ethanporcaro/eric-fulltext-meta huggingface dataset:
Factor Analysis of Inertia, Capacities, and Educational Performance of At-Risk Students&apos; Training Centres According to Their Academic Failure in Mathematics
Author: Amiripour, Parvaneh
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Immigrants,At Risk Students,Special Schools,Mathematics Achievement,Academic Failure,Factor Analysis,Dropouts,Nongovernmental Organizations,Educational Innovation,Organizational Effectiveness,Questionnaires,Mathematics Tests,Elementary School Mathematics,Grade 2,Grade 3,Academic Persistence,Administrative Change,Educational Strategies,Educational Change,Resistance to Change,Likert Scales,Statistical Analysis

Immigrants face many barriers in moving from one country to another. Today's massive migrations are dislocating students from their cultures, families, and their schooling. In Iran, such students were not able to enter Iranian schools prior to 2017. Even now, many such immigrant students are being educated in centres administered by non-governmental organisations (NGO) where the schooling is focused on providing youth with knowledge on nutrition, health care, language and mathematics, and maintaining family links where possible. Still, external and internal factors lead to many at-risk students dropping out of the programs. The researchers have focused on the failure of at-risk students in mathematics in four of these schools supported by two NGO agencies. It was clear that the inertia of both teachers and students in mathematics was influencing both teacher choices and planning and student choices in providing conceptual understanding and algorithmic performance. Given the lack of instrumentation to gauge and describe organisational and managerial aspects of the schools and meaningful assessments of students' progress, the researchers modified a questionnaire from organisational inertia for examining the administrative factors in business and created a series of mathematics tests to quantify and describe at-risk students' movement through either second or third grade mathematics classes. The data provided by an Exploratory Factor Analysis of the assessment outcomes provide a predictive picture of student persistence versus administrative changes and, more generally, on ways that teacher/educators and educational staff members can implement strategies to help immigrant at-risk students transition from mindless repetition to understanding in their mathematics school work
Model of Distant Learning Educational Methods for the Students with Disabilities
Author: Naumova, Tatyana A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Methods,Distance Education,Special Needs Students,Technology Uses in Education,Assistive Technology,Disabilities,Electronic Learning,Teaching Methods,Educational Technology,Material Development,Computer System Design,Foreign Countries

The present paper represents the results of the studies done at the Udmurt State University with assistance of the Russian Humanitarian Scientific Fund (project 14-16-18004). In the course of studies e-learning educational methods for the students with special educational needs were developed, approved and implemented in educational process. Features of training and educational activity motivation, as well as attention span, time history of working efficiency and interpersonal relations, peculiar properties of logical thinking and coping behavior of the group of the students of &quot;Law&quot; department were revealed in the process of stating experiment. On the basis of psychology and educational features of the group under study, we developed the integrated educational methods of training matching the features of disabled students. The technology includes both traditional and innovative methods of training. During the pedagogical experiment it was proved that application of active methods of training in educational process increases educational motivation makes active informative activity and improves the interpersonal relations that positively influences the process of professional adaptation in modern society. The results received during the experiment can be used by the teachers realizing e-learning of disabled students, managers of educational sphere organizing e-learning of students.
Motivating Factors and Tangential Learning for Knowledge Acquisition in Educational Games
Author: Mozelius, Peter
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Games,Student Motivation,Knowledge Level,Video Games,Questionnaires,Correlation,Likert Scales,Individual Characteristics,Program Effectiveness,Gender Differences,Educational Attainment,Prior Learning,Learning Motivation

Game-based learning has been a strong emerging trend in the 21st century, but several research studies on game-based learning reports that the educational potential of games has not been fully realised. Many educational games do not combine learning outcomes with entertaining gameplay. At the same time as there is a tendency to digitise and personalise education by the use of digital games, there still exists a lack of knowledge about efficient educational game design. To identify design factors that are important for players' learning motivation this study has analysed three popular entertainment games that were selected for their educational values. The aim of the study is to explore, analyse and discuss, if and how motivating factors and intrinsic integration of knowledge in educational games might be related to players' perceived knowledge acquisition. Test players with experience of the selected digital games were recruited from online gaming forums where a questionnaire also was used to collect data. Lepper's and Malone's set of heuristics for intrinsic motivation in interactive learning environments were used in a combination with Habgood's and Ainsworth's theory of intrinsic integration to examine the relationship between these factors in the educational games. Beside the direct acquisition of knowledge from gaming there was also an analysis of the concept of tangential learning. Results from a t-test showed that tangential learning was significantly more important for two of the tested games. Correlation analysis revealed several relationships between factors, where intrinsic integration was pointed out as particularly interesting for knowledge acquisition and tangential learning. Results showed weak or no relationships for Lepper and Malone factors, but with some tendencies for control, imagination and competition.
Lower-Order Mathematical Thinking Skills in Finance, from the Viewpoint of Financial Employees in the Iranian Bank of Industry and Mine
Author: Kumleh, Seyedeh Zahra Aboalhasani
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematical Logic,Mathematics Skills,Thinking Skills,Finance Occupations,Banking,Employee Attitudes,Foreign Countries,Questionnaires,Taxonomy,Interviews,Correlation,Statistical Analysis,Mathematical Applications,Structural Equation Models

In this paper, lower-order mathematical thinking skills within finance were studied from the viewpoint of financial employees in the Iranian Bank of Industry and Mine. To conduct this research, a questionnaire was developed after reviewing lower-order mathematical thinking skills in finance. In accordance with the revised Bloom's taxonomy, the skills considered in the questionnaire were &quot;remembering mathematics in finance&quot;, &quot;understanding mathematics in finance&quot;, and &quot;applying mathematics in finance&quot;. In order to develop the questionnaire, we conducted interviews with employees and scholars, then a suitable sample familiar with mathematics and finance, consisting of 141 bank employees, was studied. Descriptive and inferential statistics were used for data analysis. Our findings show a hierarchical relationship between the first three mathematical thinking skills in finance, which confirms the revised Bloom's taxonomy. In addition, the attitudes of participants were positive concerning the importance of these skills. Participants believed that, in order to achieve proper functioning, it is essential to improve the skills of financial employees. The results were analysed with a T-test and ANOVA. This showed that the gender, position, experience, department, degree, and field of study of participants did not affect their attitudes. This research indicates that, for the successful utilisation of skills, it is essential to form an effective relationship between mathematical science and its practical application in the banking world. It is recommended to hold on-the-job training courses for financial employees in banks to empower them to use their computational skills.
New Approaches and Trends in the Philosophy of Educational Technology for Learning and Teaching Environments
Author: Ipek, Ismail
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Technology,Educational Philosophy,Trend Analysis,Teaching Methods,Educational Environment,Instructional Design,Educational Theories,Educational Methods,Models,Design Preferences,Educational Research,Epistemology,Learning Theories,Technological Advancement

The purpose of this study is to discuss instructional design and technology (IDT) model strategies for developing learning and teaching environments, based on philosophical approaches to educational technology theory. The study begins with a discussion of IDT models to define the history of educational technology or instructional technology theories, based on instructional strategies and improvements. In the study, authors discuss the strategies and steps that a design team should follow when designing learning environments in industry, business and military scenarios, based on the philosophy of educational technology and latest technologies, which should give way to effective learning environments. The steps include recognizing terminology in educational technology concepts, psychological and instructional foundations in instructional design (ID), as well as approaches to educational technology. To recap, our purpose is to combine necessary IDT model strategies for the pedagogical design of learning environments, with new technologies. We will also discuss powerful IDT models that aim to meet the very high expectations of digital and humanist education. To develop a high-quality learning environment, we will explain technology design steps and practice in order to improve the learning of tasks, complex cognitive skills, attitudes, motivations and competencies in the future trends of educational technology. At the end of the study, integrated technologies in e-learning were discussed and presented, based on foundations of IDT and the philosophy of educational technology. These included pedagogical, technological and organisational technologies, as well as the main barriers of implementation, which, in turn, include the perspectives of students, teachers and designers, learning materials, digital education, epistemology in educational technology, courseware design, new technologies and contextual settings.
The Speed Reading Is in Disrepute: Advantages of Slow Reading for the Information Equilibrium
Author: Tsvetkova, Milena I.
Date: 2017-00-00
Type: Journal Articles
Subjects: Speed Reading,Reading Rate,Information Literacy,Critical Thinking,Misconceptions,Cognitive Ability,Reading Comprehension,Critical Reading

The study is dedicated to the impact of the speed and the acceleration on the preservation of the information equilibrium and the ability for critical thinking in the active person. The methods about the fast reading training are subjected to a critical analysis. On the grounds of the theory for the information equilibrium and the philosophy of the slow media, is derived the relation &quot;slow reading--information equilibrium&quot;. &quot;Information equilibrium&quot; is defined as &quot;imposed by the information environment for natural and sufficient satisfaction of the individual needs, in the conditions of relative freedom.&quot; It is supported the thesis about the rethinking of the positives of the fast reading and the rehabilitation and active promotion of the universal literacy in slow reading. The need of promoting the slow reading in the context of the requirements for urgent mass training on information literacy and for critical thinking at times of misinformation, fake news and post-truth has been empirically drawn and grounded. The author's suggestion is to move to a stratified and subordinate redefinition of the goals of the information and the media literacy. The idea is to develop a standard for &quot;profiled&quot; or &quot;niche&quot; information literacy--for each category of person (age, professional) to be written the relevant &quot;maximum program&quot; that does not exceed the rational and the advisable towards their potential.
Understanding and Applying Research Paradigms in Educational Contexts
Author: Kivunja, Charles
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Research,Models,Research Methodology,Ethnography,Hermeneutics,Definitions,Epistemology,College Students,Ethics,Research Proposals,Evaluation Criteria

The concept of research paradigm is one that many higher degree research students, and even early career researchers, find elusive to articulate, and challenging to apply in their research proposals. Adopting an ethnographic and hermeneutic methodology, the present paper draws upon our experiences as lecturers in Research Methods over many years, and upon pertinent literature to explain the meaning of research paradigm. The paper elucidates the key aspects of research paradigms that researchers should understand well to be able to address this concept adequately in their research proposals. It offers suggestions on how researchers can locate their research into a paradigm and the justification needed for paradigm choice. With the explicit purpose of helping higher degree research (HDR) students design effective research proposals, the paper also discusses the different research methodologies best suited to conduct research in each of the paradigms discussed.
Education and Knowledge in the Use of Financial Products and Services in Bachelor&apos;s Degree Students
Author: García-Santillán, Arturo
Date: 2017-00-00
Type: Journal Articles
Subjects: Bachelors Degrees,Knowledge Level,Familiarity,Money Management,College Students,Student Surveys,Online Surveys,Predictor Variables,Debt (Financial),Financial Services,Self Management,Foreign Countries

This study seeks to determine a university student's knowledge and culture in relation to money; the way they plan their budget, their economic independence and consumer habits, the level of debt, and the use of financial services and products. The instrument designed by Aravena-Collao and Mendoza-Letelier (2010) was used for the query among the students of different universities in the conurbation of Veracruz-Boca del Río, México. Findings show that young students maintain an acceptable level of knowledge in basic concepts like credit, savings, investment, and budgets. However, knowledge and use of financial products like savings accounts, credit, and debit cards are almost non-existent.
Education Faculty Students&apos; Levels of Satisfaction with E-Learning Process
Author: Yalman, Murat
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Satisfaction,Electronic Learning,Foreign Countries,Introductory Courses,Computer Science Education,Integrated Learning Systems,Questionnaires,Likert Scales,Preservice Teachers,Gender Differences,Departments,Statistical Analysis,Day Programs,Evening Programs,Internet,Knowledge Level

Also, e-learning environments, which integrate technology into education, have now become widespread and popular. Examining how students use this education management system is fairly important for the success of this system, and any possible results to be obtained are significant. For this purpose, the present study was conducted with 348 students attending an education faculty. In the study, the courses of &quot;Introduction to Computer&quot; found in their curriculum were taught to the students for two academic terms with the e-learning management system. At the end of the academic year, a questionnaire was applied to the future pre-service teachers to determine their levels of satisfaction with e-learning. The results revealed no significant difference in the preservice teachers' levels of satisfaction with e-learning in terms of their gender, their education program and their department. In addition, it was revealed out that there was a significant difference at the significance level of p&lt;0.05 between their levels of satisfaction with e-learning and their levels of knowledge of Internet technologies It was found out that the students' mean score regarding their satisfaction with e-learning was calculated as X-bar = 3.80, which referred to &quot;I don't agree&quot;. The students thought that teaching a course with this method is important for learning new education management systems, and the students who were introduced to technology during their university education, reported that this education should be given following their university education.
mSciences: An Affinity Space for Science Teachers
Author: Mota, Jorge
Date: 2017-00-00
Type: Journal Articles
Subjects: Science Teachers,Multimedia Materials,Multimedia Instruction,Peer Evaluation,Program Validation,Program Implementation,Change Strategies,Communities of Practice,Research Projects,Science Instruction,Knowledge Economy,Program Descriptions,Computer Mediated Communication,Foreign Countries

The project &quot;Multimedia in science teaching: five years of research and teaching in Portugal&quot; was successful in featuring the national research on multimedia in science education and in providing the community with a simple reference tool--a repository of open access scientific texts. The current work aims to describe the theoretical background that may allow creating and sustainably developing an online community on science teaching. The community should be capable of appropriating and generating scientific peer review and validation processes, which would allow reflections on teaching practices in science areas using information and communication technologies (ICT) and improvements from a participatory science perspective. Through an action-research process, the current platform is being adjusted in the sense of implementing strategies able to attract and engage an interested public and progressively to create a community of peers. The project is particularly relevant with respect to the gap between academic production and pedagogical practice and the avenues that it opens for comparing affinity spaces across different locations and domains of interest.
Our History Clips: Collaborating for the Common Good
Author: Bailey, Beatrice N.
Date: 2017-08-00
Type: Journal Articles
Subjects: Middle School Teachers,Social Studies,Faculty Development,Grade 6,Summer Programs,Video Technology,History Instruction,Citizenship Education,Program Effectiveness,Skill Development,Lesson Plans,Observation,Interviews,Academic Achievement,Art Activities,Interdisciplinary Approach,Mixed Methods Research,Case Studies

This case study reveals how middle school social studies teachers within a professional development program are encouraging their students to use multiple disciplinary literacies to create Our History Clips as they also work toward developing a classroom community of engaged student citizens.
Enacting a Mission for Change: A University Partnership for Young Adolescents
Author: Howell, Penny B.
Date: 2017-03-00
Type: Journal Articles
Subjects: Partnerships in Education,Middle School Students,Early Adolescents,College School Cooperation,Middle School Teachers,Preservice Teachers,Preservice Teacher Education,Institutional Mission,Teacher Educators,Grade 6,Grade 7,Grade 8,School Orientation

As practicing teachers, school personnel, and teacher educators engaged in a school-university partnership, we have worked to co-create a mutually beneficial relationship centered around the learning needs of young adolescents. In this article, we will describe our diverse perspectives on and perceptions of how the partnership enhances the learning experiences of the young adolescents with whom we learn and work. We come to this work with two interrelated goals of preparing a cadre of effective middle grades teachers while improving the educational experiences for 10-14-year-old students at Westport Middle School (WMS)--whether it is through classroom instruction, teacher education, or providing supports within the school.
Korean Transnational Students&apos; School Adjustment: An Ecological Perspective
Author: Kang, Hyeyoung
Date: 2017-08-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Study Abroad,Student Adjustment,Peer Influence,Family Influence,Educational Environment,Middle School Students,Case Studies,Interviews,Observation,Barriers,Cultural Differences,Limited English Speaking,Student School Relationship,Second Language Instruction,English (Second Language)

This research explored Korean early study abroad students' school adjustment in the United States, as well as how their microsystems (family, peer, school) affect their experiences. To understand their experience, we posed two research questions: 1) What are Korean early study abroad students' experience like in adjusting to American middle schools? and 2) How do these students' microsystems (family, peer, and school) affect their experiences in the process of adjustment? Four Korean early study abroad students participated in a collective case study. Each student was interviewed three times and observed in both their content area and ESL classes. All students described tremendous challenges in adjusting to their new school in the US. Specifically, their challenges were pertaining to different aspects of learning experiences as well as school belonging. While their limited English proficiency was a primary factor in these challenges, a lack of support from their peers, parents, teachers and school also seemed to affect their school adjustment. Moreover, findings indicated disconnections among their microsystems, contributing to a lack of support in their school adjustment.
&quot;You Want Me to Do What?&quot; The Benefits of Co-Teaching in the Middle Level
Author: Hurd, Ellis
Date: 2017-03-00
Type: Journal Articles
Subjects: Middle School Teachers,Teacher Collaboration,Team Teaching,Preservice Teacher Education,Preservice Teachers,College Faculty,College School Cooperation,Experiential Learning,Qualitative Research,Junior High Schools,Interviews,Focus Groups,Observation,Attitude Measures

Exemplary middle schools use interdisciplinary teaming that often involves some level of co-planning, coteaching, and co-assessing. In addition to this collaborative foundation, federal mandates for supporting students have led to frequent co-teaching between special educators, bilingual/bicultural specialists, and regular classroom teachers. Given that middle level educational frameworks, current inclusion practices, and demands for differentiation are all dependent upon teachers working together, increasing the presence of co-teaching within middle level teacher education programs is both pragmatically sound and connected to foundational theories of middle level education. Middle school teachers and university faculty members who engage in co-teaching with teacher candidates can provide candidates with practical experiences tied closely to the work that will be expected of them as public school teachers. Early exposure to co-teaching models can better equip our students for their future work in today's schools. This study highlights the benefits possible from the implementation of a co-teaching model within a middle level education program. Benefits of co-teaching for middle level teacher candidates, classroom teachers, and university faculty are included. The results of this study may provide a unique framework of co-teaching that enhances interactions among educational constituents for improved teacher preparation, professional development for practicing teachers, and improved instruction for middle grades students.