ethanporcaro/eric-fulltext-meta huggingface dataset:
A Development of Systematic Learning Resources Management Process to Strengthen Sufficiency Attributes of Secondary School Students
Author: Kangpheng, Samrit
Date: 2018-00-00
Type: Journal Articles
Subjects: Secondary School Students,Grade 7,Grade 8,Grade 9,Foreign Countries,Knowledge Management,Parents,Boards of Education,Secondary School Teachers,Educational Resources

The research objective was to develop and evaluate systematic learning resources management process in inputs, process, outputs, outcome, and feedback of Nong Kung Wittayakarn School in Thailand. Research participants and key informants were 5 Grade 7-9 teachers, 34 Grade 7-9 students, 34 student parents, and 9 school board members totaling 82 people. Research tools were survey form, semi-structured interview form, learning resources evaluation form, sufficiency-oriented life satisfaction evaluation form, and meeting record form. The data analysis employed frequency, percentage, mean, standard deviation statistics and content analysis. Research findings reveal that systematic learning resources management process to strengthen sufficiency attributes of secondary school students comprises (1) Inputs--internal staff, external people, and supporting budget; (2) Process--Define, Create, Capture, Share, and Use; (3) Outputs--overall learning resources evaluation had 3.33 average from the 4-point scale with people at highest level followed in descending order by economic, societal, environmental and cultural domains; (4) Outcome--overall and detailed sufficiency-oriented life satisfaction evaluation are at high level with psychological dimension at the highest score followed in descending order by well-being sustainability--self-reliance, immunity, and resilience; and (5) Feedback with reflection cycle--before action review (BAR), during action review (DAR), and after action review (AAR). The evaluation of the process reveals that the participants' acceptance is at highest level.
Developing a Program to Strengthen Learning Leadership of School Principals under the Secondary Educational Service Areas
Author: Prarasri, Aphisayarat
Date: 2018-00-00
Type: Journal Articles
Subjects: Program Development,Leadership Training,Principals,Secondary Schools,Participatory Research,Action Research,Program Evaluation,On the Job Training,Off the Job Training,Communities of Practice,Feedback (Response),Program Descriptions,Foreign Countries

The purpose of this research was to develop the program on learning leadership strengthening for school principals under the secondary educational service areas. This study methodology was based on research and development (R&amp;D) approach by the application of Participatory Action Research (PAR) with 4 phases. They were 1) finding the components and indicators of learning leadership, 2) study of the present and desirable condition of learning leadership, 3) developing learning leadership strengthening model, and 4) study of the implementation results program of learning leadership strengthening for school principals under the secondary educational service areas. The research findings reveal the program development comprises 70:20:10 ratio of learning leadership development--70 percent on the job experience and off the job experience, 20 percent professional learning community (PLC) process and personal feedback, and 10 percent training. The training involves 3 phases--phase 1 is training, phase 2 is integration with work practice, and phase 3 is follow up and evaluation.
Building up Jerusalem in the Classroom: William Blake and Writing Pedagogy
Author: Leporati, Matthew
Date: 2018-00-00
Type: Journal Articles
Subjects: Poetry,Writing Instruction,College Faculty,Thinking Skills,English Instruction,Literature,Teaching Methods,Student Development,College Freshmen,Teacher Attitudes,Course Descriptions

William Blake's poetry seeks to inspire readers to participate in the construction of an intellectual community that he calls &quot;Jerusalem.&quot; This process remains ever incomplete and is, in a sense, incompletable, for the work of producing such a community involves &quot;continually building &amp; continually decaying&quot; (&quot;Jerusalem&quot; 53:19, E203). Yet college classes (especially composition and literature courses) can provide the space to foster such community, as instructors aid their students in manifesting this ideal both within and beyond the classroom. Blake's poetry -- especially his final epics -- reveals various pedagogical strategies that are useful for encouraging students to &quot;build up Jerusalem&quot; by improving the quality of their thinking and writing. This article examines some of those strategies, highlighting where Blake illustrates them and demonstrating how college instructors can employ them to prompt students to develop as thinkers, writers, and participants in what Blake calls &quot;Mental Fight.&quot; These strategies include guiding students in increasing the specificity of their thought, modeling for them effective habits that they can adopt in their writing, and encouraging them to escape their own subjective vantage points in order to engage in a dynamic exchange of ideas with others. The author draws anecdotes and examples from his experience teaching the freshman requirement Writing in Context I &amp; II at the College of Mount Saint Vincent in New York City. A two-semester course centered around close reading literary texts as a basis for critical writing, this class allows instructors to tailor the syllabus to their own interests and student needs.
Do Computer Science Students Understand Their Programming Task?--A Case Study of Solving the Josephus Variant Problem
Author: Febrian, Andreas
Date: 2018-00-00
Type: Journal Articles
Subjects: Computer Science Education,Programming,Problem Solving,College Seniors,Teaching Methods

The ability of students to problem solve begins with interpreting the problem. When they interpret the problem inaccurately, they will likely use ineffective strategies or fail to solve the problem. Studies reported students are often incapable of identifying and articulating the problem goal, requirements/constraints, and expected output. In other words, students lack self-regulation skills, especially related to task understanding. In this study, two male and two female senior computer science students from Utah State University, USA, were recruited as research participants to learn more about their task understanding skills while engage in programming tasks. The participants were asked to answer five programming problems while thinking aloud, and their responses were video- and audio-recorded. This report focuses on one of the problems, which was a variant of the Josephus problem. Three research questions were used to guide the analysis: (a) what were the participants' initial task understanding; (b) how did it change during the problem-solving endeavor; and (c) why did it change. All participants identified the problem goal inaccurately and as a result, selected ineffective problem-solving strategies. The analysis suggested their inaccurate task interpretations were caused by their confidence bias (i.e., a systematic cognitive error), in which they drew knowledge and strategies from irrelevant experience. Out of four participants, only one was able to defeat the confidence bias and acquired an accurate task understanding; the influencing factors and possible interventions to overcome confidence bias are discussed.
Evaluation of Web Accessibility of Higher Education Institutions in Chile
Author: Carvajal, Carlos Máñez
Date: 2018-00-00
Type: Journal Articles
Subjects: Web Sites,Reputation,Universities,Inclusion,Educational Trends,Disabilities,Federal Legislation,Consortia,Compliance (Legal),Foreign Countries,Barriers,Access to Information,Educational Opportunities,Equal Education,Users (Information),Comparative Analysis

The aim of this study is to assess the web accessibility concerning the websites of Chilean universities which are listed in The World University Rankings. Web accessibility is a fundamental factor in achieving a true educational inclusion. It is especially important in the light of the current trend of expanding not only the online content, but also online learning. What makes this even more essential is the Chilean legislation which under Law 20422 establishes the regulations regarding equality of opportunity and social inclusion of people with disabilities. The analysis has been conducted on the basis of the international standard set by the World Wide Web Consortium (W3C), version WCAG 2.0. Evaluation methodology called WCAG-EM created by the same entity, has been applied in the analysis. Various automatic web accessibility evaluation tools have also been used, apart from manual verifications. The study reveals that the websites of Chilean universities have hardly complied with the regulation and that there are barriers and difficulties of access for the elderly and/or people with disabilities.
Fumbling toward Narrative?: Charles Dickens&apos;s &quot;Sketches by Boz&quot; (1836-39) in the Literature-Film Adaptation Course
Author: Jackson, Jeffrey E.
Date: 2018-00-00
Type: Journal Articles
Subjects: Literature,English Instruction,Teaching Methods,Films,Illustrations,Novels,Undergraduate Students

This essay discusses the author's use of Charles Dickens's &quot;Sketches by Boz&quot; (1836-39) in an undergraduate Victorian literature and film class as a further way of expanding the possibilities for teaching film with literature. The article begins with a general discussion of Dickens's overall value to author Jeffrey Jackson's idea of the Victorian literature and film class, giving particular attention to &quot;Sketches by Boz&quot;. From there, Jackson stresses &quot;Sketches&quot;'s status as an illustrated book that frequently expresses a visual methodology, one arguably prophetic of the cinematic camera. The next section of the article details how Jackson's class read &quot;Sketches&quot; while viewing key examples of early film to explore a process he describes as &quot;fumbling toward narrative.&quot; Jackson then ends that section by discussing how he sees &quot;Sketches by Boz&quot; as a transition from the class's first novel, &quot;Oliver Twist&quot; (1837-39). Jackson concludes by suggesting how starting with &quot;Sketches&quot; ultimately allows him to challenge the idea of narrative itself while positing pre-narrative cinema as a road-not-taken.
Uncovering Preservice Mathematics Teachers&apos; Views on Innovation with Invention Stories from the History of Science
Author: Aydin, Emin
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Student Attitudes,Science History,Foreign Countries,Preservice Teacher Education,Innovation,Intellectual Property,Mathematics Education,Story Telling

The study is based on a qualitative research paradigm. Data comes from the invention stories from the history of science written by preservice mathematics teachers which was collected in the history of science course as part of their summative assessments. This data was analyzed using content analysis technique which resulted in seven categories, namely: existence of innovation, motivation for innovation, the development of the innovation, identity of the innovator, reason for innovation, areas of innovation time of innovation. Data was obtained through a mixture of inductive and deductive methods. The sample of this study consisted of 48 stories of invention. Results obtained from the invention stories reveal two main trends: First is the teacher candidates' image of the innovatory scientists as the status-quo breakers. Second is the perception of Turkish scientific figures as not being open to new experiences and as non-risk takers. As a result, findings suggest that innovation is generally perceived as a western-rooted and alien concept.
The Extent to Which Resource Room Teachers Making Use of Visual Organizations to Teach Students with Learning Disabilities
Author: Muflih, Mohammad Kh. M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Instructional Materials,Visual Aids,Learning Disabilities,Resource Room Programs,Teaching Methods,Barriers,Gender Differences,Teacher Qualifications,Teaching Experience,Foreign Countries,Elementary School Students

This study aimed at revealing the reality of teacher's use of learning resources rooms of graphic organizers in teaching students with learning disabilities, and the difficulties the teachers face while teaching these students. The study sample consisted of 83 of resource room teachers in Irbid Directorates of Education schools, to achieve the goals of the study, a questionnaire of 28 items was developed; 16 were used to reveal the reality of teachers' use of learning resources, 12 items were used to reveal the difficulties that limit the teachers' use of learning resource rooms of graphic organizers. The study also attempted to find the effect of certain variables such as gender, scientific qualifications and years of experiences on the teachers' use of learning resource rooms of graphic organizers in teaching students with learning disabilities. The results of the study revealed the following: 1) In terms of the use of graphic organizers, the average of the means was 2.13 with a low level, and in the terms of difficulties, the average of the means was 2.77 with a high level. 2) There were significant differences among the means due to gender and in favor of males; due to level of qualifications and in favor of high diploma and, master degree; and due to years of teaching experiences and in favor of those who taught more than 10 years. The study reported certain recommendations for professionals and researchers.
Young Children&apos;s Journey into a World of Play with Open-Ended Materials: A Case Study of the Creative Play Club
Author: Al-Mansour, Monirah A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Young Children,Play,Clubs,Case Studies,Affordances,Toys,Charter Schools

This study is mainly based on conducted naturalistic descriptive observation of 13 children ages 6-8 years using open-ended materials in their play at the Creative Play Club (CPC). The research carefully examines and analyzes how four boys and nine girls in the CPC used open-ended materials in their play over 8 weeks. One aim was to evaluate changes in the quality of play over time. A second aim was to analyze the influence of various factors on children's social and nonsocial play behaviors. Those factors were the materials' characteristics and affordances and the social activity setting. The research gave special attention to the possible influences that flatten expression in play and those influences that might reignite play expression within or across CPC sessions. The research generated evidence that children's drawing, manipulating objects, and reflecting are meaning making. Interpretations of data were guided by an activity setting model, affordance theory, and a multimodality and meaning-making conceptual framework. The main findings were that the CPC and the case study are good conduits for exploring the possibilities and challenges that emerge from children's experiences with open-ended materials in play with other children.
Training Transfer: A New Model in the United Arab Emirates General Education Sector--Hybridization of the Theory of Planned Behavior with the Training Transfer Model
Author: Alshaali, Saeed Khalifa
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Transfer of Training,Behavior Theories,Models,Employees,On the Job Training,Supervisor Supervisee Relationship

This study investigates variables in training transfer in the general education (school) sector of the United Arab Emirates (UAE) by hybridizing the established training transfer model and the theory of planned behavior (TPB). The hybridized model employs four variables: (i) supervisor support, (ii) training design, (iii) intention to transfer, and (iv) training transfer. This model is used to test nine hypotheses. The study sample comprised 225 employees from the UAE general education sector. Study participants (respondents to a questionnaire) were recruited by simple random sampling. The study questionnaire data was analyzed using Partial least squares structural equation modeling PLS-SEM. The study model had a good fit confirming a good fit of the hypothesized model to the empirical data. Eight out of nine hypotheses were accepted. The study is generally parallel with TPB. It demonstrates that intention to transfer has a dominant and central (mediating) influence on transfer process and transfer behavior. Remarkably, supervisor support is important only in the pre-training phase. For the UAE education sector to succeed in effective training transfer, supervisors must be properly trained to design training programs, particularly to enhance the trainee's intention to apply training on the job. This study proved empirically that designing training is a critical influence of a trainee's intention to apply training. Training design and intention to transfer are mediators and play a central role in promoting the training transfer process. Future studies should focus on including TPB and intention in the training transfer researches.
Indicators of Inspirational Leadership for Primary School Principals: Developing and Testing the Structural Relationship Model
Author: Poojomjit, Wanlop
Date: 2018-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Elementary Schools,Principals,Foreign Countries,Goodness of Fit,Models,Factor Analysis,Correlation,Leadership Styles,Measurement

This study aimed to examine the consistency of the structural relationship model in which developed from related theories, previous studies, and empirical data, respectively. The study also investigated factor loading of main components, subcomponents, and indicators. The population in this study was primary school principals under Office of the Basic Education Commission in Thailand. Collected data were used by multi-stage random sampling to get 660 samples. The data were analyzed by using statistical application and AMOS program. The results were consistent with hypothesis. The model of which developed from related theories and previous studies were consistent with empirical data based on the following values, e.g. relative Chi-square (CMIN/DF), Root Mean Square Error of Approximation (RMSEA), Goodness-of-Fit Index (GFI), Adjusted Goodness-of-Fit Index (AGFI), Comparative Fit Index (CFI), and Normed Fit Index (NFI). Both first and second order confirmatory factors were also analyzed. Fator loading of main components was 0.90-1.47 which was higher than 0.70. Factor loading of sub-components was 0.73-2.13. Floading of indicators was 0.74-2.77 which was higher than 0.30, respectively.
Making Use of the Lesson Study Approach to Secondary Education in Greece--The Contribution to the Professional Development of Teachers
Author: Kanellopoulou, Eurydice-Maria
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Communities of Practice,Faculty Development,Secondary School Teachers,Secondary School Students,Teacher Attitudes,Program Effectiveness,Teacher Collaboration

The main purpose of this paper is to investigate the contribution of the Lesson Study (LS) to the professional development of teachers. The present work, which is part of a broader research effort, was realized from February 12 to April 1, 2016 in the second grade of lyceum in a school in the prefecture of Attica. Initially, all the school's scholars (4) and 31 students participated. From the results of the survey, regarding the teachers' perceptions of the contribution of the lesson study to the differentiation of their attitudes and practices for the design of the course and their teaching, all the teacher participants in the research stated that they benefited from the lesson study as far as the subject of their teaching and the foresight of students' possible questions were concerned. At the same time, it has a positive impact on promoting co-operation and professional development of teachers as a form of training within the school.
Classical Myth in the University: A Contribution to Professional Teacher Development
Author: Gomis, Antonio Giner
Date: 2018-00-00
Type: Journal Articles
Subjects: Mythology,Professional Identity,Professionalism,Personal Narratives,Autobiographies,Communities of Practice,Faculty Development,Classical Literature,Figurative Language,Educational Research,Masters Programs,Graduate Students,Higher Education

The use of Classical Greek myth as a narrative and metaphorical tool can contribute to the construction of a professional teaching identity. Adopting a biographical narrative approach, the present study sought to assess this contribution in a group of teacher and researcher trainees undertaking a postgraduate university course. The construction of personal narratives used for collective interpretation by the participants that generated them was analysed and interpreted in relation to the development of teacher professionalism. Our findings show the effective activation of metacognitive processes in order to rethink teacher professionalism from a narrative point of view. Using the structure and content of Classical myths as a scaffold, participants established valuable reflections on crucial aspects of teaching, identifying personal achievements and conquests as well as fears and insecurities. The structures latent in myth provided an effective framework with which to project and identify at least three hermeneutical themes--symbolism, function and structure--that form constituent elements of professional identity and are not only intertwined but are also constituted within a community of practice. Thus, Greek myths continue to offer an interesting cognitive and emotional scaffold that contributes to teacher professionalism, facilitating the formulation of a reflective, collaborative and personal meaning of identity which brings together personal teaching experiences and knowledge and is necessarily shared with the surrounding community of practice.
Media Strengthens Social Stability of Saudi Society
Author: Alillaiti, Mohammed bin Saqr
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mass Media,Mass Media Effects,Mass Media Role,Social Change,Social Integration,Public Opinion,Information Dissemination,Behavior Change,Social Behavior,College Faculty,Teacher Attitudes

Media in our time is the force behind driving the formation of awareness of society in terms of citizenship and social stability. It builds a society in terms of values, but also destroys beliefs and values that may have been formed ages ago. It is a double-edged weapon. This study aims to present the concept of media, its importance and role in society with regard to social stability and indicate the role of Saudi media in contributing to social stability from the perspective of faculty members in Saudi universities. The Results show that Media in this age is what sets the agenda for the public and is usually subject to media professionals. In addition, Media during the process of formulating its message succumbs to the pressures of its sponsors, regardless of their scientific level and background. In light of the results of this study, the researcher recommends that Saudi media be given the importance of the dialogue methods used in its programs and coverage so that the public can learn how to respect dissenting opinions. This is achieved via setting up a lot of areas for meaningful discussions so that the public can accept it and that there are opinions that must not be marginalized.