ethanporcaro/eric-fulltext-meta huggingface dataset:
Reflections on a Research Pilot Study
Author: Alshwiah, Abeer
Date: 2016-07-00
Type: Journal Articles
Subjects: Reflection,Educational Research,Pilot Projects,Second Language Learning,Foreign Countries,Communicative Competence (Languages),Experiential Learning,Learning Processes,Models,English (Second Language),Instructional Materials

This article is a reflection on a pilot study representing an important phase of the author's PhD research. The study was carried out to test the suitability of research tools for a project aimed at developing the communicative competence of foreign language learners (FFLs). The main project was designed using an elearning design model known as Laurillard's Conversational Framework (LCF), for the creation of a blended learning (BL) unit. The learners in this study were tested to examine the development in their skills. They were also interviewed to gather their perceptions of the project. The corresponding reflections of the researcher presented in this article are intended to assist other researchers, as a perspective on the application of Kolb's four-stage Experiential Learning Cycle. The first of these stages involves presenting the experiment. In the second stage, there is reflection on the experience, with the third stage narrating what is learned in the process. Finally, the procedures for the main data collection are described. The findings of this reflection were that more preparation should be carried out in terms of the students, technology and teaching material. For example, the students must be trained in the use of any technology used in the study. Furthermore, the Internet and other technical resources should be tested before beginning the experiment. Finally, the teaching material should be suitable for the timeframe allocated by the gatekeepers. In short, the importance of conducting a pilot study and subsequent reflection on its outcomes is highlighted.
Compound Subtraction in Non-Decimal Bases: Relative Effectiveness of Base-Complement Additions and Decomposition Algorithms
Author: Owuba, Asiedu Lloyd
Date: 2016-12-00
Type: Journal Articles
Subjects: Subtraction,Addition,Mathematics,Mathematics Instruction,Foreign Countries,Junior High School Students,Pretests Posttests,Experimental Groups,Problem Solving

The purpose of the study was to determine whether there was any significant difference in speed, accuracy, retention and transferability between the Decomposition (DEC) and the Base-Complement Additions (BCA) algorithms for performing compound subtraction in non-decimal bases. Fifty-nine students with a mean age of approximately 15 years from two Agona Swedru Junior High Schools in the Agona District participated in the study. The study employed the pretest-posttests non-equivalent design. The two schools were randomly assigned to the treatment groups. The data collected on the four achievement tests namely Pretest, Posttest, a Third test and Retention test administered were then studied and analysed by employing the t-test at 0.05 level of significance. From the study it was found out that the mean performance of the BCA group was significantly higher than the DEC group on measures of accuracy. There was no relationship between the BCA and the DEC groups on the measure of speed. The BCA group produced significantly better computational accuracy than the DEC group. The mean score of the BCA group in the retention measures were significantly higher than that of the DEC group. The third test which was the test for understanding and application of the two methods showed that the BCA group performed better than the DEC group though the difference was slightly significant. Based on the findings, it was established that BCA method has substantial gains over the DEC method and as such recommended that the BCA should thus be included in the Junior Hugh mathematics curriculum as alternative method of solving compound subtraction in non-decimal bases.
Learning about Advocacy Experiences of Families of Color: Multiple Perspectives Guiding the Research Process
Author: Schatz, Susan J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Minority Groups,Parent Attitudes,Parent Participation,Advocacy,Educational Needs,Caregiver Attitudes,Cultural Relevance,Inclusion,Accountability,Language Usage,Focus Groups,Research Methodology,Research Design

The Laurent Clerc National Deaf Education Center has begun a research project, Families of Color Advocacy, to learn about parents/caregivers of color's advocacy efforts and experiences to ensure their deaf or hard of hearing children's educational needs are met. The undertaking of this research project is based on key principles so that individuals involved with the project learn about perspectives, knowledge, and experiences that are not a part of their culture, language, and/or identity. Knowledge about experiences of parents/caregivers of color advocating for their deaf or hard of hearing children (Borum, 2007; Ramsey, 2000; Steinberg, Davila, Collazo, Loew, &amp; Fischgrund, 1997; Struxness, 2000) is still developing. As a result, the research study is based on three principles: (1) openness to multiple meanings of parent advocacy; (2) inclusion of multiple perspectives; and (3) involvement of community members throughout the research process. In this article, the authors discuss each principle and lessons learned so far.
The Importance of Quantity and Quality of ASL with Young Deaf and Hard of Hearing Children
Author: LaMarr, Todd
Date: 2019-00-00
Type: Journal Articles
Subjects: American Sign Language,Hearing Impairments,Deafness,Second Language Learning,Parent Child Relationship,Second Language Instruction,Teacher Student Relationship,Cognitive Ability,Language Acquisition,Academic Achievement

This article discusses how and why the lessons learned from research with hearing children can easily be applied to deaf and hard of hearing children. While educators have long advocated early use of American Sign Language (ASL) for deaf and hard of hearing children in order for them to experience the benefit of full language access, parents and educators of young deaf and hard of hearing children should also be advised to increase the quantity and improve the quality of the sign language to which their children are exposed. This means taking advantage of opportunities when together and signing more. It also means signing to the child directly and engaging in turn-taking that encourages children's participation in conversation. By increasing the amount of ASL deaf and hard of hearing children experience and ensuring parents and educators engage children directly with visual strategies, there is the potential to impact their early language and cognitive abilities and, later, academic achievement.
Teachers, Technology and Types of Media: Teaching with ICTs in South Africa
Author: Ndlovu, Nokulunga Sithabile
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Teaching Methods,Teacher Competencies,Technology Integration,Secondary School Teachers,Teacher Attitudes

This paper intends to provide an understanding of pedagogical integration of ICTs to facilitate ICT teacher preparation that promotes productive use of these digital technologies in the classroom. A qualitative multicase study of three school teachers selected for their successful ICT pedagogical integration into their teaching was conducted in three South African township secondary schools. In the findings, teachers created rich learning environments enhanced by their purposeful and proficient integration of ICTs into their teaching. In addition, there was consistency between the teachers' espoused and enacted practices as both digital (ICTs) and non-digital media augmented each other in the teaching process.
Brutal Development Agenda by Political Panjandrums in Botswana: How CKGR Evictions Massacred the Native Citizens (Basarwa) through HIV/AIDS
Author: Mosweunyane, Dama
Date: 2017-03-00
Type: Journal Articles
Subjects: Foreign Countries,Civil Rights,Political Issues,Government Role,Acquired Immunodeficiency Syndrome (AIDS),Death,Land Settlement,Indigenous Populations,Conservation (Environment),Ecology,Public Health,Life Style,Wildlife,Mining

The political and economic empowerment of Basarwa in Botswana has never generated a lot of interest in the manner it did following their eviction from Central Kalahari Game Reserve. Most human rights organisations, amongst them Survival International, did bring to the center stage the evictions of Basarwa from Central Kalahari Game Reserve (CKGR). CKGR was established for Basarwa by the British government in 1961 and they have stayed in the area since. The evictions of Basarwa from CKGR culminated into various arguments been generated by governments and NGOs, which were for and against. The government of Botswana advanced that its actions were encouraged by its desire to protect environmental resources and ameliorate the living conditions of Basarwa. The narratives against the government of Botswana centred on the counter argument that the government wanted to start diamond mining following prospecting. What comes out clearly is that Basarwa were not sufficiently consulted before their evictions from CKGR nor were they given any knowledge on HIV/AIDS. This article argues that the government of Botswana did not consult Basarwa before evicting them from CKGR and its actions resulted in Basarwa getting infected with HIV/AIDS. The Basarwa communities have experienced increased mortality, which can be attributed to their unlawful evictions by the Government of Botswana from their ancestral land. The position that the government of Botswana took to evict Basarwa from CKGR without first educating them on HIV/AIDS was never advanced even during the case that Basarwa had against the government of Botswana. It is important to note that Basarwa got infected by HIV and some have since died from AIDS as a result of their unconstitutional eviction from CKGR that was masterminded and carried out by the government of Botswana.
Impact of Audio-Visual Materials in the Dissemination of Knowledge for Facilitators in Some Selected Literacy Centres in Oshodi/Isolo Local Government Area
Author: Shamsideen, Saula Ayinia
Date: 2016-02-00
Type: Journal Articles
Subjects: Audiovisual Aids,Literacy,Foreign Countries,Instructional Effectiveness,Learner Engagement,Individualized Instruction,Retention (Psychology),Reading Centers,Local Government,School Location,Facilitators (Individuals),Teacher Attitudes,Access to Education,Instructional Materials

Today we are living in the era of information and communication technology where a child starts playing on a touch-screen before he learns to crawl. The power of technology has captured the minds of the generation and this influence could be seen in the field of education too. The technology for teaching students in this competitive scenario is the use of Audio-Visual aids. Audio relates to &quot;hearing&quot;, visual is &quot;seeing&quot; and aids are the tools that are used for this purpose. Apart from the use of text-books when the teacher uses audiovisual aids, the topic becomes more clear, effective and easy to understand and thus it lasts forever in the mind of students. Audio-aids can be in the form of recordings, music/sound, songs etc and visual aids can be in the form of power point presentations, video clippings, movie etc or can be the combination of both. This research paper intends to investigate the development of students with the use of audio visual aids with complete virtual learning and their impact. It also compares the use of traditional method with the modern teaching methodology. For this, the impact of audio visual materials in the dissemination of knowledge in some selected literacy centres was studied. The research adopts descriptive research survey with focus on students attending various literacy centres in Oshodi/Isolo Local Government Area and the instrument used for the study was a questionnaire developed to cover the research questions and hypotheses. Fifty respondents were randomly selected from various literacy centres in Oshodi/Isolo Local Government Area of Lagos State for data collection. Data were analyzed using frequency tables and percentages. It can be concluded that as was suggested in the paper that there is a great impact of audio-visual aids in the teaching-learning process in various literacy centres in the state. It also motivates students to attend lectures as they are very curious to see or hear what the facilitator is going to show them in the upcoming class, saves time of copying notes and increasing more communication skills.
ICT in Science Education: A New Language of Meaningful Learning or a Visual Gimmick? Teacher Perceptions of ICT&apos;s Strengths and Weaknesses
Author: Gutman, Mary
Date: 2016-06-00
Type: Journal Articles
Subjects: Information Technology,Technology Integration,Science Education,Science Teachers,Teacher Attitudes,Technological Literacy,Pedagogical Content Knowledge,Scientific Concepts,Problem Solving,Information Seeking,Cooperative Learning,Elementary School Teachers,Science Instruction,Teaching Methods,Visualization,Educational Benefits

The current tendency to integrate Information and Communication Technology (ICT) into teaching challenges teachers to both develop and convey Technological Pedagogical Knowledge (TPK). This study examines the extent to which science teachers who have integrated ICT into their practice really demonstrate awareness of the aspects of meaningful learning and TPK and how these manifest in their ICT implementations [Visualization of Science Concepts (VSC), promotion of Informational Searching Skills (ISS), Real-Life Problem Solving (RLPS), and Collaborative Knowledge Construction (CKC)]. The findings indicate that most teachers' perceptions of ICT implementations mainly concentrate on basic and traditional needs in primary science education: VSC and RLPS only. The findings do not indicate awareness of the importance of advanced implementations: ISS and CKC. The challenge of explicitly emphasizing the relationship between basic and advanced ICT implementations and the aspects of meaningful learning definitely exists. Both teacher preparation and cultural views regarding learning and instructional processes in science education contribute to successful outcomes with regard to science education.
Staff Development Challenges in the Adoption of Eteaching and Learning in Higher Education
Author: Makina, A.
Date: 2016-11-00
Type: Journal Articles
Subjects: Teaching Methods,Faculty Development,College Faculty,Social Change,Educational Change,Teacher Attitudes,Online Courses,Learning Processes,Technology Integration,Foreign Countries,Technological Literacy,College Administration,Distance Education,Educational Quality,Instructional Effectiveness,Negative Attitudes,Educational Finance,Barriers

In the last few decades teaching strategies and delivery methodologies have been challenged tremendously by rapidly changing social needs and perpetually changing global realities transformed by among others innovative technologies. However, little research has been done to identify the feelings and experiences by lecturers during the change towards online teaching and learning. The aim of this paper is to document the challenges of lecturers at the University of South Africa (UNISA) during the process of change towards online teaching and learning. Through a pilot case study within the framework of UNISA, the experiences, in terms of staff development, of four lecturers were analytically and qualitatively documented through face to face interviews. This study was of an exploratory nature and used an inductive qualitative approach to gain insight into why lecturers continue to be negative and struggle towards technology integration practices. Results brought about new questions and insights towards understanding the broader role of UNISA in moving lecturers towards online teaching and learning. It revealed the first step to dealing constructively with the challenges of lecturers' attitudes and staff development on the change horizon. The practical implications of this paper provide university support staff and university management with suggestions for technology acquisition and staff development for lecturers in higher education institutions.
A Critique of Ethical Intuitionism as the Foundation of Knowledge
Author: Ogar, Joseph N.
Date: 2016-02-00
Type: Journal Articles
Subjects: Epistemology,Ethics,Intuition,Learning Processes,Learning Theories,Moral Values,Scientific Enterprise,Anti Intellectualism

Scholars claim that there are different sources of knowledge. These sources have come to be thought of as foundations for knowledge. Cognitivists are not united on the foundation of knowledge but they agree that knowledge is possible as against the skeptics. Intuitionism is a cognitive theory which states that knowledge is attainable through the mental faculty of intuition. Our concern in this paper centres on what might be called ethical intuitionism. Although there are variants of this theory, intuitionists believe that there are objective moral facts which are self-evident or known through intuition. In this form, it has been classified as ethical non-naturalism because it does not depend on empirical verification of its principles or truths. We shall argue that there are serious objections to ethical intuitionism. Moreover, we shall show that ethical intuitionism does not take cognizance of important findings in psychology and biology regarding human dispositions which are capable of being expressed in &quot;naturalistic terms&quot;.
The Theory of Connectivism in Enhancing Leadership/Management Competences in E-Learning in Higher Education
Author: Makina, Antonia
Date: 2016-11-00
Type: Journal Articles
Subjects: Learning Theories,Social Networks,Electronic Learning,Higher Education,Leadership,Administration,Leadership Role,Leaders,Administrators,Administrator Role

The quality of the change leadership towards curriculum and e-learning in higher education institutions can either advance or inhibit the noble cause being undertaken by online learning initiatives. The main locus of contradiction which contributes to the weak and unclear management and leadership competence for online learning is the lack of proper knowledge of an e-learning environment. This paper argues that there is a shift from the pre-digital management and leadership understanding of curriculum and learning to the new model of management and leadership for e-learning environments. A new type of leadership needs to guide institutions towards online learning. Therefore the aim of this paper is to exploit the affordances of the qualitative and transformative shift that connectivism supported by the socio-technological perspective contributes towards change management in e-learning environments. A literature review supported by case studies at two institutions was observed for reflection on practice in change management towards online learning. An interesting conclusion to this paper points to the need for management and leadership of this century to be continuously and consistently searching for new knowledge from theories of e-learning that can guide them towards the truths and information about e-learning environments. Committing to quality leadership and management creates a flexible and supportive environment that fosters student access and success.
Reflections of a VR Counselor: There&apos;s a Job for Everyone!
Author: Sheikh, Sitara
Date: 2019-00-00
Type: Journal Articles
Subjects: Vocational Rehabilitation,Deafness,Adjustment (to Environment),Autism,Pervasive Developmental Disorders,Young Adults,Intellectual Disability,Employment Opportunities,Career Readiness,High School Students,Parent Role,Advocacy,State Programs,Individual Needs,Integrated Services,Community Resources,Teacher Role

The transition from school to work is wonderful and exciting, but the process can also be scary. Each of us goes through it--turning 18, opening a bank account, applying for a first job, and the myriad of activities entailed in legally becoming an adult. While some students, in accordance with the law, remain in school until they are 21, at whatever age school-to-work transition is experienced, young adults must acquire new information, get access to resources, and adjust to new environments.
How to Make Clinical and Classroom Evaluation in Nursing Effective: Content Analysis
Author: Elahi, Nasrin
Date: 2016-05-00
Type: Journal Articles
Subjects: Nursing Education,Teacher Attitudes,Foreign Countries,Credibility,Student Evaluation,Evaluation Criteria,Evaluation Methods,Feedback (Response),Self Evaluation (Individuals),Peer Evaluation,Clinical Experience,Student Attitudes,Accuracy,College Faculty

Evaluation is the heart of any educational program. In nursing education, ensuring the competence of nursing graduates is of particular importance. The main objective of this study was to investigate teacher nurses' experience about student evaluations in clinical settings and classrooms. The experiences of 28 educators were collected until data saturation through in-depth semi-structured interviews. Data were analyzed using content analysis method. The constant comparison method was used in order to perform qualitative analysis. Accuracy and consistency of the study was obtained with regard to the four axes of real value, applicability, continuity, and fact-based. During the data analysis, three main themes emerged: effectiveness of the implementation process, feedback efficiency, and collaborative evaluation. Findings reveal a gap between what Iranian nursing teachers understand as being a fair and equitable efficient evaluation and what they have experienced during their careers. We discovered that accuracy evaluation has the potential to play a critical role in changing traditionally taught nursing education programs and increasing student's confidence regarding their impact on patient care outcomes. In conclusion, findings suggest that collaborative evaluation can affect the professional competency of students before they enter a clinical setting; by attention to influence of teachers on the nursing profession through the preparation of its practitioners. The implications of such findings are of concern for the ongoing credibility and integrity of student evaluation.