ethanporcaro/eric-fulltext-meta huggingface dataset:
Classroom Management: A Challenging Task for the Teachers
Author: Thangarajathi, S.
Date: 2010-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Student Behavior,Behavior Problems,Educational Practices,Teacher Education,Faculty Development,Teacher Competencies,Prevention,Cluster Grouping,Barriers,Teacher Effectiveness,Change Strategies,Discipline Problems

Teaching can be a daunting endeavor for both experts and novice teachers. It is a profession that requires the ability to be responsive to new demands and changing needs. In recent years, school reform promoting high-stakes testing in the name of improving academic achievement has dominated the list of problems demanding consideration. The ability of teachers to organize classrooms and manage the behavior of their students is critical to achieve positive educational outcomes. This paper begins with a discussion of research related to the importance of effective classroom management. Next, it provides a conceptual framework of Classroom Management, the categories of troublesome behaviors, preventive measures and some practical advice for dealing with the kinds of troublesome situations that commonly arise. Finally, it outlines the recommendations for improving professional development efforts.
Non-Adherence to Study Time Management Strategies among NOUN Students and Implications for Academic Stress
Author: Okopi, Fidel O.
Date: 2011-00-00
Type: Journal Articles
Subjects: Time Management,Stress Variables,Questionnaires,Computer Software,Sampling,Foreign Countries,Student Attitudes,Gender Differences,Age Differences,Marital Status,Employment,Comparative Analysis,Well Being,Open Universities,Distance Education,Study Habits,Statistical Analysis,Academic Achievement

The study was designed to investigate the NOUN students' non-adherence to their time management strategies (TMS) during the course of their studies. The researcher also wanted to find out whether their gender, age, marital and employment statuses have influence on their adherence/non-adherence to the plan or not. The researcher also examined the academic stress implications for not adhering to study time management strategies. Self designed 30 item questionnaire was used for the research. Five null hypotheses were formulated and tested via SPSS platform. Sample of 2,160 students were selected from 18 study centres across six geopolitical zone of Nigeria for the study using simple random stratified sampling techniques (3 study centres per zone and 120 students per centre). The findings of this research indicated that there was no significant difference between the NOUN students who did not adhere to their study time management strategies and those who did adhere. Gender, age, marital and employment statuses had significant influence on NOUN students' non-adherence to their study time management strategies. The possible implications of the findings are that majority of NOUN students may be experiencing academic stress and if not properly counselled, would have profound impact on their wellbeing, as well as their academic programmes completion rate.
Learning Strategies in Proficient and Less Proficient Readers in Medicine
Author: Nemati, Majid
Date: 2010-00-00
Type: Journal Articles
Subjects: Learning Strategies,Medical Students,Foreign Countries,Reading Comprehension,Medical Education,Measures (Individuals),Second Language Learning,Metacognition,Gender Differences,Affective Behavior,Questionnaires,Student Attitudes,Scores,Language Proficiency,English for Special Purposes,Second Language Instruction,Statistical Analysis

The current study aimed to diagnose the probable significant differences in the use of language learning strategies among medical-text readers of opposite sex from different levels of proficiency. 120 (N = 120) participants were randomly selected from Azad Medical University of Mashhad: 60 medical students (age range 23-25; 30 = male and 30 = female) and 60 professors (age range 45-55; 30 = male and 30 = female). They took the Strategy Inventory for Language Learning (SILL) questionnaire. Their responses to the 50 items on the questionnaire were totaled and sets of scores were obtained for overall, direct, indirect, memory, cognitive, compensative, metacognitive, social, and affective strategies. Independent samples &quot;t&quot;-tests were performed for the analysis of the data. Results after analysis of the data showed that male and female respondents in each proficiency group used the same learning strategies. However, as far as individual direct and indirect sub-strategies are concerned, two significant differences were found: (i) male and female proficient readers used compensative strategies differentially, with females using these strategies more frequently; The same also held for less proficient readers, but in this case, it was the male group that used these strategies more frequently; and (ii) only in the case of proficient readers did male readers use affective strategies more frequently.
Effectiveness of Co-Operative Learning Method in Learning of Mathematics among Eighth Standard Students
Author: Kaliappan, Thiyagu
Date: 2012-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Mathematics Education,High School Students,School Districts,Control Groups,Experimental Groups,Instructional Effectiveness,Teaching Methods,Achievement Gains,Mathematics Achievement,Scores,Pretests Posttests,Foreign Countries

Co-operative learning is defined as students working together to &quot;attain groups goals that cannot be obtained by working alone or competitively.&quot; The main purpose of co-operative learning is to actively involve students in the learning process, a level of student empowerment which is not possible in a lecture format. The present study found out the effectiveness of co-operative learning in mathematics learning among the eighth standard students of Tirunelveli district. Two equivalent group experimental-designs are employed for this study. The investigator has selected 40 students studying VIII standard in High School, Tirunelveli Educational District. According to the scoring of pre-test, 20 students were chosen as control group and 20 students were chosen as experimental group in a cluster sampling techniques. Finally the investigator concludes that; (a) There was significant difference between control and experimental group students in their gain scores. That is the experimental group student is better than control group students in their gain scores. (b)There was significant difference between control and experimental group students in their gain scores for attainment of the knowledge, understanding, and application objectives.
The Intelligence of the Hands: Studying the Origin of Pedagogical Craft Education
Author: Olafsson, Brynjar
Date: 2012-00-00
Type: Journal Articles
Subjects: Handicrafts,Creative Activities,Creativity,Holistic Approach,Individual Development,Educational History,Intellectual History,Educational Objectives,Educational Philosophy,Educational Practices,Foreign Countries

Pedagogical craft was established in the Scandinavia around 1950 under the name Sloyd. The ideology was developed by European educators from 16th and 17th century. Sloyd aimed to educate children holistically via a carefully structured system for teaching craft. The child became the centre of the educational activities and the development of the capabilities of the whole person. Sloyd had a noted impact on the early development of manual training, manual arts, industrial education and technical education in many countries. The pedagogy had a humanistic character and its principles were guidelines for the whole activity in the subject. Individual development and self-realisation were at the centre of the subject, rather than just technical knowledge and skill taught by the teacher. The system aimed to fulfil the demands of a holistic education by fostering the entire human being's capabilities. At the same time, it prepared the individual for the future working life, in accordance with the needs of an industrial society.
Health Risks Faced by Public School Band Directors
Author: Woolery, Danielle N.
Date: 2013-00-00
Type: Journal Articles
Subjects: Health,Risk,Music Education,Music Activities,Administrators,Music Teachers,Work Environment,Quality of Life,Correlation,Death,Working Hours,Diseases,Family Work Relationship,Prevention,Secondary School Teachers,Administrator Surveys,Online Surveys,Professional Associations,Group Membership,Health Behavior

Public school band directors face many work-related hazards in their grueling, yet rewarding job. As a school year progresses, directors are expected to work long hours, while trying to balance professional and personal responsibilities. A band director whose career spans multiple decades can potentially face a number of serious medical problems. Some members of the profession develop debilitating maladies, or worse, die as a result of career-related health problems. The purpose of this study was to determine health risks associated with being a career band director and possible ways to prevent these health problems. The results of this study will hopefully provide the band director community some research-based information that can help improve their quality and length of life. Research questions included the following: (1) What health problems are associated with the profession of band directing?; (2) What are the demographics of band directors at greatest risk for premature death?; and (3) What are some ways band directors can avoid career-related health risks? To examine health risks faced by band directors, a pilot study of local instrumental educators was conducted. A researcher-designed questionnaire was sent to urban, suburban, and rural secondary band directors in the North Texas area via Survey Monkey. The majority of the participants were members of the Texas Music Educators Association Region II. The return rate of the survey was 31% (requested respondents N = 348, actual respondents N = 108). A total of 30.6% of participants indicated that they knew a band director that had died prematurely or unexpectedly. In the current study there was a considerably higher rate of male band director deaths than female band director deaths, which is logical since there are more men in the profession than women. The results of the survey allowed for first-hand opinions from band directors on what health issues they attributed to band directing. [Paper presented at the Annual Meeting of the Texas Music Educators Association (San Antonio, TX, Feb 2013).]
Socioeconomic Status and Band Contest Ratings
Author: Speer, Bryn
Date: 2012-00-00
Type: Journal Articles
Subjects: Socioeconomic Status,Music Activities,Competition,Middle School Students,High School Students,Music Education,Correlation,Music Reading,Economically Disadvantaged,Institutional Characteristics,Statistical Analysis,Classification

The University Interscholastic League (UIL) governs Texas public school academic, athletic, and music contests and is the largest inter-school organization of its kind in the world (University Interscholastic League, n.d.a). The music division of UIL is an important part of music education in Texas, with over half a million middle school and high school students participating in UIL music events annually (University Interscholastic League, n.d.b). The link between socioeconomic status (SES) and general education and certain aspects of music education has been well documented. However, little research has explored the relationship between SES and music ensemble achievement in competition. The purpose of this study is to look at the relationship between SES and bands' UIL Concert and Sightreading Contest ratings. The 2011 UIL Region 18 Band Concert and Sightreading Contests were chosen for this study because the competing bands represented a wide range of SES. Raw data consisted of the UIL ratings for each band and the percentage of economically disadvantaged students from each school. For computational purposes, schools were organized into four groups according to SES, with Group 1 being the poorest group and Group 4 being the least poor. Group 1 (n1 = 27) consisted of schools with more than 75% of their students classified as economically disadvantaged. Group 2 (n2 = 49) consisted of schools with greater than 50% but less than or equal to 75% of their students classified as economically disadvantaged. Group 3 (n3 = 60) consisted of schools with greater than 25% but less than or equal to 50% of their students classified as economically disadvantaged. Group 4 (n4 = 37) consisted of schools with 25% or less of their students classified as economically disadvantaged. Data were analyzed by means of the Kruskal-Wallis One-Way Analysis of Variance, comparing UIL ratings with SES. Results indicated that there was a statistically significant difference in the UIL ratings of schools of different SES. The Kruskal-Wallis test documented the following result: H = (3, N = 173) 44.53, p &lt; 0.0001. Dunn's Multiple-Comparison procedure was then computed. Significant differences in UIL ratings were found between all groups except Groups 2 and 3 and Groups 3 and 4. When looking at all schools together, it can be seen that, although the ratings did gradually decline from the higher to poorer schools, these trends were not always statistically significant. This seems to suggest that extreme differences in SES relate to UIL ratings, while smaller differences do not show a significant trend. It can also be seen that the largest drop-off in ratings occurs with Group 1, the poorest group. [Paper presented at the Annual Meeting of the Texas Music Educators Association (San Antonio, TX, Feb 2012).]
Emotional Intelligence as a Predictor of Adolescent Risk Behavior Participation and Perception
Author: Skaar, Nicole R.
Date: 2012-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Adolescents,Risk,Predictor Variables,Adolescent Attitudes,Personality Traits,Questionnaires,Intelligence Tests,Personality Measures,Predictive Validity,Age Differences,Young Adults,Correlation,High School Students,Undergraduate Students,Graduate Students,Regression (Statistics),Statistical Analysis

The current study aimed to investigate emotional intelligence as a predictor of adolescent risk participation and risk perception. While research has suggested that certain personality traits relate to adolescent risk behavior and perception, the extent to which emotional intelligence relates to risk behavior participation and perception is unknown. In addition, it is unknown to what extent emotional intelligence provides incremental validity over personality traits in the explanation of adolescent risk behavior participation and perception. The study included 171 students between the ages of 15 and 24 from Midwestern educational settings. Students reported risk behavior on the Adolescent Risk Behaviour Questionnaire. Emotional intelligence was measured using the Mayer-Salovey-Caruso Emotional Intelligence Test, and personality traits were measured using the NEO-PI R. The results showed that the predictive validity of emotional intelligence differs in relation to age and the incremental validity of emotional intelligence over personality traits also differs across the age range. The relationship of emotional intelligence with risk behavior participation and risk perception revealed that despite higher levels of emotional intelligence and similar endorsement of risk perception, college-aged students reported higher levels of risk behavior participation. Implications for educational intervention and future study are discussed.
Effectiveness of Integrating Riddles in Teaching Mathematics among VIII Standard Students
Author: Thiyagu, K.
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Puzzles,Mathematics Instruction,Instructional Effectiveness,Pretests Posttests,High School Students,Secondary School Mathematics

Mathematics is considered as dry subject and students do not find anything interesting in it. This impression about Mathematics can be reversed with the help of recreational activities in Mathematics. The present study tries to find out the effectiveness of integrating riddles in teaching mathematics among eighth standard students. Two equivalent group experimental-designs are employed for this study. The investigator has chosen 40 eighth standard students for the study. According to the scoring of pre-test, 20 students were chosen as control group and 20 students were chosen as experimental group. Finally the results show that there is a significant difference between the means of students thought through conventional method and puzzles and riddles way of learning group. There is a significant difference between the means of the Post-Test scores of control group and experimental group students with respect to the knowledge, understanding and application objectives.
The Effectiveness of Classroom-Based Supplementary Video Presentations in Supporting Emergent Literacy Development in Early Childhood Education
Author: Sadik, Alaa M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Effectiveness,Video Technology,Audiovisual Aids,Emergent Literacy,Kindergarten,Young Children,At Risk Students,Supplementary Education,Rating Scales,Interviews,Parents,Oral Language,Preschool Teachers

This study investigated the impact of supplementary video presentations in supporting young children's emergent literacy development. Videos were produced by teachers using prototype software developed specifically for the purpose of this study. The software obtains media content from a variety of resources and devices, including webcam, microphone, PowerPoint slides, drawing board, and typing board in a simplified manner. Videos were supplemented to children who were identified as at risk to be viewed at home individually or with their parents. Participants were teachers and children in a full-day kindergarten in the Sultanate of Oman. Teacher Rating of Oral Language and Literacy (TROLL) scale and parent interviews were administered to measure the literacy skills and development of children in early childhood classrooms, and to understand children's reactions to the use of classroom video presentations respectively. The results of TROLL indicated that no improvement had happened in the total score of oral language and literacy of the treatment group children (12) compared to the control group children. However, the treatment group children's language use was improved significantly. Results from interviews showed that children liked video presentations prepared by their teachers, and parents found these videos useful for their children's literacy development.
Chomskyan Cognitivism and Linguistic: Irreproachable Ideals for Educational Psychology and Designing Learning
Author: Paleeri, Sankaranarayanan
Date: 2011-00-00
Type: Journal Articles
Subjects: Linguistics,Linguistic Theory,Cognitive Processes,Educational Psychology,Instructional Design,Learning Theories,Behaviorism,Verbal Communication,Language Acquisition,Grammar,Language Universals,Foreign Countries

This paper makes an attempt to highlight the significance of Chomskyan concepts of linguistic and cognitivism in restructuring educational ideals and directions regarding learning in Educational Psychology. His specific views on educational aspects are the need of the hour in education scenario especially in the context of globalization. This paper is attempted to: (i) Identify the Contributions of Chomsky in Psychology, Cognitivism and Educational Psychology; (ii) Identify Chomsky's Contributions on Psychology of learning as a theory that opposes the concept of behaviourist approach; (iii) Discuss the specific views of Chomsky in language learning, class room instruction, school running and educational administration; and (iv) Suggest Chomskyan psychology as an inevitable part of the curriculum content of Educational Psychology of teacher education of Indian Universities. These reflections and findings of Chomsky supported the restructuring of classroom teaching-learning process not only in language but also in science and humanity subjects. His suggestions scaffold the adoption of innovative pupil centered methods including constructivist approaches in classroom teaching. All his views show clear-cut support for restructuring educational directions and execution of innovative changes in education in the aspects like planning of education, administration, curriculum, methods, organizing text book, classroom teaching and managing school atmosphere.
The Learning Community and Help-Seeking Behavior
Author: Backstrom, Tamika
Date: 2010-00-00
Type: Journal Articles
Subjects: Help Seeking,Helping Relationship,Communities of Practice,Performance Factors,Questionnaires,Social Support Groups,Disclosure,Emotional Experience,Interviews,Predictor Variables,Incidence,Environmental Influences,Victims of Crime,Bullying,Adolescent Attitudes,Statistical Analysis

This research investigated the factors in the learning community that reportedly contributed to the help-seeking behavior of children, specifically the relationship between juvenile crime victimization and help-seeking behavior. Students were interviewed using a questionnaire, which assessed their victimization history, their experience with help-seeking behavior from these events, the environmental characteristics surrounding the event, and the presence or absence of social support. A Chi-Square analyses were conducted on all the variables. The study concluded that the major factors decreasing help-seeking behavior were a lack of confidence in the teachers' willingness to help and a lack of positive peer relationships.
Insights into Second Language Acquisition Theory and Different Approaches to Language Teaching
Author: Ponniah, Joseph
Date: 2010-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Linguistic Theory,Language Acquisition,Teaching Methods,Linguistic Input,Instructional Effectiveness,Learning Processes

This paper attempts to review second language acquisition theory and some of the methods practiced in language classes. The review substantiates that comprehensible input as the crucial determining factor for language acquisition and consciously learned linguistic knowledge can be used only to edit the output of the acquired language sometimes before or after the production. It is also confirmed that the process of acquiring a second language is similar to the process acquiring L1 and, therefore, the teaching method that provides more input is more effective than the method that insists on conscious learning.