ethanporcaro/eric-fulltext-meta huggingface dataset:
New Explorations with Waste Materials in Early Childhood Education
Author: Uyanik, Ozgun
Date: 2011-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Art Activities,Media Selection,Foreign Countries,Creative Thinking,Wastes,Art Materials,Creativity,Program Implementation,Material Development,Educational Practices,Educational Strategies

Creativity is innately brought with secret power which can emerge at any time throughout life and be enhanced if fostered. Properly designed art activities serve as a potential for emergence and the enhancement of children's creativities in their early childhood educations. Those children who cannot express their emotions through oral language or other activities are provided with such an opportunity to express themselves and reflect their thoughts, emotions and views on daily experiences. Art experiences foster creative thinking by stimulating imagination. There are a great variety of techniques to be used in art activities, and a lot of various materials and equipments are available. One of the options for material selection is that of waste materials which help children attain new experiences and ideas. Waste materials include boxes, plastic bottles, pieces of cloth, rolls of paper towels, reels, beads, nutshells, tree shells and leaves with different shapes and sizes. Another advantage of using waste materials is that children learn how to recycle these materials while they gain a sense of texture, shape, weight, wideness and space. Furthermore, this kind of an activity fosters creative thinking and enhances visual and tactual perceptions while the children create unique things. In this study, the status and the importance of the use of waste materials in art activities mentioned in early childhood programs including the points to be born in mind while preparing and using such materials will be discussed and eventually sample products made with waste materials by the children will be presented. [This article was presented at the Second International Congress of Educational Research: Social Entrepreneurship Democratic Participation and Educational Research, April 29-May 2, 2010, Antalya, Turkey.]
Going Green: Managing a Paperless Classroom
Author: De Bonis, Susan
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Technology,Conservation (Environment),Computer Uses in Education,Conventional Instruction,Computer Mediated Communication,Computer Literacy,Teaching Methods,Management Systems,Asynchronous Communication,Web Sites,Blended Learning,Colleges

The LMS (learning management system) at many schools for delivering, tracking and managing education relies on TEL (technology-enhanced learning), what Nichols called "pedagogy empowered by digital technology" (Nichols, 2008). It includes the "paperless classroom" in traditional (not online) classes in which faculty and students exchange information and assignments electronically. The paperless non-online classroom pedagogy is designed to improve the efficiency of the learning experience, to contribute to asynchronous learning and to help students develop the electronic skills and competencies they will need in the post-graduate private sector while contributing to the sustainability efforts of the university. The main objective of this paper is to provide a framework for managing a paperless classroom, including best practices, pedagogical issues and the "how-do-I" suggestions.
Student Teachers' Expectations of Teaching as a Profession in Malaysia
Author: Zamri bin Khairani, Ahmad
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Teachers,Teaching (Occupation),Foreign Countries,Teaching Methods,Expectation,Student Teacher Attitudes,Teacher Education,Likert Scales,Questionnaires,Work Attitudes,Pedagogical Content Knowledge,Knowledge Base for Teaching

Teacher education is an essential professional development for student teachers. The knowledge of both subject matter and how to teach provides some guidance on how teachers make sense of their learning. Teaching expectation is an important topic that has been discussed by educational researchers in order to explain not only why students choose teaching profession, but also why some of them leave off the profession. The present study tends to explore the expectations of student teachers towards teaching as a profession. The sample consisted of 295 student teachers. The results show that in general, student teachers were ready to teach, and the expectations towards teaching profession were high. Some of the findings include: (1) The student teachers were ready to teach their own specialist subjects but not other subjects; (2) Pupils' achievement is the single most important outcomes in teaching; and (3) The right way of teaching pupils is more important than knowledge of their specialist subjects. The implications of these findings on theory and practice of teacher education programme were also discussed. (Contains 2 tables.) [This project was funded by an Incentive Grant awarded by University Sains Malaysia.]
Changes in Lithuanian Pre-School and Pre-Primary Education Quality over the Last Decade
Author: Monkeviciene, Ona
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Change,Educational Development,Educational Improvement,Educational Quality,Early Childhood Education,Educational Indicators,Parent Attitudes,Teacher Attitudes,Foreign Countries,Opinions,Educational Assessment

Over the last decade, the changes in Lithuanian pre-school and pre-primary education have been predetermined by changes in paradigms of children's education and strategic education documents that provided for guidelines of high quality children's (self-)education, an increasing attention of society to the quality of children's education, training and professional development of educators oriented to the development of professional competences and other factors. The article aims to identify the changes in pre-school and pre-primary children's education, i.e., to reveal changes observed by service providers: educators, and service receivers: parents. (Contains 3 tables.)
Examining Students' Perceptions of Globalization and Study Abroad Programs at HBCUs
Author: Walker, Stevon
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Attitudes,Black Colleges,Global Approach,Questionnaires,Factor Analysis,Study Abroad,Student Surveys,World Views,Student Characteristics,Likert Scales,Predictor Variables,Minority Group Students,Global Education,Undergraduate Students,College Programs

The objective of this paper is to explore students' perceptions of globalization and the study abroad programs at HBCUs (historically black colleges and universities). Recent statistics reveal that in spite of the current growth in the number of US students receiving academic credit for their overseas academic experience, less than one percent of undergraduate minority students participate in a study abroad program during their degree program. The analysis is based on survey questionnaires administered to 263 undergraduate minority students at AAMU (Alabama A &amp; M University). The questionnaire contained questions related to respondents' demographic characteristics and Likert-scale questions pertaining to students' perceptions of globalization and studying abroad programs. The data are analyzed using factor analysis and binary logistic regression. The results of the regression model suggest that while a number of variables, such as major and classification are found to have statistically significant relationships with globalization, demographic variables and information source variables are not good indicators of students' perceptions of globalization. One interesting finding is that with a global mindset, business students seem to be more favorably inclined toward globalization than non-business students. (Contains 6 tables, 1 figure, and 6 footnotes.)
Critical Issues in Language and Education Planning in Twenty First Century in South Africa
Author: Brook Napier, Diane
Date: 2011-00-00
Type: Journal Articles
Subjects: Language Planning,Global Education,Racial Segregation,Educational Change,Foreign Countries,Educational Planning,Social Change,Democratic Values,Educational Policy,Multilingualism,Educational Development,Performance Factors,Politics of Education,Program Implementation

Language and education planning issues and democratic policy implementation in the post-apartheid era in South Africa encompass a range of language-related issues and dilemmas that have counterparts in many countries, within the emerging global education system. The issues in South Africa were and continue to be shaped by the historical legacy of colonial rule and apartheid. Contemporary developments present new challenges alongside persistent problems inherited from the apartheid era. Critical issues in education and language planning are reviewed in global context. These are followed by an overview of language transformation policies that created the potential for democratic multilingualism and language equity in the new South Africa. An array of critical issues for the coming decades of the 21st century, with illustrations from research and practice, provides insight into the persistent problems and new challenges facing South Africa as language issues and needs compete with a complex assemblage of crucial development issues.
Literature and Empowerment: A Study of Multicultural Grade Three Classes Overachieving in Reading
Author: Damber, Ulla
Date: 2011-00-00
Type: Journal Articles
Subjects: Overachievement,Classroom Environment,Teaching Methods,Socioeconomic Status,Class Activities,Classroom Techniques,Educational Practices,Reading Strategies,Empowerment,Elementary School Curriculum,Emergent Literacy,Grade 3,Questionnaires,Reading Tests,Interviews,Participant Satisfaction,Multicultural Education,Foreign Countries

The objective of this mixed methods study is to gain insights into how teachers can assist their students to become good readers who read with joy and engagement. This study describes multicultural classrooms in a low-SES (socio-economic status) Stockholm area, representing reading communities, where reading fiction is the heartbeat of classroom life. Teachers' ways of relating to their students, their methods and assessment procedures will be discussed. The creation of the classroom climate, the fun factor, parents' roles and collaborative aspects of teachers' work also protruded as major themes in the teachers' narratives. The analyses employ the concepts of the Proximal Zone of Development and Scaffolding from Vygotsky's theories, together with the concepts of weak and strong framing as well as classification from Bernstein's Code Theory. Teachers' ways of relating to phenomena such as deficit syndrome and colour blindness will be analyzed from critical perspectives. Since the practitioner's perspectives are paid much attention to, issues like the need for the employment of broad theoretical perspectives, trans-disciplinary research approaches and mixed methods will also be discussed. (Contains 4 tables.) [This research was supported by a grant from the Swedish Research Council.]
Bibliotherapeutic Influence on Nigerian Female University Students: Self-Report on Sexual Attitudes and Behaviors
Author: Okwilagwe, Oshiotse Andrew
Date: 2011-00-00
Type: Journal Articles
Subjects: Sex Education,Student Attitudes,Intimacy,Foreign Countries,Sexuality,Bibliotherapy,Student Behavior,Womens Education,Womens Studies,Information Sources,Reading Interests,Reading Habits,Questionnaires,Mass Media Effects,Mass Media Use

This study examines the influence of self-prescribed literature on sex education of female students at the University of Ibadan, Nigeria. The sample population consists of 303 married, engaged, those in love and those yet to fall in love female students. The analysis of data reveals that they read books specifically on friendship, love, marriage and sex, and other related literature on romance, suspense, adventure, science fiction and true life stories. Furthermore, the results show that the main opportunities of instruction on sex and sexual behavior open to the respondents are books, friends and hardly their teachers and parents. They do recommend similar sources of information to their friends and relations. (Contains 6 tables.)
Using Open-Ended Questions to Diagnose Students' Understanding of Inter- and Intramolecular Forces
Author: Rompayom, Patcharee
Date: 2011-00-00
Type: Journal Articles
Subjects: Chemistry,Foreign Countries,Grade 10,Science Curriculum,Science Education,Science Instruction,Scientific Principles,Scientific Concepts,Molecular Structure,High School Students,Secondary School Science,Test Items

The purpose of this study was to investigate Grade 10 Thai students about their understanding on inter- and intramolecular forces. Sixty four students were elicited by administered open-ended questions after finishing normal instruction on chemical bonding topics. The instrument was in a set of open-ended questions which contained a number of systematic elicited questions, but only six questions were reported here. It was found that the students had difficulty in understanding inter- and intramolecular forces. Even though they had learned these conceptions in chemistry class, the students were not able to distinguish between inter- and intramolecular forces. The implications of this research indicated that making students understand chemistry concepts and principles was not an easy task. There are numerous ways in which students can misconstruct concepts and principles largely due to failing of shifting between macroscopic and microscopic phenomena. Teachers must be aware of the various conceptions, otherwise, the alternative conceptions will be the obstacle to understand more complex conceptions on learning chemistry. Appended to this document is &quot;Questions Used to Elicit Students' Conceptions.&quot; (Contains 7 tables and 2 figures.) [This paper was presented at the 2010 National Association for Research in Science Teaching (NARST) Annual International Conference, Philadelphia, PA, Mar 21-24, 2010. This study was funded by the Institute for the Promotion of Teaching Science and Technology, Thailand.]
Expose Mechanical Engineering Students to Biomechanics Topics
Author: Shen, Hui
Date: 2011-00-00
Type: Journal Articles
Subjects: Engineering Education,Elective Courses,Biomechanics,Engineering,Curriculum Enrichment,Unified Studies Curriculum,Science Course Improvement Projects,Learning Modules,Course Content,Course Descriptions

To adapt the focus of engineering education to emerging new industries and technologies nationwide and in the local area, a biomechanics module has been developed and incorporated into a mechanical engineering technical elective course to expose mechanical engineering students at ONU (Ohio Northern University) to the biomedical engineering topics. In this module, lectures have been offered focusing on the introduction of biomechanics concepts and the correlation between the human body and engineering systems. Application of engineering theories in the biomechanics field was discussed through reviewing research papers and a hands-on project, which requires the design of different structures simulating the human body using an advanced structures set. This module helps to increase diversity and gives a broader application of the engineering theories and skills. It also helps to prepare engineer students at ONU in the healthcare industry. In addition, it offers opportunity to increase the number of women engineers who pursue traditional engineering programs like mechanical engineering. (Contains 1 table and 1 figure.)
Improving Multiple-Choice Questions
Author: Torres, Cristina
Date: 2011-00-00
Type: Journal Articles
Subjects: Multiple Choice Tests,Alternative Assessment,Evaluation Methods,Questioning Techniques,Test Construction,Mathematics Tests,Teaching Methods,Measurement Techniques,Classification,Test Content,Test Items,Problem Sets,Instructional Improvement

A MC (multiple-choice) question can be defined as a question in which students are asked to select one alternative from a given set of alternatives in response to a question stem. The objective of this paper is to analyse if MC questions may be considered as an interesting alternative for assessing knowledge, particularly in the mathematics area, as opposed to the traditional methods, such as open questions. We also present some guidelines with the intent of improving the quality of the MC questions. For that, we illustrate some researchers' opinions in this area. The construction of good MC questions requires special care which needs the writing ability of test-makers and therefore time consuming. We are going to analyse the difficulties in the construction of MC questions as well as some advantages and limitations of this type of questions. We also are showing the frequent critics and worries, since the beginning of this objective format usage. We aim to give some examples of MC items in the mathematics area and illustrate how we can take advantage of and improve this kind of questions in this context. (Contains 3 tables and 8 figures.)
Finding Support in Moodle: A Face-to-Face Chemistry Course for Engineers
Author: de Vega, Carolina Armijo
Date: 2011-00-00
Type: Journal Articles
Subjects: Qualitative Research,Student Attitudes,Focus Groups,Chemistry,Engineering,Engineering Education,Online Courses,Educational Technology,Technology Uses in Education,Feedback (Response),Integrated Learning Systems

The aim of this paper was to know the students' perceptions of using online support in a chemistry course. To achieve this objective, a qualitative research was conducted over a chemistry course that was imparted in a face-to-face modality using a LMS (learning management system) for on-line support. The supports available in the LMS were forums, exercises, academic content presentations, readings and course administration activities. Focus groups were used to gather information. The total student population was 42, a non-probabilistic sample was chosen. The results showed that students had never used a learning support system such as the LMS, the platform helped reinforce the course materials and students found the forums particularly useful not only to communicate with the teacher, but also to help and solve other students' questions and share class exercises. Based on the results it is possible to recommend the use of online support for courses at any level, particularly, for those who are taught to freshmen, since in them, they find support and the safety of relying on theoretical-practical materials and the necessary communication to face the introduction to a new educational system. (Contains 1 table and 8 figures.)
Identifying Information Focuses in Listening Comprehension
Author: Zhang, Hong-yan
Date: 2011-00-00
Type: Journal Articles
Subjects: Information Theory,Listening Comprehension,College English,Classroom Research,Listening Skills,English Instruction,Grammar,Language Acquisition,Applied Linguistics,Vocabulary,Syntax,Phonetics,Control Groups,Experimental Groups,Foreign Countries,Pretests Posttests

The study explains the process of learners' listening comprehension within Halliday's information theory in functional grammar, including the skills of identifying focuses while listening in college English teaching. Identifying information focuses in listening is proved to improve the students' communicative listening ability by the means of a classroom research, in which 87 students were involved. (Contains 1 figure.)
National Electrical Code in Power Engineering Course for Electrical Engineering Curriculum
Author: Azizur, Rahman M. M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Engineering Education,College Curriculum,Power Technology,Electronics,State Universities,Minicourses,National Standards

In order to ensure the safety of their inhabitants and properties, the residential, industrial and business installations require complying with NEC (national electrical code) for electrical systems. Electrical design engineers and technicians rely heavily on these very important design guidelines. However, these design guidelines are not formally taught in engineering curriculum. Recently, a study was performed in the Department of EE (electrical engineering) at GVSU (Grand Valley State University) about the potential inclusion of NEC in our EE curriculum as a part of an existing course on power systems analysis. This paper presents the findings of this study along with the implemented recommendations undertaken after this study. A literature survey was conducted on the EE curriculums of other prominent universities in the state of Michigan and those of our national peer and aspirant peer universities with a special emphasis on power engineering. It was found that power engineering curriculum was shrinking at a steady pace. It was also found that even though NECs were important for electrical design of installations, they were too many and trivial for inclusion in a formal curriculum. It was proposed that we offer a short course on NEC so that students can get familiar with electrical codes and obtain crucial hands-on experience. Completion of this short course was made a mandatory part of qualification for our shop-lab access. Impact of this short course on student learning is presented in this paper.
&quot;Discover Diversities&quot;: A Trans-Inter-Disciplinary (SEMEP) Project for Different School Levels and Teachers' Training
Author: Pilo, Miranda
Date: 2011-00-00
Type: Journal Articles
Subjects: Summer Schools,Investigations,Educational Change,Cultural Background,Science Education,Environmental Education,Scientific Concepts,Feedback (Response),Biodiversity,Comparative Education,Elementary Secondary Education,Foreign Countries

&quot;Discover Diversities&quot; is a wide thematic developed within the SEMEP (South-Eastern Mediterranean Environmental Project) project, supported by UNESCO (United Nation Education, Science and Culture Organization). SEMEP is essentially a project for science education, focusing on Mediterranean environment. As the Mediterranean has been the cradle of Western civilization, the project also favours connection with humanistic disciplines like history and art in order to raise young people who have awareness of the Mediterranean valuable resources and its enormous cultural heritage to be appreciated and strongly protected. Moreover, SEMEP, through NC (National Coordinator), puts in touch students and teachers from different countries working on the same topics, favours mutual visits both of students and teachers, coordinates diffusion of materials (students' worksheets and guidelines for teachers) and exchange of ideas, papers and products; in this way, schools share information and build a common knowledge. Moreover, summer schools for students and teachers coming from different countries as well as environmental competitions and stages, are often organized in a friendly environment stimulating knowledge and comparison of different cultures and experiences. In the annual meeting, the NC presents a report about activities carried out in their countries, discusses problems and proposes new topics for students' investigations. In the present paper, we describe some SEMEP meaningful activities carried out in Italian schools. (Contains 6 figures.) [Partial support for this project was provided by the &quot;Fondazione S. Paolo.&quot;]