ethanporcaro/eric-fulltext-meta huggingface dataset:
To What Extent Do School Leaders in Slovenia Understand Physical School Environments as a Learning Factor?
Author: Cencic, Majda
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Administrator Role,Elementary Schools,Online Surveys,Questionnaires,Administrator Attitudes,Educational Environment,Environmental Influences,School Space,School Buildings,School Policy,Planning,Ecology,Aesthetics,Cooperation,Language Usage,Ethics,Attitudes,Music,Mathematics,Statistical Analysis

School leaders are a central factor of the quality of learning and teaching in schools. It is generally believed that the staff model their behaviour on leaders, which means if school leaders understand the physical school environment to be an important factor of learning, school staff (teachers and other professional staff) will also do so. To discover how school leaders assess the school environment as a factor of learning, 150 school leaders in primary education in Slovenia were invited to complete an online questionnaire. They were asked about their views regarding to what extent their school as physical environment encouraged certain factors. Fourteen listed factors were assessed on five-point numeric scales. The results show that in their school environment, school leaders assessed ecology, movement, and respect the highest, and feelings, imagination, and space the lowest. Their estimates of the assessed factors differ depending on the type of school building (new, old, renovated) only on the factors of movement, creativity, and logic and mathematics in favour of old schools. The results provide interesting information especially for school policy and everyone involved in the planning, building, or renewal of school premises.
How Note-Taking Instruction Changes Student's Reflections upon Their Learning Activity during a Blended Learning Course
Author: Nakayama, Minoru
Date: 2017-00-00
Type: Journal Articles
Subjects: Self Efficacy,Self Evaluation (Individuals),Notetaking,Emotional Response,Blended Learning,Educational Technology,Technology Uses in Education,Student Characteristics,Student Surveys,Scores,Program Effectiveness,Cognitive Development,Correlation,Foreign Countries,Personality Traits,College Students,Teaching Methods,Student Attitudes,Factor Analysis

The metrics of self-efficacy and self-assessment were surveyed and analysed in order to examine the effectiveness of note taking instruction on emotional aspects of participants during a blended learning course. The changes of emotional aspects due to student's individual characteristics were also analysed. Participants were surveyed twice during the course, using the metrics mentioned above, and their emotional and cognitive changes were evaluated. The number of valid participants was 54. Scores of metrics between the two surveys were compared. Though most scores for self-efficacy and self-assessment decreased, this suggests that participants recognised their actual learning situation well. The relationship between the metrics and student's characteristics was examined. To illustrate participant's emotional and cognitive changes, causal analysis was introduced. The relationships between scores for self-efficacy and self evaluation in the two surveys were analysed and compared. Also, the impact of improvements in note-taking skills on changes in self-efficacy and self-evaluation were examined using causal analyses. These results show that note-taking activities significantly stimulated the level of self-efficacy and self-assessment when the lecturer's instructions were able to improve note-taking skills factor scores during the course.
Securing Trust, Roles and Communication in E-Advising--Theoretical Inputs
Author: Ranglund, Ole Jørgen S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Surveys,College Students,Academic Advising,Computer Mediated Communication,Teacher Student Relationship,Trust (Psychology)

Students claim to learn a lot from advising and feedback on assignments. This is one of the results in a survey amongst students at The Inland Norway University of Applied Sciences. Traditionally, advising is mainly a face-to-face activity. However, with an increasing number of courses offered online, it is timely to discuss how to conduct advising sessions online and using an online medium. The meeting between the student and advisor contains a number of factors; for example: eye contact, tone of voice and facial mimic. Many subtle features establish the relationship between the advisor and student. The student needs to communicate the assignment and to trust the advisor, at the other hand the advisor needs to be reassured that the student understand and trust the feedback. This paper discusses how written advising sessions can be undertaken using an online medium, and still maintain the roles, the trust and secure the communication.
Model of Higher GIS Education
Author: Jakab, Imrich
Date: 2017-00-00
Type: Journal Articles
Subjects: Models,Higher Education,Geographic Information Systems,Environmental Education,Graduate Students,Masters Programs,Active Learning,Inquiry,Spatial Ability,Data Processing,Data Analysis,Teaching Methods,Problem Solving,Task Analysis,Computer Software,Blended Learning

The methods of geospatial data processing are being continually innovated, and universities that are focused on educating experts in Environmental Science should reflect this reality with an elaborate and purpose-built modernization of the education process, education content, as well as learning conditions. Geographic Information Systems (GIS) have the dominant role in geospatial data processing. GIS education of students in Environmental Science (ES) in master´s degree can be divided into two main approaches - to teach about GIS and to teach with GIS. Approach &quot;to teach with GIS&quot; is mainly focused on teaching of Landscape Spatial Analysis with use of concrete GIS analytical tools. Students use the tools for solving of concrete problems. They work with real data and methods. The spatial analysis learned can help to manage conflicts of interest within the country, and to assess the impact of human activity on the environment. On the other hand students learn about GIS via tools and methods in concrete GIS software. To achieve higher efficiency in teaching Landscape Spatial Analysis we have created a model of GIS education based on the idea of inquiry-based learning (IBL). In an effort to get closer to the approach used for real problematic task solving, it is essential to include several interconnected systems into the education. While the Global Positioning System (GPS) Web Map Service (WMS) and Database management systems (DBMS) present the work with geospatial data similarly as GIS, Learning Management System (LMS) represents a valuable information source for students as well as an instrument for communication between teacher and students and among the students themselves during work on student projects. The proposed model can offer support of student´s motivation to learn, increased efficiency of education process and improvement preparation of students for their profession.
Do Authors of Online Electronic Materials for Teaching Mathematics Use Their Potential to Use Non-Stereotypical Cultural Settings?
Author: Moraová, Hana
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cultural Influences,Electronic Publishing,Technology Uses in Education,Educational Technology,Mathematics Instruction,Textbooks,Preservice Teachers,Qualitative Research,Statistical Analysis,Web Sites,Word Problems (Mathematics),Instructional Design,Multimedia Instruction

The paper focuses on the cultural content of online electronic materials developed primarily by Czech in-service teachers of mathematics for smartboards. The author presents an analysis of these materials with a focus on the cultural settings of word problems they contain. The paper builds on a poster presented on ECEL 2015 conference and a paper presented on ECEL 2016 conference. The question the author asks is how innovative electronic materials are as far as their cultural, non-mathematical content is concerned. Are these materials a mere conversion of problems from traditional hardcopy textbooks or have its authors gone further, introducing new motives, images and realities? Do they use the potential of the online environment that allows easy updates (unlike hardcopy textbooks that are used without any change for years, even decades)? The author builds on her research in the area of non-mathematical content of mathematics textbooks (Moraová, 2013) and of problems posed by teacher trainees (Moraová, 2014). The here presented research combines qualitative and quantitative approaches. The author analyses one hundred and seventeen online activities from the website www.veskole.cz. Word problems are classified according to their cultural content and the most frequent images are described and commented upon. The findings of this study are of interest to in-service mathematics teachers planning to develop an online teaching unit, mathematics educators but also policy makers as not much attention is paid to the cultural contents of mathematics teaching materials.
Teaching Aids and Work with Models in E-Learning Environments
Author: Jancaríková, Katerina
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Models,Electronic Learning,Science Education,Instructional Materials,Educational Technology,Teaching Methods,Natural Sciences,Information Technology,Preservice Teacher Education,Classification,Learning Theories

PISA study has defined several key areas to be paid attention to by teachers. One of these areas is work with models. The term model can be understood very broadly, it can refer to a drawing of a chemical reaction, a plastic model, a permanent mount (taxidermy) to advanced 3D projections. Teachers are no longer confined to teaching materials and aids available physically at schools. Thanks to information technology, models can be included in lessons almost without any limits. However, work with models is very specific due to the simple fact that a model always differs from what it represents. Efficiency of education using ICT can be affected negatively in case that work with complex models requires high level of abstraction which pupils are not capable of (Harrison and Treagust, 2000). Jancaríková (2015) points out that--due to the demands on upper secondary pupils--children must be taught how to relate models to real objects from very early stages. Linking an object to its model--isomorphism is the basis for successful work with models. Work with models thus must be developed systematically and consistently and included into teaching of younger learners. The scope of work with models in natural sciences is gradually increasing. However, the fact that we are able to project models to pupils using information technology does not mean that pupils will be able to understand them. In this paper we want to point out that not enough attention is paid to work with models (not only in the Czech Republic)--methodology of work with models does not exist and is not taught to pre-service teachers. The paper classifies types of models we come across in lessons, describes basic differences between objects and reality they represent and proposes possible ways of systematic inclusion of models into teaching.
GeoGebra Materials for LMS Moodle Focused Monge on Projection
Author: Ferdiánová, Vera
Date: 2017-00-00
Type: Journal Articles
Subjects: Integrated Learning Systems,Geometry,Educational Technology,Technology Uses in Education,Interaction,Instructional Materials,Visualization,Models,Questionnaires,Statistical Analysis,Computer Software,Teaching Methods

&quot;The use of e-learning and modern technologies is an integral part of teaching descriptive geometry&quot; (Rankowski and Minaruth, 1979). Teachers often create Flash animations, websites and other interactive materials for their students using special tools and software; e.g. Cabri, GeoGebra or Construct 3D (García et al, 2007). There is an option of installing GeoGebra plugin within the frame of LMS Moodle, which results in having two important parts of self-study in one place. Thus, it might be a solid background for creation of integrated materials, which should support the development of spatial imagination. However, &quot;this is the ability most students lack, which results in having problems with understanding simple tasks in descriptive geometry&quot; (Gittler and Judith, 1998), which also leads to the fact, that Monge projection is not a favourite topic for them. This article continues the paper (Ferdiánová and Poruba, 2016), in which paper models of basic tasks in Monge projection, designed as supportive material for teaching geometry, were presented. The aim of this paper is to introduce interactive materials for Monge projection, which are implemented into LMS Moodle, as well as show results of pilot research of influence of using these materials on students. Students have geometric tasks, anaglyph models and templates for creation of paper models, which were used for better visualisation of geometric relationships in space, at disposal. Outcomes of pilot research questionnaires and tests are processed by basic statistical methods, e.g. Wilcox test. Outcomes of pilot testing influence further changes of usage interactive materials and LMS Moodle in self-study process.
Technology-Capable Teachers Transitioning to Technology-Challenged Schools
Author: Derbel, Faiza
Date: 2017-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Educational Technology,Foreign Countries,Technological Literacy,English (Second Language),Second Language Instruction,Language Teachers,Teacher Competencies,Questionnaires,Semi Structured Interviews,Pedagogical Content Knowledge,Ethnography,Teaching Methods,Inservice Teacher Education,Teacher Attitudes,Case Studies

Developing countries lacking capabilities, funds and human resources are compelled to improve the digital literacy rates of their task force through educational initiatives. This is the case of Tunisia where a stand-alone in-service teacher education (Ted) initiative was implemented in 2014 and 2015. The aim of this project, the Tech Age Teacher Project (TATP), was to equip teachers in Tunisia with the technology skills for teaching so that they can dispense teaching of a 21st-century education quality. Five English language teachers, who benefitted from this initiative, are the focus of this study. The aim was to explore whether and how they are making the transition into the technologically-challenged schools. Analysis of the TATP documents, data is collected through a short teacher questionnaire and a semi-structured interview during which teachers give their personal accounts as TAT trainees and their attempts to apply the ideas in real school settings. Results indicated that teachers showed great dedication toward implementing the ideas/skills received in the training and that they strove, as technology-capable teachers, to integrate technology in their day-to-day practice despite the constraints they faced in the schools. Their accounts reveal their rationale and motives for using technology with their students and the strategies they employ to circumvent obstacles, but also show that their success in integrating technology remains restricted by issues of infrastructure, barred access to a technology space, learners' &quot;playful&quot; attitudes, etc. The findings highlight these teachers' resourcefulness and sense of mission as to transforming their learners' learning experience and changing their attitudes towards technology use and to fostering 21st-century education learning goals. The paper concludes with recommendations for future initiatives to (re)design and (re)orient the goals of the initiative towards supporting these teachers' learning processes as they make the transition as technology-capable teachers into the technology-challenged schools. Recommendations are made for the emerging professional community of technology-capable teachers to build a networked community of practice likely to foster these teachers' reconstruction of their professional knowledge and skills and to facilitate the dissemination of ideas on the integration of technology in education.
Evaluating the Fatih Project Applications in the Turkish Educational System According to Teachers' Viewpoints (Turkey)
Author: Sozen, Erol
Date: 2017-06-23
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Computer Uses in Education,Secondary School Teachers,High Schools,Statistical Analysis,Gender Differences,Institutional Characteristics,Vocational High Schools,Class Size,Teacher Characteristics,Educational Attainment,Status

The purpose of this study was to analyze teachers' perspectives on the usage of smart boards and Tablet PCs in the Fatih Project using some variables (gender, branches, school types, educational status etc). The measurement scale of the study was developed and applied with the high school teachers in Düzce. Quantitative research methods were used in the study and screening model was applied. The SPSS 20.0 statistical package program was used to analyze the data. Frequency values, percentages and mean values were used in data analysis; whereas, the One-Way Variance Analysis (ANOVA) and the t-test were used for unconnected sampling. The study samples were 323 teachers chosen haphazardly from amidst teachers from a variety of high schools in Düzce in the 2015-2016 academic year. In general, the teacher viewpoints on the dimensions defined in the measurement tool were observed to be &quot;I am indefinite&quot; or &quot;I am indecisive.&quot; In consequence of the analyses, it was identified that there was a remarkable difference in using Tablet PC PCs on behalf of the male participants according to the gender variable. Seeing that the branch variable, there was a significant difference in using Tablet PC PCs dimension in favor of the foreign language branches; and a significant difference was also found out in using Tablet PC PCs dimension on behalf of the skills class branches. According to school type variable, significant differences were detected in the distribution of the Tablet PC PCs in favor of the vocational high schools. No significant difference was observed according to the graduation variable. In average class population variable, on the other hand, a significant difference was determined in favor of the classes with 26 to 30 students and with 31 and over students in the smart board dimension.
The Effect of Teaching Methods and Learning Styles on Capabilities of Writing Essays on Elementary School's Students in East Jakarta
Author: Wuryani
Date: 2017-06-23
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Cognitive Style,Writing Ability,Essays,Elementary School Students,Writing Instruction,Instructional Effectiveness,Outcomes of Education,Grade 3,Statistical Analysis,Whole Language Approach,Hypothesis Testing

The objective of this research was to discover the effect of teaching methods and learning styles on the student's ability to write essays. This study was conducted in elementary school in East Jakarta. The population of this studies was 3rd-grade elementary school students who study in East Jakarta. Samples were taken with stratified cluster random sampling technique with 32 students as the respondents. Results were analyzed with two ways analysis of variance (ANOVA) and continued with advanced analysis techniques by Tukey test. The results of this study can be described as follows: First, there is an effect between language methods and writing essays capability of elementary school students; Second, there is an interaction effect between teaching methods and learning styles on capability writing essays; Third, the whole language teaching methods only affect elementary school student's writing essays capability with &quot;field independent&quot; learning styles; Fourth, the whole language teaching method does not affect elementary school student's writing essays capability with &quot;field dependent&quot; learning style.
The Strategies of Using a Special Kind of Number Patterns in Different Stages of Education
Author: Jureczko, Joanna
Date: 2017-06-23
Type: Journal Articles
Subjects: Numbers,Mathematics,Generalization,Middle School Students,High School Students,College Students,Problem Solving,Preservice Teachers,Foreign Countries,Age Differences,Methods

Patterns and generalization are one of the most fundamental aspects of mathematics, which makes recent decades, mathematical tasks which include patterns, whether they are numerical or graphical, are mostly used, for example researching generalization. The aim of this paper is to investigate how a special kind of task concerning well-known palindromes can diversify the process of generalization in three different age groups of students. More precisely, the paper includes the analysis of solutions of one task concerning counting of numbers of palindromes by middle school, high school and university students with the special attention for finding similarities and differences among advance of process of generalization and using methods of solving in researched groups. The researched groups chosen randomly from two distant part of Poland, were consisted of 44 middle school students, 102 high school students and 51 university students (including 42 pre-service teachers). All students solved the same task in limited time without any assistance of teachers. The research was carried out between 2013 and 2015.
The Study of Validity and Reliability of the Perceived Value Scale of Prospective Teachers in Terms of Teaching Profession
Author: Demir, Engin
Date: 2017-06-00
Type: Journal Articles
Subjects: Preservice Teachers,Test Validity,Test Reliability,Measures (Individuals),Teaching (Occupation),Values,Elementary School Teachers,Likert Scales,Mixed Methods Research,Foreign Countries

The aim of this study was to develop &quot;Perceived Value Scale in regard to Teaching Profession of Prospective Teachers.&quot; The validity and reliability analysis of the scale, developed for prospective elementary school teachers, was performed. In order to determine the values of the teaching profession, first of all, the related literature was scanned and an essay about the values related to the profession was written by the elementary school teachers and prospective teachers. In this way, 75 values in regard to teaching profession were determined. The obtained values were asked to be ranked according to their significance by primary school teachers and prospective teachers and a Likert scale consisting of 64 items was prepared for 10 values that are most significant. After receiving expert opinions on scale items, 491 prospective teachers were applied and analysis was performed with findings. According to the analysis results, the Kaiser-Meyer Olkin (KMO) sample suitability was found as 0.847. In order to determine the reliability of the scale, Cronbach Alpha internal consistency indexes were calculated. The internal consistency index (Cronbach Alpha) of the scale was found as 0.899. Varimax vertical rotation method was used to determine independent sub factors of the scale. The lower cut-off point of the factor loads is taken as 0.45. It was found that the scale consisting of 8 factors and 40 items, explained 58,674% of the total variance. Findings suggest that the &quot;Perceived Value Scale in regard to Teaching Profession of Prospective Teachers&quot; is a valid and reliable measurement tool that can be used to determine the perceived value of the teaching profession of primary school prospective teachers.