ethanporcaro/eric-fulltext-meta huggingface dataset:
Going Google: Privacy Considerations in a Connected World
Author: Bray, Marty
Date: 2016-00-00
Type: Journal Articles
Subjects: Privacy,Technology Uses in Education,Educational Technology,School Districts,Internet,Computer Oriented Programs,Standards,Risk Management,Responsibility,Safety

Forsyth County Schools (FCS) is a rapidly growing school district just north of Atlanta, Georgia. It has approximately 45,000 students and is one of the top-ranked school districts in the state with a graduation rate of 94 percent and test scores to match this excellent graduation rate. The district has long been known as a leader in the area of educational technology. It has been a Bring Your Own Technology (BYOT) system for approximately ten years and was one of the first systems to have interactive whiteboards installed in every classroom. Roughly two years ago FCS decided to formally adopt Google Apps for Education as one of the many digital resources that it offers its students. Google Apps for Education (GAFE) is a widely used service offered by Google to school districts for free. In addition to e-mail, Google offers its suite of productivity tools including Docs, Sheets, and Slides and unlimited storage in its cloud-based service known as Google Drive. Prior to adopting GAFE, FCS had allowed various teachers and schools around the district to use GAFE, even though the service had not been formally adopted. This use on an individual or school-wide basis came about because of a change in FCS technology leadership and because of the inconsistent and siloed use of GAFE around the system. The piecemeal use of this resource suite meant that one of GAFE's greatest strengths, collaboration, could not be fully realized across the district. It also meant that the district and its students were potentially vulnerable if GAFE was misused. Central to this vulnerability was the potential compromise of student privacy. How FCS went about mitigating risk in this area for the district and its students is the subject of this article.
Can I Use This App or Website for My Class? What to Know about Instructing Teachers and Students on Digital Citizenship, Digital Footprints, and Cybersafety
Author: Miller, Beth
Date: 2016-00-00
Type: Journal Articles
Subjects: Computer Oriented Programs,Web Sites,Computer Uses in Education,Computer Security,Information Security,Safety,Privacy,Internet,Federal Legislation,Educational Policy,Access to Information,Social Media,Computer Literacy,Data Collection,Age,Information Management,Self Disclosure (Individuals)

This article addresses the question of what app or website is appropriate for teachers to use for classroom instruction. While most school districts have safety policies related to the Children's Internet Protection Act (CIPA) and the Children's Online Privacy Protection Act (COPPA) implemented by means of software and district firewalls, this questions is not an easy question to answer, and it's answered slightly differently depending on grade levels, student ages, and website/app restrictions. Although the safety of minors using e-mail, chat rooms, and other direct electronic communications is still an area of concern, Miller points out that school librarians have been and continue to be the primary instructors to teach students and teachers appropriate research skills and methods of accessing information through the Internet. The advent of more mobile devices that allow students to download apps and access websites, and the use of these devices in schools, has made parents and school districts more aware of the importance of keeping children safe while they are online.
Choose Privacy Week: Educate Your Students (and Yourself) about Privacy
Author: Adams, Helen R.
Date: 2016-00-00
Type: Journal Articles
Subjects: Privacy,Consciousness Raising,Internet,Child Safety,School Libraries,Librarians,Board of Education Policy,Staff Development,Web Sites,Student Records

The purpose of &quot;Choose Privacy Week&quot; is to encourage a national conversation to raise awareness of the growing threats to personal privacy online and in day-to-day life. The 2016 Choose Privacy Week theme is &quot;respecting individuals' privacy,&quot; with an emphasis on minors' privacy. A plethora of issues relating to minors' privacy in education are of concern to school librarians and, at the same time, districts are being required to protect their students' data by creating a data-governance policy and providing staff training. In this article, Helen Adams provides a list of resources available on protecting minors' privacy with website links. With the growing acknowledgment of a need to protect the burgeoning amount of students' data in schools, school librarians advocate for their students and help districts to make the right choices.
Rural School as a Resource for the Intellectual and Labour Potential Formation of the Rural Society
Author: Nasibullov, Ramis R.
Date: 2016-00-00
Type: Journal Articles
Subjects: Rural Schools,Rural Development,Concept Teaching,Intellectual Development,Labor Force Development,Comparative Analysis,Educational Practices,Institutional Characteristics,Statistical Analysis,Questionnaires,Observation,Educational Principles,Community Resources,Competency Based Teacher Education,Foreign Countries

The relevance of the research problem is reasoned by the need to create conceptual grounds of life organization variants in the rural school as a resource of intellectual and labor potential formation of rural society taking into account the socio-economic realities of Russia's development in the beginning of the twenty-first century, as well as by the need to maintain the competitiveness of Russia in the agricultural sector. The aim of this article is to present the theoretical and methodological substantiation of the model of the rural school system &quot;school-employer-society&quot;, to disclose terms and principles of its construction. A leading approach to the study of this problem is poly paradigm approach implying a dialectical unity of systematic, integrative and differentiated, activity and competence, technological and axiological approaches, the totality of which is directed on problem solving how to transform a rural school into building and strengthening resource of intellectual and labor potential of rural society. The article reveals the author's understanding of the concepts &quot;intellectual potential of rural society&quot;, &quot;labor potential of rural society&quot;, presents the formulation of the theoretical and methodological terms, conditions and principles of constructing a model of the rural school as a resource to form intellectual and labor potential of rural society, reveals the peculiarities of the model, which first of all is oriented on rural school student's comprehensive training for independent activity in the conditions of market economy in agrarian society.
Search Strategy Instruction: Shifting from Baby Bird Syndrome to Curious Cat Critical Thinking
Author: Cheby, Lisa
Date: 2016-00-00
Type: Journal Articles
Subjects: Research Skills,Skill Development,Concept Mapping,Search Strategies,Brainstorming,Questioning Techniques,Inquiry,Data Collection,Information Seeking

The traditional way of teaching research often lacks actual information-literacy instruction and, thus, fails to teach students how to be independent researchers. Teachers may help students regain curiosity by guiding them to shift their idea of research from a fact-finding and presentation exercise to a process of inquiry that includes gathering and analyzing evidence, formulating new understandings, and reflecting on the evidence and understandings to share the result of their inquiry. This article describes the creation of a concept map to plan search queries. Students may work through these steps, developing a deeper level of engagement with their topics by categorizing terms by concepts and organizing how those concepts may be connected in a query. Next, students will brainstorm other terms to express these ideas, maybe narrowing or maybe broadening the concepts. Once students engage in high-level questioning and have a plan for something they genuinely want to explore, they will need to develop an understanding of the structure of knowledge and apply it to their searches. By teaching students how to search strategically for the purpose of pursuing authentic inquiries, and by shifting focus to the process rather than a page and citation count, students gain skills to be effective information-seekers beyond one particular assignment and reignite their curiosity.
Lilead Fellows Program: An Innovative Approach to Professional Development for School Library Leaders
Author: Kodama, Christie
Date: 2016-00-00
Type: Journal Articles
Subjects: Fellowships,Professional Development,School Libraries,Leaders,Supervisors,Information Technology,Mentors,Coaching (Performance),Reflection,Technology Integration,Continuing Education,Librarians

In this article, the authors discuss the Lilead Fellows Program, funded by a grant from the Institute of Museum and Library Services (IMLS). This innovative approach to professional development (PD) is for school district library supervisors. It is based upon widely accepted principles of quality PD, and is in its second year of operation with an initial cohort of twenty-five Lilead Fellows, school district library supervisors selected through a competitive application process. The design of the fellows program is based upon research findings (Birman et al. 2000; Garet et al. 2001; Guskey and Yoon 2009; Peterson 2002; Day 1993) that state that effective PD programs for educators reflect the following principles: (1) Extensive time in PD activities is complemented with sufficient opportunities for follow-up after the PD sessions are over; (2) The content has a sharp focus on the daily activities of educators; (3) Committed and knowledgeable mentors and/or coaches guide PD participants; (4) Information technology is used to promote continued engagement; and (5) Personal reflections are expressed in writing and by other means. The Lilead Fellows Program provides a long-term experience that allows time for extended learning and application, requires each participant to focus on an important and personally relevant issue, uses experienced and passionate mentors, incorporates technology to foster community and learning, and makes sure fellows reflect and think critically about their work and the field as a whole.
The Effect of Simulation-Assisted Laboratory Applications on Pre-Service Teachers' Attitudes towards Science Teaching
Author: Ulukök, Seyma
Date: 2016-00-00
Type: Journal Articles
Subjects: Laboratory Procedures,Laboratory Experiments,Computer Simulation,Preservice Teachers,Student Teacher Attitudes,Scientific Attitudes,Science Instruction,Mixed Methods Research,Attitude Measures,Semi Structured Interviews,Attitude Change,Courseware,Foreign Countries

In this study, the effects of computer-assisted laboratory applications on pre-service science teachers' attitudes towards science teaching were investigated and the opinions of the pre-service teachers about the application were also determined. The study sample consisted of 46 students studying science teaching Faculty of Education. The study data were obtained after students participated in an eight-week computer application embedded in the margins of the course &quot;Laboratory Applications for Science Teaching II&quot;. Explanatory design, which is a mixed method research design, was used in the study. The quantitative data in the study are collected by using attitude scale and the qualitative data are collected via semi-structured interview form. For the analysis of the quantitative data, paired sample t-tests and bar graphics were used. For qualitative data analysis, content analysis was made. The results reveal that computer-assisted laboratory applications had a significant effect on pre-service teachers' attitudes towards science teaching. Moreover, the pre-service teachers defined the simulations as useful applications. They also indicated that the simulations were effective for their learning, supported their knowledge, and affected their attitude and motivation towards the lesson in a positive way. They also defined the characteristics they expected from simulation programs as being easy to use and enjoyable, and concretizing the information and developing creativity.
Student Perception of Online Learning in ESL Bilingual Teacher Preparation
Author: Daniel, Mayra C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Online Courses,Questionnaires,Educational Quality,Teaching Methods,Cooperative Learning,Feedback (Response),Teacher Education,Bilingual Teachers,Student Attitudes,English Language Learners,Theory Practice Relationship,Reflection

Current technologies are changing delivery options for post-graduate teacher education. Many practicing teachers who return to school to prepare to educate English learners choose distance learning. This article explores teachers' perceived satisfaction with the quality of online courses, with the collaborative tasks required in these, and the extent to which the teachers consider the online course format effectively prepares them to work with English learners. This study reports qualitative and quantitative finding from a questionnaire administered to teachers who completed graduate level courses in an online format. Data gathered strongly support online course delivery as a viable and appropriate format for post-graduate teacher preparation. Study findings are encouraging for the effectiveness of online course formats to prepare practicing teachers. Responses on the survey questionnaire completed by participants document their perception that online courses are as rigorous as F2F coursework given effective online delivery formats that include appropriate instructor availability, timely and positive feedback, and flexible course organization.
Engineering Discourse in the Structure of the ESP Training at Southern Federal University
Author: Sidelnik, Ellina
Date: 2016-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Teaching Methods,Second Language Learning,Second Language Instruction,Engineering Education,Foreign Countries,Socialization,Textbook Evaluation,Textbook Preparation,Higher Education,Communicative Competence (Languages),Professional Education,Engineering

This paper discusses the essentials of engineering discourse in the structure of the ESP training at Southern Federal University (SFU) (Taganrog, Russia). The purpose of this paper is to justify critical rethinking of existing programs of technical students training in foreign languages at SFU taking into account the increasing role of engineering discourse in the professional socialization of future engineers and to enable them to integrate into the international professional community. The undertaken analysis strives to find the way to change the teaching practice of ESP. There are two levels of foreign language acquisition at SFU. At the first level students study any foreign language in a context of the general language. And at the second level they get conceptual knowledge to acquire scientific and professional terminology of any foreign language in order to become a professional language personality. To support these objectives a series of text books on ESP courses (Computer Engineering, Radio Engineering, Electronic Engineering etc.) have been developed at the foreign languages department SFU. The textbook &quot;Computer Engineering&quot; has been considered in details in this article. The authors have suggested directions in which the discourses of engineering education and practice need to change so that the engineering profession can achieve the goals stated in its professional codes.
The Impact of Inquiry Based Instruction on Science Process Skills and Self-Efficacy Perceptions of Pre-Service Science Teachers at a University Level Biology Laboratory
Author: Sen, Ceylan
Date: 2016-00-00
Type: Journal Articles
Subjects: Science Instruction,Science Process Skills,Pretests Posttests,Self Efficacy,Preservice Teachers,Science Teachers,Laboratory Experiments,Control Groups,Experimental Groups,Measures (Individuals),Teaching Methods,Inquiry,Interviews,Instructional Effectiveness,Student Attitudes,Qualitative Research,Foreign Countries,Quasiexperimental Design

The aim of this study is to determine the influence of inquiry-based teaching approach on pre-service science teachers' laboratory self-efficacy perceptions and scientific process skills. The quasi experimental model with pre-test-post-test control group design was used as an experimental design in this research. The sample of this study included 24 pre-service science teachers. Data were collected using Laboratory Self-Efficacy Scale, The Test of Integrated Process Skills and Interview Form. According to results, the positive influences of inquiry-based teaching approach on pre-service science teachers' laboratory self-efficacy perceptions and scientific process skills have been observed. Participants determined positive thinking to positive effectiveness of inquiry-based teaching approach in interviews.
Differences between Social Science Teachers and Physics Teachers about Beliefs of Competences Model in Mexico
Author: Ramirez Díaz, Mario H.
Date: 2016-00-00
Type: Journal Articles
Subjects: Social Sciences,Physics,Science Teachers,Beliefs,Foreign Countries,Questionnaires,Secondary School Teachers,College Faculty,Science Instruction,Teacher Attitudes,Teaching Skills,Teacher Competencies

This paper shows the results of a diagnostic research that evaluates the perception of teaching competencies by physics teachers, in universities and high schools that have experienced curricular change of the mode of competences-based education (EBC). The research was conducted in both physics teachers in high school and college level nationally and compared with the results obtained with social science teachers in the state of Tabasco. The main purpose is to account for the way in which teachers accept, resist, or refuse to change their teaching model as a result of the changes experienced by traditional curriculum to competences-based model, whose main features are that the contents are linked to the productive and social sector; subjects are supported with the use of ICT; to students to acquire skills, and attitudes on the use and transfer of knowledge and thus learning to learn. The results from both disciplines teachers show some common aspects, however, there are also important differences in the appreciation from both groups over the success of this model.
Factors Affecting the Academic Achievement: A Study of Elementary School Students of NCR Delhi, India
Author: Dev, Meenu
Date: 2016-00-00
Type: Journal Articles
Subjects: Academic Achievement,Elementary School Students,Indians,Family Environment,Foreign Countries,Correlation,Cognitive Ability,Intelligence Tests,Interest Inventories,Grades (Scholastic),Hypothesis Testing,Scores,Gender Differences

Aim: The foremost aim of the study was to investigate and analyze the relationship of General Mental Ability, Interest and home environment with Academic Achievement. Methods: The participants were 110 students drawn from three Kendrya Vidyalayas of Delhi. Their ages ranged between 13 and 14 with a mean age of 13.6 years. Two validated instruments were used to elicit responses from the participants-General mental ability test prepared by R. K. Tandon (1972), Multiphasic Interest Inventory of S. K. Bawa (1998) and Home Environment Inventory of K. S. Mishra (1989) were administered on the selected sample. Whereas their annual examination grades of class VII were considered as academic achievement. Findings: Four major hypotheses were formulated and tested at 0.01 level of significance. Pearson-Moment Correlation Co-efficient and t-test were used to analyze the data. The study reveals that General Mental Ability, home environment interest and academic achievement are significantly and positively correlated. Whereas the high score of girls indicates that they are superior to boys.
Effects of Lecture Method Supplemented with Music and Computer Animation on Senior Secondary School Students' Academic Achievement in Electrochemistry
Author: Akpoghol, T. V.
Date: 2016-00-00
Type: Journal Articles
Subjects: Lecture Method,Animation,Music,Computer Uses in Education,Secondary School Students,Science Achievement,Chemistry,Foreign Countries,Hypothesis Testing,Comparative Analysis,Science Tests,Pretests Posttests,Scores,Statistical Analysis,Gender Differences,Teaching Methods

The study investigated the effects of Lecture Method Supplemented with Music (LMM) and Computer Animation (LMC) on senior secondary school students' academic achievement in electrochemistry in Makurdi metropolis. Six research questions and six hypotheses guided the study. The design of the study was quasi experimental, specifically the pre-test, post-test non-equivalent control group design was adopted. One hundred and sixty five (165) Senior Secondary Two (SS2) Chemistry Students drawn from 4 schools were purposively sampled from seventy six (76) accredited secondary schools in Makurdi Local Government Area. The first experimental group were electrochemistry with LMM while the experimental group 2 were taught using LMC. The LMM group consisted of 80 students while those in LMC consisted of 85 students. The groups were compared on achievement toward electrochemistry. An instrument known as Electrochemistry Achievement Test (EAT) which had 50 questions adopted from WAEC, NECO and UTME past question papers were used for the study. The EAT, LMM, LMC and lesson plans were validated by experts in chemistry, science education, measurement evaluation, music and computer science. Reliability (KR[subscript 20]) estimate of 0.876 was obtained for EAT. LMM and LMC were used to treat the experimental groups 1 and 2 respectively. Scores on achievement tests were collected at the beginning of the study as pre-test and after the treatment (3 weeks) as post-test. The research questions were answered using mean and standard deviation, while hypotheses were tested using Analysis of Covariance (ANCOVA) at 0.05 level of significance. Findings showed Students taught electrochemistry using LMM had higher achievement score (40.35 ± 3.86) than their counterparts taught using LMC (39.44 ± 3.88). The results of the study revealed that there was no statistically significant main effect (p &gt; 0.05) for instructional methods on mean achievement score of students taught electrochemistry. Females taught electrochemistry had higher achievement score (40.45 ± 3.42) than their male counterparts (39.29 ± 4.25). The results revealed that there was no statistically significant main effect (p &gt; 0.05) of gender on students' achievement. It is suggested that chemistry concepts should be taught using LMM and LMC, or lecture method should be supplemented with other student-centred approaches; text writers and curriculum developers should adopt LMM and LMC as teaching strategies. It was also recommended that artists in the music industry should be encouraged to write and produce music that has cognitive meaning.
Learning Package by Means of the Inductive Teaching with Group Process
Author: Sawangsri, Benchaporn
Date: 2016-00-00
Type: Journal Articles
Subjects: Logical Thinking,Learning Modules,Group Dynamics,Student Behavior,Student Satisfaction,Academic Achievement,Teaching Methods,Mathematics,Mathematics Instruction,College Mathematics,Undergraduate Students,Foreign Countries,Mathematics Achievement,Calculus,Cooperative Learning,Teaching Styles

This research focuses on the inductive teaching with group process and students' behavior as working in a group. There were four instruments under this study. The descriptive statistics were employed. The findings revealed that, firstly, the effectiveness of LPIDTGP [Learning Package by means of the Inductive Teaching with Group Process] is higher than the fixed criteria. Secondly, the students' learning achievement is higher than the fixed criteria. Thirdly, the students' behavior as working in a group, as the overall, is good. Lastly, the students' learning satisfaction towards LPIDTGP is greatly satisfied.