ethanporcaro/eric-fulltext-meta huggingface dataset:
The Girl Game Company: Engaging Latina Girls in Information Technology
Author: Denner, Jill
Date: 2009-00-00
Type: Journal Articles
Subjects: Females,Hispanic Americans,Computer Games,Design,Programming,After School Programs,Information Technology,Career Development,Disadvantaged Youth,Technological Literacy,Gender Issues,Student Interests,Cultural Relevance,Vocational Interests,Early Adolescents,Cooperative Learning

This article describes the Girl Game Company's involvement in teaching Latina girls to design and program computer games while building a network of support to help them pursue IT courses and careers. Afterschool programs like the Girl Game Company can fill an important gap by providing opportunities for underserved youth to build IT fluency. A focus on fluency, rather than mere computer literacy, is important because learning and working in any discipline now requires people to think critically and creatively with technology. However, the skill-focused technology education prevalent in U.S. schools has not engaged students in a sustained way, as shown by declining interest in IT careers. The early findings from the Girl Game Company suggest that computer game design and programming, combined with activities to explore identities and build a network of support that affirms cultural identity while promoting high academic expectations, appears to hold promise for engaging an underserved group of Latina girls and setting some of them on paths to IT-intensive careers.
The Effects of Syntactic and Lexical Complexity on the Comprehension of Elementary Science Texts
Author: Arya, Diana J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Syntax,Reading Comprehension,Content Area Reading,Elementary School Science,Science Instruction,Textbooks,Textbook Evaluation,Textbook Content,Reading Achievement,Prior Learning,Vocabulary,Difficulty Level,English Language Learners,Standardized Tests,Elementary School Students,Regression (Statistics)

In this study we examined the effects of syntactic and lexical complexity on third-grade students' comprehension of science texts. A total of 16 expository texts were designed to represent systematic differences in levels of syntactic and lexical complexity across four science-related topics (&quot;Tree Frogs, Soil, Jelly Beans and Toothpaste&quot;). A Latin-square design was used to counterbalance the order of administration of these 16 texts. After reading each text, students responded to a post-test comprehension measure (without access to the text). External measures of reading achievement and prior vocabulary knowledge were also gathered to serve as control variables. Findings show that lexical complexity had a significant impact on students' comprehension on two of the four topics. Comprehension performance was not influenced by the syntactic complexity of texts, regardless of topic. Further, no additional effects were found for English language learners. Potentially moderating and confounding issues, such as the inference demand of syntactically simple texts and the role of topic familiarity, are discussed in order to explain the inconsistency of the findings across topics.
Investigating Nigerian Primary School Teachers' Preparedness to Adopt Personal Response System in ESL Classroom
Author: Agbatogun, Alaba Olaoluwakotansibe
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,English (Second Language),Second Language Instruction,Audience Response Systems,Questionnaires,Correlation,Computer Literacy,Teacher Attitudes,Technology Integration,Prediction,Instructional Effectiveness,Technology Uses in Education,Computer Attitudes,Models,Measures (Individuals),Validity,Multiple Regression Analysis

This study investigated the extent to which computer literacy dimensions (computer general knowledge, documents and documentations, communication and surfing as well as data inquiry), computer use and academic qualification as independent variables predicted primary school teachers' attitude towards the integration of Personal Response System in English as a second language (ESL) classroom. Seventeen (17) Nigerian primary school teachers trained on why and how to effectively use Personal Response System (PRS) in ESL classrooms was the sample for the study. Data for the study were gathered through the use of Clickers Attitude Questionnaire (CAQ), Teachers' Computer Literacy Questionnaire (TCLQ) and Computer Use Questionnaire (CUQ). Descriptive statistics such as simple percentage, mean and standard deviation, and inferential statistics such as Pearson Product Moment Correlation Coefficient, and Multiple regression were used for data analysis at 0.05 significance level. The results show that the teachers' computer literacy was more in the areas of documents and documentation as well as communication and surfing than in general knowledge and data inquiry. Further findings of the study indicated that general computer knowledge, documents and documentation, communication and surfing, and data inquiry combined to contribute to the prediction of teachers' attitude towards the integration of PRS. Relatively, documents and documentation dimension was the potent predictor, while data inquiry was not a significant predictor of the outcome variable. Similarly, computer use, computer literacy and academic qualification jointly contributed to the prediction of the teachers' attitude towards the integration of PRS in ESL classroom. Meanwhile, computer use made the most significant contribution to the prediction of teachers' attitude towards PRS integration, while academic qualification did not make any significant contribution to the teachers' attitude towards the integration of PRS in ESL classroom.
The Differential Relations between Verbal, Numerical and Spatial Working Memory Abilities and Children's Reading Comprehension
Author: Oakhill, Jane
Date: 2011-00-00
Type: Journal Articles
Subjects: Short Term Memory,Reading Comprehension,Reading Skills,Accuracy,Verbal Ability,Spatial Ability,Numbers,Children,Preadolescents,Cognitive Processes,Predictor Variables,Age Differences,Oral Reading,Statistical Analysis,Tests,Multiple Regression Analysis

Working memory predicts children's reading comprehension but it is not clear whether this relation is due to a modality-specific or general working memory. This study, which investigated the relations between children's reading skills and working memory (WM) abilities in 3 modalities, extends previous work by including measures of both reading comprehension and reading accuracy. Tests of word reading accuracy and reading comprehension, and working memory tests in three different modalities (verbal, numerical and spatial), were given to 197 6- to 11-year old children. The results support the view that working memory tasks that require the processing and recall of symbolic information (words and numbers) are better predictors of reading comprehension than tasks that require visuo-spatial storage and processing. The different measures of verbal and numerical working memory were not equally good predictors of reading comprehension, but their predictive power depended on neither the word vs. numerical contrast nor the complexity of the processing component. In general, performance on the verbal and numerical working memory tasks predicted reading comprehension, but not reading accuracy, and spatial WM did not predict either. The patterns of relations between the measures of working memory and reading comprehension ability were relatively constant across the age group tested.
Children's Comprehension of Informational Text: Reading, Engaging, and Learning
Author: Baker, Linda
Date: 2011-00-00
Type: Journal Articles
Subjects: Books,Reading Achievement,Learner Engagement,Low Income Groups,Longitudinal Studies,Grade 2,Grade 3,Grade 4,Reading Materials,Teaching Methods,Conventional Instruction,Comparative Analysis,Intervention,Elementary School Students,Scores,Poverty,Reading Comprehension,Vocabulary,Racial Differences,White Students,Hispanic American Students,Asian American Students,African American Students,Gender Differences,Observation,Nonfiction,Expository Writing,Faculty Development,Fiction,Age Differences,Student Evaluation,Performance Based Assessment,Prompting,Scoring Rubrics,Regression (Statistics)

The Reading, Engaging, and Learning project (REAL) investigated whether a classroom intervention that enhanced young children's experience with informational books would increase reading achievement and engagement. Participants attended schools serving low income neighborhoods with 86% African American enrollment. The longitudinal study spanned second through fourth grades. Treatment conditions were: (1) Text Infusion/Reading for Learning Instruction--students were given greater access to informational books in their classroom libraries and in reading instruction; (2) Text Infusion Alone--the same books were provided but teachers were not asked to alter their instruction; (3) Traditional Instruction--students experienced business as usual in the classroom. Children were assessed each year on measures of reading and reading engagement, and classroom instructional practices were observed. On most measures, the informational text infusion intervention did not yield differential growth over time. However, the results inform efforts to increase children's facility with informational text in the early years in order to improve reading comprehension.
The Effect of Learning Environments Based on Problem Solving on Students' Achievements of Problem Solving
Author: Karatas, Ilhan
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Problem Solving,Mathematics Education,Mathematics Curriculum,Educational Environment,Control Groups,Experimental Groups,Quasiexperimental Design,Learning Activities,Educational Change,Grade 7,Statistical Analysis

Problem solving is recognized as an important life skill involving a range of processes including analyzing, interpreting, reasoning, predicting, evaluating and reflecting. For that reason educating students as efficient problem solvers is an important role of mathematics education. Problem solving skill is the centre of mathematics curriculum. Students' gaining of that skill in school mathematics is closely related with the learning environment to be formed and the roles given to the students. The aim of this study is to create a problem solving based learning environment to enhance the students' problem solving skill. Within this scope, students' practiced activities and problems that provide them to proceed in Polya (1945)'s problem solving phases and throughout the study, students' success in problem solving have been evaluated. While experimental group students received problem solving based learning environment performed, control group students have continued their present program in this quasi-experimental study. Eleven problem solving activities were given to the students at the beginning, middle and end of the study and the students' performances were analyzed based on problem solving phases. The findings illustrated that the experimental group students' success in problem solving activities has increased while the control group students' success has not changed significantly.
Cognitive Factors That Influence Children's Learning from a Multimedia Science Lesson
Author: Anggoro, Florencia K.
Date: 2012-00-00
Type: Journal Articles
Subjects: Science Instruction,Cognitive Ability,Physical Sciences,Grade 4,Grade 7,Molecular Structure,Water,Technology Uses in Education,Multimedia Instruction,Elementary School Students,Concept Formation,Scientific Concepts,Magnet Schools,Neighborhood Schools,Educational Technology,Oral Reading,Tutors,Visual Stimuli,Control Groups,Experimental Groups,Comparative Analysis,Pretests Posttests,Scores,Teaching Methods,Statistical Analysis,Age Differences

The present study examined the cognitive factors that influence children's physical science learning from a multimedia instruction. Using a causally coherent text and visual models, we taught 4th- and 7th-grade children about the observable and molecular properties of the three states of water. We manipulated whether the text was read by a tutor (which supports simultaneous encoding of the verbal and visual information, i.e., &quot;temporal contiguity&quot;) or whether children read the text on their own (which supports self pacing and interpretation of the information). Children in each condition received either static or dynamic graphics. Results showed that, regardless of the type of graphics, children demonstrated the greatest learning gains when the text was read to them by a tutor. This effect was more pronounced for the younger children. Thus, conditions that promote integration of verbal and visual information may provide the greatest support to children's learning from a causally coherent multimedia science lesson.
Literacy and Technology: Integrating Technology with Small Group, Peer-Led Discussions of Literature
Author: Coffey, Genya
Date: 2012-00-00
Type: Journal Articles
Subjects: Technology Integration,Educational Technology,Computer Mediated Communication,Discussion Groups,Literature Appreciation,Reading Material Selection,Asynchronous Communication,Synchronous Communication,Learner Engagement,Student Motivation

This review examines research of computer-mediated small group discussion of literature. The goal of this review is to explore several instructional formats for integrating print-based and new literacies skills. First, the theoretical foundations for the shift from teacher-led to student led discussion are outlined. Research exploring ways in which technology has been infused into several common elements of literature discussion groups are presented next. Benefits and challenges of such integration are highlighted and suggestions for future research are presented.
Civic Spaces: Retooling Public Libraries to Attract and Engage Teens after School
Author: Moellman, Lisa Wahl
Date: 2004-00-00
Type: Journal Articles
Subjects: Public Libraries,Adolescents,Library Role,After School Programs,Student Needs,Youth Programs,Urban Areas,Library Services,Program Development,Employment Opportunities,Access to Computers,Community Programs,Career Development,College Preparation

According to the National Child Care Survey, approximately seven million children are spending some amount of time each day in self-care (U.S. Census Bureau, 2000). When adolescents are included in these figures, some evidence suggests the number of youth without care after school approaches 15 million (White House, 1998). The large number of children and adolescents who are unsupervised during out-of-school hours has prompted a broad national dialogue about child and youth care in communities today. The quality and accessibility of out-of-school options are important because youth without after-school opportunities are at risk for a host of negative outcomes. Afterschool programs hold great potential to equip &quot;all&quot; youth with the skills and attitudes necessary for participation in our increasingly complex society. Public libraries represent community spaces in which teens who seek to cultivate their passions and interests can explore, create, and make progress in a low-stakes environment. Libraries can be venues in which teens define themselves at their own pace and in personally meaningful ways (Pittman, Irby, Tolman, Yohalem, &amp; Ferber, 2001). Communities that want to support youth must understand the powerful role civic institutions such as libraries can play during the out-of-school hours. This article describes what teens want and need after school, the public library as a youth development partner, and the library's unique role in promoting positive youth development. It goes on to highlight the Boston Public Library (BPL) as an example of a large urban library system that wants to get it right with Boston's teens. BPL leaders have identified six keys to successfully attracting and serving teenagers, each of which are discussed: (1) Create Dedicated Teen Spaces That Are &quot;Cool&quot;; (2) Embed Youth Voice in Governance and Program Development; (3) Offer Meaningful Teen Employment Opportunities; (4) Enhance and Expand Technology Resources; (5) Expand Collaborative Community Programming; and (6) Bolster Learning Supports and College/Career Resources.
Putting Our Questions at the Center: Afterschool Matters Practitioner Fellowships
Author: Hill, Sara L.
Date: 2009-00-00
Type: Journal Articles
Subjects: After School Programs,Professional Development,Inquiry,Program Effectiveness,Program Improvement,Inservice Education,Program Design,Facilitators (Individuals)

Once a motley mix of afterschool, before-school, summer, and weekend programs, the out-of-school-time (OST) field is fast consolidating. As in other emerging fields, efforts to professionalize are gaining momentum; the field now boasts several professional certificates as well as degree programs. Strong emphasis has been placed on in-service professional development, and a wide range of models for both content and service delivery have emerged. Yet these models have not necessarily capitalized on the best of teacher inquiry methods, nor have they reaped the benefit of studies of teacher development and teacher education. Practitioner research or inquiry--an approach with a long history in in-school professional development that is less well known in the OST world--is one way to give the insiders who work in OST programs the opportunity to help shape and define their field. The Afterschool Matters Practitioner Fellowship encourages and supports such practitioner research. Born of a fellowship program based in New York City, the model (now being expanded to a national presence) has shown early promise in its effects on OST staff members and their programs. The goals of the practitioner fellowship are to: (1) Support a community of practitioners to study effective practices and to investigate the structures in which effective practice happens--at the level of the program, the activity, the curriculum, and the individual; (2) Disseminate and share program improvement strategies through such products as briefing papers, events, curricula, and articles for professional journals; and (3) Create opportunities for in-service training and project development that can then be brought back to OST programs.
The Differential Role of Youth Development Program Participation for Latina/o Adolescents
Author: Nelson, Ingrid
Date: 2009-00-00
Type: Journal Articles
Subjects: Hispanic American Students,Youth Programs,After School Programs,College Preparation,Program Effectiveness,Social Capital,Student Development,Young Adults,Leadership Training,Interviews,Mexican Americans,High School Students,Grade 8,Two Year College Students,College Students,Postsecondary Education

Over the next 20 years, experts predict that the number of Latina/o children in the U.S. will double, so that by the year 2025, one in four school children will be Latina/o (White House Initiative on Educational Excellence for Hispanic Americans, 1998). Yet the academic achievement of Latina/os lags far behind that of other ethnic and racial groups. Theoretical explanations of Latina/o youths' academic attainment omit the role that out-of-school time (OST) activities may play, and few studies have explored the role of OST programming in the lives of Latina/o students. The purpose of this study is to investigate the long-term role of OST program participation in the context of Latina/o adolescents' pathways to college. Although a growing number of pre- and post-test design studies link positive outcomes to OST program involvement, few researchers have explored the long-term roles of OST participation, and none of those longitudinal studies have considered the influence of OST programs in the context of other supports available to youth. By looking at a group of Latina/o adolescents in community context--first in eighth grade and again in early adulthood--this study explores differences in the role that OST participation can play for Latina/o adolescents in their pathways to college.
&quot;It Means Thank You&quot;: Culturally Sensitive Literacy Pedagogy in a Migrant Education Program
Author: McGinnis, Theresa
Date: 2005-00-00
Type: Journal Articles
Subjects: After School Programs,Migrant Education,Youth Programs,Literacy Education,Culturally Relevant Education,Multilingualism,Teaching Methods,Asian Americans,Cambodians,Migrant Workers,Federal Programs,Urban Areas,Cultural Maintenance,Language Usage,Austro Asiatic Languages

Afterschool migrant education programs can support youths' multilingual and multimodal literacy practices by incorporating activities associated with the students' cultures, such as dancing, games, language practice, and crafts. These activities not only reflect diverse sign systems and modes of communication, but also display the important connections among literacy, language, culture, and identity. This article explores these complexities in the context of the multilingual and multimodal literacy practices of an afterschool program for Cambodian children.
&quot;Doing Hair&quot; and Literacy in an Afterschool Reading and Writing Workshop for African-American Adolescent Girls
Author: Edwards, Daneell
Date: 2005-00-00
Type: Journal Articles
Subjects: African American Students,Females,Adolescents,After School Programs,Reading Programs,Writing Workshops,Culturally Relevant Education,African American Culture,Critical Thinking,Reflection,Cosmetology,Urban Schools,Disadvantaged Youth,Literacy Education,Observation,Audio Equipment,Interviews,Video Technology,Journal Writing,Student Attitudes,Learner Engagement,Program Effectiveness,Middle School Students,High School Students,Workshops

The term &quot;doing hair&quot; is utterly familiar. However, while the term can refer to simple acts of combing, brushing, washing, and styling hair, in the culture of adolescent African-American girls, doing hair is a social practice that represents power, creativity, and sometimes popularity. This article describes a three-month afterschool reading and writing workshop for African-American adolescent girls that focused on doing hair. The workshop, which the author facilitated as part of the research study described in this article, had four main objectives: (1) To provide African-American adolescent girls with the opportunity to talk, read, and write about a cultural topic that is typically not sanctioned in school; (2) To promote critical thinking by inviting the girls to examine why hair matters to them and to view hair from cultural, historical, and socio-political perspectives; (3) To encourage the girls to reflect on their reading and writing experiences about hair; and (4) To give the girls an opportunity to share their knowledge with others. In the process of meeting these goals, the workshop provided participants with the opportunity to engage in literacy activities centered around a topic near and dear to their hearts. When allowed, at least partially, to direct their own reading and writing around a topic that mattered to them, the girls showed clear interest and engagement in such activities, to an extent that suggests that school educators, community members, and afterschool providers would do well to acknowledge the interest of African-American girls in doing hair.