ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing Students' Listening Metacognitive Strategies Using Online Videotext Self-Dictation-Generation Learning Activity
Author: Chang, Ching
Date: 2014-03-00
Type: Journal Articles
Subjects: Listening Skills,Skill Development,Metacognition,Video Technology,Listening Comprehension,Advertising,Models,Second Language Learning,Guidelines,Learning Strategies,Teaching Methods,Online Courses,Questionnaires,Focus Groups,Interviews,Student Attitudes,Reflection,Cost Effectiveness,Learning Activities,Pretests Posttests,English (Second Language),Second Language Instruction,Undergraduate Students,Foreign Countries

The study is based on the use of a flexible learning framework to help students improve information processes underlying strategy instruction in EFL listening. By exploiting the online videotext self-dictation-generation (video-SDG) learning activity implemented on the YouTube caption manager platform, the learning cycle was emphasized to promote metacognitive listening development. Two theories were used to guide the online video-SDG learning activity: a student question-generation method and a metacognitive listening training model in a second language (L2). The study investigated how college students in the online video-SDG activity enhanced the use of listening strategies by developing metacognitive listening skills. With emphasis on the metacognitive instructional process, students could promote their listening comprehension of advertisement videos (AVs). Forty-eight students were recruited to participate in the study. Through data collected from the online learning platform, questionnaires, a focus-group interview, and pre- and post- achievement tests, the results revealed that the online video-SDG learning activity could effectively engage students in reflecting upon their perceptions of specific problems countered, listening strategy usages, and strategic knowledge exploited in the metacognitive instructional process. The importance of employing cost-effective online video-SGD learning activities is worthy of consideration in developing students' metacognitive listening knowledge for enhancing EFL listening strategy instruction.
Experimental Study of Short-Term Training in Social Cognition in Pre-Schoolers
Author: Houssa, Marine
Date: 2014-01-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Children,Social Cognition,Theory of Mind,Cognitive Processes,Child Behavior,Adjustment (to Environment),Preschool Teachers,Parents,Pretests Posttests,Emotional Response,Questionnaires,Personality,Parent Surveys,Control Groups,Experimental Groups,Problem Solving,Individual Characteristics,Correlation,Measures (Individuals),Reliability,Statistical Analysis

Using an experimental approach, our study examined the differentiated effects on pre-schoolers' social cognition of two short-term social information processing (SIP) and Theory of Mind (ToM) training sessions dealing with emotions and beliefs. The links between ToM, SIP, and social adjustment or externalizing behavior were examined. 47 pre-schoolers took part in a pretest session involving cognitive, socio-cognitive and social adjustment measures. The direct socio-cognitive measures involved tasks assessing emotion recognition, ToM emotions, ToM beliefs and social problem-solving. The teachers filled out a personality questionnaire and parents completed the Theory of Mind Inventory, a social adjustment scale and the CBCL. Secondly, they were allocated at random to two experimental groups (ToM training or SIP training) or to a control group. In the experimental groups, each of three children, short training sessions were given using educational materials. Free play was offered in the control group. Finally, all children took part in a post-test session. Our results showed significant improvement in ToM emotions for the ToM training group, in ToM beliefs for the SIP training group, and in social problem-solving for both experimental groups, and some transfer learning. In pretest, significant positive correlations were obtained between social cognition measures and individual characteristics, and between social cognition measures and social adjustment. Significant negative correlations were observed between social adjustment and externalizing behavior, and between social adjustment and emotional reactivity. This study provided some guidelines for formulating a medium-term training program in social cognition aimed at pre-schoolers at risk of displaying externalizing behavior disorders.
An Adaptive Superintendent Induction Program
Author: Brandon, Jim
Date: 2014-01-00
Type: Journal Articles
Subjects: Foreign Countries,Superintendents,Orientation,Mentors,Focus Groups,Observation,Transitional Programs,Educational Research,Instructional Design,Semi Structured Interviews,Program Implementation,School Districts,Qualitative Research,Online Surveys

This study examined a recently established induction program for new superintendents in the Canadian province of Alberta over a three-year period. In keeping with principles of design-based research data were collected from a variety of sources from the 26 new superintendents and their 25 mentors to assess and adjust programming through three design research cycles. Data from surveys, focus groups, interviews, participant observations and participant reflections were analyzed at the end of each year, and the findings were used to adapt the next program iteration. Results from the study indicate that the transitions of educational leaders into new positions as superintendents are more likely to be successful though access to quality induction programs that feature the following five program components: (1) standards based design, (2) orientation, (3) trained mentorship, (4) like-group support, and (5) large-group support. Further, this research supports the development of such induction programs through reciprocal change processes characterized by informed design, dialogic adoption, implementation as learning, and meaningful outcomes.
Children Interactions in Literacy Tutoring Situations: A Study with Urban Marginalized Populations in Argentina
Author: Rosemberg, Celia Renata
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Longitudinal Studies,Emergent Literacy,Tutors,Literacy Education,Reading Instruction,Early Adolescents,Preschool Children,Peer Teaching,Disadvantaged Youth,Tutoring,Kindergarten,Young Children,Middle School Students,Evidence,Teacher Student Relationship,Interpersonal Communication,Urban Areas,Qualitative Research,Statistical Analysis,Structural Equation Models

The study analyzed the conversational exchanges through which child tutors mediated literacy abilities and knowledge with young children in the framework of the project &quot;From Child to Child: A Tutor-Child Literacy Program,&quot; that is being conducted in Buenos Aires, Argentina. The analysis considered the conversational moves deployed by both participants in the dyad, as well as the relationship between the tutor and the tutee. Likewise, it examined longitudinal variations in the interactions registered between the first tutoring sessions and the tutoring sessions that occurred after one year of the program. The tutoring sessions were video-taped and the different conversational moves deployed by the tutor and tutee were analyzed using an especially developed system of categories. Subsequently, the distribution of the categories of the tutee and tutor's interactional moves in the corpus was analyzed quantitatively. Results showed significant longitudinal differences in the quantity of conversational moves: the tutors and the tutees increased their participation in the performance of the activities. The results demonstrated an increase in all the conversational moves the tutors utilized to promote the learning of the younger child tutee and a decrease in those conversational moves that do not promote learning.
Efficiency of Secondary Education in Selected OIC Countries
Author: Arshad, Mohd Nahar Mohd
Date: 2014-00-00
Type: Journal Articles
Subjects: Efficiency,Academic Achievement,Achievement Gains,Secondary School Students,Educational Resources,Islam,Budgeting,Resource Allocation,Foreign Countries,Cross Cultural Studies,Science Achievement,Mathematics Achievement,Statistical Analysis,Islamic Culture

The purpose of this study is to investigate the level of technical efficiency of secondary education in 16 selected Organisation of Islamic Conference (OIC) countries (including West Bank and Gaza). Educational efficiency has become an important issue given many countries' pressing levels of public deficit and debt. Since the educational sector always receives high priority in budget allocations, an evaluation of whether the allocations made for education have been technically efficient is important. With budget constraints and the public's high expectation to see a continuous improvement in students' academic achievement, the educational sector has been put under pressure to deliver. The study employs TIMSS 2011 data, involving 40 countries. The technique used to calculate the level of technical efficiency is data envelopment analysis (DEA). Almost all of the 16 selected OIC members are technically inefficient in utilising their educational resources to achieve better TIMSS results in comparison with the non-OIC countries. Even after controlling for environmental factors, secondary education in the OIC countries remains technically inefficient.
Mobile Devices to Bridge the Gap in VET: Ease of Use and Usefulness as Indicators for Their Acceptance
Author: Motta, Elisa
Date: 2014-01-00
Type: Journal Articles
Subjects: Educational Technology,Telecommunications,Handheld Devices,Vocational Education,Technology Uses in Education,Apprenticeships,Computer Software,Instructional Effectiveness,Questionnaires,Photography,Foreign Countries,Usability,Video Technology,Attitude Measures,Performance,Self Efficacy,Anxiety,Intention

In the dual-track Vocational Education and Training (VET) system, apprentices gain experiences in different learning locations (i.e. workplace and school) but the bridges between these experiences are difficult to construct. Mobile devices could help to promote connectivity across learning contexts, provided they are accepted by the various persons and institutions involved. Ease of use and usefulness, here interpreted as the main elements of &quot;usability in the large,&quot; are indicators of the acceptance of mobiles. We involved apprentices from three different professional fields--cooks, pastry cooks and car mechanics--and two different mobile devices--headband cameras and smartphones. These devices served to capture visual material on professional situations lived at the workplace. Different software applications were then used to allow such material to be brought to school and discussed with teachers and classmates or shared with supervisors at work. To evaluate the usability of such tools we used a five-section questionnaire mainly based on the TAM and UTATUT model, which had been adequately adapted to the peculiarity of the VET system. Results confirm the feasibility of the approach and the usability of both tools: no significant difference is shown, neither between the two devices in the same field, nor between the different professions with respect to the same device. These results underline the potential of mobile devices to foster connectivity between learning locations in VET.
A Family Case Study: How Money Might Matter for Academic Learning
Author: Compton-Lilly, Catherine
Date: 2014-00-00
Type: Journal Articles
Subjects: Case Studies,Family Financial Resources,Educational Experience,Criticism,Low Income,Poverty,Disadvantaged Schools,Academic Education,Learning Processes,African Americans,Parent Aspiration,Academic Achievement,Parent Attitudes,Daughters,Economic Factors,Social Influences,Welfare Services,Cultural Capital,Literacy,Longitudinal Studies,Equal Education,Educational Resources,Community Characteristics,Safety,Teacher Student Relationship,Caring,Teacher Attitudes

Many children living in low-income communities do not face struggles in school. Many learn quickly and easily. But for some students, living in a high poverty communities and attending underfunded schools has consequences that can make learning difficult. In this paper, Compton-Lilly draws on the words of a parent living in a low-income community to explore how economic and social challenges affected the schooling of her daughter over a ten-year period. As the following accounts reveal, Ms. Rodriguez, an African American, low-income parent, was committed to her daughter's learning and school progress and brought a thoughtful and informed critique to her children's school experience that reveals the multiple ways that money affects academic learning.
South Africa?s Increased Matriculation Passes: What Skunks behind the Rose?
Author: Monyooe, Lebusa
Date: 2014-01-00
Type: Journal Articles
Subjects: Foreign Countries,Admission (School),Secondary School Students,Grade 12,Academic Standards,Educational Policy,Educational Legislation,Federal Legislation,Benchmarking,Educational Quality,Teacher Education,Unions

This article argues that the exponential increases in the Grade 12 (Matriculation) passes post 1994 do not necessarily translate to quality because of the low performance norms and standards set for passing Grade 12. It further calls for a serious reflection and interrogation of existing policies on performance, benchmarks, teacher education programmes, school leadership and governance in a highly unionized school environment. An overhaul of the provisioning and management modalities is required to enhance South Africa's competitiveness in the knowledge economy.
Fostering Early Math Comprehension: Experimental Evidence from Paraguay
Author: Naslund-Hadley, Emma
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Comprehension,Mathematics Skills,Preschool Education,Mathematics Curriculum,Audio Equipment,Teaching Methods,Standardized Tests,Scores,Achievement Gap,Preschool Children,Language Usage,Gender Differences,Program Effectiveness,Student Participation,Early Intervention,Teacher Competencies,Preschool Teachers,Surveys,Principals,Parents,Institutional Characteristics,Family Characteristics,Qualitative Research,Statistical Analysis,Control Groups,Experimental Groups,Comparative Analysis,Language of Instruction,Pilot Projects,Regression (Statistics)

Research indicates that preschool children need to learn pre-math skills to build a foundation for primary- and secondary-level mathematics. This paper presents the results from the early stages of a pilot mathematics program implemented in Cordillera, Paraguay. In a context of significant gaps in teacher preparation and pedagogy, the program uses interactive audio segments that cover the entire preschool math curriculum. Since Paraguayan classrooms tend to be bilingual, the audio and written materials use a combination of Spanish and Guaraní. Based on an experimental evaluation since the program's implementation, we document positive and significant improvements of 0.16 standard deviations in standardized test scores. The program helped narrow learning gaps between low- and high-performing students, and between students with trained teachers and those whose teachers lack formal training in early childhood education. Moreover, the program improved learning equally among both Guaraní- and Spanish-speaking students. But not all learning gaps narrowed as a result of the program. Although girls improved significantly, boys improved much more, ultimately increasing the gender gap. To close this gender gap, the program has been modified to encourage girls' increased participation in the classroom and general interest in math.
Does Early Childhood Teacher Education Affect Students' Cognitive Orientations? The Effect of Different Education Tracks in Teacher Education on Prospective Early Childhood Teachers' Cognitive Orientations in Germany
Author: Mischo, Christoph
Date: 2014-01-00
Type: Journal Articles
Subjects: Early Childhood Education,Teacher Education,Beginning Teachers,Cognitive Style,Knowledge Base for Teaching,Scientific Literacy,Intuition,Preservice Teachers,Probability,Scores,Hierarchical Linear Modeling,Teacher Attitudes,Beliefs,Regression (Statistics),Vocational Education,Foreign Countries,Questionnaires

Early childhood teachers may differ regarding the knowledge base they use when making professional decisions. In this study two orientations are distinguished: the orientation towards scientific knowledge vs. the orientation towards intuition and subjective experience. As different tracks in early childhood teacher education qualify for professional practice, and as education of early childhood teachers matters with regard to developmental outcomes of children, knowledge orientations of prospective early childhood teachers attending universities and attending vocational schools are investigated and compared. Knowledge orientations were assessed by means of a questionnaire. After propensity score matching of 402 beginners and 402 graduates, multilevel analyses indicate that scientific orientation at the end of teacher education was higher and subjective orientation was lower than at the beginning. Furthermore, scientific knowledge orientation of BA-students was higher, subjective orientation was lower than of students at professional schools. Implications of these results regarding education of early childhood teachers are discussed.
Promoting Transfer and an Integrated Understanding for Pre-Service Teachers of Technology Education
Author: Morrison-Love, David
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Transfer of Training,Technology Education,Problem Solving,Knowledge Base for Teaching,Educational Strategies,STEM Education,Data Collection,Questionnaires,Interviews,Foreign Countries,Problem Based Learning

The ability of pre-service teachers (PSTs) to transfer learning between subjects and contexts when problem solving is critical for developing their capability as technologists and teachers of technology. However, a growing body of literature suggests this ability is often assumed or over-estimated, and rarely developed explicitly within courses or degree programmes. The nature of the problems tackled within technology are such that solutions draw upon knowledge from a wide range of contexts and subjects, however, the internal organization and structure of institutions and schools tends to compartmentalize rather integrate these. Providing a knowledge base and strategies to enhance PSTs' awareness of and skills in transferring knowledge may allow for a more integrated understanding to develop. The importance of developing this ability to transfer knowledge is heightened as PSTs will, in turn, be responsible for developing the similar capabilities of their future students. This paper begins by considering problem solving in technology education and some of the issues associated with learning transfer. Thereafter, a framework and strategy for better integrating learning between courses is described and forms the basis for developments in an initial teacher education degree programme for technology education. Provisional data from evaluations and PSTs' work indicated a positive effect in enhancing their thinking and additional data collected in the form of questionnaires, interviews and course work further illuminate this finding. It is argued that the development framework and approach enhances PSTs' mental models of teaching technology and offers a significant step forward in promoting skills in the transfer of future learning between subjects; something increasingly critical for 21st century STEM Education.
Constructions of Difference and Deficit, a Case Study: Nicaraguan Families and Children on the Margins in Costa Rica
Author: Purcell-Gates, Victoria
Date: 2014-00-00
Type: Journal Articles
Subjects: Case Studies,Immigrants,Literacy,Foreign Countries,Semi Structured Interviews,Disadvantaged,Academic Achievement,Cultural Context,History,Ethnography,Observation,Primary Education,Public Schools,Teacher Attitudes,Administrator Attitudes,Elementary School Teachers,Nongovernmental Organizations,Emergent Literacy,Elementary School Students,Kindergarten,Student Evaluation,Self Concept

This analysis examines the nexus of marginalization and education, particularly the literacy potential and achievement of young children from socially and politically marginalized communities. Drawing on data from a study of literacy practice among Nicaraguan immigrants in Costa Rica and the schooling of the Nicaraguan children in Costa Rican schools, this analysis reveals the ways that constructs such as &quot;difference&quot; and &quot;deficit&quot; are constructed within historical, economic, and cultural contexts, for the most part in the absence of empirical evidence. The data used for this analysis was collected as part of a six-month, ethnographic case study of literacy practice within Costa Rican and the Nicaraguan immigrant communities. Data came from (a) observations in kindergarten, grade 1, and grade 2 classes in a public school near San José; (b) interviews with public school administrators and teachers; (c) community observations of literacy practices in Costa Rican contexts and within the &quot;precarios&quot; where Nicaraguan immigrants live; (d) semi-structured home literacy interviews with Nicaraguan participants from one prominent &quot;precario&quot;; (e) early literacy assessment results for children in the kindergarten and first grade; (f) expert interviews with administrators of NGOs who focus on the &quot;Nicaraguan problem&quot;; and (g) reading and writing artifacts from the communities and the schools.
Adopting Technology: Using Student Qualitative Data and Gartner's Hype Cycle
Author: Grundmeyer, Trent
Date: 2014-01-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Technology Integration,High Schools,Secondary School Teachers,College Freshmen,Student Attitudes,Laptop Computers,College Readiness,Instructional Effectiveness,College Faculty,Qualitative Research,Semi Structured Interviews,Coding,Technology Planning,Faculty Development,Teacher Competencies,Interviews,Grounded Theory

Technology is changing education. School leaders are charged with purchasing and leveraging technology to maximize an ever-changing landscape of teaching and learning. They have many factors to consider as they make decisions about what specific technologies to purchase for their schools. Gartner's Hype Cycle is an annually published report that can help school leaders anticipate and plan for trends in education. A recent qualitative study analyzed data from fifteen participants in two different countries and five different high schools regarding their one-to-one (1:1) laptop experiences. The study used a phenomenological strategy to explain first-year college students' perceptions of the effects of a 1:1 laptop experience on their readiness for college and the uses of technology for instructional purposes by high school teachers and college professors. Implications from the study for school leaders call for technology initiatives to be thoughtfully planned and sustainable. Preparation for implementation should include infrastructure planning, clear and measureable goals for the initiative that are effectively communicated to the stakeholders involved in the initiative, and effective training for teachers prior to and during the technology initiative. The results of the 1:1 qualitative study used in conjunction with Gartner's Hype Cycle provide critical information for school leaders to consider when determining the selection and timing of technology initiatives and planning for implementation.