ethanporcaro/eric-fulltext-meta huggingface dataset:
Characteristics of Computational Thinking about the Estimation of the Students in Mathematics Classroom Applying Lesson Study and Open Approach
Author: Promraksa, Siwarak
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computation,Grade 4,Elementary School Students,Mathematics Instruction,Cognitive Processes,Teacher Collaboration,Teacher Improvement,Elementary School Mathematics,Problem Solving,Teaching Methods

The objectives of this research were to study and analyze the characteristics of computational thinking about the estimation of the students in mathematics classroom applying lesson study and open approach. Members of target group included 4th grade students of 2011 academic year of Choomchon Banchonnabot School. The Lesson plan used for data collection in this research was developed according to lesson study and open approach on the subject of estimation, which included Activity no.1 &quot;How many notebooks would we get?&quot; and Activity no.2 &quot;How many trains would be needed?&quot; Results of the research showed that the students were able to present their characteristics of computational thinking about the estimation according to the 4 steps of open approach as well as to obtain a theoretical framework of computational thinking levels about the estimation of the students in mathematics classroom applying lesson study and open approach. Considering the thinking levels of the 4th grade students of 2011 academic year of Choomchon Banchonnabot school, it showed that: the characteristics of computational thinking about the estimation of the students in mathematics classroom applying lesson study and open approach had included all levels of theoretical framework of thinking levels about the estimation of the students in mathematics classroom with lesson study and open approach, and that the thinking process about the estimation of the students in mathematics classroom using lesson study and open approach would use the reformulation of estimation before computation and estimation after computation.
Internal Interest or External Performing? A Qualitative Study on Motivation and Learning of 9th Graders in Thailand Basic Education
Author: Loima, Jyrki
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Motivation,Learning,Qualitative Research,Observation,Questionnaires,Grade 9,English (Second Language),Second Language Instruction,Mathematics Instruction,English Teachers,Mathematics Teachers,Differences

This qualitative research was the first academic attempt to study and discuss the internal and external motivation in learning of students in basic education schools in Thailand. The study addressed two research questions to analyze similarities and differences in learning motivation or interest and teachers' enhancement or discouragement. 1) What kind of learning motivation differences were there in Thai classrooms in basic education schools? 2) How was the short-term or long-lasting motivation of learners taking place and supported by the teacher? The data were collected between February and March 2014 in three anonymous schools using observation and questionnaire. English and Mathematics lessons were observed. The teachers and randomly selected students answered the motivation and learning questionnaire after the observation. The two subjects and the level of students were determined in consideration of PISA as well as other international surveys on learning. The expected outcomes were to analyze the learning motivation of ninth graders in three different school types and examine the group and individual motivation states. The study showed no low motivation in any of the schools. However, the students clearly lost internal motivation and situation-based interest when they were not supported. The motivation in English classes was lower than in mathematics. The more the teachers gave space for different learners and encouraged innovativeness, the better the students' motivation was. However, in most cases, the teachers' motivational support addressed only at the group level. Their approach was mainly controlling and less space-giving. The findings urge for more attention on developing motivation enhancement skills in teacher education and in-service training. Second, the motivation of students should be researched in comparative studies and also nationwide. Third, schools should be more open for research-based development.
Discrimination Evidence for Examining Fourth Grade Students' Learning Disability Problems
Author: Hassan, Abdulhameed S.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Learning Disabilities,Perceptual Motor Coordination,Attention Deficit Hyperactivity Disorder,Intelligence Quotient,Discriminant Analysis,Grade 4,Elementary School Students,Disability Identification,Statistical Analysis

This study investigated the ability of discriminate variables (perceptual-motor, hyperactivity disorder, neurological and psychological skills) to distinguish between normal (n = 68) and students with learning disabilities (n = 72) in fourth grade. Three instruments were developed: perceptual-motor scale, hyperactivity disorder scale, skills test neuropsychiatric. Eight schools were purposely chosen for their collaboration with the College of Education at Sultan Qaboos University. The sample consists of 140 students (68 students with learning disabilities and 73 normal students; 73 males). The results demonstrated a positive significant correlation between perceptual-motor and neurological and psychological skills. In addition, a negative significant correlation was found between hyperactivity disorder, perceptual-motor and neurological and psychological skills. Using discriminate analysis, the study shows that the three developed measurements can discriminate between normal students and students with learning disabilities. We recommend using the three scales on students with learning disabilities for the purpose of early examination. There is a need to conduct a similar study, with other scales, for better examinations.
(Dis)advantage and (Dis)engaged: Reflections from the First Year of Secondary School in Australia
Author: Neal, Greg
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Learner Engagement,School Attitudes,Student Attitudes,Mixed Methods Research,Academic Achievement,Interviews,Parents,Secondary School Teachers,Attitude Change,Occupational Aspiration,Disadvantaged,Student Surveys

Adolescents continue to be at risk of disengaging from formal education, particularly in the transition year from primary to secondary schooling. This is a critical time in their education journey and can affect their ongoing academic performances. This paper reflects on the initial findings of a project to gauge students' levels of engagement in the first year of secondary school (12-13 years of age). The project was undertaken with students in 4 schools in two Australian states, located in low socio economic areas. Approximately 80 students from the 4 schools were selected to participate in an intervention project with specific targeted activities that aimed to increase levels of engagement in schooling to eventually aid them to aspire to desired career choices. A mixed methods research approach enabled us to capture, analyse and report on the participating students' perceptions in terms of their attitudes towards schooling, their academic performance, and selected aspects of school life. We also interviewed their parents and teachers about these topics. The results indicated that there were some changes in attitudes towards schooling for some individuals, but generally the majority of student engagement levels remained static or tended to be negative. This remains a cause of concern for educators who are trying to find ways to encourage students to be more engaged with formal education that supports their career aspirations.
The Swedish Schools Inspectorate's View of Swedish Schools
Author: Lindström, Lisbeth
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Schools,Institutional Mission,School Effectiveness,Inspection,Reports,Equal Education,Citizenship,Educational Objectives,Audits (Verification),Values,Discourse Analysis

The purpose of this article is to shed some light on and give some examples of how the Swedish schools have interpreted their mission of educating young people and preparing them for the role of active citizens. More specifically, we are interested in how the &quot;good&quot; or &quot;aspirational&quot; school is presented in the reports published by the Swedish Schools Inspectorate. Our departure point will be the inspection work conducted by the Swedish Schools Inspectorate between 2009 and 2012. The selection of data is based on our wish to highlight supervisory reports, quality audit reports and targeted inspection reports. Another selection principle has been that not only municipal schools, but also independent schools, had to be represented among the analysed documents. Five of the reports are quality audit reports, two are the result of targeted inspections, and finally we have analysed one supervisory report. The results indicate that the aim of improving the pupils' knowledge results is a high priority for the Inspectorate, as is the goal to ensure all children and pupils' equal rights to a good education in a safe and stimulating environment, and to develop their civic skills. The analysed reports show that the inspections have revealed inadequate fulfilment of all these goals. Whether school inspections can functionally contribute to fulfilling the goal of educational equality, improving the knowledge of Swedish pupils and helping them develop into good citizens is debatable. On the one hand, the auditing function in itself constitutes a threat to the school operations developing a sense of judgement that would allow for reflections beyond the concept of effectiveness, and on the other hand the audits may, paradoxically enough, liberate the strength to question the discursive dominance of the Swedish Schools Inspectorate, shaped by systemic world logic, and thereby achieve an independent development.
Student Teachers' Attitude towards Twitter for Educational Aims
Author: Marín, Victoria I.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Teachers,Telecommunications,Social Networks,Technology Uses in Education,Educational Technology,Student Attitudes,Attitude Measures,Portfolio Assessment,Teaching Methods,College Students,Content Analysis,Questionnaires

This paper presents an educational experience with 100 student teachers from different courses of the University of the Balearic Islands (Spain) in which Twitter is used for various different activities. The aim of this experiment was to explore student teachers' perceptions in order to value their attitude towards Twitter for educational aims. Afterwards, students were asked to write down their reflections on an eportfolio. Data was collected from their eportfolio evidence, which was analysed to review their attitude towards the use of Twitter for educational purposes and for their future teaching and professional development. The conclusions indicate the need to conduct different educational activities in which Twitter is used in various ways. In addition, conclusions reflect on the real impact of Twitter on students' learning enhancement, in order to improve student teachers' attitudes towards social media in education. Therefore, this article contributes to the body of existing research on the use of technology in education, specifically to the possibilities of the use of social media and microblogging in Teacher Education.
Strategies to Achieve Congruence between Student Chronological Age and Grade Placement in the Compulsory Phase of Education in Botswana
Author: Brown, Byron
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Age Grade Placement,Compulsory Education,Developing Nations,Educational Policy,Gender Differences,Citizenship,Native Language,School Entrance Age,Age,Elementary Secondary Education

In many developing countries, researchers and policy makers have downplayed issues of age in grade intentionally. This is done partly to avoid the pedagogical issues that over-age or under-age children in schools raise. It is also done to avoid putting extra pressure on government especially in developing nations that is still working hard to achieve and maintain universal enrollment targets. However, age-in-grade incongruence cannot be ignored as it has implications for pedagogy and child development. The purpose of this study was to evaluate the degree of congruence between student-age and grade placement in the basic or compulsory education phase of the education system in one African country, Botswana. Contrast was made between grade placement practices at school and the Age-in-Grade placement policy of the country. Using data from the 2011 National Census, and adopting a survey research design, involving the entire population of 587,308 children still in basic education in 2011, the paper found high levels of incongruence between the actual grades in which students were in, and their age appropriate grade level. Lesser than 30 percent of the 7-13 year old still at school in the compulsory education phase was in their age appropriate grade. The population of learners in the basic education phase was either one or more grade levels ahead (or behind). Incongruence persisted across various demographic categories including citizenship, gender, and main language spoken at home which suggests the school system did not discriminate. None of the 28 Census Districts in the country had the majority of the population in the compulsory education phase in their expected grade level. There was gender variation in the age-in-grade incongruence. Compared to boys, more girls entered the compulsory education system early. More boys entered school over-aged. Likewise, compared to non-citizens, more citizens entered compulsory education over-aged, or at the right time. The evidence suggests a flouting of the age-in-grade policy, and points to systemic challenges such as drop out, repetition and re-enrollment which needs urgent attention. The paper theorized that the age-in-grade incongruence is indicative of chronic problems in the education system which in the long run can adversely affect education access, curriculum implementation, and educational attainment. Various implications for curriculum implementation and grade placement policy design have been discussed.
Utilizing the Active and Collaborative Learning Model in the Introductory Physics Course
Author: Nam, Nguyen Hoai
Date: 2014-00-00
Type: Journal Articles
Subjects: Active Learning,Cooperative Learning,Introductory Courses,Physics,Models,College Science,Foreign Countries,Integrated Learning Systems,Blended Learning,College Freshmen,Computer Uses in Education,Online Surveys,Student Surveys,Competency Based Education,Social Networks,Pedagogical Content Knowledge,Technological Literacy

Model of active and collaborative learning (ACLM) applied in training specific subject makes clear advantage due to the goals of knowledge, skills that students got to develop successful future job. The author exploits the learning management system (LMS) of Hanoi National University of Education (HNUE) to establish a learning environment in the Introductory Physics course Part 2, which supports to the blended learning, for the 1st year student. The method of pattern languages is taken to redesign learning content in the framework of ACLM, which focused on analysing real-life application and doing exercises, with the support of information and communication technology (ICT). Both formative and summative assessments were used to evaluate competency of students. An online survey in middle course was used to collect 82 responses of students in closed with 63 questions and 6 open forms which indicated not only soft skills of students but knowledge of contents and technical enhanced. The result suggested that students should be attached to weekly tasks for doing work properly and practising to overcome negative attitudes to collaboration. Art performance in the welcome or the rest of the lecture was a solution to increase students' learning interest. The conclusion recommended that deploying ICT in combination of social network and LMS with blended learning mode will increase the efficiency of ACLM so it need to be studied and supported.
The Role of Program Consistency in a Summer Therapeutic Camp for Students with Autism Spectrum Disorder
Author: Quinn, Colleen
Date: 2014-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Reliability,Summer Programs,Day Camp Programs,Therapeutic Recreation,Reinforcement,Contingency Management,Males,Young Children,Compliance (Psychology),Child Behavior

Although evidenced-based practices, delivered with procedural integrity are increasingly common in the field of autism, generalizing those practices to less traditional settings is not. The present study, conducted at a summer therapeutic camp used a single subject multiple baseline across participants research design to evaluate the effects of contingent reinforcement utilizing both a variable-interval (VI) 5-minute variable-interval Differential Reinforcement of Other behaviors (VDRO) schedule of reinforcement and a VI 5-minute momentary DRO (MDRO) schedule of reinforcement, combined with token delivery and response cost procedure on increasing compliance and decreasing disruptive behaviors for three, 8-year old males with developmental disabilities. Results are discussed in light of the positive role summer therapeutic camps may play for students with autism spectrum disorder (ASD), and the critical role teachers and staff play in precisely delivering evidenced-based practices, especially in more non-traditional, community-centered educational settings.
Virtual Mobility in Higher Education. The UNED Campus Net Program
Author: Aguado, Teresa
Date: 2014-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Higher Education,Blended Learning,Distance Education,Foreign Students,Intercultural Programs,Teaching Methods,Foreign Countries,College Faculty,Program Effectiveness

We present the UNED Virtual Mobility Campus Net Program, implemented since 2012 in collaboration with European and Latin American universities. Program's objectives, participating institutions, procedures, and evaluation are exposed. Virtual mobility is understood as a meaningful strategy for intercultural learning by studying an undergraduate or postgraduate degree program at the local, national or international level, in relation to the student's own studies, utilizing virtual or distance methodology; virtual mobility is also the possibility of studying specific topics or a determinate number of credits or courses. The equality of opportunity is a priority objective for UNED. The diversity of students' personal situations necessitates formulas that, along with traditional in-person mobility (e.g., Erasmus Program), utilize virtual resources to guarantee for all the students the intercultural experience of living in an academic environment different than one's own. We hope that the UNED Campus Net Program is of interest to readers and that we can incorporate new partners into the project over the next few years. The article deals with three main dimensions of the UNED Campus Net: objectives, implementation process and participants' evaluation. We aspire to discuss and improve this experience in cooperation with other institutions interested in implementing virtual mobility in higher education.
Open Access in Higher Education--Strategies for Engaging Diverse Student Cohorts
Author: Signor, Luisa
Date: 2014-00-00
Type: Journal Articles
Subjects: Higher Education,Access to Education,Cohort Analysis,Educational Strategies,Student Diversity,Open Education,Undergraduate Students,Information Systems,Information Science Education,Nontraditional Students,Electronic Learning,Feedback (Response),Active Learning,Evaluation Methods,Student Participation,Individualized Instruction,Courseware,Teaching Methods,Foreign Countries

With growth in online education, students gain tertiary qualifications through a mode more suited to their demographics such as work and life balance, learning styles and geographical accessibility. Inevitably this has led to a growth in diversity within student cohorts. The case study described in this paper illustrates strategies based on informed learning design for educating diverse student cohorts in an online program offered by Swinburne University of Technology. The case, an open-access, undergraduate information systems program, attracts mature age students studying while balancing employment and family commitments. The program's open-access facet is the &quot;no entry requirements&quot; such as prerequisite studies. Hence, many students enter the program via non-traditional pathways bringing significant differences in experience and consequent skill bases. The program's innovative pedagogy encourages students to engage via active learning with tailored assessments, interactive communication via discussion boards and facilitated real-time sessions and formative feedback which include audio components.
The Influence of Diglossia on Different Types of Phonological Abilities in Arabic
Author: Asadi, Ibrahim A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Semitic Languages,Bilingualism,Dialects,Phonological Awareness,Elementary Secondary Education,Suprasegmentals,Phonemes,Task Analysis,Language Patterns,Oral Language,Written Language,Foreign Countries,Geographic Regions,Arabs

The present study examined the impact of &quot;diglossia&quot;, a characteristic of the Arabic language, on the development of phonological abilities in the spoken and the literary language forms. Participants were 571 children from 10 grade levels (1-7, 9, 11 and 12), which were recruited from 10 schools by taking into account two important factors: the accent factor (Bedouins, Druze and Arabs) and the geographical factor (south, Haifa, center and north). All participant were administered phonemic segmentation and phonemic deletion tasks, each comprised of two types of stimulus: spoken and literary words. The results indicated an opposite effects of the stimulus where in the phonemic segmentation tasks, an advantage was found for the spoken stimulus over the literary and in the phonemic deletion task, the advantage was recorded in the literary stimulus. In addition, a significant main effect of grade was found for both tasks. An interaction between grade and the type of stimulus was observed only in the phonemic deletion task. These differences between the two tasks may suggest that they are processed differently via the auditory and the visual modality. In addition, our findings provide evidence concerns the developmental capacity of phonemic awareness. The results, as a whole, support the notion that the effect of lexical distance on phonological awareness depends on modes of stimulus presentation.