ethanporcaro/eric-fulltext-meta huggingface dataset:
Towards the Use of Information and Communication Technology in Undergraduates Learning: Possession, Perception and Problems in Obafemi Awolowo University, Ile-Ife, Nigeria
Author: Egbedokun, A. O.
Date: 2014-00-00
Type: Journal Articles
Subjects: Information Technology,Undergraduate Students,Likert Scales,Questionnaires,Laptop Computers,Telecommunications,Handheld Devices,Teaching Methods,Student Attitudes,Barriers,Universities,Access to Computers,Educational Facilities,Statistical Analysis,Foreign Countries

This paper focuses the potentials of information and communication technologies (ICT) on three main areas as related to students learning (possession, perception and problems). It investigated students' possession, perception and problems (as envisaged or experienced) by students of Obafemi Awolowo University, Ile-Ife on the use of ICT facilities. The study employed survey method. Sample for this study consisted of 500 undergraduates randomly selected from Obafemi Awolowo University, Ile-Ife. The instrument used in this study was a 45 item Likert-type questionnaire. Four objectives were formulated for the study, while simple percentages were used in data analysis. It was found that majority of the undergradutes in OAU possess ICT facilities that can be used in learning. The facilities include laptops, iPad, iPod, android phones, blackberry etc, which have capabilities for carrying instructional contents. It was also found that undergraduates perceived that these ICT facilities are useful for instructional purposes. However, they identified lack of power supply, problem of access, financial constraints, and phones without MMS capability as problems that might militate against the use of ICT in learning. The paper concludes that the university should harness this opportunity and use ICT facilities fully in teaching and learning.
Indigenous Knowledge and Geoscience on the Flathead Indian Reservation, Northwest Montana: Implications for Place-Based and Culturally Congruent Education
Author: Johnson, Adam N.
Date: 2014-05-00
Type: Journal Articles
Subjects: Reservation American Indians,American Indian Culture,American Indian History,Earth Science,Science Education,Indigenous Knowledge,Science Curriculum,Cooperative Planning,Natural Resources,Culturally Relevant Education,Science Achievement,American Indian Education,Geology,Program Development,Tribally Controlled Education,Higher Education,Elementary Secondary Education,United States History,Oral History

We investigated connections between the natural and the cultural history of the Flathead Indian Reservation through the integration of geoscience, traditional tribal knowledge, and oral narratives for the purpose of improving Earth Science education in the tribal community. The project served as an avenue for the incorporation of indigenous knowledge into science curricula by providing parallel perspectives for the same landscapes while considering compatibilities between Western science and Native knowledge. We developed educational resources through collaborations with local school communities, tribal elders, and cultural experts who approved the materials for general distribution. Participants identified multiple localities throughout the reservation that served as field sites critical to understanding geoscience concepts, tribal scientific knowledge, and oral histories. One such place (the Big Draw Valley west of Flathead Lake) figures prominently in both geoscience and indigenous accounts of the evolution of the land. Compatible perspectives of local landscape formation are indicated by similarities between the interconnected Earth Science and Native narratives. Indigenous knowledge reveals potential locations for additional scientific research that could prompt a reconsideration of current geoscience theories regarding the glacial history of the region. Preliminary research suggests that culturally congruent instruction using the Flathead Geoscience Education Project materials was effective in supporting increased American Indian student achievement in geosciences on the reservation. We believe that curricular materials similar to those produced during this project can also be developed for and successfully used in other tribal communities.
Examining the Potential Disconnect between Parents&apos; Perceptions and Reality Regarding the Physical Activity Levels of Their Children
Author: Faulkner, Guy
Date: 2014-00-00
Type: Journal Articles
Subjects: Parents,Parent Attitudes,Children,Physical Activities,Physical Activity Level,Foreign Countries,Parent Child Relationship,Public Service,Advertising,Publicity,Behavior Change,Parent Participation

Background: Parental support plays an important role in facilitating the participation of children in physical activity. However, there is evidence that parents overestimate their child's level of physical activity -- this may lead to inaction in promotion attempts by parents. This potential disconnect between parental perceptions and reality was recently the focus of the 'Think Again' social marketing campaign developed by PartipACTION. Purpose: To qualitatively explore parents' perceptions of the Think Again advertisements, and the possible disconnect between perceptions and reality regarding their children's physical activity levels. Method: Semi-structured interviews were conducted with 12 mothers and 12 fathers of children aged 5-11 years attending a supervised recreation class. A thematic analysis was applied to the collected data. Results: The advertisements were generally well received by the parents in serving as a reminder of how much physical activity their children should be getting. Less than half of parents believed their children were attaining physical activity guidelines although the majority believed they were sufficiently active given perceived time constraints for both them and their child. Most parents believed they could accurately estimate how active their child was but that other parents may have difficulty due to reliance on schools and organized recreation to provide opportunities for physical activity. Conclusion: PSAs have a role to play in increasing parental awareness of physical activity guidelines and communicating the importance of physical activity. More creative approaches will be needed to address the disconnect in the perceptions between sufficient and recommended levels of physical activity.
Carnegie Learning Curricula and Cognitive Tutor™. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2013-01-00
Type: Reports - Evaluative
Subjects: Mathematics Achievement,State Standards,Algebra,Geometry,Secondary School Mathematics,Evidence,Outcome Measures,Individualized Instruction,Intelligent Tutoring Systems,Program Evaluation,Instructional Effectiveness

&quot;Carnegie Learning Curricula and Cognitive Tutor&quot;®, published by Carnegie Learning, is a secondary math curricula that offers textbooks and interactive software to provide individualized, self-paced instruction based on student needs. The program includes pre-Algebra, Algebra I, Algebra II, and Geometry, as well as a three-course series that integrates numeric, algebraic, geometric, and statistical content. The developer indicates that the program is aligned with most state standards and the standards set by the National Council of Teachers of Mathematics. The program can be customized to meet other state-specific standards. The What Works Clearinghouse (WWC) identified 27 studies that investigated the effects of &quot;Carnegie Learning Curricula and Cognitive Tutor&quot;® on math performance for high school students. The WWC reviewed 11 of those studies against group design evidence standards. Three studies (Cabalo, Jaciw, &amp; Vu, 2007; Campuzano, Dynarski, Agodini, &amp; Rall, 2009; &amp; Pane, McCaffrey, Slaughter, Steele, &amp; Ikemoto, 2010) are randomized controlled trials that meet WWC evidence standards without reservations, and three studies (Shneyderman, 2001; Smith, 2001; &amp; Wolfson, Koedinger, Ritter, &amp; McGuire, 2008) are randomized controlled trials or quasi-experimental designs that meet WWC evidence standards with reservations. These six studies are summarized in this report. Five studies do not meet WWC evidence standards. The remaining 16 studies do not meet WWC eligibility screens for review in this topic area. Appended are: (1) Research details for Cabalo et al., 2007, Campuzano et al., 2009, Pane et al., 2010, and Shneyderman, 2001; (2) Outcome measures for each domain; (3) Findings included in the rating for the mathematics achievement domain; and (4) Summary of supplemental findings for the mathematics achievement domain. A glossary of terms is included.
WWC Review of the Report &quot;Evaluation of the College Possible Program: Results from a Randomized Controlled Trial.&quot; What Works Clearinghouse Single Study Review
Author: What Works Clearinghouse (ED)
Date: 2014-07-00
Type: Reports - Evaluative
Subjects: Program Evaluation,Regression (Statistics),Low Income,High School Students,Intervention,Quasiexperimental Design,College Attendance,Test Preparation,College Entrance Examinations,College Admission,Admissions Counseling,Program Design,Standards,Program Effectiveness,Matched Groups,Student Financial Aid,After School Programs

The 2013 study, &quot;Evaluation of the College Possible Program: Results From a Randomized Controlled Trial&quot;, investigated the effect of the &quot;College Possible&quot; program, which is designed to serve low-income high school students by providing SAT/ACT test preparation, financial aid consulting, and college admissions guidance in an after-school setting. Using data from the ACT, the National Student Clearinghouse, and the &quot;College Possible&quot; program, researchers examined the impact of the program on ACT scores, college applications, and college enrollment. The study meets WWC group design standards with reservations. Overall college enrollment rates were the same in both groups (about 64%). Students in the intervention group enrolled in selective institutions at a higher rate than students in the comparison group (12% vs. 5%), but this difference was not statistically significant. The author did report that the proportion of students enrolling in a 4-year institution was higher for the intervention group (45% vs. 34%), but the WWC found that this effect was not statistically significant after adjusting for multiple comparisons. The regression discontinuity (RD) design portion of this study did not meet WWC RD standards because the forcing variable does not have a sufficient number of unique values. The following are appended: (1) Study details; (2) Outcome measures for each domain; and (3) Study findings for each domain. [The following study is the focus of this review: Avery, C. (2013). &quot;Evaluation of the College Possible program: Results from a randomized controlled trial&quot; (NBER Working Paper 19562). Cambridge, MA: National Bureau of Economic Research. Retrieved from http://www.nber.org (ED544548).]
Comparing the Contribution of Teacher versus Tutor Ratings of Inattentive Behavior in Predicting Mathematics Achievement
Author: Malone, Amelia S.
Date: 2014-07-02
Type: Reports - Research
Subjects: Elementary School Students,Mathematics Instruction,Teacher Attitudes,Elementary School Teachers,Student Behavior,Attention,Mathematics,Computation,Small Group Instruction,Low Achievement,Mathematics Achievement,Mathematics Skills,At Risk Students,Tutoring,Tutors,Intervention,Comparative Analysis,Measures (Individuals),National Competency Tests,Statistical Distributions,Correlation,Predictor Variables,Prediction,Multiple Regression Analysis,Pretests Posttests

The purpose of this study was to assess the relative contribution of teacher and tutor ratings of inattentive behavior in two different instructional settings in predicting students' performance on fraction concepts and whole-number calculations. Classroom teachers rated each student's attentive behavior in a whole-class setting and tutors rated each student's attentive behavior in an intensive small-group setting. The sample was 131 fourth-grade students identified as at risk for developing mathematics difficulties (MD) and randomly assigned to fraction tutoring. Teachers and tutors rated each student's inattentive behavior in the 10th week of the 12-week intervention period. On average, tutors rated students as more attentive than teachers. Also, tutor ratings had greater predictive power than teacher ratings on fraction concepts, but neither set of ratings uniquely predicted performance on whole-number calculations. Possible explanations for findings and directions for future research are discussed. [Note: This content is a pre-print version of the article.]
Summative Evaluation of the CSUB Robert Noyce Scholarship Program. Report IV
Author: Wang, Jianjun
Date: 2014-04-01
Type: Reports - Research
Subjects: Summative Evaluation,Research Reports,STEM Education,Teacher Education Programs,Program Effectiveness,Scholarships,Institutional Characteristics,Educational Resources,Disadvantaged Schools,Accountability,Student Recruitment,Educational Opportunities,Teacher Improvement,Grants,Program Administration,Academic Achievement,School Surveys,Teacher Surveys,Interviews,Transcripts (Written Records),Change Strategies,Program Evaluation,Audits (Verification),Scholarship Funds,Program Implementation,Elementary Secondary Education,Questionnaires,Pedagogical Content Knowledge

Over the past five years, California State University, Bakersfield (CSUB) recruited 39 Noyce Scholars for STEM teacher preparation in high-needs schools. As of April 1, 2014, the program has saved approximate $150,000 of NSF funding for this grant. In this summative report, program effectiveness has been examined in three aspects, &quot;Noyce Scholar recruitment,&quot; &quot;institutional support for teacher preparation,&quot; and &quot;the concurrent impact on high-needs schools.&quot; The evaluation design conforms to a well-established model of Results-Based Accountability to address nine questions: (1) How much has been done in student recruitment? (2) How well did the program perform in student recruitment? (3) Did high-needs schools benefit from the Noyce Scholar recruitment? (4) How much has been done to meet STEM teacher requirements? (5) How well did the program do to enrich STEM learning opportunities? (6) Did the program benefit teacher preparation in high-needs schools? (7) How much has been accomplished in program support? (8) How well did the program do in grant administration? (9) Did the program benefit student learning in high-needs schools? Professional standards in teacher education have been incorporated to facilitate the triangulation of quantitative and qualitative data from Noyce Scholar surveys, interviews, and transcript analyses. Three recommendations are adduced to support teacher preparation during the no cost extension.
The Effect of Feature Complexity in Spanish Spelling in Grades 1-3
Author: Ford, Karen L.
Date: 2014-04-06
Type: Reports - Research
Subjects: Spelling,Spanish,Bilingual Education,Phoneme Grapheme Correspondence,Elementary School Students

The current study explored a possible continuum of spelling features that children receiving literacy instruction in Spanish might be expected to master in Grades 1-3. We administered a developmental spelling inventory representing nine distinct Spanish spelling features to 864 students in bilingual and dual language schools across the U.S. Findings revealed a distinct hierarchy of Spanish spelling features that move from reliance solely on sound-symbol correspondences (e.g., open syllables, closed syllables, blends, nasals, diphthongs) to word patterns (e.g., inconsistent consonants and rule-based consonants) and finally to meaning units (e.g., affixes and roots).
Models for Information Assurance Education and Outreach: A Report on Year 2 Implementation
Author: Wang, Jianjun
Date: 2014-09-15
Type: Reports - Research
Subjects: Information Technology,Computer Networks,Curriculum Development,Undergraduate Students,College Faculty,College Students,High School Students,Feedback (Response),Information Security,Computer Security,Gender Differences,Ethnicity,Student Interests,Secondary School Teachers,College Curriculum,Models,Program Evaluation,Program Implementation

&quot;Models for Information Assurance Education and Outreach&quot; (MIAEO) is an NSF-funded, three-year project to support hands-on explorations in &quot;network security&quot; and &quot;cryptography&quot; through Research Experience Vitalizing Science-University Program (REVS-UP) at California State University, Bakersfield. In addition, the program incorporates components of curriculum development for undergraduate students and public forums for community members. During the second year of grant operation, MIAEO supported completion of five research projects in the &quot;Information Assurance&quot; domain. The hands-on exploration occurred during a four-week summer section and involved two professors, two university student assistants, two K-12 teachers, and 18 high school students. Besides evaluating the REVS-UP impact, this report includes assessment of compelling evidence in program development across the levels of &quot;Intended Curriculum&quot;, &quot;Implemented Curriculum&quot;, and &quot;Attained Curriculum&quot;. Feedback from the community outreach events has been gathered to show significant improvement of service outcome over last year. The report concludes with four recommendations to sustain the program effectiveness in the third year. The following are appended: (1) Poster Presentations of Five IA Research Projects; and (2) ISPS Speaker Event.
Online and Distance Learning in Southwest Tennessee: Implementation and Challenges. REL 2015-045
Author: Holian, Laura
Date: 2014-11-00
Type: Reports - Research
Subjects: Online Courses,Distance Education,Educational Technology,Online Surveys,Questionnaires,High Schools,Access to Education,Dual Enrollment,Rural Schools,Social Studies,Career Education,Technical Education,English Instruction,Blended Learning,Credits,Barriers,Access to Computers,Supervision,Institutional Characteristics

The purpose of this study was to increase the understanding among members of the Southwest Tennessee Rural Education Cooperative (SWTREC), a coalition of superintendents from 12 districts (half of which are rural) surrounding Memphis, about the online and distance-learning courses offered by schools that compose the Cooperative. Data for this report were collected through an online questionnaire administered by districts in the SWTREC in April 2013 and completed by one person from each participating school. Seventeen of the twenty-one high schools within the SWTREC districts responded to the survey. More than 80 percent of responding schools reported offering online or distance-learning courses in school year 2012/13. On average, schools provided more online than distance-learning courses, and they had higher enrollments in online courses. Both online and distance-learning courses were used to provide students with access to dual enrollment courses. Schools that offered online courses most often identified the opportunity for students to accelerate credit accumulation as a &quot;very important&quot; reason for offering the courses. Technological limitations--both the availability of technology and restricted periods when technology was available--were barriers schools perceived in offering online and distance-learning courses. A survey instrument is appended.
The Benefit of Interleaved Mathematics Practice Is Not Limited to Superficially Similar Kinds of Problems
Author: Rohrer, Doug
Date: 2014-10-00
Type: Reports - Research
Subjects: Assignments,Problem Sets,Problem Solving,Mathematical Applications,Mathematics Achievement,Grade 7,Middle School Students,Mathematics Instruction,Comparative Analysis,Discrimination Learning,Associative Learning,Instructional Effectiveness

Most mathematics assignments consist of a group of problems requiring the same strategy. For example, a lesson on the quadratic formula is typically followed by a block of problems requiring students to use the quadratic formula, which means that students know the appropriate strategy before they read each problem. In an alternative approach, different kinds of problems appear in an interleaved order, which requires students to choose the strategy on the basis of the problem itself. In the classroom-based experiment reported here, grade seven students (n = 140) received blocked or interleaved practice over a nine-week period, followed two weeks later by an unannounced test. Mean test scores were greater for material learned by interleaved practice rather than by blocked practice (72% vs. 38%, d = 1.05). This interleaving effect was observed even though the different kinds of problems were superficially dissimilar from each other, whereas previous interleaved mathematics studies required students to learn nearly identical kinds of problems. We conclude that interleaving improves mathematics learning not only by improving discrimination between different kinds of problems but also by strengthening the association between each kind of problem and its corresponding strategy. [This article was published in: &quot;Psychonomic Bulletin &amp; Review&quot; v21 n5 p1323-1330 Oct 2014; http://dx.doi.org/ 10.3758/s13423-014-0588-3.]
A Story of African American Students as Mathematics Learners
Author: Morton, Crystal Hill
Date: 2014-07-00
Type: Journal Articles
Subjects: Mathematics Instruction,African American Students,Middle School Students,Females,Student Attitudes,Knowledge Level,Mathematical Concepts,Mathematical Logic,Cognitive Processes,Problem Solving,Concept Formation,Qualitative Research,Statistical Analysis,Interviews,Scoring Rubrics

Educational systems throughout the world serve students from diverse populations. Often students from minority populations (i.e. racial, ethnic, linguistic, cultural, economic) face unique challenges when learning in contexts based on the cultural traditions and learning theories of the majority population. These challenges often leave minority populations labeled as incompetent, unmotivated, and cognitively deficit. In the United States, African American female students are among minority populations who are often positioned as deficit when compared to the majority White population. This study investigates middle school African American female perceptions of themselves as learners and students' knowledge of the meaning of ratio, proportionality, and how to apply and explain their application of proportionality concepts by examining written problem solving strategies over a three-year period. Students' responses are analyzed according to the strategies they used to reach their final solution. The categories of strategies include no-response, guess and check, additive build up with and without a pictorial representation, and multiplicative. The majority of students in this study 86.5%, 69.2%, and 68.6% did not attempt or demonstrated no understanding in year one, two, and three respectively. Additionally, participants reported positive dispositions about themselves as mathematics learners. An appendix presents the &quot;Conceptual Understanding Scoring Rubric.&quot;