ethanporcaro/eric-fulltext-meta huggingface dataset:
Computational and Genomic Analysis of Mycobacteriophage: A Longitudinal Study of Technology Engineered Biology Courses That Implemented an Inquiry Based Laboratory Practice Designed to Enhance, Encourage, and Empower Student Learning
Author: Hollowell, Gail P.
Date: 2015-00-00
Type: Journal Articles
Subjects: Science Instruction,Teaching Methods,Science Laboratories,Biology,Inquiry,Longitudinal Studies,Technology Uses in Education,Educational Technology,Genetics,Majors (Students),College Science

This paper provides an applied research rational for a longitudinal investigation that involved teaching a &quot;Technology Engineered Science Education Course&quot; via an Interactive Laboratory Based Genomics Curriculum. The Technology st Engineering [TE] methodology was first introduced at the SAPES: South Atlantic Philosophy of Education Society) 51 Conference. The TE philosophy was further expanded on in the book &quot;The Aftermath of Hurricane Katrina: Educating Traumatized Children Pre KG through College&quot; in a chapter titled, &quot;Technology Engineering Educational Solutions for the Hurricane Katrina Region&quot;. TE as a practice was later expounded upon in greater detail in an i-manager &quot;Journal on School Educational Technology&quot; article entitled, &quot;Technology Engineering Science Instruction in the Information Age: Integrating Instructional Technology in K12 Education&quot;, (Vol. 4, No. 1, pp.12-17). This study is a continuation of all of the aforementioned research. The research investigation introduced interactive advanced genomic teaching measures for scientific education via a series of &quot;TE[subscript Genomic] Biology courses&quot;. The courses involved interactive laboratory teaching Genomic methodologies that actively encouraged authentic research-based student learning. The paper also historically explores similar previous research as a foundational precursor to the year long longitudinal applied research inquiry. The research investigation took place over three years and involved three technology engineered genomics courses designed for introductory science majors, the courses respectively were: BIOL 1101 (General Biology I); BIOL 2030 (Genomics Research Initiative I); and BIOL 2030 (Genomics Research Initiative II). The research outcomes yielded positive outcomes by participants over time, thereby indicating that the TE[subscript Genomic] Biology courses were a positive and Genomic dynamically interactive way of teaching advanced science education topics.
Role of Teacher Educational Institutions in Developing Personality of Student Teachers
Author: Prakash, Srinivasan
Date: 2014-00-00
Type: Journal Articles
Subjects: College Role,Teacher Education Programs,Personality Traits,Student Teachers,Student Characteristics,Personality Assessment,Foreign Countries,Hypothesis Testing,Statistical Analysis

Teacher Education is an integral part of any educational system. It should provide a platform in developing the holistic personality of a student teacher. This paper reports on personality of student teachers and the role of Teacher Educational institutions in developing it. The sample consists of 1,080 student teachers of Madurai revenue district. A Multi dimensional Personality Inventory constructed by Manju Rani Agarwal was used to get the data from the student teachers. Percentage analysis, Mean, Standard deviation and &quot;t&quot; tests were used for analyzing the data. The results showed that there is significant difference in personality of Government Aided and Self Finance College student teachers.
Impact of Perceived Teachers' Competence on Students' Performance: Evidence for Mediating/ Moderating Role of Class Environment
Author: Sultan, Sarwat
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Academic Achievement,Classroom Environment,Public Schools,Private Schools,Rural Schools,Foreign Countries,Middle School Students,Middle School Teachers,Predictor Variables,Correlation,Regression (Statistics)

The purpose of the present study was to explore the impact of perceived teachers' competence on students' performance moderated by perceived class environment. The sample consisted of 500 students (250 male &amp; 250 female) taken from public and private schools from the rural areas of Dokota Town, Tibba Sultan Pur, and Mailsi. Participants' age range was between 12-14 years old. Teaching Competence Scale (Passi &amp; Lalita, 2009) and Class Environment Scales (Kelly, 2010) were used to measure the perceived teachers' competence and perceived class environment, respectively. For the purpose of the present research, scales were translated into Urdu through back translation method. Results indicated that perceived teachers' competence predicted the students' performance, but did not predict the perceived class environment. Further results indicated that there is no mediation and moderation effect of class environment on the relationship between teachers' competence and students' performance.
Effect of a Direct Instruction Flashcard System for Increasing the Performance of Basic Division Facts for a Middle School Student with ADD/OHI
Author: Bjordahl, Michaelyn
Date: 2014-00-00
Type: Journal Articles
Subjects: Direct Instruction,Teaching Methods,Mathematics Instruction,Grade 7,Visual Aids,Mathematics Skills,Mathematical Concepts,Error Correction,Instructional Effectiveness,Middle School Students,Attention Deficit Disorders,Maintenance

The purpose of this study was to evaluate the effects of a Direct Instruction (DI) flashcard system on the mastery, accuracy and fluency of basic division math facts (numbers 0-12) for a seventh grade boy, diagnosed with Attention Deficit Disorder (ADD). The effects of the DI flashcard system were examined in a multiple baseline design across problem sets. DI flashcards require the student to provide the correct solution quickly and if an error occurs, the student is required to engage in error correction using a model, lead, and test procedure. The overall outcomes indicated large increases in student accuracy. Maintenance of treatment gains was also found with several division facts with our participant. The present outcomes replicate the range of classroom settings and disability designations. For the most part, employing flashcard procedures were easy to implement and evaluate in a middle school resource classroom setting.
Magic Finger Teaching Method in Learning Multiplication Facts among Deaf Students
Author: Thai, Liong
Date: 2016-00-00
Type: Journal Articles
Subjects: Deafness,Multiplication,Mathematics Instruction,Teaching Methods,Student Attitudes,Quasiexperimental Design,Pretests Posttests,Questionnaires,Special Schools,Elementary School Students,Foreign Countries,Statistical Analysis,Mathematics Skills,Program Effectiveness,Comparative Analysis,Conventional Instruction,Sign Language

Deaf students face problems in mastering multiplication facts. This study aims to identify the effectiveness of Magic Finger Teaching Method (MFTM) and students' perception towards MFTM. The research employs a quasi experimental with non-equivalent pre-test and post-test control group design. Pre-test, post-test and questionnaires were used. As many as 70 deaf students from three special education primary schools in Selangor and Federal Territory were gathered as research respondent. Data were analyzed by using descriptive and inferential statistics of t-test. Findings from the t-test analysis showed that MFTM has a significant effect on multiplication facts achievement among deaf students whereas conventional teaching method does not given a significant effect on multiplication facts achievement among them. The findings from questionnaires found that the deaf students have high level of perception towards MFTM in the dimensions of interest, self-confidence, persistence and motivation in learning multiplication facts. The findings serves as an implication towards students, parents, teachers, Special Education Division and Malaysia Education Ministry in terms of awareness, involvement, planning and implementation in the context of diversifying of multiplication facts teaching method, and the suitability of supporting materials in teaching and learning multiplication facts.
A Study to Investigate the Relationship between Locus of Control and Academic Achievement of Students
Author: Gujjar, Aijaz Ahmed
Date: 2014-00-00
Type: Journal Articles
Subjects: Locus of Control,Academic Achievement,Gender Differences,College Students,Questionnaires,Statistical Analysis,Correlation,Foreign Countries

Motivation is regarded as the alpha and omega of learning. It is the heart of teaching learning process. Motivation is defined as an internal state that arouses, directs, and maintains the behavior over time. Thus motivation is the pivotal component of learning and locus of control which is one of the important factors it stems from. Locus of control is a belief about the primary source of a person's behavior--either internal (within a person) or external (within a person's physical and social environment). The main aim of this research was to measure the locus of control of students in order to determine the degree of their externality or internality of locus of control, and to find out the gender difference in locus of control orientation at College and University levels to relate the locus of control with academic achievement. Sample of study consisted of 466 students, out of which 205 were boys and 261 were girls. This sample was chosen from two female college and one male college located in Rawalpindi city and one Co-education University Institute located in Islamabad city. The college students were mostly of 16 and 17 years age group, whereas University students were in the 20 and 21 year age group. For the purpose of measuring locus of control, questionnaire was used with a few modifications. Academic achievement was measured by the marks obtained by the sample in their recently held examination at their institutions. The obtained data were analyzed and interpreted using statistical tools such as: Mean Standard Deviation, t-test and correlation coefficient. The results show that the majority of students were found to be more internal than external in their locus of control. This result is enlightened with other studies that locus of control and academic achievement were related positively to each other. Boys were found to be more internal than girls at college level however, no gender differences in locus of control were found at the University level.
Shadow Scholars and the Rise of the Dissertation Service Industry: Can We Maintain Academic Integrity?
Author: White, Jeffry L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Service Occupations,Scholarship,Integrity,Doctoral Dissertations,Graduate Study,Plagiarism,Deception,Cheating,Graduate Students,Higher Education,Accountability,Masters Theses,Global Approach,Internet,Masters Programs,Doctoral Programs

Notable interest was generated when Dave Tomar's book, &quot;The Shadow Scholar: How I Made a Living Helping College Kids Cheat,&quot; was first published. While ghostwriters and paper mills have long been part of the academic landscape, a far more ominous enterprise has appeared that targets master's and doctoral students seeking assistance with their theses and dissertations. This essay proffers a number of questions for consideration about the services these consulting companies are marketing on the Internet to students across the globe. The article illuminates a rising phenomenon and the potential effects on scholarship, faculty, and universities. It will be of interest to anyone interested in the implications for research education.
In Pursuit of Effective Schools: From Western Perspective
Author: Rai, Anamika
Date: 2014-00-00
Type: Journal Articles
Subjects: Effective Schools Research,School Effectiveness,Leadership Effectiveness,School Culture,Educational Environment,Research Problems,Literature Reviews

This review paper begins by asking what makes few schools outstanding. What makes them successful? What have we learned from last two decades of studying School Effectiveness (SE)? To answer those questions, this paper attempts to identify the patterns and trends of Studying School effectiveness from western perspective. The main purpose of this review study was to understand and fix the criteria of assessing SE. A brief literature review was carried out to bring those factors that contribute SE. The focus is on the substantive findings that emerged from the review. Literature gives an insight that educationists have given more importance to enrolment, retention, and dropout rates, whereas many have viewed SE in terms of classroom pedagogy or teaching and learning, the content aspect, etc. The large section of effectiveness studies have focused exclusively on students' cognitive outcomes in the areas such as reading, mathematics or public examination results. However, there is less evidence about the studies on school processes indicators that are important in determining the schools' success. The results from reviewed literature reveals that many SE factors, three broad key process indicators have found to be the most frequent ones, i.e. effective leadership of school heads, positive school culture and environment of teaching and learning. The critical perspective of previous literature are useful in understanding how this set of key variables as a whole defines the quality of schools at all levels. Finally, it provides few recommendations for policy development to bring about improvement.
The Effect of a Stimulating Learning Environment on Pre-Service Teachers' Motivation and 21st Century Skills
Author: Nissim, Yonit
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Teachers,Student Motivation,Questionnaires,Active Learning,Creativity,Academic Ability,Grades (Scholastic),Learner Engagement,Student Teacher Attitudes,Educational Environment,Innovation,Statistical Analysis

We investigated the effect of an innovative technology-supported learning environment on pre-service student teachers' motivation and 21st century skills. Students and instructors filled-in the Active Learning Post Occupancy Evaluation (AL-POE) questionnaire. Analysis included tests for individual items and a comparison of the overall mean, composite differences between pre- and post- occupation of the new classes. Over 80% reported high increase in creativity, motivation, ability to get higher grades and engagement in class while studying in the new learning environment. They gave significantly higher evaluations for practices and solutions in the new vs. traditional classrooms and perceived working there adequately and better, on many of the 21st century skills. Therefore, learning environment plays an important role in preparing pre-service teachers.
Challenges to the Concept &quot;Partnership with Parents&quot; in Special Needs Education
Author: Abed, Mohaned
Date: 2014-00-00
Type: Journal Articles
Subjects: Special Education,Student Needs,Partnerships in Education,Parent School Relationship,Parent Participation,Models,Parent Teacher Cooperation,Disabilities

It is observed that professionals would meet the needs of individual children if they work closely with the child's parents [58]. The growing of a child is a continuous process which requires a coherent, close partnership between home and school, since the house is the first educational environment, and the first community in which a child lives and grows. Education, habits and trends are taken from these very first, essential experiences. Besides, when children begin their school life, they do not break the relationship to their family but remain under various, significant influences from the family members, including parents and siblings. Moreover, schools are considered as a main factor of the development of children's experiences. Therefore, it is not possible to categorise them as being less important than the experiences gained at home. Consequently, it is seen that they should complement each other.
Institutional Influence on Behavioural Disorders in Early Adolescents
Author: Jayalekshmi, N. B.
Date: 2014-00-00
Type: Journal Articles
Subjects: Behavior Disorders,Early Adolescents,Influences,Adolescent Development,Foreign Countries,Test Construction,Statistical Analysis,Institutional Characteristics

Early adolescence a period of transition between childhood and late adolescence, is where one experiences dramatic changes physically, and psychologically. These transitions cause cognitive, emotional, and social changes. The developmental changes that occur during this period cause varying degrees of disturbance in them. The period of transition leaves its mark on the individual's behaviour, as they feel unsure of themselves and insecure in their status. This intrudes them to be aggressive, self conscious and withdrawn. When an individual's behaviour is unusual for a particular age, this leads to poor adjustment, and is termed as behavioural problems. Schools play a significant role in the early adolescents' development because of the environment they provide. Though researches have been carried out focusing school environment of early adolescents, the investigators were interested to find if institutional variables can be significant contributors to the behavioral disorders exhibited by early adolescents. The study was designed to investigate the impact of institutional variables on behavioral disorders in early adolescents, studying in Standard IX. Random Sampling Technique was done on the basis of nature of the school, locality of school, type of school and medium of instruction to draw the sample size of 1275. Self constructed tool on Behavioral Disorders was used. Collected data were analyzed using statistical techniques such as t-test, ANOVA (Analysis of Variance). The statistical results revealed that institutional variables significantly contributed to the behavioural problems in early adolescents. There should be some guidance service in each school, in order to provide some strategies for managing the behavioral problems among early teens as well as reducing the problem at this stage.
Effects of Direct Instruction Rewards Program Strategies to Teach Separation of Complex Words to Two High School Students with Disabilities
Author: Mullaney, Lauren
Date: 2014-00-00
Type: Journal Articles
Subjects: Direct Instruction,Reading Instruction,Teaching Methods,Instructional Effectiveness,Reading Difficulties,Learning Disabilities,Syllables,Generalization,Phonemics,Intervention,Student Attitudes,High School Students,Adolescents,Autism,Pervasive Developmental Disorders,Reading Strategies,Reading Tests,Positive Reinforcement

The purpose of the study was to evaluate the effects of the Direct Instruction REWARDS® program on reading complex words of two fifteen-year-old boys in a reading resource room. Both participants had difficulty in reading and were diagnosed as learning disabled. During baseline, both participants had difficulty in syllabication. The results showed that through the REWARDS® program and by promoting generalization in phonemic reading, the program was successful and efficient. The students had stated that they felt more comfortable towards the end of the intervention with the ® REWARDS® program and produced large improvements in reading. The benefits of employing REWARDS were also discussed in this paper.
Constructivist Approach to Teacher Education: An Integrative Model for Reflective Teaching
Author: Vijaya Kumari, S. N.
Date: 2014-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Reflective Teaching,Preservice Teacher Education,Integrated Curriculum,Teacher Education Curriculum,Inservice Teacher Education,Science Instruction,Science Achievement,Science Process Skills,Scientific Attitudes,Teaching Methods,Instructional Effectiveness,Elementary School Students,Elementary School Science

The theory of constructivism states that learning is non-linear, recursive, continuous, complex and relational--Despite the difficulty of deducing constructivist pedagogy from constructivist theories, there are models and common elements to consider in planning new program. Reflective activities are a common feature of all the programs of constructivist Teacher Education .It is used at both Pre-service and In-service level of Teacher Education. Several studies have proved that, critical reflection upon experience continues to be an effective technique for professional development. The paper discussing the nature of constructivist approach to teacher education emphasizes the role of reflective activities in teacher training. Based on the results of the research reviews in the field of constructivist teacher education and reflective teaching, the findings of the study strongly suggests the integration of reflective teaching practice in the preservice teacher education curriculum and suggests a proposed integrative model for reflective teaching. The study investigated the effects of different methods of teaching science on the achievement, basic science process and skills and scientific attitude of standard six pupils with different achievement levels. The study revealed that methods have differential effects on different contexts, that is, different pre-achievement levels. These differences were due to differences in the process variables. The study suggests that to implement any method, the context needs to be considered for its effectiveness and hence student-teachers need to be trained in analyzing their teaching in terms of context variables to establish relationship between presage-context-process-product so that the student teacher can improve his/her teaching as a student and develop transformation learning as a professional. In this study effectiveness of these three methods on achievement, scientific attitude and basic science process skills were found out by establishing fidelity of each method. This could be done effectively through reflective teaching training. Hence the findings imply that student teachers need to be trained in reflective teaching so that they will be familiar with the different approaches of reflective teaching and tools and techniques used for observing and analyzing classroom interaction and improve upon their teaching skills.
A Case Study Showing Parameters Affecting the Quality of Education: Faculty Perspective
Author: Kumari, Neeraj
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Quality,College Faculty,Teacher Attitudes,Engineering Education,Undergraduate Study,Questionnaires,Statistical Analysis,Gender Differences,Age Differences,Teaching Experience,Foreign Countries

The study aims to examine the faculty members' perspective (age Wise, Gender Wise and Work Experience wise) of parameters affecting the quality of education in an affiliated Undergraduate Engineering Institution in Haryana. It is a descriptive type of research. The data has been collected with the help of 'Questionnaire Based Survey'. The sample size for the study is 110 comprising the faculty respondents. The sample has been taken on the Random (Probability) basis and the questionnaire was filled by the faculty members (teaching B.Tech) chosen on a the random basis from an affiliated Undergraduate Engineering Institution in Haryana. For data analysis and conclusion of the results of the survey, statistical tool like t test was performed with the help of high quality software; &quot;SPSS (Statistical Package for Social Science)&quot;. To conclude, for &quot;Selection Process&quot;, &quot;Academic Excellence&quot;, &quot;Infrastructure&quot;, &quot;Personality Development and Industry Exposure&quot; and &quot;Management and Administration&quot;, the two samples (Age &amp; Work-experience wise) have same perceptions with respect to the parameters. For &quot;Selection Process&quot;, &quot;Infrastructure&quot;, &quot;Personality Development and Industry Exposure&quot; and &quot;Management and Administration&quot;, the two samples (gender wise) have same perceptions with respect to the parameters. While for &quot;Academic Excellence&quot;, the two samples (gender wise) have different perceptions with respect to the parameter.