ethanporcaro/eric-fulltext-meta huggingface dataset:
The Green Bean Has to Be Longer than Your Thumb: An Observational Study of Preschoolers' Math and Science Experiences in a Garden
Author: Vandermaas-Peeler, Maureen
Date: 2015-00-00
Type: Journal Articles
Subjects: Gardening,Preschool Education,Case Studies,Longitudinal Studies,Reggio Emilia Approach,Science Process Skills,Science Instruction,Number Concepts,Spatial Ability,Comparative Analysis,Preschool Children,Preschool Teachers,Observation,Prediction,Social Values,Environmental Education,Teaching Methods,Mathematics Activities,Constructivism (Learning),Teacher Student Relationship,Affective Behavior,Semi Structured Interviews,Coding

School gardening has become increasingly popular as a context for learning in which children construct new knowledge, learn cultural and societal values related to ecological awareness, and develop and practice authentic or real-world skills (Blair, 2009; Bowker &amp; Tearle, 2007). The present research was a longitudinal case study of children's gardening experiences at a Reggio-inspired preschool in the United States. Eleven children and their teacher were observed over nine days in various activities such as preparing the garden beds, planting, and harvesting. Through sustained participation in a variety of gardening activities, preschoolers engaged in science-rich dialogue utilizing complex and abstract science process skills such as observing, predicting, evaluating, and comparing. Discussion of number-related concepts, spatial orientation, and size estimation and comparison was also recurrent during gardening activities. In addition, analyses of social interactions and dialogue related to gardening knowledge and ecological awareness indicated that working in the garden was an authentic context for enjoying, learning about, and valuing the natural world. The results of this study support the conclusion that with appropriate teacher guidance, a preschool garden affords myriad opportunities for young children to develop mathematical and scientific thinking, ecological awareness and positive affective responses to the natural world.
The Use of Genre-Specific Evaluation Criteria for Revision
Author: Philippakos, Zoi A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Evaluation Criteria,Revision (Written Composition),Writing Processes,Literary Genres,Teaching Methods,Educational Practices,Educational Strategies,Writing Instruction,Writing Strategies

Revision is a challenging step of the writing process and students often focus their attention to mechanics or grammar instead of making organizational and meaning changes. It is important for students to critically read and independently evaluate their work when revising. This practitioner article discusses the importance of genre-specific evaluation criteria in revision. Knowledge about genre-evaluation criteria can strengthen students' understanding about writing for different purposes and audiences, can support their ability to critically read and comprehend, can affect their confidence, and can lead students to independent evaluation. Similarly, teachers can use the same evaluation criteria to give feedback to students and grade their work. Preparation for teaching and teaching procedures are explained.
Difficulties in Field-Based Observation among Pre-Service Teachers: Implications to Practice Teaching
Author: Abas, Maripaz C.
Date: 2016-06-00
Type: Journal Articles
Subjects: Field Experience Programs,Observation,Preservice Teachers,Practicums,Mixed Methods Research,Surveys,Questionnaires,Focus Groups,Interviews,Field Instruction,Theory Practice Relationship,Cooperating Teachers,Teacher Student Relationship,Mentors,Interpersonal Competence,Foreign Countries

Field-based observation has long been a central part of pre-service teacher education in many countries and is crucial for implementing effective practicum of pre-service teachers. This paper focused on the perspectives of graduating pre-service teachers regarding their difficulties related to administrative support, cooperating teachers, student supervisors, students, peers, assigned tasks and learning environment during their 17-hour field observation in selected private and public secondary schools. An explanatory sequential mixed-methods research design was adopted utilizing survey questionnaire, Focus Group Interviews, and Key Informant Interview. Quantitative data were obtained from 136 sample respondents through stratified random sampling using proportionate allocation while qualitative data were gathered from 10 pre-service teachers, 10 cooperating teachers, six student supervisors and two school principals who were chosen purposively. Results of descriptive statistical analysis served as basis for the design of qualitative interview and focus group schedules which helped the researcher to &quot;explain, or elaborate on the quantitative results&quot;. Findings of the study showed that pre-service teachers had over-all moderate difficulties during the field observation particularly on students, assigned tasks and learning environment. Findings of the study were substantiated through in-depth discussions of qualitative data. Implications were determined for continued enhancements of the practicum component that can help bridge the theory-practice nexus in pre-service teacher education, and contribute to the development of teachers' professional competencies.
Card Games and Algebra Tic Tacmatics on Achievement of Junior Secondary II Students in Algebraic Expressions
Author: Okpube, Nnaemeka Michael
Date: 2016-06-00
Type: Journal Articles
Subjects: Games,Algebra,Mathematics Instruction,Secondary School Students,Mathematics Achievement,Pretests Posttests,Experimental Groups,Control Groups,Teaching Methods,Lecture Method,Achievement Tests,Foreign Countries,Hypothesis Testing,Gender Differences,Instructional Effectiveness,Quasiexperimental Design

This study investigated the Card Games and Algebra tic-Tacmatics on Junior Secondary II Students' Achievement in Algebraic Expressions. Three research questions and three null hypotheses guided the study. The study adopted the pre-test, post-test control group design. A total of two hundred and forty (240) Junior Secondary School II students were used as sample for this study. The experimental group was taught using games while the control group was taught using the conventional (lecture) method. Algebraic Achievement Test (AAT) was used to collect data for this study. AAT was validated by three experts in mathematics education and measurement and evaluation respectively. The reliability index of AAT was 0.79. Mean and standard deviation were used to answer the research questions while ANCOVA was used to test the hypotheses at 0.05 level of significance. The findings of the study showed among others that there was a significant difference between students taught algebraic expressions with games and those taught without games, there was also a significant difference between the achievement of males and females taught algebraic expressions with games and those taught without games in favour of the males.
Graduates' Competence on Employability Skills and Job Performance
Author: Abas, Maripaz C.
Date: 2016-06-00
Type: Journal Articles
Subjects: Foreign Countries,College Graduates,Competence,Employment Potential,Job Skills,Job Performance,Correlation,Government Employees,Employers,Thinking Skills,Probability,Adjustment (to Environment),Learning,Teamwork,Surveys

One critical measure of success in workplaces is an employee's ability to use competently the knowledge, skills and values that match the needs of his job, satisfy the demands of his employer, and contribute to the overall achievement of institutional goals. An explanatory-correlational research design was used to determine the extent of relationship between categories of employability skills (using The Conference Board of Canada's Employability Skills 2000+) and elements of Contextual Performance adopted from Borman and Motowidlo's Taxonomy. There were a total of 220 respondents representing the groups of employers and employees from 25 government institutions in the south-central part of Mindanao region, Philippines. Inferential analysis shows that fundamental skills had moderate relationship with employees' contextual performance. However, being more competent in thinking and problem solving skills provides employees with more benefits in performing contextual behavior. Findings further revealed that although personal management skills had moderate relationship with employees' contextual behavior, the competence in personal adaptability and learning continuously are contributory across all elements of contextual performance. Finally, the result of the study yielded that teamwork skills, particularly the skills on working with others, were also moderately correlated with employees' contextual performance. This implies that graduates' competence in employability skills could give them due advantage in their respective work settings. Thus, proper attention on developing competence on employability skills by employers, employees, higher academic institutions, labor agencies, and policy makers may help address the problems on job performance.
The Implementation of Cooperative Learning Model &quot;Number Heads Together&quot; (&quot;NHT&quot;) in Improving the Students' Ability in Reading Comprehension
Author: Maman, Mayong
Date: 2016-06-00
Type: Journal Articles
Subjects: Cooperative Learning,Reading Comprehension,Action Research,Observation,Assignments,Student Attitudes,Tests,Program Effectiveness,Teaching Methods,Foreign Countries,Reading Instruction,Worksheets

The study aimed at describing the implementation of cooperative learning model of (NHT) at student of SMPN 2 Maros. The method used was a classroom action research in two cycles. Data were collected using the test for the quantitative and non-test for the qualitative by employing observation, field note, student's workbook, student's reflection sheet, and test of learning outcomes. The improvement of competence on cycle I was 44% that was categorized as extremely good, 56% were categorized as good, and no student was categorized as low. Cycle II, 84% were classified as extremely good, 16% were grouped as good, and no one was classified as low.
The Family Parenting Influenced Adolescent Brawls Behavior
Author: Nurhaeni, Heni
Date: 2016-06-00
Type: Journal Articles
Subjects: Child Rearing,Parenting Styles,Adolescents,Behavior Problems,Aggression,Quasiexperimental Design,Questionnaires,Observation,Interviews,Intervention,High School Students,Counselors,Teachers,Parents,Correlation,Foreign Countries,Mixed Methods Research,Family Influence,Peer Relationship,Interaction

There are four types of parenting: democratic, authoritarian, permissive, and ignored, which would affect the character of the child. However family upbringing itself influenced education, norms/cultural, environmental, social, economic and belongs to the family members. Quasi-experimental study through questionnaires, observation, deep interview, and interventions to high school students, peers, counseling teachers (BK), and their parents/family have been conducted through a random sampling of 108 respondents in four high school set. The result met the test paired T test statistical significance level 0 and T test result of 0.05 shows that the two variables p-value of p = 0.00000. Correlation tests showed that there is a relationship between two variables at -0616. This sign (-) means that the test results are negative correlation. Can be seen if the correlation between the two variables is quite high between 0.50 to 1.0 can be concluded that the direction of the relationship between the two variables is negative. These results can be displayed from &quot;if the family provides a strict upbringing will influence behavior in high school brawls in adolescents will tend to be low and vice versa&quot;. Supported qualitative results which stated that the expectations of parents review their child to be given hope, and activities that support positive.
A Reliability and Validity of an Instrument to Evaluate the School-Based Assessment System: A Pilot Study
Author: Ghazali, Nor Hasnida Md
Date: 2016-06-00
Type: Journal Articles
Subjects: Test Reliability,Test Validity,Teacher Attitudes,Attitude Measures,Questionnaires,Elementary School Teachers,Secondary School Teachers,Content Validity,Construct Validity,Factor Analysis,Pilot Projects,Educational Assessment,Foreign Countries,Statistical Analysis

A valid, reliable and practical instrument is needed to evaluate the implementation of the school-based assessment (SBA) system. The aim of this study is to develop and assess the validity and reliability of an instrument to measure the perception of teachers towards the SBA implementation in schools. The instrument is developed based on a conceptual framework developed by Daniel Stufflebeam, which is the CIPP (context, input, process and product) Evaluation Model. The instrument in the form of questionnaire is distributed to a sample of 120 primary and secondary school teachers. The response rate is 80 percent. The content validity is assessed by the experts and the construct validity is measured by Exploratory Factor Analysis (EFA). The reliability of the instrument is measured using internal consistence reliability, which is measured by alpha coefficient reliability or Cronbach Alpha. The finding of this pilot study shows that the instrument is valid and reliable. Finally, out of 71 items, 68 items are retained.
Learning Model and Form of Assesment toward the Inferensial Statistical Achievement by Controlling Numeric Thinking Skills
Author: Widiana, I. Wayan
Date: 2016-06-00
Type: Journal Articles
Subjects: Thinking Skills,Numbers,Mathematics Achievement,Statistics,Quasiexperimental Design,Statistical Analysis,Performance Based Assessment,Student Evaluation,Conventional Instruction,Preservice Teachers,Problem Solving,Models,Foreign Countries,Factor Analysis

This study aimed to find out the effect of learning model and form of assessment toward inferential statistical achievement after controlling numeric thinking skills. This study was quasi experimental study with 130 students as the sample. The data analysis used ANCOVA. After controlling numeric thinking skills, the result of this study show that: (1) the inferential statistical achievement of the students group which follow SCSS learning model is higher than the group which follow conventional learning inferential, (2) statistical achievement of students group which got performance assessment is higher than conventional assessment, (3) there is interaction effect between learning model and form of assessment toward the students' statistical achievement, (4) in SCSS learning model, the students' inferential statistical achievement which got performance assessment is higher than the group which got conventional assessment, (5) in conventional learning model, the students' inferential statistical achievement which got performance assessment are lower than the group which got conventional assessment, (6) in performance assessment, the students' inferential statistical achievement which follow the study with SCSS learning model is higher than those which follow conventional learning model, and (7) in conventional assessment, the students' inferential statistical achievement which follow SCSS learning model is lower than the group which follow conventional learning model.
Intention and Usage of Computer Based Information Systems in Primary Health Centers
Author: Hosizah
Date: 2016-06-00
Type: Journal Articles
Subjects: Information Systems,Computers,Foreign Countries,Computer Software,Primary Health Care,Clinics,Technology Integration,Surveys,Intention,Expectation,Social Influences,Questionnaires,Allied Health Personnel

The computer-based information system (CBIS) is adopted by almost all of in health care setting, including the primary health center in East Java Province Indonesia. Some of softwares available were SIMPUS, SIMPUSTRONIK, SIKDA Generik, e-puskesmas. Unfortunately they were most of the primary health center did not successfully implemented. This study applied the Unified Theory of Acceptance and Use of Technology (UTAUT) to assess intention and usage of CBIS in East Java. It was a cross-sectional survey, conducted on February-Maret 2015. A total 30 of user CBIS were identified and questioners were distributed which 100% completed. The user's CBIS intention was significantly influenced by performance expectancy, effort expectancy and social influence. CBIS usage was significantly influenced by user's intention and facilitating conditions. UTAUT results indicated that the facilitating conditions have a major impact to use of CBIS in primary health center. The results of this study can be helpful to the East Java provincial Health Office to adjust their program strategies and tactic for providing user's CBIS facilities in order to implement CBIS successfully.
Teaching Math to Deaf/Hard-of-Hearing (DHH) Children Using Mobile Games: Outcomes with Student and Teacher Perspectives
Author: Shelton, Brett E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Deafness,Hearing Impairments,Children,Elementary School Students,Educational Games,Electronic Learning,Handheld Devices,Telecommunications,Outcomes of Education,Teacher Attitudes,Student Attitudes,Educational Technology,Transfer of Training,Mathematics Skills,Navigation,Map Skills,Peer Teaching,Tutoring,Instructional Design,Computer Oriented Programs,Pretests Posttests,Scores

Leveraging the use of mobile devices for education, such as instructional games, is an area of increasing interest for targeted subpopulations of students including those who are deaf/hard-of-hearing (DHH). This paper outlines the perspectives of Deaf Education teachers and DHH children who participated in the GeePerS*Math project. Interviews and surveys provide data from the primary implementation of the technology in an ecologically valid setting. Findings included similar results from both teachers and students with regard to attitudes and transfer of skills within the game to those in traditional curriculum. Unintended outcomes, such as gaining orienteering skills and peer-tutoring, were also noted. The results helped to inform the designers of educational technology with ways to relate with classroom instructors and children when creating advanced mobile applications.
The Effect of Leadership, Organizational Culture, Emotional Intellegence, and Job Satisfaction on Performance
Author: Ilyas, Muhammad
Date: 2016-06-00
Type: Journal Articles
Subjects: Organizational Culture,Job Satisfaction,Teacher Effectiveness,Instructional Leadership,Emotional Intelligence,Secondary School Teachers,Municipalities,Foreign Countries,Correlation,Regression (Statistics),Hypothesis Testing,Statistical Analysis,Path Analysis

This research aimed to study the influence of Leadership, Organizational Culture, Emotional Quotation, and Job Satisfaction to Teacher Performance of Senior High School at Palopo Municipality South Sulawesi. There were 78 teachers participated in this research. The results were: (1) Leadership directly affects teacher performance; (2) Emotional quotation directly influences teacher performance; (3) Job Satisfaction directly effects teacher performance; (4) Leadership directly effects job satisfaction; (5) Organizational Culture directly effects job satisfaction; (6) Emotional Quotation directly effects job satisfaction. Based on this research, the factors of Leadership, Organizational Culture, Emotional Quotation, and Job Satisfaction to Teacher Performance should be developed by Central and Local Government either Palopo or South Sulawesi, Indonesia.
The Relationship between Religiosity and Academic Performance amongst Accounting Students
Author: Zubairu, Umaru Mustapha
Date: 2016-06-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Accounting,Majors (Students),Religious Factors,Islam,Academic Achievement,Grade Point Average,Statistical Analysis,Correlation

In this paper, the association between religiosity and academic performance among accounting students enrolled at the International Islamic University Malaysia (IIUM) is explored, as recent research demonstrates a positive association between religiosity and academic success. Students' religiosity was measured using proxies from an Islamic perspective, whilst their academic performances were measured using their Cumulative Grade Point Averages (CGPA). The statistical analysis revealed no significant correlation between religiosity and academic performance among accounting students at IIUM. However, a closer examination of the results revealed that students at IIUM possessed high levels of religiosity as well as high levels of academic performances.
The Use of ePortfolios to Support Metacognitive Practice in a First-Year Writing Program
Author: Bowman, Jim
Date: 2016-00-00
Type: Journal Articles
Subjects: College Freshmen,Freshman Composition,Electronic Publishing,Portfolios (Background Materials),Metacognition,Educational Benefits,Thinking Skills,Conventional Instruction,Comparative Analysis,Student Evaluation,Qualitative Research,Case Studies,Faculty Development

Recognizing the importance of meaningful reflective writing as an integral component to the portfolios used in the first-year program (FYP), faculty questioned whether a newly developed electronic portfolio offered any pedagogical benefits over the existing traditional paper portfolio. Of particular interest for this work was whether the use of ePortfolios might positively impact students' metacognitive skills. A study conducted with students and faculty in the FYP evaluated student understanding of purpose, significance, and relevancy in their reflective writings. Findings indicate that while both types of portfolios, electronic and traditional paper, contribute positively to students' learning related to &quot;connections to the course,&quot; students completing an ePortfolio show heightened levels of metacognition in relation to &quot;connections to learning&quot; and &quot;connections to career or personal goals.&quot;
ePortfolios and Faculty Engagement: Measuring Change through Structured Experiences
Author: Ring, Gail
Date: 2016-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Teacher Attitudes,Faculty Development,Best Practices,College Faculty,Tenure,Educational Change,Creativity,Instructional Innovation,Summer Programs,Universities,Interviews,Surveys,Observation

In this paper we examine a faculty development structure that supports general education, specifically ePortfolio, assessment focusing on identifying the characteristics of engaged faculty. It is through this inquiry that we have developed an action plan that includes a system of best practices that can lead to increased faculty engagement. Participants in our study were members of a series of General Education and ePortfolio Summer Assessment Institutes (2013, 2014, 2015). Most of the participants were either tenured faculty or lecturers. The resulting framework proposed here is a more inclusive systems-approach to faculty development throughout the university. As a result of our research, we have come to recognize that if we are to transform teaching and learning, a faculty development system must be in place that provides faculty a purposeful, integrated collection of engagement activities rather than a menu of options from which to choose. Doing so fosters a culture of continuous learning on the part of faculty that encourages innovation and creativity in the classroom.