ethanporcaro/eric-fulltext-meta huggingface dataset:
A Holistic Approach for Computer Science Education in Secondary Schools
Author: Kert, Serhat Bahadir
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Holistic Approach,Computer Science Education,Secondary Education,Secondary School Students,Instructional Effectiveness,Instructional Design,Curriculum Development,Computation,Thinking Skills,Academic Achievement,Instructional Materials,Learning Activities,Secondary School Teachers,Teacher Attitudes

In this study, effectiveness of a computer science course at the secondary school level is investigated through a holistic approach addressing the dimensions of instructional content design, development, implementation and evaluation framed according to ADDIE instructional design model where evaluation part constituted the research process for the current study. The process has initiated when the computer science curriculum had major revisions in order to provide in-service teachers with necessary support and guidance. The study is carried through as a project, which lasted more than one year and both quantitative and qualitative measures were used through a sequential explanatory method approach. The intention was to investigate the whole process in detail in order to reveal the effectiveness of the process and the products. In this regard, not only teachers' perceptions but also students' developments in their perceptions of academic achievement and computational thinking, as well as correlations between the computational thinking sub-factors were investigated. The findings showed that the instructional materials and activities developed within the scope of the study, positively affected the computational thinking and academic achievement of students aged 10 and 12 years old. The teachers' weekly feedbacks regarding application structures and implementation processes were also supported the findings and revealed some more details that will be useful both for instructional designers and teachers.
Innovativeness and Factors That Affect the Information Technology Adoption in the Classroom by Primary Teachers in Chile
Author: Lopez-Perez, Valentina A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Information Technology,Foreign Countries,Elementary School Teachers,Technology Integration,Social Influences,Educational Innovation,Computer Attitudes,Positive Attitudes,Computer Uses in Education

This research examines the factors that influence the intention to use information technology in the classroom by primary school teachers based on the Unified Theory of Acceptance and Use of Technology and their technological predisposition. In particular, the relationship between teachers' innovativeness and their beliefs associated with the use of technology in the classroom was analyzed. To this end, 212 teachers from three provinces of Chile were surveyed. Data were analyzed using partial least squares statistical technique. Results indicate that performance expectancy, social influence, and facilitating conditions influence the intention to use information technology in the classroom. It was found that the intention to use construct is a determinant of the use of technology, which validates the robustness of the model in a context of primary education. In addition, it was validated that teachers' innovativeness determines their beliefs about the use of information technology in the classroom.
Exploring Paternal Involvement from Greek, Greek-Cypriot and Turkish Fathers&apos; and Mothers&apos; Perspectives: Cross-National Differences and Similarities
Author: Rentzou, Konstantina
Date: 2019-00-00
Type: Journal Articles
Subjects: Parent Participation,Fathers,Mothers,Parent Attitudes,Cultural Differences,Parent Role,Parenting Styles,Correlation,Foreign Countries,Predictor Variables

Although European fatherhood is &quot;in the process of reconstruction and transformation&quot; (O'Brien 2004, as cited in Lero, Ashbourne and Whitehead 2006, p. 5) and there is a need to create a clear picture about paternal involvement, few studies have explored perceptions of actual father involvement as well as the factors predicting and relating to father involvement, especially in Southeastern European countries. The present study explored the role of the father and the types of paternal involvement in Greece, Cyprus and Turkey from the mothers' and fathers' perspectives. The study hypotheses are that fathers are involved differently across countries and that in more partiarchically oriented countries both mothers and fathers consider father involvement as less important. Thus, we hypothesized that parental style adopted by each parent and their social cognitions would be correlated with father involvement and that paternal involvement is a multidimensional concept. Research results confirm most of our hypotheses and reveal statistically significant differences in terms of the role of the father and the parental styles adopted in a country level and in the way fathers are involved in a parent level.
Integrating the Constructionist Learning Theory with Computational Thinking Classroom Activities
Author: Csizmadia, Andrew
Date: 2019-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Computation,Thinking Skills,Class Activities,Learning Theories,Computer Science Education,Problem Solving,Programming,Programming Languages,Foreign Countries

In computer science education at school, computational thinking has been an emerging topic over the last decade. Even though, computational thinking is interpreted and integrated in classrooms in different ways, an identification process about what computational thinking is about has been in progress among computer science school-teachers and computer science education researchers since Wing's initial paper on the characteristics of computational thinking. On the other hand, the constructionist learning theory by Papert, based on constructivism and Piaget, has a long tradition in computer science education for describing the students' learning process by hands-on activities. Our contribution, in this paper, is to present a new mapping tool which can be used to review classroom activities in terms of both computational thinking and constructionist learning. For the tool, we have reused existing definitions of computer science concepts and computational thinking concepts and combined these with our new constructionism matrix. The matrix's most notable feature is its scale of learners' autonomy. This scale represents the degree of choices learners have at each stage of development of their artefact. To develop the scale definitions, we trialed the mapping tool, coding twenty-one popular international computing activities for pupils aged 5 to 11 (K-5). From our trial, we have shown that we can use the mapping tool, with a moderate to high degree of reliability across coders, to analyse classroom activities with regard to computational thinking and constructionism, however, further validation is needed to establish its usefulness. Despite a small number of activities (n = 21) being analysed with our mapping tool, our preliminary results showed several interesting findings. Firstly, that learner autonomy was low for defining the problem and developing their own design. Secondly that the activity type (such as lesson plan rather than online activity) or artefact created (such as physical artefact rather than onscreen activity or unplugged activity), rather than the computational thinking or computer science concept being taught was related to learner autonomy. This provides some tentative evidence, which may seem obvious, that the learning context rather than the learning content is related to degree of constructionism of an activity and that computational thinking per se may not be related to constructionism. However, further work is needed on a larger number of activities to verify and validate this suggestion.
A Case Study Comparing Student Experiences and Success in an Undergraduate Mathematics Course Offered through Online, Blended, and Face-to-Face Instruction
Author: Thompson, Virginia L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Student Experience,Undergraduate Students,Blended Learning,Mathematics Instruction,College Mathematics,Learner Engagement,Mathematics Achievement,Online Courses,Electronic Learning,Synchronous Communication,Student Attitudes,Algebra,Conventional Instruction,Integrated Learning Systems

A research study was conducted at an undergraduate college, comparing student experiences and successes in a mathematics course offered fully online, blended and face-to-face. In online courses, students enjoy the flexibility of learning at their own pace, not having to travel to school, as well as having consistent access to courses through a web browser. However, such conveniences do not automatically produce positive results. Some students lack the discipline, enthusiasm and sometimes feel socially isolated from their peers when learning online. Despite these challenges, online courses continue to be developed in response to the demand for online learning opportunities. However, there is a need to determine the impact of these opportunities on student learning. The majority of the participants in this study were satisfied with their learning experience. Furthermore, the results analysis did not find enough evidence to confirm that there were any significant differences in the achievement, as measured by students' final grades and exam scores based on whether the course was taught online, as a blended course, or face-to-face format. The researchers, therefore, concluded that students can attain the same level of academic achievement through online, blended, or face-to-face courses (measuring the final exam and course final grades).
Father Involvement with Children with Developmental Delays
Author: Lopez, Sheila
Date: 2019-00-00
Type: Journal Articles
Subjects: Fathers,Parent Child Relationship,Developmental Delays,At Risk Persons,Preschool Children,Behavior Problems,Parent Participation,Family Environment,Educational Environment,Equal Education,Access to Education,Students with Disabilities,Educational Legislation,Public Policy

Children with developmental delays (DD) pose unique caregiving challenges, given their developmental problems and risks for behavior problems (Baker, McIntyre, Blacher, Crnic, Edelbrock, &amp; Low, 2003). Most of the studies involving caregivers of children with DD have highlighted the role of mothers, with very few studies focusing specifically on fathers. Studies on father involvement in home and school settings provide a theoretical rationale for increasing father involvement to support positive outcomes in children with DD. Synthesizing research on father involvement can further contribute to and shape legislation that ensures equitable access to education for young children with disabilities (i.e., the Individuals with Disabilities Education Act). This paper summarizes findings from a systematic literature review of father involvement across home and school settings in families of preschool-aged children with or at risk for DD.
Collective Mathematical Progress in an Introductory Calculus Course during the Treatment of the Quadratic Function
Author: Cetina-Vázquez, Melby
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Calculus,Mathematical Concepts,Teaching Methods,Concept Formation,Introductory Courses,Grade 11,High School Students,Secondary School Mathematics,Foreign Countries,Mathematical Logic

This study characterizes the classroom mathematical practices that support the collective mathematical progress during the treatment of a quadratic function in an Introductory Calculus course comprised of 15 students from eleventh grade (from 16 to 18 years old). A teaching experiment that discussed two variational situations was designed for the treatment of the quadratic function. This paper only reports data of one these situations. The analysis of the empirical data involved an analytical approach that used Toulmin's model of argumentation and two criteria to inform the classroom mathematical practices. Results correspond with two mathematical practices that supported a collective mathematical progress: 1) analyze and quantify what changes in a variational situation; and 2) generate and interpret representations of how the variable magnitudes change in a variational situation. Three connected elements were identified in the evolution of the mathematical practices: time, structure and mathematics. These elements enabled the establishment of a model of collective mathematical progress based on empirical evidence; this model documents a path students could follow to learn quadratic function. The proposed model has the quality of being explicative and the ability to adjust to interact with other students.
The Role of Male Caretakers and Pre-School Teachers for Father Involvement in ECEC
Author: Rohrmann, Tim
Date: 2019-00-00
Type: Journal Articles
Subjects: Caregivers,Caregiver Role,Males,Preschool Teachers,Fathers,Parent Participation,Early Childhood Education,Sex Fairness,Inclusion,Sex Stereotypes,Role Models

The relevance of men in the lives of children is nowadays widely accepted. This overview paper discusses the links between debates on father involvement in the family and strategies for more male professionals in ECEC by focusing on what role male EC workers can have for the involvement of fathers in the work of ECEC centres and pre-schools. Based on a critical gender perspective, the paper gives a broad overview of international debates on the issue, presents empirical evidence, and connects these results to the realms of practice. Arguments for a specific role for male ECEC professionals in approaching and supporting fathers are presented and critically discussed. It is concluded that the inclusion of male professionals in the ECEC work force can contribute to building good relationships with parents and especially fathers. However, gender sensitivity is crucial to overcome gender stereotypes in ECEC as well as in the wider society.
Is Fathers&apos; Involvement in Young Children&apos;s Development and Learning in the Early Years Important? Experiences from the Caregivers in Tanzania
Author: Basil, Pambas Tandika
Date: 2019-00-00
Type: Journal Articles
Subjects: Fathers,Parenting Styles,Young Children,Child Rearing,Child Development,Foreign Countries,Parent Attitudes,Parent Background,Educational Attainment,Parent Responsibility,Parents as Teachers,School Uniforms,Instructional Materials,Time Factors (Learning)

There has been an increased interest among researchers and policy makers on fathers' involvement and its implications for children's wellbeing and learning. Existing empirical evidences from developed countries have documented fathers' essential role that it successfully improves children's development and learning. However, there is dearth of evidence from developing countries especially from Sub-Sahara African contexts. This study was designed to establish Tanzanian experiences particularly Kimamba village in Kilosa District-on fathers' involvement in children's development and schooling dimensions. Descriptive exploratory study design guided collection and analysis of data of the rural context. A total of 23 fathers were recruited for focus group interviews. The analysis of data revealed that fathers had good understanding of their roles and involvement in child-rearing and learning for mastering social and economic welfare of their children, families and the larger population. Fathers indicate that their involvement has significant contribution to children's development across schooling periods and later in life. Their responses range from preparing home environment and crafting home-based timetable for the child to adhere to when at home and during after-school hours. The study concludes that, in a context with limited educational resources, parenting education is important for both fathers and mothers. This may ultimately lead to closer parental involvement and collaboration in child-rearing and caring. It therefore recommended that Social Welfare Officers in collaboration with District Education Officers and teachers should organise and run sensitization programmes to improve fathers' involvement in children's development and learning.
Reconsidering the Assessment Policy: Practical Use of Liberal Multiple-Choice Tests (SAC Method)
Author: Cesur, Kursat
Date: 2019-00-00
Type: Journal Articles
Subjects: Multiple Choice Tests,Scoring,Evaluation Methods,Guessing (Tests),Educational Benefits,Test Construction,Test Reliability,Testing Problems

Examinees' performances are assessed using a wide variety of different techniques. Multiple-choice (MC) tests are among the most frequently used ones. Nearly, all standardized achievement tests make use of MC test items and there is a variety of ways to score these tests. The study compares number right and liberal scoring (SAC) methods. Mixed methods sequential explanatory research design was used which consists of both quantitative and qualitative analysis of the data. A test with ten questions was conducted to 73 prospective English teachers who were selected purposively and they were asked why they had chosen more than one option in the second part of the test. Priority was on the quantitative data obtained from the test results. Qualitative data were collected using participants' explanations for their answers. The analysis of the qualitative findings was used to explain the findings of the quantitative results. The results reveal that liberal scoring method rewards partial knowledge and penalizes blind guessing. It is superior to the conventional scoring methods as it eliminates their disadvantages. Though it eliminates the disadvantages of other scoring methods, liberal scoring method is difficult to be used practically in the classroom. Without a technological help, teachers may find liberal scoring method really difficult. The study also provides teachers with a Microsoft Excel document for practical use of liberal MC tests. With the help of this document, teachers can easily conduct liberal MC tests in their exams. Suggestions to the test designers and policymakers at both national and international levels about the use of liberal scoring method were provided at the end of the study.
School Choice of Middle-Class Parents and Students in the Context of Neoliberal Policies
Author: Ozmantar, Zehra Keser
Date: 2019-03-00
Type: Journal Articles
Subjects: School Choice,Middle Class,Parents,Neoliberalism,Educational Policy,Foreign Countries,Middle School Students,Parent Attitudes,Social Status,Public Schools,Private Schools,Institutional Characteristics,Decision Making,School Security,Educational Resources,Economic Factors,Environmental Influences,Social Influences,Cultural Influences,Religious Factors,School Closing

The purpose of the present study was to examine the reasons of school choices of middle-class families and their children within the context of the neoliberal education policies in Turkish education system. The study adopts a qualitative descriptive research approach. The data were collected via semi-structured interviews. The first study group consisted of 22 parents (13 public and 9 private schools). The second study group consisted of 30 students (16 public and 14 private school students) who were middle class, had high enough exit-exam score to be able to choose science high schools in Gaziantep province in the academic year of 2016-2017. The data were analyzed using the descriptive and content analysis techniques. The findings indicated that academic, economic, environmental, personal, social and cultural, religious, politic factors and physical conditions affected middle class parents and students school choices. The multi-factorial features demonstrate that middle-school parents and students are rather cautious and thorough in school selection. An important inference from the findings is that middle-class tends to see education as a re-generational tool serving to hold on to their social status and existence.
Student Misbehaviors Confronted by Academics and Their Coping Experiences
Author: Erdem, Cahit
Date: 2019-03-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Behavior,Behavior Problems,Classroom Techniques,Coping,Teacher Student Relationship,Classification,Learner Engagement,Conflict,Peer Relationship,Compliance (Psychology),Punishment,College Faculty,Teacher Attitudes,Teacher Behavior,Attribution Theory

This study aims to put forth student misbehaviors confronted by academics and their experiences of coping with these behaviors with respect to types of student misbehaviors, setting, student characteristics, academics' responses, students' reaction to intervention, academics' feelings, attributions to possible causes of misbehaviors, and precautions to prevent repetition of misbehaviors. In this phenomenological study, the data were gathered from 19 academics working at different departments of various universities in Turkey through a semi-structured interview form in which they were asked to narrate a memory about a student misbehavior. Descriptive analysis was employed in analysis process and the codes were constantly compared. Interrater reliability of the coding was found as .80. Some of the main findings of the study include; student misbehaviors are grouped into categories of interfering with teaching of a lesson, not being interested in the lesson, inappropriate behaviors towards the academic, inappropriate behaviors towards peers, and disobeying the rules. The ratio of misbehaviors conducted by 'problematic' students is close to students who are perceived as 'unproblematic' or 'agreeable' students by the academics. The academics' responses to student misbehaviors include verbal warming, ignoring, imposing sanctions, resorting to violence, making changes about the class and leaving the setting. The students continued misbehavior, quitted misbehavior, resorted to violence or left the setting. Academics' attributions to misbehaviors are out-of-class causes (family-related, society-related and school administration related) and in-class causes (students-related, academic-related and curriculum/ school system related). With this study, it is aimed to contribute to research in the literature on academics' classroom management.
Inclusive Model Application Using Accessible Learning Objects to Support the Teaching of Mathematics
Author: Mourão, Andreza Bastos
Date: 2019-00-00
Type: Journal Articles
Subjects: Models,Mathematics Instruction,Resource Units,Foreign Countries,Students with Disabilities,Numbers,Elementary School Students,Grade 8,Mathematics Achievement

This article presents an experience report regarding the application of an Inclusive Model of Development of Accessible Learning Objects, in the Mathematics discipline, to help 8th year Elementary School children, to perform calculations with natural numbers. The Learning Object was developed using Scratch and accessibility guidelines to include students with disabilities. The model evaluated the learning, teaching, usability, and accessibility of objects. The results demonstrate the efficiency, interaction and improvement in students' performance in Mathematics, through the use of objects in the teaching and learning process.