ethanporcaro/eric-fulltext-meta huggingface dataset:
The Development of a Curriculum for Renewable Energy: A Case Study of Charcoal Briquettes from Agricultural Residues for Environmental Literacy of Secondary School Students at Samaki Wittaya Municipality School
Author: Klakayan, Jagree
Date: 2016-00-00
Type: Journal Articles
Subjects: Energy,Energy Conservation,Questionnaires,Agriculture,Curriculum Implementation,Comparative Analysis,Sampling,Surveys,Interviews,Multivariate Analysis,Content Validity,Scores,Gender Differences,Knowledge Level,Environmental Education,Secondary School Students,Student Attitudes,Foreign Countries,Curriculum Development,Municipalities

This research aimed to (1) design a curriculum on Production of Charcoal Briquettes from Agricultural Residues, (2) implement the designed curriculum, and (3) study and compare the learning achievements of Matthayomsuksa 3 students at Samakee Wittaya Municipality School in terms of knowledge, learning skills, and participation in the production of charcoal briquettes from agricultural residues. The sample group consisting of 26 Matthayomsuksa 3 students was selected by the purposive sampling techniques. The research tools included a survey, interviews, a curriculum on charcoal briquette production, a knowledge test, a learning skill assessment questionnaire, and a participation assessment questionnaire. This research study was conducted in three phases. In phase 1, a survey and interviews were employed to gather initial data for curriculum development. A curriculum on charcoal briquette production was developed in phase 2 using the initial data gained from phase 1. The designed curriculum was implemented with the sample group in phase 3. The data were analyzed by mean and standard deviation, and the research hypotheses were tested by paired samples t-test and F-test (One-way MANCOVA and One-way ANCOVA). As assessed by the experts, the quality and content validity of the curriculum was at the average level (x-bar = 0.80-1.00), and the suitability of the curriculum was at the high level (x-bar = 3.60-4.40). Besides, it was found that after the implementation of the curriculum the students' mean scores, both in each and all aspects, for knowledge, learning skills and participation in charcoal briquette production were higher than those before the implementation of the curriculum at the significance level of 0.05. The one-way MANCOVA results showed that students of different genders had different knowledge, learning skills and participation in charcoal briquette production, statistically significant at the level of 0.05. The univariate tests also revealed a significant difference in two dimensions of environmental knowledge of the students--knowledge on renewable energy and participation in renewable energy production, at the significance level of 0.09.
Using Generic Inductive Approach in Qualitative Educational Research: A Case Study Analysis
Author: Liu, Lisha
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Research,Qualitative Research,Case Studies,Undergraduate Students,College English,Nonmajors,English (Second Language),Research Methodology,Data Collection,Data Analysis,Student Experience,Transitional Programs,Foreign Countries,Interviews

Qualitative research strategy has been widely adopted by educational researchers in order to improve the quality of their empirical studies. This paper aims to introduce a generic inductive approach, pragmatic and flexible in qualitative theoretical support, by describing its application in a study of non-English major undergraduates' English learning transition from school to university in China. Through an analysis of how this case study was conducted, the main features of the generic inductive approach are discussed in detail. Subsequently, some suggestions for its effective use are put forward so that this approach can help to provide meaningful interpretive power to make sense of the findings in educational research.
Obesity Education as an Intervention to Reduce Weight Bias in Fashion Students
Author: Christel, Deborah A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Obesity,Intervention,Social Bias,Reading Assignments,Reflection,Surveys,Scores,Genetics,Environmental Influences,Stereotypes,Student Attitudes,Attitude Change,Beliefs,Clothing,Mixed Methods Research,College Students

The purpose of this work was to explore the effectiveness of an educational intervention aimed at reducing weight bias. Senior fashion students (n = 11) enrolled in a 16 week special topics course, &quot;plus-size swimwear design,&quot; completed assignments of selected obesity related educational readings and guided critical reflection. Student assignments were analyzed for qualitative evidence regarding weight bias. The Beliefs About Obese Persons scale was administered before and after the intervention with mean scores tested for statistical significance. The intervention increased student perceptions that genetic and environmental factors play an important role in the cause of obesity and decreased students' negative stereotypes regarding obese consumers. Educational reading and critical reflection was effective in improving fashion students' beliefs and stereotypes regarding obese people. This widely accessible and easily replicable program can serve as a model and springboard for further development of educational interventions to reduce weight bias among fashion related students.
Educational Faculty Members' Perceptions on Multicultural Teacher
Author: Günay, Rafet
Date: 2016-00-00
Type: Journal Articles
Subjects: Phenomenology,Teacher Surveys,Teacher Competencies,Teacher Characteristics,Multicultural Education,Figurative Language,Departments,Correlation,Comparative Analysis,Science Teachers,Cultural Literacy,Professional Identity,Foreign Countries,Qualitative Research,Content Analysis

This purpose of this study is to determine how the perceptions of teaching personnel members were conceptualized through use of metaphorical images with regard to the multicultural teacher. In this study, a phenomenological design, a type of qualitative research design was used. A total of 323 teaching personnel members employed at 71 educational faculties in Turkey participated voluntarily in the study. The data of the participants were analyzed using descriptive content analysis. The metaphors most used by the teaching personnel members were those of conductor, treasure chest of knowledge, Rumi, a restaurant chef, a gardener, a rainbow, a democrat, a prism and a guide. Whether one compares the Department of Educational Sciences with other departments or makes a comparison of the main subject areas within the Department of Educational Sciences, of all the themes produced, the perception seems to be shared that the multicultural teacher is able to synthesize the viewpoints of different cultures. These appeared to be no misunderstandings or misconceptions regarding the concept of the multicultural teacher with no distinction recorded between the Department of Educational Sciences and the main subject areas.
The Impact of Science Teachers' Beliefs on Teaching Science: The Case of Saudi Science Teachers
Author: Alabdulkareem, Saleh Abdullah
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Teachers,Teacher Attitudes,Middle School Teachers,Questionnaires,Interviews,Constructivism (Learning),Science Instruction,Cultural Influences,Islam,Religious Factors,Discovery Learning,Males,Learning,Teacher Role,Teaching Methods,Conflict

The researcher aims to investigate Saudi science teachers' beliefs about learning and teaching issues. The sample consisted of 247 middle school teachers in Riyadh, Saudi Arabia. The study conducted in the academic school year 2014/2015, and utilized a questionnaire and an interview that included 10% of the sample. The questionnaire targeted the teachers' conceptions of learning and teaching issues and examined whether these conceptions fit the transmission, or discovery, of constructivist approaches. The interview focused on &quot;authentic scientific resources&quot;, the limitations of the word &quot;science&quot;, and the possible conflict between science and Islamic resources. The goal of this study was to draw conclusions and pedagogical implications to contribute to a better understanding of science teachers' beliefs. The results show a significant shift toward the discovery approach. However, teachers address science as an issue separate from historical and cultural aspects. Based on the findings of this study, the researcher suggests a number of pedagogical implications.
Teachers' Views of the School Community Support in the Context of a Science Curricular Reform
Author: Deslandes, Rollande
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Science Curriculum,Educational Change,Ethnography,Secondary School Science,Teaching Methods,Instructional Innovation,Focus Groups,School Culture,Educational Resources,Curriculum Implementation,Organizational Culture,Foreign Countries

This study examines teachers' perceptions and comprehension of their school community support for change in implementing a new teaching approach in science and technology in the context of a reform initiative at the secondary level. It is part of a two-year research-intervention conducted with science teachers from a private school. Data was first collected through ethnographic notes and audio-recorded focus groups with 256 students. Although appreciated by students, the implementation provoked conflicts at the school community level. Building on the Cultural-Historical Activity Theory (CHAT) and on the expansive learning cycle aiming at transforming an activity system, the actual study aims at deepening our understanding of the origins of contradictions at and between some of the poles of multileveled activity system that is object-oriented, mediated by artefacts (instruments), and comprises the community, rules and division of labor poles. Findings highlight the clash in the participant teachers' values versus the community's in implementing innovative teaching practice. Teachers report favoring nontraditional ways of teaching and giving more room to adolescents' autonomy while the stakeholders (school principal, parents) are often looking for traditional teaching practices and students' school achievement. The results put into evidence the need to identify common grounds and to make sense of the new science teaching approach aiming at promoting students' autonomy, critical judgment, and school success levels.
Morphology and Vocabulary Acquisition: Using Visual Cues from Word Parts to Enhance Recall and Decode Newly Encountered Words
Author: Bellomo, Tom
Date: 2012-00-00
Type: Journal Articles
Subjects: Morphology (Languages),Vocabulary Development,Language Acquisition,Cues,Visual Stimuli,Word Recognition,Decoding (Reading),Quasiexperimental Design,Recall (Psychology),Retention (Psychology),Reading Instruction,College Students,Reading Tests,Workbooks,Reading Readiness,Morphemes,English,Teaching Methods,Memory,Summative Evaluation

An enhanced replication of an original quasi-experiment (Tom Bellomo, 2009b) was conducted to quantify the extent of long term retention of word parts and vocabulary. Such were introduced as part of a vocabulary acquisition strategy in a developmental reading course at one southeast four-year college. Aside from incorporating changes to the test instrument, creating a course-specific workbook, and including more detailed demographics, the emphasis of this present study was on measuring student recall of instructed items--months after the conclusion of the course. Robust results, though generalized solely to this convenience sample, warrant further investigation by those interested in strengthening students' college reading readiness.
Growing Reading Fluency: Engaging Readers with Technology and Text
Author: Parenti, Melissa A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Reading Fluency,Reading Instruction,Web 2.0 Technologies,Technology Integration,Information Management,Elementary Secondary Education,Reading Strategies,Interaction

The presence of technology in K-12 classrooms continues to increase. With the onset of these technological advances, a refined lens for analysis of the effectiveness of these tools is required. Web based tools necessitate a synthesis of Technological, Pedagogical and Content knowledge. Moreover, the use of technology should support the content and pedagogy linked to the objective of the lesson. This work introduces the use of VoiceThread as a promising technological tool used to encourage reading fluency. Particularly, it emphasizes the Audio-Visual benefits of interactive use of engaging text and VoiceThread to improve reading fluency via the notable practices of Repeated Reading and Readers Theater. The scope, therefore builds upon best practices in literacy instruction, the technological pedagogical and content knowledge framework, as well as application of integrating web 2.0 tools in classroom settings.
Autoethnographies and Ethics: Stories from the &quot;Other&quot; Side
Author: Matthews, Anne Bratach
Date: 2007-00-00
Type: Journal Articles
Subjects: Ethics,Racial Relations,Classroom Techniques,Teaching Methods,African American Students,College Students,Academic Achievement,Whites,Teacher Student Relationship,Ethnography,Cultural Context,Programming (Broadcast),Radio,Race,College Athletics,Intercollegiate Cooperation,Racial Attitudes,Females,Freshman Composition,Writing (Composition),Academic Discourse

In the spring of 2007, more than 40 years after the advances made by the civil rights movement, and more than 50 years after the U.S. Supreme Court &quot;Brown vs. Topeka Board of Education&quot; decision, white radio talk-show host Don Imus taught us a lesson about racism--but it was not the lesson he thought he was teaching. His &quot;lesson&quot;--that black women better mind their place--backfired. While most of white students would argue passionately that racism is a thing of the past, that it's time to move on, Imus was a reminder that just the opposite is true. As a white teacher invested in African American students' academic success, the author works toward racial justice in his first-year writing classes by assigning an autoethnography, which invites students to position themselves as subjects rather than as objects. In this article, the author Autoethnographies and Ethics related to his classroom teaching.
The Effect of Manipulatives on Mathematics Achievement and Attitudes of Secondary School Students
Author: Kontas, Hakki
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Manipulative Materials,Secondary School Mathematics,Secondary School Students,Mathematics Achievement,Student Attitudes,Pretests Posttests,Control Groups,Experimental Groups,Quasiexperimental Design,Grade 7,Foreign Countries,Achievement Tests,Attitude Measures,Scores,Statistical Analysis,Nonparametric Statistics,Likert Scales

The purpose of this study is to investigate the effect of manipulatives (concrete learning materials) both on the academic achievement of secondary school students in mathematics and on their attitudes towards mathematics. Pretest-posttest control group experimental model, which is one of the quasi-experimental research designs, was used in the study. The study group consisted of 48 seventh grade students (24 in experiment group and 24 in control group) studying in a state school in the Southeastern Region of Turkey in 2014-2015 school year. The ages of students range between 13 and 14. Mathematics achievement test and mathematics attitude scale were applied in order to collect the research data. As a result of the research, posttest mathematics academic achievement scores of experiment and control groups were found to differ significantly in favor of posttests in both groups. The scores of attitude towards mathematics for experiment and control groups were significantly different in posttests in favor of the experiment group.
An Evaluation of High School Curricula Employing Using the Element-Based Curriculum Development Model
Author: Aslan, Dolgun
Date: 2016-07-00
Type: Journal Articles
Subjects: Curriculum Evaluation,Secondary School Curriculum,High Schools,Curriculum Development,Models,Foreign Countries,Questionnaires,Likert Scales,Teacher Attitudes,Secondary School Teachers,Statistical Analysis,Student Educational Objectives

This study was conducted with the aim of evaluating the curricula that constitute the basis of education provision at high schools in Turkey from the perspective of the teachers involved. A descriptive survey model, a quantitative research method was employed in this study. An item-based curriculum evaluation model was employed as part of the evaluation process. The data for the study were obtained from the 199 participant teachers via an &quot;evaluation questionnaire of the high school curriculum. This questionnaire was designed after careful consideration of the key elements of the curriculum. The evaluations submitted by teachers with regard to the items contained within the survey were carefully interpreted. This followed the clear identification of the percentages, frequencies and averages involved. According to the findings obtained from the study, the opinions of teachers concerning the components of the High School Teaching Program when taken as a whole were found to be at an average level. As concerns all elements of the program, teachers were found to most closely agree with those statements within the &quot;(I) partly disagree&quot;category. Results indicated a higher percentage of responses that corresponded with the &quot;definitely disagree&quot; or &quot;disagree&quot; categories than for the &quot;definitely agree&quot; or &quot;agree&quot; categories.
Determining Attitudes towards Pedagogical Teacher Training: A Scale Development Study
Author: Aydin, Hasan
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Teacher Attitudes,Preservice Teacher Education,Attitude Measures,Test Construction,Likert Scales,Statistical Analysis,Factor Analysis,Componential Analysis,Construct Validity,Reliability,Correlation

Education is the key to raising generations that are modern, democratic, productive, diligent, understanding, perceptive, critical and inquisitive. Teacher education is more important today than it has been in half a century. Thus, teachers are so significant to education and scholars argue that teacher quality is the most important within-school factor affecting student performance because great teachers help create great students. In fact, research shows that an inspiring and informed teacher is the most important school-related factor influencing student achievement, so it is critical to pay close attention to how we train and support both new and experienced educators (Edutopia, 2008). The Republic of Turkey has made great efforts to train teachers and meet the demand for teachers. Pedagogical teacher training is a part of this effort. This study will help determine the attitudes of teacher candidates towards the Pedagogical teacher training they receive, and in this regard the purpose of this study is to develop a measurement tool that can be utilized in future studies. The study showed that &quot;The Attitude Scale towards Pedagogical Teacher Training&quot; (&quot;PFETO)&quot; is a valid and reliable tool. PFETO is a valid and reliable data collection tool for future studies on attitudes towards Pedagogical Teacher Training.
Concept Cartoons Supported Problem Based Learning Method in Middle School Science Classrooms
Author: Balim, Ali Günay
Date: 2016-00-00
Type: Journal Articles
Subjects: Middle School Students,Problem Based Learning,Secondary School Science,Science Instruction,Teaching Methods,Inquiry,Experimental Groups,Control Groups,Pretests Posttests,Quasiexperimental Design,Grade 6,Foreign Countries,Scientific Concepts,Knowledge Level,Science Tests,Statistical Analysis,Multivariate Analysis

Problem based learning, in which events from daily life are presented as interesting scenarios, is one of the active learning approaches that encourages students to self-direct learning. Problem based learning, generally used in higher education, requires students to use high end thinking skills in learning environments. In order to use effectively for secondary students, concept cartoons can be integrated to problem based learning environment. Concept cartoons provide alternative views and help students at problem solving stage. So, in this study the effects of concept cartoons and problem based learning on students' inquiry learning skill perceptions and levels of relating knowledge with daily life were examined. Two experiment groups and one control group were formed and pre test-post test control group quasi experimental design was used in this research. During four weeks experimental practice, courses were continued with concept cartoon integrated problem based learning in experiment group 1 while only problem based learning was used in experiment group 2 and science program activities was used in control group. 553 sixth grade students (13-14 age group) from 9 different middle schools in Turkey participated in this study. Inquiry learning skills perception scale and knowledge-daily life relating open ended questions were used as data collection tools. In the result of the data analysis, it was found that students' inquiry learning skill perceptions scores differ significantly in favor of experiment groups. However, no significant difference found between groups in terms of knowledge-daily life relation scores.
Confidence Using Best Practices to Teach Writing: A Case Study of Community College Professors
Author: Koch, Sharon J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Community Colleges,College Faculty,Writing Instruction,Best Practices,Writing Teachers,Case Studies,English Teachers,Self Efficacy,Teacher Surveys,Interviews,Educational Practices,Writing Difficulties,Teaching Styles,Teacher Effectiveness,Taxonomy,Evidence Based Practice

The issue of preparation of the nation's student body has many facets, including the preparation of faculty charged with their instruction. This article reviews findings from a single-case study of community college English faculty members' perceived self-efficacy (Bandura, 1997) using best instructional practices, as identified by the &quot;National Association for Developmental Education&quot; (NADE; 2009) to teach writing to underprepared students. The sample included 12 faculty members from a community college in a northeastern state. Seven of the 12 survey respondents also participated in an interview. Overall, the data indicated that faculty members were confident in using the practices. Some interview data did not reinforce survey data, providing a robust area for further consideration.
Considering a Technological Redesign of Developmental Mathematics? It's Sixes
Author: Kohler, Eric M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Developmental Studies Programs,Remedial Mathematics,Educational Technology,Computer Uses in Education,Mastery Learning,Feedback (Response),Self Control,Cognitive Style,Mathematics Anxiety,Anxiety,Tests,Educational Finance,Barriers,Self Efficacy,Student Attitudes,Teacher Student Relationship,Teacher Role

As a remedy to the lack of student success in developmental mathematics courses, many institutions have been moving toward computer-based instruction as a means of replacing current lecture offerings. An increasing number of institutions have reported using technology as the primary instructional tool for mathematics courses, with digitized delivery systems gaining headway in many institutions. Indeed, a move away from traditional lecture-based instructional methods offers an array of pedagogical possibilities; however, the decision to redesign course offerings to include a strong technological component can be complicated. This article presents a balanced literature-based and practitioner-confirmed assessment to help developmental educators make informed decisions regarding the concept of computer-based instructional redesign.