ethanporcaro/eric-fulltext-meta huggingface dataset:
An Initial Evaluation of the Teacher-Child Interaction Direct Observation System: Measuring Teacher-Child Interaction Behaviors in Classroom Settings
Author: Sutherland, Kevin S.
Date: 2013-12-00
Type: Reports - Research
Subjects: Interaction,Behavior Problems,Child Behavior,Teacher Student Relationship,Observation,Early Childhood Education,Preschool Children,Preschool Teachers,Intervention,Behavior Theories,Test Construction,Test Validity,At Risk Students,Program Effectiveness,Faculty Development,Fidelity

Children who engage in chronic problem behavior can present challenges for their early childhood teachers and are more likely to develop negative relationships with these and other adults with whom they interact. Unfortunately, children who develop negative relationships with their teachers early in their school careers are more likely to have later academic and behavioral problems than children who have positive, supportive relationships. The salience of interactions between teachers and young children highlights the need for interventions that target building positive teacher-child interactions and increase the likelihood that these interactions are developmentally appropriate and supportive of children's emotional and behavioral growth, as well as assessment tools to evaluate the effectiveness of these interventions The purpose of this article is to describe the Teacher-Child Interaction Direct Observation System (TCIDOS), an observation system designed to capture teacher and child behaviors during classroom interactions to evaluate the effectiveness of a classroom-based intervention targeting improvements in teacher-child interaction patterns. Following a description of our conceptual framework and the development of the TCIDOS, we discuss preliminary reliability findings and future research directions as well as challenges inherent to collecting direct observational data in classroom settings. [This paper was published in &quot;Assessment for Effective Intervention&quot; (EJ1018932).]
Does Working Memory Moderate the Effects of Fraction Intervention? An Aptitude-Treatment Interaction
Author: Fuchs, Lynn S.
Date: 2014-00-00
Type: Reports - Research
Subjects: Short Term Memory,Mathematics,Intervention,Mathematics Instruction,Aptitude Treatment Interaction,Individual Differences,Grade 4,At Risk Students,Pretests Posttests,Measurement,Elementary School Students,Elementary School Mathematics

This study investigated whether individual differences in working memory (WM) moderate effects of 2 variations of intervention designed to improve at-risk 4th graders' fraction knowledge. We also examined the effects of each intervention condition against a business-as-usual control group and assessed whether children's measurement interpretation of fractions mediated those effects. At-risk students (n = 243) were randomly assigned to control and 2 intervention conditions. The interventions each lasted 12 weeks, with three 30-min sessions per week. The major focus of both intervention conditions was the measurement interpretation of fractions. Across the 2 conditions, only 5 min of each 30-min session differed. One condition completed activities to build fluency with 4 measurement interpretation topics; in the other, activities were completed to consolidate understanding on the same 4 topics. Results revealed a significant aptitude--treatment interaction, in which students with very weak WM learned better with conceptual activities but children with more adequate (but still low) WM learned better with fluency activities. Both intervention conditions outperformed the control group on all outcomes, and improvement in the measurement interpretation of fractions mediated those effects.
Becoming Life-Long Learners--&quot;A Pedagogy for Learning about Visionary Leadership&quot;
Author: McNeil, Mary, Ed.
Date: 2014-00-00
Type: Collected Works - General
Subjects: Leadership Styles,Lifelong Learning,Personal Narratives,Reflection,Critical Literacy,Social Justice,Doctoral Programs,Instructional Leadership

In this volume we apply a personal narrative methodology to understanding what we have learned about visionary leadership. Authors in this volume developed their reflections of life-long learning as they investigated existing leadership theories and theories about future leadership. Graduate program faculty and authors read and critically reviewed each others&apos; essays. The goal was to experience the benefits of taking a reflective perspective that challenges previously held beliefs and leads to new beliefs and new questions to pose. A total of 14 reflective narratives are presented. All writers used the intellectual tools described as critical literacy which required readers to apply critical perspectives toward towards the text. Actively analyzing and critiquing texts led to what critical literacy practitioners describe as uncovering underlying messages. We agreed that studying what other people have written sets us up in a special way to better understand the definitions and models for visionary leadership. Self-interrogation represented in the essays helped us to broaden what it meant to be advocates for social justice. Individual chapters contain references. [This volume was written with Taryn Bates, Laura Bennett, Desiree Casian, J. D&apos;Entremont, Joanne Duncan, William Furbush, Kelley Gangi, Austin Garofalo, Candace Harrison, Michael Herrington, Alexandre Magalhaes, Betty Mulrey, Betty Muzzy, and Gail Poitrast.]
Learning How to Learn: A Six Point Model for Increasing Student Engagement
Author: Caruth, Gail
Date: 2014-12-00
Type: Reports - Descriptive
Subjects: Learner Engagement,Higher Education,Andragogy,Instruction,Adult Learning,Adult Students,Self Concept,Prior Learning,Student Motivation,Learning Strategies,Learning Processes,Educational Environment,Cooperation,Self Evaluation (Individuals),Teacher Student Relationship,Educational Opportunities

Students in higher education are being taught pedagogically. Moreover, pedagogy has long persisted as the basis for the entire educational system. Education is, however, discovering that adults learn differently than children learn even though they have been taught as children were taught. Students tend to behave dependently when they are in a structured, pedagogical educational setting. This dependent behavior may be because these learners do not know how to learn, they only know how to be taught. In pedagogy, the instructor is in charge and held entirely responsible for all learning: what is to be taught, how it is to be taught, when it is to be taught, how it is to be measured, etc. Adult students need to be taught how to learn in order to become life-long, autonomous learners. Research demonstrates that adult students being taught andragogically become engaged in the learning process. They are ready for learning, learn more, experience more meaningful learning, and enjoy learning. This paper presents a six point plan for promoting engagement for students in the college classroom: create a safe environment for learning; ask students what they need to know; explain why students are learning certain concepts, theories, skills, etc.; provide real-life learning opportunities; offer opportunities for collegial collaboration; and have students evaluate their own learning. Collaboration between educators on the six points will also increase the likelihood of engaging students. Student engagement leads to improved retention and ultimately to student success.
Teaching and Assessing Doctor-Patient Communication Using Remote Standardized Patients and SKYPE: Feedback from Medical Residents
Author: Horber, Dot
Date: 2014-04-00
Type: Reports - Research
Subjects: Physician Patient Relationship,Patients,Physicians,Medical Education,Teacher Attitudes,Medical Schools,College Faculty,Web Based Instruction,Computer Mediated Communication,Surveys,Statistical Analysis,Qualitative Research,Focus Groups,Feedback (Response),Technology Uses in Education,Medical Students,Demography,Pain

Teaching and assessing doctor-patient communication has become a priority in medical education. This pilot study evaluated resident physicians&apos; perceptions of teaching and assessing doctor-patient communication skills related to pain management using a web-based format. Fifty-nine resident physicians completed four doctor-patient clinical encounters conducted with standardized patients (SPs) connected remotely via SKYPE. Quantitative and qualitative program evaluation data included residents&apos; responses to Post-Exercise Surveys and their comments during focus group sessions. The investigation provided valuable information, especially regarding SP feedback received, the technology used and possible uses of this type of assessment in medical education. Future studies will focus on refinements in technology and alternative topics for use in remote clinical encounters. Appended to the presentation are: (1) Case Introduction for the Chest Pain Case; (2) Chest Pain Checklist; (3) Doctor-Patient Global Communication Assessment; (4) Doctor-Patient Communication Self-Assessment; (5) Technology Report; and (6) Responses to Physician Post-Exercise Survey.
The Components of Effective Professional Development Activities in Terms of Teachers' Perspective
Author: Bayar, Adem
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Development,Elementary School Teachers,Urban Schools,Interviews,Teacher Participation,Teacher Effectiveness,Academic Achievement,Qualitative Research,Teacher Attitudes

Teacher preparedness is linked to student achievement, yet regularly teachers are entering the profession unprepared. In-service training, or professional development activities, are increasingly being used to remedy this situation. There is little agreement regarding exactly what key components should be included in an effective professional development activity. This study seeks to provide the meaning of effective professional development activities and to offer a list of key components inherent in any effective professional development offering. Sixteen elementary school teachers (8 male, 8 female), from a large city in Turkey, were interviewed about their experiences with professional development activities offered over a 12-month period. They were asked to generate a list of the key components to be included in an effective professional development activity. Additionally, document analysis of result reports from Ministry of National Education trainings was performed. The findings indicate that any effective professional development activity should consist of the following components: 1) a match to existing teacher needs, 2) a match to existing school needs, 3) teacher involvement in the design/planning of professional development activities, 4) active participation opportunities, 5) long-term engagement, and 6) high-quality instructors. The researcher hopes that the Ministry of National Education will consider these findings and begin providing more effective professional development activities for teachers. With this means of on-going professional development Turkish teachers' growth will be enhanced and students will be better prepared to compete in a 21st century global environment.
Cheating in Online Classes: A Preliminary Investigation
Author: Baker Bemmel, Mirella
Date: 2014-00-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Cheating,Ethics,Student Behavior,Online Courses,College Students,College Faculty,Community Colleges,Surveys,Teacher Attitudes,Focus Groups,Plagiarism,Teacher Role,Integrity,Mixed Methods Research,Educational Technology

This applied dissertation was an inquiry into the phenomenon of cheating among students who take their classes online. There is a common perception that cheating is rampant in online classes and the Southern Association of Colleges and Schools, the accreditation association in the South, implemented policies, which mandate stricter monitoring of students. In turn, colleges have reevaluated or implemented integrity policies, but there is inconsistent enforcement of said policies. Online faculty at three Florida community colleges were invited to complete a modified version of the Academic Integrity Survey, which provided insights into their perception of cheating, their awareness and enforcement of institutional policies regarding cheating and safeguards used or desired. The survey was followed up with an eight-member focus group discussion, and the results were triangulated. An analysis of the data revealed that faculty is uncertain about the extent of cheating at their college, but most take action once they discover an instance of cheating. Their reaction to cheating may not necessarily be in line with the institutional policy although they are aware of the required steps. Different safeguards are used to protect the integrity of their courses, but there is an apparent lack of knowledge about available safeguards and their use. The following are appended: (1) McCabe Academic Integrity Survey 2010: Screen Shot of Faculty Survey; (2) Modified Academic Integrity Survey; and (3) Chi Square Test of the First 42 Questions.
What&apos;s a Learning Center?
Author: Brown, Wesley C.
Date: 2014-12-00
Type: Reports - Descriptive
Subjects: Learning Resources Centers,Higher Education,Student Personnel Services,Help Seeking,Institutional Characteristics,Learning Problems,Tutoring,Coaching (Performance),Counseling,Guidance,Academic Support Services

The purpose of this narrative is to describe and explain the function of learning centers in American colleges and universities. Since the early 1960&apos;s nearly every four-year institution has created or increased support for some kind of learning center with the ostensible aim of improving the academic performance of its enrolled students. In spite of the increased visibility of learning centers in higher education, however, accounts of them in the educational literature have been written in excessively abstract language, rendering them conceptually vague and fragmented. This narrative will present a view of learning centers that identifies, describes and elaborates their functions in clear concrete terms, to wit, it will: 1) identify characteristics that distinguish LCs from current and historically competing student academic support services; 2) specify several properties that link today&apos;s learning centers conceptually; 3) describe the work in done in LCs, i.e. what are its goals and the acceptable means of achieving them; and 4) recommend current learning practices that need improving. It will, in short, address the question what is a learning center?
Exploring the Role of Motivational Factors in the Academic Achievement of EFL Learners
Author: Solak, Ekrem
Date: 2012-00-00
Type: Reports - Research
Subjects: Foreign Countries,Student Motivation,Academic Achievement,English (Second Language),Second Language Learning,College Freshmen,Preservice Teachers,Questionnaires,Majors (Students),Gender Differences,Measures (Individuals),Correlation,Statistical Analysis

The purpose of this research is to explore the role of motivational factors in the academic achievement of EFL learners. The research was conducted at a State University, Faculty of Education in Turkey. The participants were 230 freshman prospective teachers from four different academic majors taking English class. Attitude/Motivation Test Battery which was composed of two parts as demographic part and the questionnaire was used to collect data about the participants? views on motivational factors influencing their academic achievement. Then, the data collected from the questionnaire was compared with the test scores of the participants at the end of the semester. The results of the research suggest that most of the motivational factors had a significant difference in the academic achievement of Turkish EFL learners. Furthermore, gender and academic major were directly affected by the motivational factors.
School-to-Work Is &quot;In&quot;
Author: Watkins, J. Foster
Date: 1994-09-20
Type: Journal Articles
Subjects: Vocational Education,Technical Education,Community Colleges,Two Year College Students,Education Work Relationship,Partnerships in Education,Transitional Programs,Labor Force Development,Career Readiness,Articulation (Education),College Role,Educational Benefits,Educational Needs,Educational Change,Educational Opportunities

The position is taken in the article that the &quot;School-to-Work&quot; initiative not be too narrowly defined to vocational/technical institutions to the exclusion of two-year/community colleges. Examples of early efforts to initiate the program are cited that seem to indicate that such could be the case. The author cites the range of students being served successfully by his institutions and describes several academic initiatives with direct career implications that are operational individually and in cooperation with area technical institutions.
Uncovering the Motivating Factors behind Writing in English in en EFL Context
Author: Büyükyavuz, Oya
Date: 2014-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Preservice Teachers,Student Motivation,Writing (Composition),Predictor Variables,Questionnaires,Higher Education,Demography,Statistical Analysis,Reading Habits,Comparative Analysis,Gender Differences,Extracurricular Activities

Writing in a language, whether the target or native, is regarded as a complex activity operating on multiple cognitive levels. This study aimed to uncover the factors which motivate teacher trainees of English to write in English in an EFL context. The study also investigated the differences in the ways teacher trainees are motivated in terms of some variables such as gender and the engagement in reading and writing activities in English outside of the classroom. A total of 270 Turkish trainee teachers of English participated in the study. The data obtained through a two-part questionnaire revealed that a great majority of the participants (n=203) read in English, compared to only half of them (n=108) preferred to write outside the classroom. Based on the findings, the study suggests that prospective English teachers need to be systematically supported and motivated to write in English both in and outside the classroom.
The Economic, Social and Administrative Pharmacy (ESAP) Discipline in US Schools and Colleges of Pharmacy
Author: Alkhateeb, Fadi M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Higher Education,Pharmacy,Pharmaceutical Education,Pharmacology,Questionnaires,College Faculty,Response Rates (Questionnaires),College Curriculum,Curriculum Design,Teacher Surveys,Measures (Individuals),Likert Scales,Teacher Qualifications,Economic Factors,Social Influences

Schools and colleges of pharmacy in the United States have struggled over the past several decades with identifying a consistent title for the broad body of knowledge related to the social, economic, behavioral, and administrative aspects of pharmacy. This paper examines the educational background and professional experience of those teaching Economic, Social, Administrative Pharmacy (ESAP) content in the United States, to identify the type, frequency, and extent to which ESAP courses are taught in United State&apos;s schools and colleges of pharmacy curricula, and to investigate the perceived importance of ESAP content among ESAP faculty. The data was collected by using a 23-item questionnaire was sent via email to 225 ESAP pharmacy faculties in the United States. 96 were returned completed for a 48 percent response rate. Most respondents are not housed in a standalone ESAP department, but would like to be. Both the educational backgrounds of ESAP faculty and the content taught within the discipline vary greatly. This may be because the content within the ESAP discipline is extremely broad. In addition, the diversification in content may be a result of both the diversity of instructor&apos;s educational backgrounds and the lack of a generally approved definition for the ESAP field.
The Effects of the SENG Parent Education Model on Parents and Gifted Children
Author: Saranli, Adile Gülsah
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Parents,Academically Gifted,Pretests Posttests,Control Groups,Experimental Groups,Rating Scales,Emotional Adjustment,Parent Attitudes,Statistical Significance,Student Attitudes

The purpose of this research is investigating effects of the SENG (Social Emotional Needs of Gifted Children) Parent Education Model on gifted children and their parents. The participants of this study were parents of 3rd, 4th and 5th grade gifted children attending Yasemin Karakaya Science and Art Center in Ankara, Turkey and the children themselves. The research design was prepost test, experimental and control group design. There were 20 parents in each of the experimental and control groups and the training lasted 10 weeks. The results of the program were assesed by Hacettepe Emotional Adjustment Scale, and the Social Support Appraisal Scale. Wilcoxon Signed Ranks Test and Mann Whitney U Test were used to analyze the data. The results showed that the effects of the SENG Model on the emotional adjustment levels of gifted children, evaluated from their parents' perspective, are positive and statistically significant. However, no significant effects from the support program were identified in gifted children's perception of social support from their parents.
Aesthetics in Young Children&apos;s Lives: From Music Technology Curriculum Perspective
Author: Ko, Chia-Hui
Date: 2013-00-00
Type: Journal Articles
Subjects: Music,Music Education,Educational Technology,Aesthetics,Early Childhood Education,Curriculum Development,Creative Activities,Creativity,Student Motivation,Values Education,Childhood Attitudes,Young Children,Technology Integration

Music technology is a term commonly used to refer to electronic form of the musical arts, particularly devices and computer software that enable the facilitation, playback, recording, composition, storage, and performance of various musical compositions. There has been a growing awareness of the importance of aesthetics in early childhood education, especially for the music technology that offers young children benefits from the implementation of an appropriately complete music technology curriculum in the early childhood educational environment and instruments application. The findings in this paper demonstrate such music courses encourage creativity and foster a sense of cultural understanding and appreciation amongst children in an early education program. In short, with the progress of developmentally appropriated program, this study demonstrates that music technology curriculum is not only valuable, but essential to the early education program for young children.
Chemistry Vocabulary Attainment among Higher Secondary Students
Author: Gafoor, K. Abdul
Date: 2014-12-00
Type: Journal Articles
Subjects: Secondary School Students,Vocabulary Development,Chemistry,Textbook Content,Textbook Evaluation,Textbook Research,Inorganic Chemistry,Thermodynamics,Organic Chemistry,Student Surveys,Familiarity,Knowledge Level,Difficulty Level,Scientific Concepts,Foreign Countries

In the context of growing empirical evidence to lack of clear understanding of the language of the science content, undesirable student outcomes including difficulty in learning science and a lack of interest with their science content area, and chemistry being particularly loaded with specialized terminology of its own, this study analyzed the vocabulary in higher Secondary School chemistry textbooks published by NCERT. Forty eight terms were identified and categorized into four broad areas namely Inorganic chemistry, physical chemistry, Thermodynamics &amp; Electo Chemistry and Organic chemistry. Difficulty with select words was studied through a sample survey among a random sample of 200 class X11students of chemistry in higher secondary schools. Meanings of prefixes like diazo, ampho, syn and photo, and suffixes like oid (eg.,actinoid), were not recognised by majority of students. Meanings of terms like ferromagnetic, solvate, and aprotic also were not recognised by majority.