ethanporcaro/eric-fulltext-meta huggingface dataset:
The Brigham Young University-Public School Partnership: Nine Essentials in Practice
Author: Christensen, Lynnette
Date: 2013-00-00
Type: Journal Articles
Subjects: College School Cooperation,Professional Development Schools,Public Schools,Professional Development,Elementary Secondary Education,School Psychologists,Administrators,Sustainability,Preservice Teacher Education,Inservice Teacher Education,Program Descriptions,School Districts,Schools of Education,Partnerships in Education,Program Effectiveness,Principals,Leadership Training,Special Education,Art Education

The Brigham Young University-Public School Partnership (BYU-PSP) has been serving K-12 public schools in Utah for 29 years. The Partnership includes five school districts, BYU's David O. McKay School of Education, and the seven arts and sciences colleges at BYU that participate in preparing teachers. This article describes the structure of the Partnership and explains how the nine essential elements of Professional Development Schools (PDS) are implemented within this partnership agreement. The BYU-PSP is unusual among PDS partnerships due to its size, scope, and longevity. All schools within the BYU-PSP districts are considered Partnership schools, but some participate more fully in the preparation of teachers, school psychologists, and administrators than others. One of the strengths of the Partnership is that it provides over 40 pre-service and in-service professional development programs. Insights and lessons learned are shared, with a particular focus on long-term sustainability of school-university partnerships. (Contains 1 figure.)
Timbercrest Elementary and the University of Central Florida: From Theory into Practice--A School&apos;s Story
Author: Banta, Sarah
Date: 2013-00-00
Type: Journal Articles
Subjects: Elementary Schools,Professional Development Schools,Partnerships in Education,College School Cooperation,Theory Practice Relationship,Academic Achievement,Professional Development

From an informal discussion to being awarded the National Association for Professional Development School's Award for Exemplary Professional Development School Achievement, this article presents the story of the Timbercrest Elementary/University of Central Florida Professional Development School Partnership's journey. As the authors shared their journey with other stakeholders, the Timbercrest/UCF model became a guide for other partnerships within Central Florida by bringing higher education classes to an elementary school campus, along with recognizing the needs of future teachers. The dialogue that began between two individuals evolved into a successful Professional Development School (PDS) through the hard work and dedication of teachers and students at both institutions and continues to grow and thrive today. Innovative collaboration between new and supervising teachers has energized the Timbercrest staff and UCF faculty. The cooperation between the two groups has generated daily opportunities to solve problems and create solutions to face the challenges of teaching in the 21st century. (Contains 1 figure.)
Toward Instructional Leadership: Principals' Perceptions of Large-Scale Assessment in Schools
Author: Prytula, Michelle
Date: 2013-03-12
Type: Journal Articles
Subjects: Student Evaluation,Goal Orientation,Teaching Methods,Measures (Individuals),Foreign Countries,Principals,Educational Change,Instructional Leadership,Measurement,Administrator Role,Administrator Attitudes,Teacher Surveys,Scores

This paper describes a study of the perceptions that Saskatchewan school principals have regarding large-scale assessment reform and their perceptions of how assessment reform has affected their roles as principals. The findings revealed that large-scale assessments, especially provincial assessments, have affected the principal in Saskatchewan more positively than negatively or not at all, and that large-scale assessments appeared, in some cases, to have catalyzed the principals to move toward practices of instructional leadership, including goal setting, improving instructional practices, and measuring changes in student learning. Implications are included. (Contains 3 tables.)
The Three-Block Model of Universal Design for Learning Implementation in a High School
Author: Katz, Jennifer
Date: 2013-05-18
Type: Journal Articles
Subjects: Disabilities,Access to Education,Inclusion,Self Efficacy,School Personnel,Faculty Development,Video Technology,Educational Change,Learning Theories,Outcomes of Education,Evidence,Photography,Teacher Collaboration,Student Diversity,Program Implementation,Principals,Case Studies,High Schools,Foreign Countries,Academic Achievement,Learner Engagement,Models

The role of the school leader (principal) in supporting educational reform is explored through a case study of one high school implementing the Three Block Model of UDL (Katz, 2012a) in an effort to meet the needs of a diverse student population. This case study is a part of a much larger study exploring outcomes for students and teachers of implementing the model with social and academic inclusion as a goal (Katz, 2013). In this article, analysis of the principal's field notes, photographs, and video evidence is detailed to illuminate a process for supporting inclusive education through teachers' professional development in universal design for learning. Results indicated the principal's efforts to provide teachers with professional development, planning time for collaboration, vision, and direct involvement in instructional delivery resulted in positive outcomes for both students' and teachers' learning, self-efficacy, and sense of community. (Contains 1 figure.)
Affordances of Interactive Whiteboards and Associated Pedagogical Practices: Perspectives of Teachers of Science with Children Aged Five to Six Years
Author: Teck, Wong Kung
Date: 2013-01-00
Type: Journal Articles
Subjects: Educational Technology,Teaching Methods,Technical Support,Bulletin Boards,Visual Aids,Educational Equipment,Interactive Video,Technology Integration,Phenomenology,Interviews,Science Teachers,Teacher Attitudes,Qualitative Research,Case Studies,Information Technology,Young Children,Science Instruction,Foreign Countries

The integration of information and communication technology into early year's classrooms is increasingly important for engaging and motivating digital learners. One of the more promising recent revolutions in educational technology that encourages learner's involvement is interactive whiteboard (IWB). Many schools have accepted IWB as core teaching technology for teaching young children. Yet there has been little research that looks into it especially for teaching science in early year's education. This paper reports on selected preliminary findings from a recent study which highlighted a number of affordances, practices and challenges related to teaching science for children aged five to six years using IWBs. A phenomenological perspective was adopted in this study. In-depth interviews with teachers to explore their individual experiences and perspectives about the uses of IWBs were recorded. Data were collected and analysed according to a qualitative approach. The preliminary analysis of the data summary across the seven case studies revealed that the teachers used IWBs in a wide range of ways with the intention of bringing contemporary content into the classroom and leading to the learning of investigative science. Promoting authenticity and connectedness, multimodality and versatility, and efficiency were the most frequently mentioned by participating teachers. This study also illustrates the disruptive effects of conventional classrooms setting, low technical support and insufficient training towards the process of implementation of IWBs.
An Analysis of Teacher-Student Interaction Patterns in a Robotics Course for Kindergarten Children: A Pilot Study
Author: Liu, Eric Zhi-Feng
Date: 2013-01-00
Type: Journal Articles
Subjects: Teaching Methods,Kindergarten,Interaction,Robotics,Content Analysis,Play,Problem Solving,Guidance,Preschool Teachers,Creative Thinking,Teacher Student Relationship,Video Technology,Preschool Children

Compared with other media, programmable bricks provide children with the opportunity to create their own product and, through this process, to express creative thinking. Studies have found that learning robotics or integrating programming bricks into courses can help to develop students' problem-solving abilities and enhance their learning performance. This study attempted to develop a one-to-one Topobo robotics course for kindergarten children and to explore teacher-student interaction patterns. This study used a creative thinking spiral as the framework for the Topobo robotics course. The research sample included a five-year-old child and a preschool teacher. Topobo, the programmable bricks, was the main learning tool in this course, and the sequential analysis method was used to identify teacher-student interaction patterns. Based on the frequency of the teacher-student interactions, this study found that two behaviors, the student's "play" and the teacher's "guidance," appeared most frequently. Moreover, the results of sequential analysis and content analysis of the videotaped learning process indicated that the teacher's guidance helped the student to assemble or play with the Topobo bricks. The teacher's questions encouraged the student to express and share his ideas or identify and solve problems. This study proposes suggestions for future studies on this issue. (Contains 6 figures and 3 tables.)
Application of Interactive Multimedia Tools in Teaching Mathematics--Examples of Lessons from Geometry
Author: Milovanovic, Marina
Date: 2013-01-00
Type: Journal Articles
Subjects: Geometry,Multimedia Instruction,Mathematics Instruction,Lesson Plans,Multimedia Materials,Lecture Method,Intermode Differences,Courseware,Achievement Gains,Instructional Effectiveness,Control Groups,Experimental Groups,Foreign Countries,Participant Satisfaction

This article presents the benefits and importance of using multimedia in the math classes by the selected examples of multimedia lessons from geometry (isometric transformations and regular polyhedra). The research included two groups of 50 first year students of the Faculty of the Architecture and the Faculty of Civil Construction Management. Each group was divided into two groups of 25 students, one of which had the traditional lectures, while the other one had the interactive multimedia lessons. The main source of information in multimedia lectures were the softwares created in Macromedia Flash, with the same definitions, theorems, examples and tasks as well as in traditional lectures but with emphasized visualization possibilities, animations, illustrations, etc. Both groups were tested after the lectures. In the both multimedia groups students showed better theoretical, practical and visual knowledge. Besides that, survey carried out at the end of the research clearly showed that students from multimedia groups were highly interested in this way of learning. (Contains 13 figures and 2 tables.)
Can an Electronic Textbooks Be Part of K-12 Education?: Challenges, Technological Solutions and Open Issues
Author: Lee, HeeJeong Jasmine
Date: 2013-01-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Investigations,Textbooks,Program Implementation,Interviews,Student Attitudes,Teacher Attitudes,Electronic Publishing,Layout (Publications),Textbook Research,Textbook Selection,Textbook Standards,Barriers,Educational Technology

An electronic textbook (e-Textbook) is a digitized (or electronic) form of textbook, which normally needs an endorsement by the national or state government when it is used in the K-12 education system. E-Textbooks have been envisioned to replace existing paper-based textbooks due to its educational advantages. Hence, it is of paramount importance for the relevant parties (i.e. national and state governments, or school districts) to draw a comprehensive roadmap of technologies necessary for the successful adoption of e-Textbooks nationwide. This paper provides a brief overview of e-Textbooks and subsequently an extensive discussion on challenges associated with e-Textbooks in the pursuit of replacing traditional textbooks with e-Textbooks. This paper further provides an extensive review on how the challenges have been approached using existing e-Textbook technologies, such as multi-touch technology, e-Paper, Web 2.0 and cloud computing. Literature review and interview have been conducted to identify the challenges of e-Textbooks implementation in terms of e-Textbook usage levels and the reasons of its refusal. There were 180 students and 20 academic staff participated as a sample for interviews. Eight categories of key challenges were identified. Subsequently, assessment was performed on how the evolving e-Textbook technology has been applied to address the key challenges and problems. This article aims to provide a strong foundation for further investigations in e-Textbooks for successful adoption of e-Textbooks in school education. (Contains 2 tables and 1 figure.)
Conjoint Analysis for Mobile Devices for Ubiquitous Learning in Higher Education: The Korean Case
Author: Lee, Hyeongjik
Date: 2013-01-00
Type: Journal Articles
Subjects: Higher Education,Telecommunications,Handheld Devices,Computers,Access to Computers,Foreign Countries,Student Surveys,College Students

Despite the increasing importance of mobile devices in education, the essential features of these devices for ubiquitous learning have not been empirically addressed. This study empirically investigated the necessary conditions for using mobile devices as an educational tool for ubiquitous learning in higher education by a conjoint method. The results show that respondents want to use Window-based large-screen devices for their educational purposes; thus, current tablet PCs might not be suitable in terms of screen size and type of platform. The findings also implied that potential users want to receive ubiquitous access by using advanced cellular networks, but they do not need comprehensive functions related to office documentation on their mobile devices. Therefore, this study suggests that both policy makers and business players consider developing the optimal educational mobile device as soon as possible for the successful dissemination of ubiquitous learning. (Contains 3 tables.)
Effect of Using Facebook to Assist English for Business Communication Course Instruction
Author: Shih, Ru-Chu
Date: 2013-01-00
Type: Journal Articles
Subjects: Educational Strategies,Program Effectiveness,Self Efficacy,Student Attitudes,Blended Learning,Business Communication,English for Special Purposes,Web 2.0 Technologies,Technology Uses in Education,Pretests Posttests,Interviews,Peer Evaluation,Participant Satisfaction,Questionnaires,Foreign Countries,Teaching Methods

This paper aimed to explore the effect of incorporating blended learning with Facebook and peer assessment for English for Business Communication course for college students. A total of 111 students from a public technological university participated in this study. The participants were divided into three Facebook site groups. A mixed method consisting of qualitative and quantitative approaches was employed to analyze the collected data, including the pre- and post-tests, qualitative data of peer assessment on Facebook sites, interview, a student self-efficacy scale, and a self-developed satisfaction survey questionnaire. The findings of this study indicate that incorporating Facebook in the English for Specific Purposes (ESP) course can effectively assist college students in learning business communication English. Students can improve their professional knowledge not only from the in-class instruction but also through peer assessing on Facebook. Additionally, the blended learning approach can significantly enhance the students' learning motivation and interest. Finally, some useful instructional strategies are provided to educators and practitioners in the English education field. (Contains 3 figures and 3 tables.)
Effectiveness of Facebook Based Learning to Enhance Creativity among Islamic Studies Students by Employing Isman Instructional Design Model
Author: Alias, Norlidah
Date: 2013-01-00
Type: Journal Articles
Subjects: Program Effectiveness,Student Attitudes,Instructional Design,Statistical Analysis,Foreign Countries,Creativity,Control Groups,Creativity Tests,Social Networks,Muslims,Instructional Effectiveness,Islam,Religious Education,Teaching Methods,Comparative Analysis,Pretests Posttests,Scores,Problem Solving,Secondary School Students,Computer Mediated Communication

The study examines the effectiveness of Facebook based learning to enhance creativity among Islamic Studies students in the secondary educational setting in Malaysia. It describes the design process by employing the Isman Instructional Design Model. A quantitative study was carried out using experimental method and background survey. The instruments used were questionnaire and creativity test form for student's creativity measurement. The treatment group consists of 40 participants randomly selected among students, while the control group of 40 participants was drawn from existing classes. This study was conducted over 14 weeks. Statistical analysis in the form t-test was used to compare the dependent variables between the two groups. The findings show that the difference in mean score between pre-test and post-test for the treatment group was 27.50 while the mean score difference between treatment and control groups to the post test of: i) creativity in writing is 4.90; ii) creativity in problem solving is 5.68, and iii) creativity in creating a missionary motto is 4.93. One way ANOVA analysis of the treatment group showed significant differences in student achievement based on creativity indicators. The findings from this study suggest that the Isman Instructional Design Model which pays attention to instruction from the learner perspective than from content perspective is suitable in designing and developing Facebook based learning to enhance creativity among Islamic Studies students in the secondary educational setting in Malaysia. The findings of this study are expected to provide insights in promoting Facebook based learning. (Contains 1 figure and 5 tables.)
Exploring Online Learning at Primary Schools: Students' Perspectives on Cyber Home Learning System through Video Conferencing (CHLS-VC)
Author: Lee, June
Date: 2013-01-00
Type: Journal Articles
Subjects: Student Attitudes,Teaching Methods,Elementary Schools,Foreign Countries,Electronic Learning,Online Courses,Video Technology,Videoconferencing,Elementary School Students,Investigations,Preferences,Program Effectiveness,Synchronous Communication,Questionnaires

The purposes of the study are to investigate CHLS (Cyber Home Learning System) in online video conferencing environment in primary school level and to explore the students' responses on CHLS-VC (Cyber Home Learning System through Video Conferencing) in order to explore the possibility of using CHLS-VC as a supportive online learning system. The subjects consisted of 96 primary school students from 4th to 6th grade in South Korea. The major findings of the study are as follows. First, the students preferred CHLS-VC over CHLS and showed positive perspectives toward CHLS-VC. Second, the students preferred the combination of voice and text chat over using voice or text chat, and the frequency of students' questions was higher in online than in offline classes. Finally, the students' perspectives on the effectiveness of CHLS-VC were positive in comprehension and increase in score. They thought that scores have increased in the respective academic subjects as well. Based on the results, it is concluded that CHLS-VC can fortify the learning process and foster student to teacher interaction. It seems that CHLS-VC is a useful supplementary online learning system for the formal curriculum, and implications based on pedagogical consideration, and suggestions for further studies are provided. (Contains 2 figures and 5 tables.)
ICT Strategies and Tools for the Improvement of Instructional Supervision. The Virtual Supervision
Author: Cano, Esteban Vazquez
Date: 2013-01-00
Type: Journal Articles
Subjects: Elementary Education,Learning Processes,Foreign Countries,Electronic Learning,Blended Learning,Web 2.0 Technologies,Teacher Supervision,Teaching Models,Supervisors,Administrator Attitudes,Grade 5,Intervention,Laptop Computers,Questionnaires,Predictor Variables

This study aims to evaluate and analyze strategies, proposals, and ICT tools to promote a paradigm shift in educational supervision that enhances the schools of this century involved not only in teaching-face learning, but e-learning and blended learning. Traditional models of educational supervision do not guarantee adequate supervision of the teaching models based on Web 2.0 as well as the digital learning environments supporting classical lectures. The study has been approached from a quantitative perspective, in which we examined the practices and perceptions of 278 local supervisors in three different regions of Spain when supervising the 2.0 teaching model promoted by the Ministry of Education in 5th primary grade through a model &quot;one laptop per student.&quot; The analysis in this context led us to postulate that a supervision model that complements the techniques and strategies of traditional supervision and incorporates new ways of addressing the educational processes based on Web 2.0 is needed. This model may be called &quot;virtual supervision&quot; and it must be oriented towards an intervention to analyze, improve, and substantially transform schools and the teaching-learning processes. (Contains 10 tables.)
Integration and Implementation of Web Simulators in Experimental e-Learning: An Application for Capacity Auctions
Author: Otamendi, Francisco Javier
Date: 2013-01-00
Type: Journal Articles
Subjects: Virtual Classrooms,Electronic Learning,Online Courses,Video Technology,Experimental Teaching,Technology Integration,Computer Simulation,Program Validation,Program Implementation,Learning Activities,Participant Satisfaction,Foreign Countries,Teaching Methods

Experimental teaching in general, and simulation in particular, have primarily been used in lecture rooms but in the future must also be adapted to e-learning. The integration of web simulators into virtual learning environments, coupled with specific supporting video documentation and the use of videoconference tools, results in robust architectures that favour interactive online learning process. An implementation of a proposed framework for the capacity auction gas market is presented for validation purposes. &quot;econport&quot; (web simulator) is particularized and linked to WebCT (virtual environment) to conduct an e-experiment, previously part of a classroom lecture, with online social science students. Online students declared a high degree of satisfaction with the whole e-learning process and the acquisition of a certain traditional classroom lecture atmosphere. (Contains 3 figures and 1 table.)