ethanporcaro/eric-fulltext-meta huggingface dataset:
Problem-Based and School-Type as Contributory Factors to the Senior Secondary School Students&apos; Practical Skills in Chemistry
Author: Osokoya, Modupe M.
Date: 2018-00-00
Type: Journal Articles
Subjects: High School Students,Chemistry,Science Education,Problem Based Learning,Institutional Characteristics,Pretests Posttests,Comparative Analysis,Foreign Countries,Teaching Methods,Coeducation,Student Motivation,Single Sex Schools,Skill Development,Instructional Effectiveness

The study assessed effects of problem-based learning approach on senior secondary school students' practical skills in chemistry and the role of school type as a moderating variable. A pretest, posttest control group quasiexperimental setting with non-equivalent groups design was adopted. A total of 124 students (54 from coeducational and 70 from single-sex) of federal government colleges in Lagos and Oyo states of Nigeria participated in the study. A 33-item Chemistry Manipulative Skills Scale (CHEMMSS) with Cronbach alpha of 0.87 was used along with the treatment manuals as instruments. Findings show that students exposed to problem-based learning approach performed better in practical chemistry than those taught using conventional method. The result also revealed that students from single-sex colleges had higher mean score gain in practical skills in chemistry than those from coeducational colleges. Chemistry teachers are therefore enjoined to adopt problem-based learning approach in the teaching of practical chemistry and that teachers in coeducational schools should motivate and encourage their students so as to benefit meaningfully in the approach.
A New Education Pathway for Marginalized Youth in the US: A Model for Denmark and Scandinavia? Reflections Based on the Approach of the P-Tech Schools
Author: Petersen, Karen Bjerg
Date: 2018-00-00
Type: Journal Articles
Subjects: Secondary Education,Educational Attainment,Vocational Education,Ethnic Groups,Minority Groups,STEM Education,Dropout Rate,Models,Teacher Educators,Disadvantaged Youth,Program Descriptions,Foreign Countries,Teaching Methods,Nontraditional Education,Student Projects,Admission Criteria,Admission (School),Dual Enrollment

Denmark has persistent challenges with an unacceptably large 'residual group' of young people with no upper secondary education. Vocational education and training programs continue to suffer low enrollment and high dropout rates. Far too many ethnic minority boys drop out of school and educational system in Denmark. At the same time, there is a growing shortage of labor within science, technology, engineering, and mathematics (STEM). In this article, we introduce and discuss an educational approach, invented in the Pathway-to-Technology (P-Tech) schools in the US, as a reflection model for Denmark and Scandinavia and for teacher educators. P-Tech is the concerted pedagogical efforts of various educational institutions, businesses, and political initiatives aimed specifically at the large marginalized and vulnerable residual youth groups in the US.
Learning by Participating in Social Movements: Ethnographic Research in Madrid (Spain)
Author: Melero, Héctor S.
Date: 2019-11-00
Type: Journal Articles
Subjects: Foreign Countries,Social Change,Activism,Change Strategies,Educational Methods,Citizen Participation,Popular Education,Democratic Values,Informal Education

Learning in social movements has been studied using different approaches, such as critical pedagogy, public pedagogy and adult education (Ollis, &amp; Hamel-Green, 2015). While in the field of formal education, the focus is usually on 'education for citizenship' or 'citizenship education' (Schugurensky, 2006, 2010; Schulz, Ainley, Fraillon, Losito, &amp; Agrusti, 2016; Tawil, 2013), educational studies that focus on social movements can be classified into two large unrelated groups (Niesz, Korora, Walkuski, &amp; Foot, 2018). One explores the influence of social movements in formal education, with diverse approaches and little connection among them. The other studies learning in social movements, mostly inserted in the field of adult education and that form a corpus of interrelated and expanding knowledge. However, there are still few works that arise from an idea of complementarity or that have a double focus on citizen education that leads to activism, and activism as an educational process (Davies, Evans, &amp; Peterson, 2014). Our previous studies arose from the idea of complementarity and an understanding that in order to formulate proposals for citizenship education, the object of study must be how citizenship and participation learning happens. That is, trying to understand the learning experiences of activists and the learning that takes place in spaces of participation, such as social movements, to formulate educational proposals (Gil-Jaurena, Ballesteros, Mata &amp; Sánchez-Melero, 2016; Melero, 2018).
Changing Perceptions of Pre-Service Educators through Service-Learning
Author: Leytham, Patrick A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Attitude Change,Student Attitudes,Service Learning,Students with Disabilities,Transformative Learning,Inclusion,Classroom Environment

Despite the worldwide increasing prevalence of students with disabilities (SWD) in the general education environment, pre-service educators (PSE) are still reporting negative attitudes before and after taking coursework regarding SWD. Service-learning may be one method for improving the perceptions of PSEs towards SWD. Prior research has not investigated service-learning for PSE with SWD using change and transformative theory to understand changes. The purpose of this mixed methods study was to determine whether a service-learning activity positively influences PSE perceptions regarding the inclusion of SWD in the general education environment using a modified sentiments, attitudes, and concerns protocol. Results indicate that PSEs can positively change their perceptions concerning SWD in their future classrooms.
Does the Introduction of Learning Management Systems in Vocational Education and Training Affect Learning? A Norwegian Experience
Author: Witsø, Hilde
Date: 2018-00-00
Type: Journal Articles
Subjects: Vocational Education,Integrated Learning Systems,Instructional Effectiveness,Apprenticeships,Transfer of Training,Teacher Student Relationship,Documentation,Foreign Countries,High School Students,Vocational Education Teachers,Mastery Learning,Vocational High Schools,Building Trades,Feedback (Response),Interpersonal Communication

Recently, learning management systems have been introduced in the Norwegian school system, including vocational schools. Some vocational teachers have been sceptical about using learning management systems in vocational education and training. This study examined if the vocational teachers' use of a learning management system facilitated the students' opportunities to prepare for the tasks that will be part of their future as an apprentice. The research question was How does the introduction of learning management systems in vocational education and training affect learning? In vocational education and training, the transfer of tacit knowledge from master to apprentice has traditionally played an important role in the teaching. This transference of knowledge takes place in a face-to-face setting and in an interaction between master and apprentice which is based on acting, showing, explaining, and commenting. Documentation requirements through learning management systems appear to strengthen the vocational students' understanding of work tasks they will encounter as apprentices in the workplace. Learning management systems allows for the transference of tacit knowledge, and the documentation also appear to strengthen the communication between students and teacher.
Second Order Teaching
Author: Thingholm, Hanne Balsby
Date: 2018-00-00
Type: Journal Articles
Subjects: Observation,Classroom Communication,Metacognition,Context Effect,Teaching Methods,Instructional Design,Learning Processes,Theses

This conceptual paper presents the concept of second order teaching as developed by the authors. The concept was developed through system theoretical concepts as second order observation and context learning, and it relates to theories on metacognition -- thinking about thinking. Implications for teaching and learning are described, and the paper presents a student evaluation from a thesis preparation course framed by the concept of second order teaching.
A Synopsis of Philosophy for Teachers (p4t): A Study of the Philosophy for Children Hawai&apos;i (p4cHI) Educational Framework Applied in Pre-Service Teacher Education
Author: Bush, Kirsten S. B.
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Education Courses,Student Attitudes,Philosophy,Teaching Methods

It is well argued by many educational theorists that modernist views on education have kept schools in the United States similar to those of one hundred years ago when Dewey (1916) advocated for more democratic views of education. Dewey (1916) warned against the hierarchical structures in education, describing how information to be learned in classrooms trickles down from policy makers and universities to administrators to teachers who then &quot;impose them upon children.&quot; Even with the encouragement of student centered learning, this still occurs today. Greene (1978) argues that perceptions toward teaching could evolve through teacher educators who &quot;work to combat the sense of ineffectuality and powerlessness that comes when persons feel themselves to be victims of forces wholly beyond their control, in fact beyond any human control&quot;. However, &quot;conditions must be deliberately created&quot; (Greene 1988). One educational framework aiming to set up these conditions is philosophy for children Hawai'i (p4cHI). It is the use of a p4cHI framework in teacher education that is the basis for this study. This phenomenological study is a philosophical inquiry to expose &quot;an understanding of the essences of the experience[s]&quot; (Moustakas 1994) of teacher candidates participating in three different teacher education courses taught using a p4cHI approach. The 47 participants, including students and instructors, were observed in an ELA methods, social studies methods, and philosophy for children course over one semester. A crystallization framework (Ellingson 2009, 2011; Richardson 2008) was used to analyze the complexity of the qualitative data gathered through multiple instruments. Overall, data collected revealed a great appreciation toward the p4cHI approach, and most participants demonstrated tendencies toward dispositions that align with core principles of p4cHI: questioning, being reflective, and gaining an awareness toward new perspectives. However, even with the positive reactions, there were challenges as some questioned the reality of using p4cHI practices in their own classrooms. Participants quickly recognized a uniqueness to the three p4cHI-based courses. Analysis revealed that the largest challenges came in how many participants questioned whether the p4cHI practices would be accepted by hiring principals and other educators.
English as a Foreign Language Teachers&apos; Perception of Effective Feedback
Author: Seden, Kinley
Date: 2018-00-00
Type: Journal Articles
Subjects: Language Teachers,Teacher Attitudes,Feedback (Response),Second Language Learning,Second Language Instruction,Teaching Methods,Learning Processes,English (Second Language),Secondary School Teachers,Teacher Student Relationship,Instructional Effectiveness,Context Effect,Institutional Characteristics,Educational Environment,Foreign Countries

Giving effective feedback to students has been identified as a key strategy in learning and teaching, but we know little about how effective feedback is comprehended by teachers. Using a range of data sources, this qualitative interpretive study examined how 10 teachers of English as a foreign language from seven lower secondary schools, teaching grades 7-9, with students aged 12-14 in the Czech Republic, perceived effective feedback to be in relation to student learning and how these feedback practices influenced these perceptions within the classroom. The findings showed that teachers perceived formative nature of feedback to be effective; however, most teachers' feedback practices were found to be archaic in nature. Additionally, the study hypothesizes that this ineffective practice of teachers' feedback was mostly influenced by contextual factors such as institutional, educational, cultural, and social norms. Furthermore, the findings showed some feedback types are overemphasised, while some are underutilized.
Environmental Influence on Learning: Reflections on an Experience from Further Education in Pedagogic Entrepreneurship
Author: Ask, Anne Selvik
Date: 2018-00-00
Type: Journal Articles
Subjects: Environmental Influences,Adult Education,Entrepreneurship,Foreign Countries,Lecture Method,Creative Activities,Learning Strategies,Educational Innovation,School Business Relationship,Educational Environment,Social Networks,Program Length,College Faculty,Faculty Development,Course Evaluation

Lecturers in higher education in Norway are encouraged to take a researcher's attitude to their own teaching methods to determine what works best. This study looked at what environmental factors are successful criteria for further education courses. The research was based on information from three pedagogic entrepreneurship courses for Norwegian teachers run by the University of Agder in Lesvos, Greece. Questionnaires were sent to all participants. Four additional questions were published in the respective Facebook groups. The participants' evaluation made after each course and the use of their Facebook groups were also studied. The participants emphasized that environment, sharing of experiences, ample and dedicated time to work with the subject, engaged lecturers, and creative tasks were positive factors. The results indicate that the participants had received inspiration, knowledge, and tools to continue using entrepreneurship in their schools. They have created networks that have been very useful.
The Manifestations of the Practice of Within-Class Homogeneous Ability Grouping
Author: Du Plooy, Lucinda L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Small Group Instruction,Grade 1,Elementary School Students,Foreign Countries,Academic Achievement,Ability Grouping,Labeling (of Persons),Teacher Student Relationship,Coping,Individual Power

Background: This article casts the analytical spotlight on the practice of within-class homogeneous (same) ability grouping where learners are placed in small groups for instruction based on their perceived performances, reading levels and interest. Very few studies have focused on within-class ability grouping, especially in a South African context, where this homogeneous style within-class grouping is the dominant practice in Grade 1 classrooms, despite literature's cautions against its continuous use. Aim: This article aims to address the following questions: what are the manifestations of the practice of within-class homogeneous ability grouping, and how does it account for learner achievement levels in Grade 1 classrooms? Setting: A total of 12 Grade 1 learners, in relation to their teachers and their principals, from three selected public schools in the Western Cape, were interviewed and observed within a classroom setting. Bourdieu's work is used to explain the interiority and exteriority of social relations, how practice gets internalised and embodied on the inside, and manifested in various ways on the outside. Methods: This empirical exploration used the qualitative-interpretive paradigm and followed a multiple case study approach where 6-year-old Grade 1 learners were observed and analysed. Results: The results show differential treatment of groups and the labelling of learners, which gets internalised constituting particular learner dispositions and resulting in learner agency. Furthermore, it shows how learner agency is being informed and constituted in ways that affect their educational outcomes in profound ways. Conclusion: The author argues that by placing children in groups based on their perceived ability results in the children gaining differential learner experiences and ultimately attaining differential learner achievement levels. In other words, it creates differential environments within the same classroom enabling some to outshine while disabling others.
Leadership Challenges of the Rural School Principal
Author: Klocko, Barbara
Date: 2019-00-00
Type: Journal Articles
Subjects: Principals,Rural Schools,Leadership Responsibility,Stress Variables,Urban Schools,Educational Resources,Poverty,Administrator Role,Elementary Secondary Education,Rural Urban Differences,Conflict Resolution,Administrator Attitudes

As stress impacts the organization and operations of a school, leader stressors may be determined by the setting, years of experience of the leader, and the greater educational landscape in which the principal must lead. The researchers sought to differentiate between the perceived stress and joy of urban and rural school principals. Findings derived from this time series design inquiry suggest that despite external influence, there is limited change in reported stress of rural school principals. Though the leadership in any setting is complex and multi-faceted, the researchers identified and assessed contributing factors.
From Sharks to &quot;The Big Ugly&quot;: A Rural Art Teacher&apos;s Transition to Place-Based Education
Author: Rearden, Kristin T.
Date: 2019-00-00
Type: Journal Articles
Subjects: Rural Schools,Elementary School Teachers,Art Teachers,Faculty Development,Place Based Education,Art Education,Curriculum,Relevance (Education)

This longitudinal case study explored one rural elementary art teacher's praxis for two years after she participated in professional development sessions on place-based education (PBE). These sessions focused specifically on PBE within the discipline of art for K-12 art educators in a geographically-large southeastern school district. Through questionnaires, observations, interviews, and document analysis of curricular materials, the researchers investigated the teacher's experiences with PBE as she taught art in a rural area of the district. Her curricular decisions transitioned from a focus on art reflecting her personal knowledge base to art that built on students' expressions of, experiences in, and knowledge of, their rural setting. Implications for teacher professional development focused on rural education include strategies for promoting the contextualization of content and communicating the benefits of transitioning from place-neutral to place-based instruction.
Critical Data Studies, Abstraction and Learning Analytics: Editorial to Selwyn&apos;s LAK Keynote and Invited Commentaries
Author: Shum, Simon J. Buckingham
Date: 2019-00-00
Type: Journal Articles
Subjects: Data Analysis,Speeches,Conferences (Gatherings),Problems,Academic Achievement,Criticism,Social Sciences,Teaching Methods,Learning Processes,Risk

This editorial introduces a special section of the &quot;Journal of Learning Analytics,&quot; for which Neil Selwyn's keynote address to LAK '18 has been written up as an article, &quot;What's the problem with learning analytics?&quot; His claims and arguments are engaged in commentaries from Alfred Essa, Rebecca Ferguson, Paul Prinsloo, and Carolyn Rosé, who provide diverse perspectives on Selwyn's proposals and arguments, from applause to refutation. Reflecting on the debate, I note some of the tensions to be resolved for learning analytics and social science critiques to engage productively, observing that central to the debate is how we understand the role of abstraction in the analysis of data about teaching and learning, and hence the opportunities and risks this entails.
Knowledge Building Analytics to Explore Crossing Disciplinary and Grade-Level Boundaries
Author: Khanlari, Ahmad
Date: 2019-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Elementary School Students,Teaching Methods,Knowledge Level,Data Collection,Data Analysis,Educational Research,Grade 1,Grade 4,Science Instruction,Scientific Concepts,Instructional Program Divisions,Water,Geology,Mineralogy,Elementary School Science

Interdisciplinary studies foster integration of ideas across disciplines. The knowledge building pedagogy, with its 12 principles and associated technology, Knowledge Forum®, provides multifaceted support for linking ideas across disciplines and communities. This exploratory study aims to assess the extent to which elementary-school students within knowledge building communities work productively with ideas across content areas. Toward that end we examine &quot;crisscrossing topics&quot; -- student use of concepts from multiple content areas -- to explore the extent to which students think and theorize across disciplinary boundaries, use concepts found in curriculum guidelines at and beyond their grade level, and generate cross-topic notes that advance discourse. Results show that elementary school students engaged in knowledge building can extend knowledge boundaries and bring a considerable range of conceptual content to their work, resulting in productive discourse threads that contribute to community knowledge.
Curricular Concept Maps as Structured Learning Diaries: Collecting Data on Self-Regulated Learning and Conceptual Thinking for Learning Analytics Applications
Author: Kivimäki, Ville
Date: 2019-00-00
Type: Journal Articles
Subjects: Concept Mapping,Diaries,Data Collection,Independent Study,Learning Analytics,Cognitive Processes,Learning Motivation,Psychological Patterns,Metacognition,Curriculum,Students

The collection and selection of the data used in learning analytics applications deserve more attention. Optimally, selection of data should be guided by pedagogical purposes instead of data availability. Using design science research methodology, we designed an artifact to collect time-series data on students' self-regulated learning and conceptual thinking. Our artifact combines curriculum data, concept mapping, and structured learning diaries. We evaluated the artifact in a case study, verifying that it provides relevant data, requires a limited amount of effort from students, and works in different educational contexts. Combined with learning analytics applications and interventions, our artifact provides possibilities to add value for students, teachers, and academic leaders.