ethanporcaro/eric-fulltext-meta huggingface dataset:
A Brief Study on the Implication of Constructivism Teaching Theory on Classroom Teaching Reform in Basic Education
Author: Jia, Qiong
Date: 2010-05-00
Type: Journal Articles
Subjects: Foreign Countries,Constructivism (Learning),Educational Change,Preschool Education,Elementary Secondary Education

Constructivism learning theory is the further development as behaviorism arrives at cognitivism. According to its teaching theory: knowledge is uncertain; the learning process of knowledge is also the construction process of knowledge; students are the main body of learning activity and they construct knowledge on their own initiatives; teachers are the helpers and the drivers for students constructing knowledge. These views generate more implications for China's teaching reform, what affect the reform of learning theory and teaching theory in a sense and turn into the theoretical base for China's education reform. This paper tries to probe into the implication of constructivism teaching theory on China's basic education.
Analysis and Strategies of the Unbalance of the Supply and Demand in the Higher Education Market of China
Author: Ma, Jie
Date: 2010-05-00
Type: Journal Articles
Subjects: Foreign Countries,Supply and Demand,Higher Education,Educational Demand,Sustainable Development,Educational Development

The popularization of higher education largely impacts the balance of the supply and demand of the China higher education market. Starting from the basic concepts of the supply and demand of higher education, the actuality and influencing factors of the supply and demand in China higher education market are analyzed in this article, and corresponding advices and strategies about the sustainable development of Chinese colleges are proposed.
Contributions of School-Based Parenting and Family Literacy Centres in an Early Childhood Service System
Author: Underwood, Kathryn
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Family Literacy,Parent Education,Family School Relationship,Inquiry,Focus Groups,Questionnaires,Parent Attitudes,Family Programs,Program Effectiveness,Social Networks,Literacy Education,Language Skills,Preschool Education,Urban Schools,Thematic Approach,Coding

Increasingly, governments are seeking ways to integrate early childhood education and care services as a social policy strategy to maximize child and family outcomes. This study examines the role of a school-based parenting and family literacy program to a system of services in one community in Ontario, Canada. Using an appreciative inquiry approach, focus groups and questionnaires conducted with participants of the programs provide a view of how these programs are contributing in a community where there are a range of programs in place. These programs were described by parents as welcoming places with interesting and engaging program activities, facilities, and resources that support child development. Additionally, supports for all family members--including referrals to services which helped families in many aspects of their lives--were described as benefits of participating. The contributions of Parenting and Family Literacy Centres (PFLCs) are evident from the data and are discussed in relation to the contributions of other services and programs in the community. Additional findings examine participants' patterns of service use across the community, which shows they are using school-based services more than community-based early years services. These findings are discussed in relation to the service integration goals of provincial social policy strategies.
Stories to Our Children: A Program Aimed at Developing Authentic and Culturally Relevant Literature for Latina/o Children
Author: Rosado, Luis
Date: 2015-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,School Districts,Public Libraries,Program Development,College Faculty,Hispanic Americans,Literature,Cultural Awareness,Ethnic Groups,Teacher Education Programs,Bilingualism,English (Second Language),Second Language Learning,Parent Participation,Books,Spanish,School Community Programs,College School Cooperation,Workshops

This article describes a unique program co-sponsored by a local public library, a university teacher preparation program, and a school district, created to support Latina/o parents as they produced authentic and culturally relevant literature representing multiple ethnic groups living in the Southwestern United States. A program like the one reported here could potentially lessen the gap existent in the availability of authentic literature written by Latina/os and could ignite a whole new group of readers and writers that can speak to the unique experiences they bring to this country--be it through a different cultural or linguistic lens or through the sharing of stories which would have otherwise gone unheard.
Race/Ethnicity and Social Capital among Middle- and Upper-Middle-Class Elementary School Families: A Structural Equation Model
Author: Caldas, Stephen J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Race,Ethnicity,Social Capital,Path Analysis,Structural Equation Models,Elementary School Students,Parent School Relationship,Middle Class,Parent Child Relationship,Correlation,Socioeconomic Status,Multiracial Persons,African Americans,Hispanic Americans,Disadvantaged,Surveys,Factor Analysis,Questionnaires,Parent Attitudes,Family Characteristics

This study used structural equation modeling to conduct a first and second order confirmatory factor analysis (CFA) of a scale developed by McDonald and Moberg (2002) to measure three dimensions of social capital among a diverse group of middle- and upper-middle-class elementary school parents in suburban New York. A structural path model was created which best explains the linkages between race/ethnicity and our new construct &quot;Total Social Capital.&quot; The CFA confirmed the three very distinct dimensions of social capital: parent-school, parent-parent, and parent-child. Fit indices also suggest the existence of a second order, global Total Social Capital factor comprised of all three dimensions of social capital. We show that Black, Hispanic, and mixed-race family status is associated with significantly diminished Total Social Capital, both directly and indirectly via socioeconomic status. This is one of the few studies to find decreased social capital even among middle- and upper-middle-class minorities.
Preparing Special Education Teachers to Collaborate with Families
Author: Collier, Margo
Date: 2015-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Parent Teacher Cooperation,Family Involvement,Teacher Education Programs,Disabilities,Program Descriptions,Graduate Study,Program Implementation,Student Teacher Attitudes,Reflection,Questionnaires

Positive family-school-community relationships are associated with student success. Creating successful relationships with parents is an important but difficult task for teachers to master. Therefore, teacher candidates need opportunities to learn how to develop collaborative relationships with parents of all children, including children with disabilities. This paper describes the implementation of the Families as Faculty Program (FAF), jointly developed by a parent center and a special education program at a southwestern university. The purpose of this program is to prepare teachers and other professionals in the community to work collaboratively with parents in an effort to improve services, develop partnerships, and to increase positive outcomes for students across the full range of disabilities. This program provides teacher candidates with a unique opportunity to learn firsthand from parents who agree to share their experiences and stories about the strengths, differences, and challenges of raising a child with disabilities. This article describes the way in which FAF was integrated into a graduate-level course in a special education master's degree program. Information is given on how other teacher preparation programs can access materials created through FAF for their own programs.
Viewing Generativity and Social Capital as Underlying Factors of Parent Involvement
Author: Stevens, Sharon
Date: 2015-00-00
Type: Journal Articles
Subjects: Parent Participation,Social Capital,Student Development,Social Development,Individual Development,Futures (of Society),Structural Equation Models,Parent School Relationship,Surveys,Factor Analysis,Developmental Stages,Grade 6,Grade 7,Grade 8,Urban Schools,Public Schools

Parent involvement in education is a multifaceted support that has many well-documented benefits for students of all ages. Parent involvement is also a common expression of generativity as defined in Erik Erikson's theory of psychosocial development. The activities parents engage in during their children's educational pursuits, as well as their behaviors that reflect generativity, correspond to, in total, the creation of social capital. This article uses structural equation modeling to illustrate the relationship between the characteristics of generativity and social capital as underlying factors of parent involvement. The parent involvement factors are measured using the &quot;School and Family Partnership Survey&quot; (Epstein &amp; Salinas, 1993). The results suggest a three-factor model, in which generativity serves as one factor and in which social capital is distinguished into two factors: individual-level and community-level. At the individual level, social capital reflects interactions between two individuals such as the teacher and the parent. Community-level social capital addresses opportunities created by the school for parents to participate.
Parent Involvement Facilitators: Unlocking Social Capital Wealth
Author: Ferrara, Margaret M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Parent Participation,Social Capital,Urban Areas,Family School Relationship,At Risk Students,Intervention,School Holding Power,Case Studies,Outreach Programs,School Districts,Role,High School Students,Grade 9,Qualitative Research

This case study provides an overview of a family outreach intervention that supports student retention in school through a school-home communication link. This intervention structure, which employs staff appropriately called parent involvement facilitators (PIFs), is one that school districts have employed to facilitate family engagement in schools and to help parents build their sense of efficacy to support their children's success in school. The intention of the PIF is to provide direct services to families whose child or children are identified as at risk of not completing high school. What has not been studied is how this outreach program works in terms of family support, especially for those in an urban setting with language complexities, and how it helps provide social capital to the family and also to the PIF in this reciprocal process of working together to help the children complete high school.
Who Really Cares? Urban Youths' Perceptions of Parental and Programmatic Support
Author: Vega, Desireé
Date: 2015-00-00
Type: Journal Articles
Subjects: Qualitative Research,Urban Youth,Attitude Measures,Parent Role,Parent Participation,Family Involvement,Student Needs,Program Effectiveness,Low Income Groups,College Preparation,School Personnel,Critical Theory,Race,High School Students,Minority Group Students,Cultural Capital,African American Students,Hispanic American Students,Summer Programs,College Bound Students,Questionnaires,Semi Structured Interviews,Grounded Theory,Comparative Analysis

This qualitative study explored the perceptions of parental and programmatic support among 20 urban youth. Existing literature indicates that educators often place blame on parents for their perceived lack of involvement in their children's schooling. However, the participants identified their family members (e.g., parents, siblings) as providing them with the greatest amount of support throughout their schooling experience. Additionally, more than half of the sample participated in the Upward Bound program and attributed their educational success to the support they received as program participants. These participants defined support in various ways including emotional encouragement, academic assistance, and college preparation help. Schools should examine parental involvement from a broader perspective to encompass the role parents of students from low socioeconomic backgrounds play in their children's education and tap into these support systems to meet their students' educational needs. Finally, the role of college preparatory program staff should continue to be assessed as a support system for urban youth.
Representations in the Sixteenth-Century Arithmetic Books
Author: Madrid, María José
Date: 2015-00-00
Type: Journal Articles
Subjects: Arithmetic,History,Textbook Content,Sixteenth Century Literature,Mathematics Education,Illustrations,Graphs,Tables (Data),Geometric Concepts,Content Analysis

The research on the History of Mathematics and Mathematics Education has on textbook a useful tool to provide diverse types of information; this fact has led to the realization of many different studies focus on them. In this context, this work analyzes eight different sixteenth-century arithmetic books to know the different types of representations included in them. For this, it has used the historical analysis supported by the content analysis of textbooks. The results obtained show diversity between the representations included in each book. Even though verbal and numerical ones are part of every one of them, graphic representations vary from one book to another.
Latent Class Analysis of Students' Mathematics Learning Strategies and the Relationship between Learning Strategy and Mathematical Literacy
Author: Lin, Su-Wei
Date: 2015-00-00
Type: Journal Articles
Subjects: Multivariate Analysis,Learning Strategies,Mathematics,Numeracy,Foreign Countries,Classification,Secondary School Students,Student Surveys

This study investigated how various mathematics learning strategies affect the mathematical literacy of students. The data for this study were obtained from the 2012 Programme for International Student Assessment (PISA) data of Taiwan. The PISA learning strategy survey contains three types of learning strategies: elaboration, control, and memorization. To objectively classify students' learning strategies, we conducted a latent class analysis (LCA) to determine the optimal fitting latent class model of students' performances on a learning strategy assessment and to explore the mathematical literacy of students who used various learning strategies. The result of the LCA showed that, among the models of two to five classes, the model of four classes was the optimally fitted model. The results of this study provide crucial information for mathematics educators regarding the achievement-related and strategy-related outcomes of schooling. By combining information from the assessment of mathematical literacy and survey of learning strategies that predispose students to using their mathematical literacy, a more complete picture of mathematics teaching and learning emerges. The implications of these results are discussed.
Students with Autism Spectrum Disorders and Their Neuro-Typical Peers--Differences and Influences of Loneliness, Stress and Self-Efficacy on Life Satisfaction
Author: Feldhaus, Carmen
Date: 2015-00-00
Type: Journal Articles
Subjects: Pervasive Developmental Disorders,Correlation,Psychological Patterns,Stress Variables,Self Efficacy,Life Satisfaction,Comparative Analysis,Males,Adolescents,Young Adults,Coping,Foreign Countries,Interviews,Statistical Analysis

The purpose of this study was to explore the interrelationships among the effects of loneliness, stress and self-efficacy on the life satisfaction of people with autism spectrum disorders (ASD) and their neuro-typically developed peers. The participants (N = 104), all male, were between 15 and 27 years of age. Half of them were diagnosed having ASD the other half were neuro-typical. They completed several self-reported measurements. We found significant differences between the two groups in reported loneliness, life satisfaction and self-efficacy. The conclusions point towards the need for broader studies of self-efficacy and life satisfaction of people with ASD and a reconsidering of the universality of developmental tasks.
Recognizing Community Voice and a Youth-Led School-Community Partnership in the School Climate Improvement Process
Author: Ice, Megan
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Environment,School Community Relationship,Partnerships in Education,Educational Improvement,Student Leadership,Surveys,Suburban Schools,High School Students

A growing body of school improvement research suggests that engaging all members of the school community, including community members and leaders, provides an essential foundation to successful school improvement efforts. School climate surveys to date tend to recognize student, parent/guardian, and school personnel voice but not the voice of community members. The &quot;Community Scale&quot; and the youth-led &quot;School-Community Partnership Process&quot; acknowledges the perceptions of community members and the importance of school-community partnership. This process engages secondary students to be active co-learners and co-leaders. The &quot;Community Scale&quot; is a short survey that asks community members about their perception of the school climate, the level of school-community partnership, and the extent to which they would be interested in learning about and supporting the school's improvement goals. In the &quot;School-Community Partnership Process,&quot; students are involved in administering this survey to various sectors of the larger school community. The results are then used to develop partnerships between community organizations and the school. This paper details one school's experience piloting the &quot;Community Scale&quot; and &quot;School-Community Partnership Process.&quot; The aim of this study was to better understand community members' perceptions of school climate and their level of interest in working with schools to improve it.
The Conception of Risk in Minority Young Adolescents Aged 12-14 Years
Author: Leblanc, Raymond
Date: 2015-00-00
Type: Journal Articles
Subjects: Early Adolescents,Attitude Measures,Risk,Physical Health,Mental Health,Health Promotion,Prevention,Drug Abuse,Drinking,Resilience (Psychology),Language Minorities,French,Semi Structured Interviews,Health Behavior,Smoking,Foreign Countries,Grade 7,Coding,Qualitative Research

This study examines the conceptualization of risk behavior held by 26 Franco-Ontarian young adolescents (12-14 years of age) who participated in Lions Quest, a program specially designed to promote physical and mental health and to prevent drug and alcohol use. More specifically, it seeks to better understand the participating adolescents' conception of risk and protective factors in a linguistic minority context, with the eventual purpose to prevent or delay alcohol and drug use. A qualitative methodology mainly based on semi-structured interviews generated discussion around a variety of dimensions related to risky behaviors, extreme and dangerous risks, positive and negative risks, social and physical risks. The adolescents hardly mentioned drug, alcohol, and cigarette use. However, they were aware of the risks of consumption and dependence.
Evaluating Pre-Service Teachers Math Teaching Experience from Different Perspectives
Author: Harding, Jenni L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Instruction,Student Teaching,Teaching Experience,Self Evaluation (Individuals),Pedagogical Content Knowledge,Elementary Education,Formative Evaluation,Classroom Techniques,Scaffolding (Teaching Technique),Inquiry,Teaching Methods,Learner Engagement,Teacher Evaluation,Mixed Methods Research

Are pre-service teachers able to notice their strengths and challenges in teaching? This article reports on a study of pre-service teachers' teaching performance being simultaneously evaluated by themselves and their professor. Thirty-two pre-service teachers created and planned mathematics lessons approved by their professor to be taught in elementary classrooms. The teaching experience of those teachers was videotaped and evaluated by the professor using the Field Assessment Observation Form in the areas of content knowledge, instruction, assessment, classroom management, and affective skills. Furthermore, the pre-service teachers completed a Self-Reflection answering their professors' questions regarding their teaching experience. Mixed methods research analyzed the data. The findings of the quantitative data indicate pre-service teachers evaluated themselves higher than what their professor did in assessment and time management. Moreover, the findings of the qualitative data indicated there were similarities in student engagement, inquiry teaching, and scaffolding identified through the teaching performance between pre-service teachers and their professor.
ICT Opportunities and Threats in Implementing Teaching Practice Programmes
Author: Madlela, Benkosi
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Student Teaching,Information Technology,Computer Uses in Education,Interviews,Qualitative Research,Teacher Educators,Student Teachers

Mthwakazi University (MU) established the teacher education department in 2005. The purpose of this department is to empower teachers especially those who did not do education in their first degrees with pedagogical skills and competencies that will make them effective teachers in the classrooms. Students in this teacher education department come from all the five Provinces of Mthwakazi, Bulawayo, Matabeleland South, Nkabazwe, Matabeleland North, and Mpumalanga. After learning for a year during their second year they are sent for teaching practice in schools located in different geographic Provinces of the country. In the quest of bridging the gaps created by time and distance MU department of teacher education is in the process of integrating ICT into their teaching practice programmes for the purposes of conveniently reaching out to their students who are partaking in teaching practice in schools. The department is of the opinion that ICT would enhance the effectiveness and efficiency in running teaching practice programmes. The study investigated how MU department of teacher education is exploiting ICT opportunities in the implementation of its teaching practice programmes, and the kind of infrastructure that is available to support such integration, the challenges encountered as well as opportunities available in the implementation process. Literature was reviewed in order to gain a wider picture of ICT integration in teaching practice programmes. Literature review came handy in giving an overview of what ICT integration in teaching practice programmes entails. It also highlighted the opportunities and challenges associated with it, as well as possible solutions to the challenges. The study used interviews as an instrument of collecting data from lecturers and students in the department of teacher education at MU. After literature review, qualitative data presentation and analysis, recommendations were made as to how best ICT opportunities can be utilised in implementing teaching practice programmes at MU, and how challenges faced during implementation can be solved or turned into opportunities. The findings of the study were shared with MU's department of teacher education and other teachers' training colleges during cluster group workshops and meetings. Such knowledge sharing will help teachers' training institutions to find ways on how best ICT can be utilised in the implementation of teaching practice programmes. The study concluded that ICT opportunities do exist, and these opportunities can be exploited in order to improve the implementation of TP programmes. Threats also exist but these threats can be turned into opportunities if a proper ICT Policy is enacted at MU.