ethanporcaro/eric-fulltext-meta huggingface dataset:
Biodiversity Conservation through Environmental Education for Sustainable Development--A Case Study from Puducherry, India
Author: Ramadoss, Alexandar
Date: 2011-01-00
Type: Journal Articles
Subjects: Biodiversity,Conservation (Environment),Sustainable Development,High School Students,Guidelines,Foreign Countries,Teaching Methods,Experiential Learning,Instructional Effectiveness,Pretests Posttests,Questionnaires,Tests,Student Attitudes,Consciousness Raising,Environmental Education

Promoting students commitment to protect local biodiversity is an important goal of education for sustainable development in India and elsewhere. The main focus of the biodiversity education was to create knowledge, interest and necessary skills to solve various biodiversity problems with reference to the local context. In order to develop the biodiversity consciousness among students, the action oriented biodiversity education methods were identified in this study such as active classroom sessions, hands-onactivities, experiential education, and field exposures that are vital to achieve sustainable biodiversity knowledge and motivate to protect and conserve local biodiversity. We developed a comprehensive framework to assess the efficacy of biodiversity education modules in enhancing teaching and training in biodiversity conservation at high school level. Since the pre-test indicated little lesser than average interest in the relevance of biodiversity, the observed increase in post-test phase could be attributed to our education for sustainable development efforts.
Improving Teaching through Collaborative Reflective Teaching Cycles
Author: Murray, Eileen
Date: 2015-00-00
Type: Journal Articles
Subjects: Reflective Teaching,Instructional Improvement,Mathematics Instruction,Educational Change,Teaching Methods,Grade 7,Teacher Collaboration,Team Teaching,Middle School Teachers

Reflection and collaboration are two activities teachers can use to change and improve their practice. However, finding the time and space to do so can be challenging. The collaborative reflective teaching cycle is a structured activity teachers can use to engage in reflection and collaboration. This article describes how a seventh grade teaching team implemented a series of cycles and in what ways the cycles impacted their practice. Implications for instruction and suggestions for use of the cycles in practice are discussed.
Developing the Practice of Teacher Questioning through a K-2 Elementary Mathematics Field Experience
Author: Schwartz, Catherine
Date: 2015-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Questioning Techniques,Teaching Methods,Field Instruction,Practicums,Early Childhood Education,Methods Courses,Knowledge Base for Teaching,Measures (Individuals),Thinking Skills,Decision Making Skills,Teacher Evaluation,Interviews,Computer Assisted Testing,Video Technology,Classroom Observation Techniques

This article presents findings from research on a field experience designed to help elementary preservice teachers learn the practice of teacher questioning during formal and informal interviews to analyze student mathematical thinking in K-2 classrooms. The practice of teacher questioning is framed as choosing a mathematical goal, analyzing student thinking about that goal, and then deciding on a question or prompt. Preservice teachers were specific and accurate in identifying a mathematical goal and analyzing student thinking when responding to a video-taped interview, but were less successful in their explicit discussion about the rationales for particular teacher questions in response to student thinking. More research is needed to understand tasks for preservice teachers in early field experiences that will help them develop intentional use of teacher questioning to facilitate student thinking about mathematics.
Professional Staffing Levels and Fourth-Grade Student Research in Rural Schools with High-Poverty Levels
Author: Krueger, Karla Steege
Date: 2013-00-00
Type: Journal Articles
Subjects: Rural Schools,Student Research,Grade 4,Poverty Areas,Professional Personnel,Staff Utilization,Phenomenology,Research Projects,Research Skills,School Libraries,Librarians,Student Writing Models,Librarian Attitudes,Student Attitudes,Information Literacy,Information Skills,Inquiry,Media Literacy,Critical Literacy,Ethics,Student Surveys,Information Sources,Thinking Skills,Library Role

Rural schools in high-poverty areas are often understaffed. This descriptive phenomenological study examined fourth-grade state research projects in high-poverty rural Iowa schools to reveal the influence of school librarians' staffing levels on student learning of research skills. To determine evidence of students' critical literacy, ethical use of information, content learning, and understanding of the inquiry process, researchers analyzed twenty-four student work samples from eight schools, along with students' responses to questionnaires and school librarians' responses to surveys. Six (66 percent) student work samples in higher-staffed schools showed higher critical-literacy scores than those in the five lower-staffed schools. Six (of nine) students in higher-staffed schools garnered higher scores in ethical use of information. Content learning in all but one school was mainly factual. At the end of the project fourteen students (58 percent) posed new inquiry questions that were either conceptual or provocative.
Access Denied: School Librarians' Responses to School District Policies on the Use of Social Media Tools
Author: DiScala, Jeffrey
Date: 2013-00-00
Type: Journal Articles
Subjects: School Libraries,Public Schools,Librarian Attitudes,Librarians,Board of Education Policy,Educational Policy,Social Networks,Educational Technology,Technology Uses in Education,Child Safety,Teaching Methods,Web 2.0 Technologies,Semi Structured Interviews,Case Studies,Documentation,Thematic Approach,High Schools,Attitude Measures,Responses

Public school districts often block access to online social media tools. While considered a preventive measure to ensure student safety and limit district liability, this policy strips school librarians and their collaborating teachers of opportunities to instruct students in using social media tools creatively and responsibly. Using one school district as a case study, this study examined the perceptions and responses of high school librarians to district policies that limit the use of social media tools. It was determined that the way the school district presented its policies could affect how school librarians perceived and applied them. As the school district unintentionally shifted from formal to informal to implied policy documentation, this study found that the school librarians' perceptions and applications of the policies varied substantially.
Student Perceptions of Literacy after the Ontario Secondary Literacy Course: A Qualitative Inquiry
Author: Van De Wal, Lianne
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,High Stakes Tests,Standardized Tests,Achievement Tests,Scores,Self Concept,Self Esteem,Self Efficacy,Ethnography,Case Studies,High School Students,Secondary Education,Semi Structured Interviews,Reading Attitudes,Writing Attitudes,Attitude Change,Study Habits,Qualitative Research

Adolescent literacy has emerged via the high-stakes standardized test known as the Ontario Secondary School Literacy Test (OSSLT) as a critical area of debate and study. Research has indicated a direct connection between literacy and identity, and that student literacy practices differ from traditional measures of literacy located in school curriculum and evaluated via standardized tests such as the OSSLT. Outcomes such as limited achievement, difficulties with literacy and the development of literacy skills, and subsequent below standard scores can diminish student self-concept, lower self-esteem, and impede self-efficacy. This ethnographic case study illuminated the impact of OSSLT and subsequent mandatory enrolment in the Ontario Secondary School Literacy Course using semi-structured interviews involving high-school students from a northern Ontario secondary school. Previous related research outcomes, which demonstrated a connection between standardized test scores and self-concept, were realized via participants' understanding and perception of literacy, and through mitigating factors impacting literacy engagement and achievement.
The Relationship between Environmental Moral Reasoning and Environmental Attitudes of Pre-Service Science Teachers
Author: Tuncay, Busra
Date: 2011-05-00
Type: Journal Articles
Subjects: Moral Values,Thinking Skills,Attitude Measures,Correlation,Ethics,Preservice Teachers,Science Teachers,Student Attitudes,Environment,Content Analysis,Teacher Education Programs,Measures (Individuals),Elementary School Teachers

The aim of the present study was to investigate the relationship between environmental moral reasoning patterns and environmental attitudes of 120 pre-service science teachers. Content analysis was carried out on participants' written statements regarding their concerns about the presented environmental problems and the statements were labeled as ecocentric, anthropocentric, and non-environmental according to their meanings. Then, descriptive and inferential analyses were conducted on the calculated frequencies of each moral consideration category and participants' responses to Environmental Attitudes Scale. The results revealed a significant positive correlation between ecocentric moral reasoning and environmental attitudes, whereas there was not a statistically significant relationship between neither of anthropocentric nor non-environmental moral reasoning and environmental attitudes. Findings of the study support the argument that an environmental ethic, which extends moral consideration beyond human beings to the nature as a whole, is necessary to overcome many of the environmental problems.
Creative Approaches to Environmental Learning: Two Perspectives on Teaching Environmental Art Education
Author: Inwood, Hilary J.
Date: 2012-01-00
Type: Journal Articles
Subjects: Creative Teaching,Environmental Education,Curriculum Development,Teaching Methods,Art Education,Science Education,Interdisciplinary Approach,Role,Sustainability,Visual Arts,Course Descriptions,Student Attitudes,College Students,Foreign Countries

Environmental art education is growing in popularity in college and university programs as the arts begin to play a more prominent role in environmental and sustainability education. As this emerging field of study is an interdisciplinary endeavor that draws from the more established fields of visual art education and environmental education, environmental art education offers a means to increase the pool of potential learners to those in the arts and sciences, as well as diversify learning to ensure that it is memorable and authentic. This article describes two different approaches to the design of courses in this emerging field from the perspectives of both science and art educators, in hopes of providing direction on the development of curricula and pedagogy in environmental art education to other educators.
A Comparison of Aboriginal and Non-Aboriginal Students on the Inter-Related Dimensions of Self-Concept, Strengths and Achievement
Author: Whitley, Jessica
Date: 2014-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Statistical Analysis,Comparative Analysis,Self Concept,Student Characteristics,Minority Group Students,Canada Natives,Academic Achievement,Elementary School Students,Foreign Countries,Grade 4,Grade 6,Grade 5,Grade 7,Grade 8,Questionnaires,Grades (Scholastic),Report Cards,Scores,Regression (Statistics)

Self-concept has been found to play a key role in academic and psychosocial outcomes for students. Appreciating the factors that have a bearing upon self-concept may be of particular importance for Aboriginal students, many of whom experience poorer outcomes than non-Aboriginal Canadians. In this study, we conducted a quantitative analysis of the relationships between multidimensional self-concept, perceived strengths, and academic achievement among a sample of Aboriginal and non-Aboriginal students. Theories of self-perception development proposed by Marsh, Harter and Eccles were drawn upon to both frame the study and interpret the results. Results indicated that perceived self-concept and strengths were largely similar across groups. However, students in the two groups drew on different strengths to comprise their general self-concept. Findings were explored within the context of existing research and theory and educational implications were presented.
Shifting Perspectives and Practices: Teacher Candidates' Experiences of an Aboriginal Infusion in Mainstream Teacher Education
Author: Blimkie, Melissa
Date: 2014-00-00
Type: Journal Articles
Subjects: Case Studies,Preservice Teachers,Student Teacher Attitudes,Indigenous Populations,Minority Group Students,Culturally Relevant Education,Teacher Education Programs,Cultural Awareness,Teacher Competencies,Canada Natives,Qualitative Research,Questionnaires,Focus Groups,Assignments,Journal Writing,Documentation,Course Descriptions,Holistic Approach,Consciousness Raising,Knowledge Level,Barriers,Program Effectiveness,Foreign Countries

This exploratory case study shares teacher candidates' perspectives and experiences of an Aboriginal infusion at York University's Faculty of Education field site in Barrie, Ontario. For this initiative, Aboriginal content and pedagogies were infused throughout placements and courses of the mainstream teacher education program. Teacher candidates shared that the Infusion prepared them to teach Aboriginal content in culturally respectful and meaningful ways by providing them with a foundation to build on and helping them to develop teaching practices inclusive of diverse ways of knowing and being in the world. These findings may be useful to other educators developing and implementing their own infusion initiatives.
Exploring the Inner and Outer Cultural Landscapes of Counseling Candidates towards Diverse Students and Families through Self-Reflection
Author: Montes, Adonay A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Counselor Training,Cultural Awareness,Surveys,Counseling Techniques,Metacognition,Sociocultural Patterns,Questionnaires,Student Attitudes,Cultural Pluralism,Counseling Effectiveness,Professional Identity,Counselor Client Relationship,Cross Cultural Training,Teaching Methods,Instructional Effectiveness

This article presents an interpersonal methodology designed to increase the cultural awareness of counselor candidates. This methodology was implemented through a sequence of activities, which was part of a multicultural course in the counseling credential program in a university located in Southern California. The goal was to enrich future counselor practices by promoting self-reflection processes of personal cultural beliefs. The responses of counselor candidates, gathered through two surveys, suggest that understanding their identities will ease the process of creating bridges between them and the cultural richness of students and their parents.
Investigation of Undergraduate Students' Environmental Attitudes
Author: Köse, Sacit
Date: 2011-01-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Student Attitudes,Scientific Attitudes,Environmental Education,Environment,Gender Differences,Science and Society,Positive Attitudes,College Faculty,Intellectual Disciplines,Statistical Analysis,Statistical Significance,Scores,Questionnaires

Environmental education has been viewed as an important way to educate students about environmental issues beginning from pre-school to higher education. This study is a part of this field- namely, undergraduate environmental education. The purpose of the study is to explore undergraduate students' attitudes towards environment at the end of the course &quot;Environment, Human, and Society&quot;. In direction of this basic aim, environmental attitudes of university students were examined according to the gender and faculty type factors. The research was applied at Pamukkale University in School of Foreign Languages during the spring term of 2008-2009 education years. A questionnaire consisting of 2 parts titled &quot;personal information&quot; and &quot;measuring attitude towards environment&quot; was utilized as the means of collecting data. As a result of the study, it could be concluded that undergraduate students had positive attitudes toward the environment as regard to their gender and faculty types. It was emphasized that female students were more sensitive toward environment than male students. At the end, some advices were given in relation with environmental researches.
Benefits and Challenges of Information and Communication Technologies (ICT) Integration in Québec English Schools
Author: Rabah, Jihan
Date: 2015-04-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Integration,English,Learner Engagement,Focus Groups,Technology Uses in Education,Leadership Responsibility,Access to Computers,Financial Support,Professional Development,Evaluation,Curriculum Development,Planning,Teacher Attitudes,Consultants,Attitude Measures,Qualitative Research,Grounded Theory,Inclusion,Disabilities,Assistive Technology,Global Approach

This paper investigated teachers' and educational consultants' perceptions of ICT integration in Québec English Schools, specifically with regards to the benefits and challenges of ICT integration therein. 23 teachers and educational consultants from seven different school boards participated in the focus group sessions. Results revealed higher student engagement levels, glocalization of the 21st century education and enhancement of the learning process as the main benefits of integrating ICT in English Québec Schools. In addition, participants highlighted the following challenges: lack of supporting school leadership, inconsistent investments in ICT equipment, infrastructure and resources, inflexibility of funding, the need for additional professional development and support and incorporation of technology in evaluations and curricular plans.
Today's University Students and Their Need to Connect
Author: Russo, Theresa J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Technology Integration,Technology Uses in Education,Educational Technology,Computer Mediated Communication,Undergraduate Students,Online Surveys,Student Attitudes,Preferences,Telecommunications,Handheld Devices,Electronic Mail,Written Language,Friendship,Peer Relationship,Interpersonal Relationship,Internet,Access to Computers,Gender Differences,Inferences,Statistical Analysis,Qualitative Research

Higher education is rapidly changing and university instructors are presented with new types of students for whom technology is a significant influence. They perceive technology as a way of life and express a need to feel connected at all times. With increasingly diverse university classroom, technology integration is both a challenge and an opportunity. Supportive communication is important in the promotion of relationships and essential in a university classroom. A convenience sample of 390 students was surveyed to investigate the perceived influences of technology on relationships, including preferences, usage and time with technologies. Results indicated that technology makes communication easier, allows students to stay in touch with more people, and have relationships that would otherwise not be possible. Implications of this study suggest positive influences of technology on academic work, performance and maintenance of relationships. However, disadvantages with using technology such as increased stress, addictive feelings toward technologies, and increased misunderstandings in relationships and conflict also exist.
Effect Sizes of Behavioral Interventions for Turkish Students with Autism
Author: Sucuoglu, Bülbin
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Autism,Pervasive Developmental Disorders,Effect Size,Behavior Modification,Intervention,Nonparametric Statistics,Research Design,Journal Articles,Doctoral Dissertations,Masters Theses,Meta Analysis,Program Effectiveness

Problem statement: Two of the techniques used in the meta-analysis of single-case research are calculating the percentage of nonoverlapping data (PND) and the percentage of data points that exceed the median of the baseline phase (PEM). The PND is a nonparametric approach in which the researcher calculates the percentage of data points in the treatment phase that exceed the highest point of the baseline phase's distribution (or the lowest point if the targeted behavior is a problem behavior to be reduced). Even though PND can be calculated easily, it has a disadvantage if there is even one data point in the baseline phase over the top or below the bottom level, the PND score for that treatment phase is calculated as zero. Calculating the PEM was introduced in order to overcome this disadvantage. In this approach the effect size is calculated by finding the median of the baseline phase and drawing a horizontal line from this point through the intervention phase and then determining the percentage of data points over this line (or below this line for the problem behaviors). Purpose of study: The purpose of this study was to investigate the effectiveness of the intervention studies that used single-subject design and targeted children and individuals with autism in Turkey. Methods: Researchers reviewed studies conducted from 1990 to 2010 and calculated the PND and PEM scores for the selected studies. The researchers selected dissertations or studies that were published in peer reviewed journals that included intervention methods to teach skills/behaviors or reduce problem behaviors. Five articles, seven master's theses, and four doctoral dissertations were included. Findings and results: The mean effect sizes for the 14 studies were 0.85 for PND and 0.90 for PEM. The most effective intervention methods for teaching skills/behaviors and reducing problem behaviors are listed. Conclusions and recommendations: The results of this study are discussed in terms of findings, the characteristics and limitations of the intervention methods and the characteristics of the study groups.
Autism Spectrum Disorder in Popular Media: Storied Reflections of Societal Views
Author: Belcher, Christina
Date: 2014-00-00
Type: Journal Articles
Subjects: Pervasive Developmental Disorders,Social Attitudes,Mass Media,Mass Media Effects,Television,Childrens Literature,Picture Books,Novels,Films,Popular Culture,Content Analysis,Literary Devices,Stereotypes

This article explores how storied representations of characters with Autism Spectrum Disorder (ASD) are typified in a world that is increasingly influenced by popular media. Twenty commercially published children's picture books, popular novels, mainstream television programs, and popular movies from 2006-2012 were selected using purposive, maximum variation sampling and analyzed through Krippendorff's six-step approach to social content analysis. From this 20-unit sample, results show that television characters with ASD tend to be portrayed as intellectually stimulating geniuses who make us aspire to be like them; movies tend to show those with ASD as heroes, conquering seemingly impossible odds; novels tend to present ASD in a complex, authentic context of family and community, rife with everyday problems; picture books appear to be moving towards a clinical presentation of ASD. Common cross-categorical themes portray scientific, clinical, and/or savant-like traits that tend to glamourize challenges inherent to ASD.