findings, pre-service teachers' level of loneliness and Internet addiction scores is low while their life satisfaction scores are high. Male participants are more addicted to the Internet than female participants. Also those, males and females, who had Internet access, had more tendencies to be addicted to the Internet. There is evidence to indicate a positive correlation between loneliness and Internet addiction, and negative correlation between life satisfaction and Internet addiction. Based on the results several different suggestions are made for continuing research in this field.
Science and Technology Teachers' Views of Primary School Science and Technology Curriculum
Author: Yildiz-Duban, Nil
Date: 2013-01-00
Type: Journal Articles
Subjects: Elementary School Teachers,Elementary School Science,Elementary School Curriculum,Technology Education,Teacher Attitudes,Phenomenology,Teacher Surveys,Constructivism (Learning),Qualitative Research,Course Content,Learning Processes,Teaching Methods,Program Evaluation,Foreign Countries

This phenomenographic study attempts to explicit science and technology teachers' views of primary school science and technology curriculum. Participants of the study were selected through opportunistic sampling and consisted of 30 science and technology teachers teaching in primary schools in Afyonkarahisar, Turkey. Data were collected through an open-ended question form, and content analyzed. The reliability was computed as 97%. Findings revealed that there are four themes generated; &quot;a glance at the goals of primary school science and technology curriculum&quot;, &quot;a glance at the content of primary school science and technology curriculum&quot;, &quot;a glance at the teaching-learning process of primary school science and technology curriculum&quot; and &quot;a glance at the evaluation process of primary school science and technology curriculum&quot;. Participants' views were discussed under these themes.
The Success of Nontraditional College Students in an IT World
Author: Henson, Amy R.
Date: 2014-09-00
Type: Journal Articles
Subjects: Nontraditional Students,College Students,Information Technology,Computer Uses in Education,Measures (Individuals),Two Year College Students,Student Surveys,Student Attitudes,Demography,Internet,Statistical Analysis,Correlation,Predictor Variables,Adult Students,Age Differences,Multiple Regression Analysis

The purpose of this research was to determine the extent that computer-related factors affect the success of nontraditional college students. Since nontraditional students typically have fewer skills than traditionally-aged students, they may be less efficacious regarding their ability to use technology. Unfortunately, such reduced confidence may adversely affect college outcomes for students and ultimately, successful employment. When students enter the classroom, they often find that course requirements include considerable amounts of computer use. Therefore, in addition to learning specific course content, nontraditional students must also learn how to operate computers and conduct Internet research. Such expectations may reduce the potential for college success. Fewer high school graduates and limited numbers of skilled employees are predicted to cause labor shortages in technical fields. The perfect solution for filling this labor gap is older adults who are waiting longer to retire. Many adults are returning to college to obtain skills to begin second careers or to expand existing employment opportunities. It is critical for leaders of higher education institutions to understand the special characteristics of these students to increase their opportunities for success.
Ubuntu-Praxis: Re-Modelling the Balanced Scorecard Model at a University, an Afrocentric Perspective
Author: Ndoda, Gladys Ruvimbo
Date: 2014-09-00
Type: Journal Articles
Subjects: Afrocentrism,African Culture,Holistic Approach,Mixed Methods Research,Correlation,Interviews,Factor Analysis,Values,Employees,Performance,Questionnaires,Corporations,Innovation,Productivity,Competition,Job Skills,Human Resources,Cultural Context,College Faculty,Faculty,Faculty Evaluation,Philosophy,Evaluation Methods,Guidelines,Foreign Countries,Technology Education,Statistical Analysis

The authors design the innovation and learning perspective of the Balanced Scorecard (BSC) of &quot;Ubuntu and client service charter nexus.&quot; This article borrows and advances the research carried out by Khomba, Vermaak and Gouws (2011). The point of departure is on praxis of ubuntu/unhu as a holistic approach in the re-modelling of the BSC thereby integrating and enhancing performance management approach. Mixed methods were followed. Data collection instruments used included questionnaires and in-depth interviews held with key informants. Exploratory factor analysis and correlation analysis using SPSS Version 16.0 were employed and the authors identified four correlated principal-components that could constitute an Afrocentric perspective of the BSC model, namely: Africanisation values for general issues surrounding ubuntu/unhu values and client-service perspective of the corporate performance attribute; Learning values being traits focusing on values pertaining to employee innovation and learning, internalising ubuntu/unhu principle for better corporate productivity and performance; Customer values focusing on operationalizing ubuntu/unhu philosophy in the creation and promotion of customer care and services; and wealth creation, innovation and technology values clarifying competitive advantages gained from motivated workforce exuding ubuntu/unhu, and their contributions through knowledge, skills and abilities. Results indicated that the four components modelled into the innovation and learning, permeating into three other perspectives of the BSC, adds value to improved productivity and performance and it would be perhaps, one of CUT's options of ideal approach. This study is significant to African institutions and stakeholders in performance management.