ethanporcaro/eric-fulltext-meta huggingface dataset:
Comparing the Perceptions and Self-Efficacy Skills of Primary School Teachers Who Have Taken Drama Courses to Those Who Have Not in Terms of Use of Drama as a Teaching Technique
Author: Sahin, Ayfer
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Analysis,Preservice Teachers,Elementary Education,Drama,Art Education,Teaching Methods,Likert Scales,Statistical Analysis,Surveys

This study aims to compare the perceptions and self-efficacy skills of primary school teachers who have taken drama courses to those who have not in terms of the use of drama as a teaching technique. The sample of the study consists of prospective second and third grade teachers enrolled in the Primary School Teaching Department at Ahi Evran University in the 2015-2016 education year spring term. In the Primary School Teaching Department, drama classes are given in the fall term of the third year. Thus, the sample included students from only second and third grades. The study is descriptive, that is, it aims to reveal the current situation in total and makes use of a screening model. The data of the study was gathered using a five-point Likert scale including 40 questions. During the data analysis processes, the researcher made use of frequency, percent, arithmetic average, standard deviation and t-tests. The level of significance of the comparisons was 0.05. The study findings suggest that the prospective teachers' perspectives on using drama as a teaching method and their self-efficacy skills were moderate. Additionally, there was found to be no significant difference between teachers who have taken drama courses and those who have not in terms of self-efficacy, perceptions and gender.
The Practical and Theoretical Underpinning of Inclusion for College Students amidst Diverse Intersectionality
Author: Jaymes, Mariyah
Date: 2017-06-00
Type: Journal Articles
Subjects: College Students,Student Diversity,Higher Education,Legal Problems,Change Strategies,Student Experience,Educational History,Educational Theories,Inclusion

American higher education is facing another major transition with escalating costs, an influx of diverse students, and an over all question about the return on investment for higher education. Within these complexities, this essay will consider the practical history and theoretical underpinning which inform the experience for students with complex intersectionality. After reflecting on the higher education legal issues and Duboisian theory, the essay will provide recommendations for students and higher education personnel.
7th Grade Students' Mental Models about the Concept of &quot;Sustainable Development&quot;
Author: Keles, Özgül
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Grade 7,Student Attitudes,Sustainable Development,Schemata (Cognition),Phenomenology,Qualitative Research,Freehand Drawing,Semi Structured Interviews,Scientific Concepts,Knowledge Level

The purpose of the current study is to elicit the opinions constructed by 7th grade secondary school students about three components of the concept of sustainable development; environment, society and economy. Study group of the implementation consists of 20 students attending a public secondary school in 2014-2015 academic year. The study employed the phenomenological design, one of the qualitative research methods. Drawing method was used to collect the data of the study. Drawings representing the relationship between humans, nature and economy were prepared in line with the drawing method. Participants were asked to express thoughts evoked by these concepts through drawings and then to write under their drawings what they had wanted to express through their drawings. Then, small group works were conducted for students to illustrate the relationship between these concepts so that the relationship between these concepts could be elicited. In light of the findings of this analysis, it is seen that the cognitive connections established by the students on the components of the sustainable development concept are compatible with this concept.
Validating College Course Placement Decisions Based on CLEP Exam Scores: CLEP Placement Validity Study Results. Statistical Report
Author: Godfrey, Kelly E.
Date: 2016-12-00
Type: Reports - Research
Subjects: Student Placement,Test Validity,Scores,Mathematics Tests,Language Tests,Writing Tests,College Credits,Spanish,Literature,Achievement Tests,Prior Learning,Academic Achievement,Introductory Courses,Comparative Analysis,Advanced Courses,Undergraduate Students,Statistical Analysis,Statistical Significance

The College-Level Examination Program® (CLEP®) is a computer-based prior-learning assessment that allows examinees the opportunity to demonstrate mastery of knowledge and skills necessary to earn postsecondary course credit in higher education. Currently, there are 33 exams in five subject areas: composition and literature, world languages, history and social sciences, science and mathematics, and business. This study presents the investigation of academic performance in sequent or subsequent college courses of students who were awarded postsecondary course credit via CLEP exam scores, as compared to classmates without CLEP exam credit who took the equivalent introductory course at the institution. If students were awarded credit at an appropriate score point (as opposed to the requirement being too lenient with a cut score that is set too low), then it is reasonable to assume that their performance in the sequent or subsequent course would be the same as the performance of students without credit who took the introductory, CLEP-equivalent course at the institution. The purpose of this study is to address CLEP-policy related questions that institutions of higher education may have and to present the first placement validity study conducted at a national level. Specifically, this study addresses the following question: How do CLEP credit-holding students perform in sequent or subsequent courses compared to students without CLEP credit who took the corresponding introductory course at the institution? This report details the CLEP exam titles and subsequent courses studied, analysis methods and results, as well as data considerations to note. Although individual institutions included in this study are not identified, descriptive information is provided. The following tables are appended: (1) Analyzing and Interpreting Literature; (2) College Compositions; (3) College Algebra; (4) Precalculus; (5) Calculus; and (6) Spanish.
Enhancing Middle School Science Lessons with Playground Activities: A Study of the Impact of Playground Physics
Author: Friedman, Lawrence B.
Date: 2017-04-00
Type: Reports - Research
Subjects: Middle School Students,Science Instruction,Secondary School Science,Physics,Playgrounds,Learning Activities,Scientific Principles,Motion,Energy,Science Curriculum,Inquiry,Middle School Teachers,Teaching Methods,Gender Differences,Ethnic Groups,Racial Differences,Randomized Controlled Trials,Comparative Analysis,Knowledge Level,Student Surveys,Statistical Analysis

Playground Physics is a technology-based application and accompanying curriculum designed by New York Hall of Science (NYSCI) to support middle school students' science engagement and learning of force, energy, and motion. The program includes professional development, the Playground Physics app, and a curriculum aligned with New York State Learning Standards, Common Core State Standards, and Next Generation Science Standards. The iOS app allows students to record and review videos through three &quot;lenses&quot;: (1) motion; (2) force (Newton's third law); and (3) energy, and the curriculum integrates informal and formal, inquiry-based learning strategies to promote greater student knowledge and understanding of physics. The program was designed to be implemented in a formal school setting during the regular school day. This report describes the results of an experimental study of the Playground Physics program's impact on learning of physics concepts, student engagement, and science-related attitudes. Sixty New York City middle grade teachers were randomly assigned to treatment or control conditions. Treatment teachers were asked to participate in Playground Physics professional development and use Playground Physics as part of their physics instruction during the 2015-16 academic year; control teachers were asked to use their regular instruction. In total, 15 teachers left the study. The final sample included student data from 24 treatment teachers and 21 control teachers. The following are appended: (1) Playground Physics Curriculum Activities; (2) Student Outcome Measures; (3) Teacher Survey; (4) Impact Analysis Technical Approach; (5) Output from Statistical Models; (6) Knowledge Assessment Responses and Standards Alignment; (7) 2014-15 Fidelity of Implementation Analysis; and (8) Supplemental Analysis.
Developing with Residual Practice in EFL Classrooms
Author: Kivanç Çaganaga, Çagda
Date: 2015-07-00
Type: Reports - Research
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Classroom Techniques,Feedback (Response),Language Teachers,Teacher Collaboration,Semi Structured Interviews,Teacher Attitudes,Multilingualism,Faculty Development,Educational Strategies,Professional Identity,Case Studies

This article explores the concept of residual practice as a means of understanding the importance of daily experience on classroom management. The suggested theory can adequately illuminate the nature and process of learning while teaching in classrooms. This article aims to provide residual practice as a comprehensive framework for evaluating the impact of daily experience on classroom management. Residual practice is a voluntary, collaborative process in which a teacher and two professional colleagues explore and reflect on learning and teaching practice. Specifically, the suggested model which emphasizes the dialectic process with a teacher and two professional colleagues represents that core features of effective classroom management is based on residual practice which requires the teacher and two professional colleagues as feedback receiver and provider. In this study the designed model was implemented and the semi structured interviews were given to five EFL teachers who taught in multilingual classrooms. The findings indicated that the suggested model helped the participant EFL teachers develop new perspectives in their classroom management strategies and contributed to their professional development. Furthermore, some implications were provided for teachers in Cyprus. [Paper presented at the International New Horizons in Education Conference (INTE) (2015).]
Effects of Discovery Learning and Student Assessment on Academic Success
Author: Suphi, Nilgün
Date: 2016-11-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Discovery Learning,Course Evaluation,Taxonomy,Academic Achievement,Questionnaires,Difficulty Level,Grades (Scholastic),Correlation,Assignments,Teaching Methods

In this study the effect of Discovery Learning and course evaluation based on Bloom's Taxonomy on the academic success of undergraduate students in Northern Cyprus was investigated. One demographic questionnaire was distributed to 829 students and two questionnaires were distributed to these students' instructors in order to collect information on the extent they used the Discovery Learning method as well as ascertaining the complexity level of learning intended to be achieved based on the criteria used for course evaluation (e.g. homework, project, and examination). Fourteen instructors of a total of nine courses and 34 classes participated in this study. The results indicated the higher the use of Discovery Learning during the course the lower the course grades were found to be. Also the higher the cognitive level of learning (e.g. analysis, synthesis and evaluation used by the instructor for the course, the lower the course grade was achieved by the students. [Paper presented at the International New Horizons in Education Conference (INTE) (2016).]
Strategies for Facilitating Conceptual Change in School Physics
Author: Gafoor, K. Abdul
Date: 2010-00-00
Type: Journal Articles
Subjects: Physics,Scientific Concepts,Concept Teaching,Misconceptions,Learning Processes,Teaching Methods,Educational Strategies,Childhood Interests,Science Interests,Educational Change,Attitude Change,Elementary Secondary Education

Learning occurs through various processes. Among these processes, conceptual change has a pivotal part. This article discusses briefly conceptual change in physics. Anchoring on Kuhn's original explanation of theory change in science, this article elaborates especially on the influence of children's science concepts in general, and pre-conceptions and misconceptions in learning process in particular on conceptual change in the science classrooms. Key teaching strategies that build on pupils existing ideas as well as cognitive conflict approaches, to facilitate conceptual change process in school physics are summarized.
Enhancing Meta-Cognition Skills by Using Reflective E-Portfolio
Author: Turky, Mohamed Abdullah
Date: 2017-00-00
Type: Reports - Research
Subjects: Metacognition,Electronic Publishing,Portfolios (Background Materials),Reflection,College Students,Foreign Countries,Design,Student Attitudes,Scoring Rubrics

This study aims to investigate the relationship between reflective E-portfolio and metacognition skills from where it is possible to contribute to the exercise levels of reflective thinking through the E-portfolio ultimately leads to the development of metacognition skills. The study was applied on 29 Instructional Technology students at Tanta University. They create reflective E-portfolio in terms of integration between the stages of the design and production of E-portfolio and the levels of reflective thinking (description--feeling--evaluation--analysis--conclusion--action plan) simultaneously so that each step of steps to build E-portfolio would be synchronized with each level of the previous levels. After the completion of the work of open discussion sessions sequential students discussed in which the students accomplished Reflective E-portfolio design and levels of thinking file through the main axes of metacognition skills such as knowledge about knowledge and evaluation of the documented levels of reflective E-portfolio as well as knowledge management skills, good planning skills of thinking, was then applied metacognition skills scale (pre-post) of the discussions, came the result that there are clear differences in the students' grades for the benefit of the post-applied.
The 2015 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual, Transgender, and Queer Youth in Our Nation's Schools
Author: Kosciw, Joseph G.
Date: 2016-00-00
Type: Reports - Research
Subjects: National Surveys,Educational Environment,Homosexuality,Sexual Orientation,Sexual Identity,Middle School Students,High School Students,Incidence,Bullying,Victims,Social Discrimination,Language Usage,Well Being,School Safety,Violence,Disclosure,Experience,Gender Issues,Sex Stereotypes,Academic Aspiration,Academic Achievement,Attendance,Discipline,Student School Relationship,Resources,Clubs,Curriculum,School Personnel,School Policy,Geographic Location,Institutional Characteristics,Instructional Program Divisions

The Gay, Lesbian and Straight Education Network (GLSEN) &quot;National School Climate Survey&quot; is our flagship report on the school experiences of LGBTQ youth in schools, including the extent of the challenges that they face at school and the school-based resources that support LGBTQ students' well-being. The survey has consistently indicated that specific school-based supports are related to a safer and more inclusive school climate, including: supportive educators, LGBT-inclusive curriculum, comprehensive anti-bullying policies, and supportive student clubs, such as Gay-Straight Alliances (GSAs). The full GLSEN 2015 &quot;National School Climate Survey&quot; report includes information on LGBTQ middle and high school students' experiences, including: (1) Hearing biased language, from both students and educators; (2) Experiences of harassment and assault; (3) Anti-LGBTQ discrimination; (4) Effects of a hostile school climate on educational outcomes and psychological well-being; and (5) The availability and utility of supportive school resources. This report also examines demographic and school differences in students' experiences, as well as changes in school climate over time. In addition, for the first time, this installment of GLSEN's &quot;National School Climate Survey&quot; also includes insights on bisexual student experiences, school policies that specifically affect transgender students, and anti-bullying student education and asks students about discriminatory policies and practices around extracurricular activities and school events. [For the executive summary, &quot;The 2015 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual, Transgender, and Queer Youth in Our Nation's Schools. Executive Summary,&quot; see ED574808.]
An Effective Teacher for Every Student: Developing a Research Agenda to Further Policy Change
Author: Strunk, Katharine O.
Date: 2017-01-00
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Educational Policy,Educational Research,Preservice Teacher Education,Teacher Certification,Teacher Selection,Faculty Development,Diversity (Faculty),Teacher Role,Administrator Effectiveness,Principals,Research Needs,Public School Teachers

In nearly every state across the country there has been recent legislative or judicial activity aimed at amending policies that shape the quality of the teacher labor force (e.g., Marianno, 2015). At the heart of this recent legislative and judicial action is the desire to attract and retain a high-quality teacher for every classroom. Good policy should be based in empirical evidence of what works to affect change, but what research evidence exists when it comes to improving teacher quality? What new knowledge is needed to inform policy development? Much is known about teachers and schools, but there is still much left to be learned. To move the conversation forward, approximately 50 education experts--researchers, philanthropic leaders, and policymakers--gathered together in May 2016 for two days at a teacher policy conference hosted by the University of Southern California's Rossier School of Education and Policy Analysis for California Education (PACE) with the express purpose of considering what is known and what is left to be learned about the trajectories and career paths of potential and inservice teachers, and how policies can impact the teacher labor force. Discussions covered topics such as the choices that potential teachers face when deciding whether to become educators, the effects of pre-service teacher education, and the career development and advancement of inservice teachers. Attendees focused on what is known about the policies and practices that influence the different parts of the teacher pipeline, and, importantly, where there are key gaps in the empirical evidence. This report synthesizes the main outcomes of the two-day meeting. The authors explain how the meeting was conducted in order to facilitate a consensus of sorts around the most pressing areas for research to inform teacher policy. The report summarizes the main research questions presented in each topic area, and discusses some considerations about the opportunities and challenges presented in engaging in work on these topics. The report concludes with a discussion of cross-cutting considerations for teacher policy research and a call to action.
Seeking the General Explanation: A Test of Inductive Activities for Learning and Transfer
Author: Shemwell, Jonathan T.
Date: 2015-01-00
Type: Reports - Evaluative
Subjects: Thinking Skills,Correlation,Science Instruction,College Students,Computer Simulation,Task Analysis,Transfer of Training,Pretests Posttests,Hypothesis Testing,Scientific Principles,Learning Activities

Evaluating the relation between evidence and theory should be a central activity for science learners. Evaluation comprises both hypothetico-deductive analysis, where theory precedes evidence, and inductive synthesis, where theory emerges from evidence. There is mounting evidence that induction is an especially good way to help learners grasp the deep structure (i.e., underlying principles) of phenomena. However, compared to the clear falsification logic of hypothetico-deductive analysis, a major challenge for inductive activities is structuring the process to be systematic and effective. To address this challenge, we draw on Sir Francis Bacon's original treatise on inductive science. In a pair of experiments, college students used a computer simulation to learn about Faraday's law. In the inductive conditions, students sought a general explanation for several cases organized according to Bacon's tenets. In contrast, other students engaged a more hypothetico-deductive approach of sequentially testing (and revising) their hypotheses using the simulation. The inductive activity led to superior learning of a target principle measured by in-task explanations and posttests of near transfer and mathematical understanding. The results provide two important pieces of information. The first is that inductive activities organized by Bacon's tenets help students find the deep structure of empirical phenomena. The second is that, without an inductive &quot;push,&quot; students tend to treat instances separately rather than searching for how they partake of the same underlying principle. [This paper was published in the &quot;Journal of Research in Science Teaching&quot; (EJ1048840).]
Cyber Bullying and Academic Performance
Author: Faryadi, Qais
Date: 2011-12-00
Type: Journal Articles
Subjects: Bullying,Computer Mediated Communication,Questionnaires,Correlation,Interviews,Check Lists,College Students,Emotional Disturbances,Intervention,Observation,Student Attitudes,Academic Achievement,Stress Variables,Statistical Analysis,Validity,Reliability,Parent Attitudes,Foreign Countries,Gender Differences,Qualitative Research

This research investigates the emotional and physiological effects of cyber bullying on the university students. The primary objective of this investigation is to identify the victims of cyber bullying and critically analyze their emotional state and frame of mind in order to provide them with a workable and feasible intervention in fighting cyber bullying. In this research a triangulation method (quantitative, qualitative and descriptive) is employed in the investigation. The instruments used in this study, in which 365 students participated, included questionnaires, interviews, checklists and observations. The results of the study indicated that a significant number of the respondents 35 (13%) had suffered emotionally due to cyber bullying. Furthermore, 300 (85%) of the respondents indicated that in their views cyber bullying causes emotional and psychological stress. Further, majority of the respondents 255 (70%) agreed that cyber bullying adversely affects students' academic performance. Results further designate that 60 (16.6%) of the respondents specified that they had bullied someone inside the university at least 2 or 3 times a month while 4 (1.1%) of the participants said that they had bullied someone outside the university at least 2 or 3 times a month. It is interesting to note that majority of the students 75 (20.8%) signify that they have heard bullying taking place inside the university.