ethanporcaro/eric-fulltext-meta huggingface dataset:
The Transformational Learning of Three Adult Academicians
Author: Sahin, Mehmet
Date: 2016-00-00
Type: Journal Articles
Subjects: Transformative Learning,Adults,World Views,Relocation,Researchers,Foreign Countries,Urban Universities,College Faculty,Adjustment (to Environment),Teacher Attitudes

Mezirow (1991) defines transformative learning as a theory about constructing meaning, not just about knowledge acquisition, and the construction of meaning is about learning through critical reflection, rather than mindlessly or unquestioningly acquiring frames of reference through life experiences. Mezirow (1997) emphasizes that transformative learning is rooted in the way human beings communicate, and does not link it exclusively with the significant life events of the learner. Thus, the individual can make shifts in his/her world view and this can result in a more inclusive world-view. This qualitative article based upon transformative learning theory presents the common changes and transformations of three adults, following their movement to a new city and university as academicians.
Noncredit Instruction: Opportunity and Challenge. Position Paper. Revised Spring 2019
Author: Academic Senate for California Community Colleges
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Noncredit Courses,Educational Finance,Misconceptions,Educational Needs,Economic Factors,Educational Opportunities,Curriculum,Student Needs,Educational Legislation,State Legislation,Adult Education,Alignment (Education),Labor Force Development,Residence Requirements,Financial Support,College Faculty,Faculty Workload,Governance,Participative Decision Making,Curriculum Development,Program Development,College Credits,Competency Based Education,Prior Learning,Tests,Academic Support Services,Student Personnel Services,Attendance,Distance Education,Conventional Instruction,Accreditation (Institutions),Accountability,Admission (School),Recognition (Achievement)

This paper provides information about noncredit instruction in the California Community Colleges and updates the 2009 paper &quot;Noncredit Instruction: Opportunity and Challenge&quot; to incorporate subsequent changes from the last decade. Since the passage of SB 361 (Scott, 2006), noncredit instruction has seen significant changes, including the equalization of funding for some areas of noncredit instruction, the passage of the Adult Education Block Grant that created adult education consortia including K-12 and community college adult education providers, and the passage of AB 705 (Irwin, 2017) that specifically encouraged colleges to use noncredit courses to support the needs of credit students. Despite noncredit's long history in the community colleges, a limited number of robust noncredit programs currently exist, and many colleges may be looking to or are beginning to offer noncredit courses for the first time. This paper is intended to provide information about noncredit instruction that will be useful to individuals with varying backgrounds and experience with noncredit and to provide recommendations that will help noncredit continue to serve the needs of diverse student populations. [For the original paper, &quot;Noncredit Instruction: Opportunity and Challenge&quot; (adopted spring 2009), see ED510579.]
Self-Derivation through Memory Integration: A Model for Accumulation of Semantic Knowledge
Author: Bauer, Patricia J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Semantics,Memory,Retention (Psychology),Grade 2,Elementary School Students,Direct Instruction,Incidental Learning,Elementary School Science

Semantic knowledge accumulates through explicit means and productive processes (e.g., analogy). These means work in concert when information explicitly acquired in separate episodes is integrated, and the integrated representation is used to self-derive new knowledge. We tested whether (a) self-derivation through memory integration extends beyond general information to science content, (b) self-derived information is retained, and (c) details of explicit learning episodes are retained. Testing was in second-grade classrooms (children 7-9 years). Children self-derived new knowledge; performance did not differ for general knowledge (Experiment 1) and science curriculum facts (Experiment 2). In Experiment 1, children retained self-derived knowledge over one week. In Experiment 2, children remembered details of the learning episodes that gave rise to self-derived knowledge; performance suggests that memory integration is dependent on explicit prompts. The findings support nomination of self-derivation through memory integration as a model for accumulation of semantic knowledge and inform the processes involved.
Challenges and New Perspectives of Teacher Training in Azerbaijan: Assessment of Pedagogical Activities of English Language Teachers
Author: Huseynova, Farida
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Best Practices,Foreign Countries,Faculty Development,Educational Change,Criticism,Knowledge Base for Teaching,Preservice Teacher Education,Inservice Teacher Education,Teacher Attitudes,Educational Experience,Teaching Methods,Barriers,Administrator Attitudes,Rural Schools,Urban Schools

This study investigates effective changes in professional development for teachers and takes a broad view of professional development, considering training teachers may receive throughout their careers and assessing their knowledge and skills. The main body of the article is devoted to a critique of various discussions and problems involved in teacher training in Azerbaijani schools, as well as pre-service and in-service teacher training programs which aim to develop teachers' knowledge and skills. The research paper introduces the perspectives of teachers, trainers, and school managers assessing their activites as the main focus of the study, thus identifying the realities of teachers' training experiences in schools. Concluding the report, some effective methods and experiences of developing countries and their best practices are given as recommendations for teachers, educators and policymakers. [This research was conducted as a conference paper for the ADA University 4th International Education Conference 2019 (June 19-20).]
Strengthening Children&apos;s Roots of Resilience: Trauma-Responsive Early Learning
Author: Lipscomb, Shannon T.
Date: 2019-12-00
Type: Reports - Research
Subjects: Resilience (Psychology),Trauma,Early Childhood Education,Child Care,Teacher Competencies,Faculty Development,Online Courses,Video Technology,Coaching (Performance),Program Effectiveness,Early Intervention,Teacher Attitudes,Student Needs,At Risk Students,Relevance (Education),Educational Technology,Technology Uses in Education,Interaction

With the majority of children in the United States attending early care and education (ECE) prior to kindergarten (National Survey of Early Care and Education, 2016), the opportunity to reach children early, and strengthen resilience in the context of everyday life, is profound. Yet, ECE teachers often lack professional supports to meet the needs of children impacted by trauma (Cummings, Addante, Swindell, &amp; Meadan, 2017; Loomis, 2018). The Roots of Resilience program was designed to address this issue through an online course and video-based coaching. Recognizing the importance of feasibility and of balancing rigor with relevance to create wide-spread change (Glasgow &amp; Chambers, 2012), this preliminary study of Roots of Resilience focuses on feasibility and examines teachers' learning and application of practices consistent with trauma-responsive care. Seventeen ECE teachers from family child care homes, centers, and Head Start programs participated. The majority (69%) had less than a Bachelor's-level education. Qualitative and quantitative data sources included teacher surveys, quizzes, discussion board entries, workbook entries, coach ratings, and observations. Findings indicate that the program is feasible for ECE teachers and offer preliminary evidence that it may help teachers strengthen their knowledge and application of practices to identify and respond to children's needs. An iterative development process and a strengths-based approach were identified as critical program attributes. [This paper was published in &quot;Children and Youth Services Review&quot; Dec 2019.]
Integrated Student Support Services: State Policy Considerations
Author: Achieving the Dream, Inc.
Date: 2018-07-00
Type: Reports - Research
Subjects: State Policy,College Students,Student Needs,Barriers,Low Income Students,School Holding Power,Academic Persistence,At Risk Students,Educational Practices,Student Employment,Student Financial Aid,Access to Education,State Aid,Student Personnel Services,Educational Finance,School Policy,Family Programs,Federal Programs,Welfare Services,Child Care,Housing,Transportation,Screening Tests,Student Characteristics

Public perceptions of college students and their needs have not evolved. Likewise, embedded in the minds of policymakers is a traditional picture of higher education's mission as largely focused on teaching and learning. To some extent, this is true for college staff, as well. As a result, shifting the paradigms around social, economic, and workforce issues is difficult, both at the campus and policy levels. Yet, if we are to achieve the levels of postsecondary and economic success necessary for individual, family, and state prosperity, addressing policy in these areas is critical. The WSSN [Working Students Success Network] initiative responded to this reality by taking aim at the myriad systemic barriers impeding low income student college completion. WSSN sought to change institutional practices to ensure that more students would succeed and show that state policies can affect whether such innovations take root and expand to scale. State policies on postsecondary budgets, financial aid access, childcare subsidy eligibility, and transportation and housing assistance are critical to student success. That is why the odds of changing outcomes for students partially depend on supportive state policies. With this in mind, the WSSN state policy work brought together state agency managers, institutional leaders, state advocates, and national policy experts to develop strategies to effect change in the three key pillars: (1) Education and employment advancement--education, job readiness, training, and placement; (2) Income and work supports--access to student financial aid, public benefits, tax credits, and free tax assistance; and (3) Financial services and asset building--financial education and coaching linked to affordable products and services to help families build self-sufficiency, stabilize their finances, and become more economically competitive. [Amy-Ellen Duke and Wayne Talioferro wrote the four state case studies included in this publication.]
Initial Efficacy Evidence for the ACT Certified Educator Program. Technical Brief
Author: Radunzel, Justine
Date: 2019-07-00
Type: Reports - Research
Subjects: Inservice Teacher Education,Teacher Certification,Teacher Education Programs,Program Effectiveness,Teacher Attitudes,Learning,Teacher Behavior

ACT recently launched the ACT Certified Educator program to assist educators with enhancing their teaching strategies, and to help students improve their academic achievement. This study summarizes participants' reactions to the program.
Best Practices Guidebook: Professional Learning Communities
Author: Courtney, Matthew B.
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Best Practices,Communities of Practice,Faculty Development,Program Effectiveness,Ownership,Diversity,Teacher Collaboration,Outcomes of Education,Educational Practices,Observation,Objectives,Teacher Administrator Relationship,Teacher Education

The Professional Learning Community model of professional growth an development is an increasingly popular method of teacher training. Commonly abbreviated and referred to as PLCs, this style of professional learning is characterized by its focus on small groups and individualized learning. While the PLC has nearly become a standard feature of the American public school, many teachers and administrators have reported difficulty in implementing a meaningful process. By their very nature, PLCs are unique to each school environment, but the research described in this paper suggests that effective PLC processes share a set of common characteristics. This report makes seven best practice recommendations for implementing the professional learning community model. [This report was published by the Bluegrass Center for Teacher Quality, Inc.]
Building Resilience: A How-To Guidebook on Integrating Resiliency Competencies into Curriculum. Version Two
Author: Achieving the Dream, Inc.
Date: 2018-00-00
Type: Guides - Classroom - Teacher
Subjects: Resilience (Psychology),Integrated Curriculum,Competence,Models,Community Colleges,College Curriculum,Lesson Plans,Alignment (Education),Instructional Design,Student Evaluation,Two Year College Students

In this comprehensive practitioner guidebook, the Northeast Resiliency Consortium colleges have shared their work and have collaborated to develop a competency model, along with a rich and robust set of principles, strategies, resources, and guidelines for helping students develop strong resiliency. The Resiliency Competency Model outlines the knowledge, skills, and resources students can learn to use to adapt to change. Competencies inside the model include self-awareness, adaptability, critical thinking, reflective learning, and collaboration, which help people in different ways to rise above the challenges they face. For veterans and workers affected by changes in global trade and other demands, the NRC's focus on resiliency in the classroom and through student support services along with work with regional employers made a difference in their ability to obtain skills, competencies, and credentials that enabled seamless transitions into high-demand occupations. [This report was written by the Northeast Resiliency Consortium with Nancy L. Travers and Achieving the Dream.]
Investigation of Middle School Parents&apos; Attitude towards Extracurricular Sports Activities According to Some Demographic Characteristics
Author: Dokuzoglu, Gökhan
Date: 2019-00-00
Type: Journal Articles
Subjects: Middle School Students,Early Adolescents,Parent Attitudes,Athletics,Extracurricular Activities,Foreign Countries,Student Participation,Family Income,Parent Background,Parent Child Relationship,Gender Bias,Educational Attainment

The purpose of this study is to investigate middle school parents' attitude towards extracurricular sports activities according to some demographic characteristics. The data for the study was obtained from parents of a public school in Aydin Province, in Turkey. To measure parents' attitude, &quot;The Parents' Attitude Scales Towards Extracurricular Sports Activities&quot; was used. This scale includes three sub-dimensions: personality development, academic perception, and social support. Descriptive statistics, correlation analysis, and non-parametric tests were used to analyze the data. The findings indicated that parents' attitude towards extracurricular sports activities were seen to be at a very good level in all dimensions. In demographic variables, only income groups and educational degree groups had significant differences at the p&lt;0.01 level for all of the sub-dimensions. Results indicated that parents' approach to extracurricular sports activities plays an important role on students' participation in these activities.
The Second Life Artist Project: New Possibilities for Visual Arts Education
Author: Julian, June
Date: 2016-09-24
Type: Speeches/Meeting Papers
Subjects: Art Education,Visual Arts,Artists,Computer Uses in Education,Computer Simulation,Discussion (Teaching Technique)

Imagine if famous artists could help us guide art discussions in the classroom. In &quot;The Second Life Artist Project&quot;, digital avatars for three legendary artists: Frida Kahlo, Georgia O'Keeffe, &amp; Vincent Van Gogh. each respond to three pieces of art by living artists., Those artist avatars model the &quot;Visual Thinking Strategy&quot;, or &quot;VTS&quot;, to discuss selected art work in the &quot;Second Life&quot; environment, a free 3D world on the Internet. &quot;The Artist Colony&quot; is an idyllic sea side learning space created in &quot;Second Life&quot; especially for the project. The objective was to create an extraordinary new possibility for authentic communication in visual arts education through alternate identities within a &quot;Relational Aesthetics&quot; theoretical context. We designed our research to provide a new twist on Metropolitan Museum of Art's online series, &quot;The Artist Project -- What Artists See When They Look at the Met&quot;. There, contemporary artists responded to selected objects in the museum. We re-imagined this process in the opposite, so that avatars of historical artists commented on contemporary art in a virtual artist colony. Using &quot;Relational Aesthetics&quot; methodology, we invited participants to create their own avatars and select their own artists and art works to join us in &quot;The Artist Colony&quot; in &quot;Second Life&quot;.
Survey into the Causes of Consistent Failure in SSCE in English Language in Yobe State: A Study of Yobe, Zamfara, Abia and Edo States&apos; Secondary School
Author: Kaigama, Abdullahi
Date: 2019-11-30
Type: Journal Articles
Subjects: Foreign Countries,English,Language Skills,Secondary School Students,Academic Failure,Language Teachers,Teacher Qualifications,Curriculum,Student Attitudes,Educational Resources,Barriers,Teacher Competencies,Official Languages,Language of Instruction,Language Proficiency,Government Role

This study surveys the causes of massive failure in Senior School Certificate Examination. (SSCE). It investigates the causes of students' massive failure in English language in 47 Secondary Schools in Yobe state. It seeks to find out the major elements that bring about persistent and consistent setback to students' success in their final year of examination. The study uses mixed methods as a means of data collection which include both qualitative and quantitative sets of data. The study was conducted for a period of seven months. Where some selected secondary schools were visited to administer questionnaires in Zamfara, Edo and Abia States. The findings of the study revealed that among other things, lack of qualified language teachers, poor state of infrastructure, curricular, and students' attitudes toward learning generally are the main causes of heavy failure in Yobe State. The study finally suggests that the government should set up very strong supervisory team that will look after truant teachers.
Choice of Reading Tools: Hardcopy or Softcopy
Author: Islam, Nazrul
Date: 2019-11-30
Type: Journal Articles
Subjects: Reading Material Selection,Electronic Publishing,Printed Materials,College Students,Preferences,Foreign Countries,Computer Use,Handheld Devices,Reading Habits,Social Media,Incidence

Due to technological innovations, nowadays, reading tools are being changed drastically. This study reports on a small-scale research study conducted to investigate that a large number of readers are switching their reading tools from hard copies to soft copies. This study has been conducted upon the readers of different ages and professions mostly students. The respondents are mainly students of a private university and two colleges in Bangladesh. A pre-tested questionnaire was prepared to conduct the survey. The results show that nearly 60% people read Word File in computer or in other devices. There are people who read in printed documents and they are around 40%. It also shows that 34% people use computer for reading, most of the people access reading through their smart phones and the percentage of it is 56. Majority of our surveyed people read their academic texts that are in percent 60. In response to questions, whether has social media affected reading habit greatly or not, the majority of our participants responded &quot;Strongly Agree&quot; and its rate is nearly 70%. Among the young generation tendency of soft copy is higher.
Effect of Information Technologies (IT) Pre-Service Teachers&apos; Learning Approaches on Their Attitude towards Programming
Author: Yagci, Mustafa
Date: 2016-11-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Information Technology,Cognitive Style,Programming,Correlation,Gender Differences,High Schools,Institutional Characteristics,High School Graduates,Vocational Education,Study Habits,Foreign Countries,Self Esteem,Student Motivation

It has been widely debated issue in the literature that learning programming requires students to have advanced thinking skills to be successful in programming. Having a negative attitude towards programming is considered as one of the important reasons which cause students to fail in programming. The relationship among students' way of learning programming, their study approaches and their success in programming has not been explored in the literature in detail yet. In this regard, the purpose of the present study is to determine IT preservice teachers' learning styles and their attitude of towards computer programming; and to investigate their relationship. It was determined that whereas IT preservice teachers' year at the university exhibits significant difference with respect to their attitude towards programming; no significant relationship is found between their gender and types of their previous high school. However, it was observed that vocational high school graduates were more inclined toward programming compared to students graduated from other types of high schools. Additionally, it was found that most IT preservice teachers preferred deep studying approach the most effective way of comprehension of education materials since it uses the most effective learning strategy. Another positive correlation was determined between approaches of preservice teachers towards deep studying and their attitude towards programming.
Efficiency and Tendency of the Educational Computer Games in Education: A Document Review
Author: Yagci, Mustafa
Date: 2016-11-00
Type: Journal Articles
Subjects: Efficiency,Educational Games,Computer Games,Technology Integration,Outcomes of Education,Academic Achievement,Problem Solving,Skill Development,Psychomotor Skills,Student Attitudes,Student Motivation,Self Efficacy,Elementary Secondary Education,Higher Education

The computer and internet technologies which show an immediate change and development, show its effect in educational field as well as all fields of life. One of the implementation areas of computer and internet technologies is the computer games. While the computer games provide recreational time to the users, it may provide environments for learning some information. Particularly, the usage of the computer games which the school-age children like every much and play without getting bored in education, is an important matter to be considered. The purpose of this study is to determine the efficiency and integration process of the educational computer games to educational environments on the basis of literature by reviewing within the frame of the performed studies. Therefore, 45 thesis and articles including the scientific studies and the educational computer games till 2015, have been analyzed with the document analysis method. It is found in the document analysis that educational computer games have positive results nearly in all studies. It is observed that it has positive effects on the academic successes, problem solving skills, motor skills and attitude, affective specifications like motivation and self-efficiency of the students.