ethanporcaro/eric-fulltext-meta huggingface dataset:
Through a Limiting Lens: Comparing Student, Parent, and Teacher Perspectives of African American Boys' Support for School
Author: Hilgendorf, Amy E.
Date: 2012-00-00
Type: Journal Articles
Subjects: Student Attitudes,Individual Development,Males,Teacher Attitudes,Parent Attitudes,African Americans,Elementary School Students,Interviews,Family School Relationship,Qualitative Research,Academic Achievement

Three qualitative case studies of elementary school African American boys demonstrate differing perspectives of the school-related support that students experience. Three boys, their teachers, and their parents/guardians identified various individuals as supportive in the boys' schooling. These individuals included co-residential family members, other family, and unrelated significant adults. Interviewees reported various forms of support, including encouraging talk, instrumental help, and non-school activities that serve to develop positive personal qualities. However, the cases suggest that individuals can frequently differ in their recognition of school-related support, dependent upon the lenses through which they view it. In particular, limited notions of "family" and involvement can constrain the support that school staff identifies. These findings have significant implications for schools' promotion of school-related support and for home-school relations. (Contains 2 endnotes.)
Constraints and Subsequent Limitations to Parental Involvement in Primary Schools in Abu Dhabi: Stakeholders' Perspectives
Author: Hourani, Rida Blaik
Date: 2012-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Stakeholders,Elementary Schools,Foreign Countries,Social Work,Parent Participation,Parent School Relationship,Barriers,Administrators,Teachers,Cooperation,Parent Role,Communication Strategies,Educational Improvement

The United Arab Emirates (UAE) is developing its public schools by initiating reform agendas for school improvement. High on the list of reforms is the call to increase parental involvement in schools. For this reform to work successfully, it is important to identify and examine the constraints and subsequent limitations that exist. Seven primary Public Private Partnership schools (PPP) in Abu Dhabi were the focus of this qualitative case study. Participants were school stakeholders: school administrators, social workers, teachers, and parents. The findings will assist in developing continuing policies and practices which take these limitations into account and work to mitigate them. Recommendations are made based within the context of the findings.
Parents' Involvement among the Arab Ethnic Minority in the State of Israel
Author: Zedan, Raed F.
Date: 2012-00-00
Type: Journal Articles
Subjects: Arabs,Foreign Countries,Parent Participation,Parent School Relationship,Minority Groups,Correlation,Student Characteristics,Questionnaires,Gender Differences,Parent Attitudes,Academic Achievement,Learning Processes

This study examined parent involvement in children's education among the Israeli Arab population and the degree of influence of various background factors on their involvement. The correlations between parent involvement and pupil achievement were examined in relation to the characteristics of the pupils (i.e., age, gender). About 400 parents participated in this research, and a parent involvement questionnaire was used to measure the degree of involvement. It was found that parents of girls participated and were involved in their daughters' studies more than parents of boys. It was also found that the more parents supported and believed in the importance of learning, the higher their children's achievement was. Regarding age level, it was found that parents of children in elementary schools participated and were more involved in the education of their child than parents of children in secondary schools. (Contains 4 tables.)
Exploring the Educational Involvement of Parents of English Learners
Author: Vera, Elizabeth M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Disabilities,Educational Background,Second Language Learning,School Policy,Community Resources,Parent Participation,Homework,Parent School Relationship,English Language Learners,Correlation,Barriers,English (Second Language),Ethnicity,Parent Attitudes,Intervention

The purpose of the current investigation was to examine the relationships among a range of specific barriers and facilitators of parent involvement and a variety of types of school involvement within a diverse group of immigrant parents of English Learners (ELs) in four elementary school districts. In-home types of educational involvement such as monitoring homework and asking children about their school day were the most commonly reported behaviors, and utilizing community resources was found to be the least common type of parental involvement. Involvement type was predicted by parental demographic factors such as comfort with English language, educational background, and ethnicity, as well as perceptions of barriers and overall school climate. The findings of this study have implications for the design and implementation of interventions (e.g., parent programs, school policy changes) aimed at increasing the parental involvement of EL children. (Contains 3 tables.)
Inquiry-Based Science Education: A Scenario on Zambia's High School Science Curriculum
Author: Chabalengula, Vivien M.
Date: 2012-12-00
Type: Journal Articles
Subjects: Foreign Countries,Science Instruction,Science Teachers,Science Curriculum,Teacher Education Programs,Course Descriptions,Textbooks,Inquiry,Teaching Methods,Secondary School Science,High Schools,Teacher Competencies

This paper is aimed at elucidating the current state of inquiry-based science education (IBSE) in Zambia's high school science curriculum. Therefore, we investigated Zambian teachers' conceptions of inquiry; determined inquiry levels in the national high school science curriculum materials, which include syllabi, textbooks and practical exams; and determined the extent to which inquiry tasks and skills are emphasized in the science curriculum materials. Based on the results, we have proposed ways in which IBSE in Zambia can be improved, particularly in teacher preparation curriculum, assessment and pedagogy. The major results emerging from this study were that teachers' have a narrow conception of inquiry; there is a discrepancy in the coverage of inquiry levels in syllabi, textbooks and practical exams; and there is much emphasis on lower inquiry tasks and skills in textbooks and exams. These findings laid a basis for our proposed plan for improved inquiry-based science education in Zambia, as discussed herein. It is anticipated the proposed plan on IBSE will prove useful to Zambian science teachers, teacher educators, professional development providers and curriculum developers in resituating Zambian's science curriculum to be in line with current IBSE models. (Contains 9 tables.)
Inquiry-Based Science Education as Multiple Outcome Interdisciplinary Research and Learning (MOIRL)
Author: Feldman, Allan
Date: 2012-12-00
Type: Journal Articles
Subjects: Inquiry,Active Learning,Science Education,Interdisciplinary Approach,Scientific Research,Research Projects,Elementary Secondary Education,College School Cooperation,Educational Theories

The article provides the basis for a model of inquiry-based science education in which K-12 teachers' and pupils' engage in authentic science experiences as participants of a scientific research project, which we refer to as Multiple Outcome Interdisciplinary Research and Learning (MOIRL). We provide the basis for the model for inquiry based science education (IBSE) by first describing how the model came about through our 10 years of research on how people learn to do science in research groups. We then turn to the literature on the relationship among scientific inquiry, inquiry learning and MOIRL. As our case studies of MOIRL projects show, by being participants along with scientists and their graduate/undergraduate students in authentic scientific research, school pupils learn how to do science and gain a better understanding of scientific concepts. Productive disciplinary engagement can be fostered with learning environments that are problematic in the sense that they encourage students to ask and seek answers to intellectual questions. By incorporating as many stakeholders and outcomes as possible, the likelihood increases of pupils' learning of science concepts and processes. In addition, the incorporation of multiple stakeholders and outcomes provides pupils with a view of the many authentic ways that science and scientific inquiry is connected to the world outside of school, which increases the likelihood that they study more science and aspire to scientific careers. Finally, the MOIRL projects provide teachers with the opportunity to engage in scientific research, which can better prepare them to teach science as inquiry and through the use of inquiry methods. (Contains 1 figure.)
Learning How to Design a Technology Supported Inquiry-Based Learning Environment
Author: Hakverdi-Can, Meral
Date: 2012-12-00
Type: Journal Articles
Subjects: Inquiry,Active Learning,Science Instruction,Computer Uses in Education,Internet,Preservice Teachers,Student Attitudes,Preservice Teacher Education,Middle School Students,Instructional Materials,Material Development,Instructional Effectiveness,Foreign Countries

This paper describes a study focusing on pre-service teachers' experience of learning how to design a technology supported inquiry-based learning environment using the Internet. As part of their elective course, pre-service science teachers were asked to develop a WebQuest environment targeting middle school students. A WebQuest is an inquiry-oriented lesson format in which most or all the information with which learners work comes from the Internet. The study examined participants' experiences and reflections. Qualitative research methodology was used to analyze the collected data. The findings of this study showed that WebQuest is an effective teaching tool and that participating pre-service teachers had a positive experience of developing it as part of their study. This experience positively affected their content knowledge and understanding of technology supported inquiry learning environments, allowing them to learn how to create an inquiry based and technology supported lesson. All participants indicated their intention to use WebQuest in their future teaching practices. (Contains 1 table and 4 figures.)
Collaborating to Improve Inquiry-Based Teaching in Elementary Science and Mathematics Methods Courses
Author: Magee, Paula A.
Date: 2012-12-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Cooperation,Teacher Education Programs,Elementary School Science,Methods Courses,Elementary School Teachers,Teacher Collaboration,Elementary School Mathematics,Mathematics Instruction,Science Instruction,Teaching Methods,Inquiry,Program Effectiveness

This study examines the effect of promoting inquiry-based teaching (IBT) through collaboration between a science methods course and mathematics methods course in an elementary teacher education program. During the collaboration, preservice elementary teacher (PST) candidates experienced 3 different types of inquiry as a way to foster increased understanding of inquiry based teaching (IBT). The experiences included a PST driven science inquiry and a mathematics inquiry where PSTs were learners and a science inquiry where PSTs were teachers. During and following the semester of the collaboration, data were collected to assess the impact of the inquiry experiences on the PSTs' understanding of IBT. Student work and teacher field notes suggest that PSTs were able to identify, confront and wrestle with the complexities of IBT.
Metacognition as Means to Increase the Effectiveness of Inquiry-Based Science Education
Author: Seraphin, Kanesa D.
Date: 2012-12-00
Type: Journal Articles
Subjects: Inquiry,Active Learning,Science Instruction,Metacognition,Reflection,Direct Instruction,Inservice Teacher Education,Science Teachers,Students,Instructional Effectiveness

The Teaching Science as Inquiry (TSI) philosophy is based on the belief that science should be taught and learned as it is practiced within the discipline of science education. TSI pedagogy uses a defined theoretical framework to counter the many vague misconceptions about inquiry. This framework a) acknowledges the multiple stages through which scientists progress within scientific inquiry, b) recognizes the many ways in which scientists seek new knowledge, and c) proposes that students and teachers mirror these phases and modes of inquiry. Two year-long professional development (PD) courses built on the TSI framework and grounded in the context of aquatic science have incorporated explicit teaching of metacognitive strategies as a way to access the process and learning of science. Preliminary findings from these PD courses suggest that explicit instruction in metacognitive strategies to teachers (N = 28) and their students (N = 648) has increased the ability of both groups to become more aware of their observations, decisions, and thought processes needed to do and understand science. The metacognitive strategies provided teachers with concrete actions and thought processes to reflect upon. TSI provided the language to allow teachers and students to discuss, and ultimately assess, their metacognitive growth. We feel that metacognitive reflection coupled with disciplinary inquiry has the potential to effect change in the teaching of scientific process and scientific thought, with the result that students become better critical thinkers and more scientifically literate. In this paper, we share the metacognitive methodologies we have developed, present findings from our PD courses, and provide suggestions for future research. (Contains 1 table and 3 figures.)
Moving from Structured to Open Inquiry: Challenges and Limits
Author: Zion, Michal
Date: 2012-12-00
Type: Journal Articles
Subjects: Foreign Countries,Inquiry,Active Learning,Science Instruction,Secondary School Science,Biology,Models,Constructivism (Learning),High School Students,Science Teachers,Secondary School Teachers,Faculty Development,Curriculum Development,Curriculum Implementation

The article provides science educators with definitions of inquiry and its levels, relating them to real-world scientific processes. Such an educational shift entails a fundamental cultural change in the epistemology of science learning in schools, shifting it from &quot;instructionism&quot; to social constructivist learning. The highest level of inquiry, open inquiry, simulates and reflects the type of research and experimental work that is performed by scientists, and demands high-order thinking capabilities (i.e., questioning, designing an experimental array, critical and logical thinking, reflection). Students who participate in an open inquiry project demonstrated ownership and responsibility for determining the purpose of the investigation and the question to be investigated as a scientist would. We present a model that has been implemented in Israel's high school biology teaching for the past twelve years. The model consists of several components, each of them independently proven important to inquiry teaching by the relevant research literature available. In the article, we present the components of our model, emphasizing the importance of each component. The components (development, implementation, support, and control) at the heart of the model presented here are based on numerous projects and researches from the literature. (Contains 2 tables and 1 figure.)
An Investigation of Collaboration Processes in an Online Course: How Do Small Groups Develop over Time?
Author: Jahng, Namsook
Date: 2012-10-00
Type: Journal Articles
Subjects: Learning Activities,Problem Solving,Models,Group Behavior,Group Dynamics,Discussion Groups,Cooperative Learning,Graduate Study,Transcripts (Written Records),Computer Mediated Communication,Web Based Instruction,College Instruction,Qualitative Research,Case Studies,Asynchronous Communication,Discussion,Online Courses,Integrated Learning Systems,Discourse Analysis

This study investigated communication patterns and behavior in problem-solving groups in a graduate online course. An inductive qualitative analysis method was employed to analyze 732 messages that were retrieved from small group forums. The current study identified a temporal pattern of group development was in comparison with existing theoretical models: the traditional group development model (Tuckman, 1965; Tuckman & Jensen, 1977) and the punctuated equilibrium model (Gersick, 1988; 1991). All the groups had two working phases and three decision-making points. The temporal pattern of group behavior was close to the phase transition concept of Gersick's model. Some groups tended to undergo Tuckman's stages, but their development stages were not necessarily sequential or hierarchical. Thus, it is concluded that Gersick's model could be more useful for researchers and instructors to better understand and assist online students in problem solving collaborative activities. (Contains 2 figures.)
Impact of OpenCourseWare Publication on Higher Education Participation and Student Recruitment
Author: Carson, Stephen
Date: 2012-10-00
Type: Journal Articles
Subjects: Foreign Countries,Courseware,Open Source Technology,Outcome Measures,Surveys,Interviews,Program Evaluation,Higher Education,Enrollment,Public Health,Student Recruitment,Lifelong Learning,Educational Resources,Open Universities,Participation,Distance Education,Electronic Learning,Online Courses,Web Based Instruction,College Instruction,Program Effectiveness,Adult Students,Secondary School Students,Advanced Placement Programs

The free and open publication of course materials (OpenCourseWare or OCW) was initially undertaken by Massachusetts Institute of Technology (MIT) and other universities primarily to share educational resources among educators (Abelson, 2007). OCW, however, and more in general open educational resources (OER), have also provided well-documented opportunities for all learners, including the so-called &quot;informal learners&quot; and &quot;independent learners&quot; (Carson, 2005; Mulder, 2006, p. 35). Universities have also increasingly documented clear benefits for specific target groups such as secondary education students and lifelong learners seeking to enter formal postsecondary education programs. In addition to benefitting learners, OCW publication has benefitted the publishing institutions themselves by providing recruiting advantages. Finally enrollment figures from some institutions indicate that even in the case of the free and open publication of materials from online programs, OCW does not negatively affect enrollment. This paper reviews evaluation conducted at Massachusetts Institute of Technology, Johns Hopkins Bloomberg School of Public Health (JHSPH), and Open Universiteit Nederland (OUNL) concerning OCW effects on higher education participation and student recruitment. (Contains 5 tables and 4 footnotes.)
Facebook Groups as LMS: A Case Study
Author: Meishar-Tal, Hagit
Date: 2012-10-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Uses in Education,Comparative Analysis,Content Analysis,Graduate Students,Education Courses,Pilot Projects,Student Attitudes,Cooperative Learning,Web 2.0 Technologies,Electronic Publishing,Web Sites,Computer Mediated Communication,Social Networks,Distance Education,Electronic Learning,Group Activities,Asynchronous Communication,Discussion,Integrated Learning Systems,College Instruction,Case Studies

This paper describes a pilot study in using Facebook as an alternative to a learning management system (LMS). The paper reviews the current research on the use of Facebook in academia and analyzes the differences between a Facebook group and a regular LMS. The paper reports on a precedent-setting attempt to use a Facebook group as a course website, serving as a platform for delivering content and maintaining interactions among the students and between the students and the lecturer. The paper presents findings from the students' self-assessments and reflections on their experience. The students expressed satisfaction with learning in Facebook and willingness to continue using these groups in future courses. (Contains 1 table.)
Footprints of Emergence
Author: Williams, Roy Trevor
Date: 2012-10-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Design,Online Courses,Assistive Technology,Web Based Instruction,Case Studies,College Instruction,Educational Principles,Educational Change,Educational Environment,Educational Policy,Learning Processes,Curriculum Development,Curriculum Design,Learning Theories,Teacher Education,Business Administration Education,Autism,Special Education,Classification,Models,Educational Technology,Distance Education,Electronic Learning,Program Descriptions,Asperger Syndrome

It is ironic that the management of education has become more closed while learning has become more open, particularly over the past 10-20 years. The curriculum has become more instrumental, predictive, standardized, and micro-managed in the belief that this supports employability as well as the management of educational processes, resources, and value. Meanwhile, people have embraced interactive, participatory, collaborative, and innovative networks for living and learning. To respond to these challenges, we need to develop &quot;practical tools to help us describe these new forms of learning&quot; which are multivariate, self-organised, complex, adaptive, and unpredictable. We draw on complexity theory and our experience as researchers, designers, and participants in open and interactive learning to go beyond conventional approaches. We develop a 3D model of landscapes of learning for exploring the relationship between prescribed and emergent learning in any given curriculum. We do this by repeatedly testing our descriptive landscapes (or footprints) against theory, research, and practice across a range of case studies. By doing this, we have not only come up with a practical tool which can be used by curriculum designers, but also realised that the curriculum itself can usefully be treated as emergent, depending on the dynamics between prescribed and emergent learning and how the learning landscape is curated. (Contains 3 tables and 14 figures.)
Understanding E-Learning Adoption in Brazil: Major Determinants and Gender Effects
Author: Okazaki, Shintaro
Date: 2012-10-00
Type: Journal Articles
Subjects: Foreign Countries,Intention,Electronic Learning,Structural Equation Models,Adoption (Ideas),Cultural Context,College Faculty,Teacher Attitudes,Teacher Behavior,Latin Americans,Computer Uses in Education,College Instruction,Qualitative Research,Surveys,Interviews,Sex Role,Gender Issues,Technology Integration,Usability

The objective of this study is to examine factors influencing e-learning adoption and the moderating role of gender. This study extends the technology acceptance model (TAM) by adding attitude and social interaction. The new construct of social interaction is applied to the South American context. Gender effects on e-learning adoption from educators' perspectives have seldom been explored. The data collection takes place in three major Brazilian universities. In total, 446 faculty members responded to the questionnaire. Our structural equation modeling reveals that ease of use and perceived usefulness are significant antecedents of attitude, which in turn affects intention. However, unlike the original TAM, perceived usefulness is not a direct driver of intention. In terms of moderation, gender affects three relationships: (1) ease of use -&amp;gt; perceived usefulness; (2) perceived usefulness -&amp;gt; attitude, and (3) intention -&amp;gt; actual behavior. The analysis is carried out in a single country; thus, caution should be taken in generalization of the results. The findings will help academics, educators, and policy makers to better understand the mechanism of e-learning adoption in Brazil. (Contains 3 tables and 2 figures.)