ethanporcaro/eric-fulltext-meta huggingface dataset:
Stereoscopic Perception of Women in Real and Virtual Environments: A Study towards Educational Neuroscience
Author: Zacharis, Georgios S.
Date: 2013-00-00
Type: Journal Articles
Subjects: Females,Simulated Environment,Neurosciences,Brain,Visual Perception,College Students,Brain Hemisphere Functions,Cognitive Processes,Anxiety,Diagnostic Tests,Observation,Depth Perception,Foreign Countries

Previous studies report the involvement of specific brain activation in stereoscopic vision and the perception of depth information. This work presents the first comparative results of adult women on the effects of stereoscopic perception in three different static environments; a real, a two dimensional (2D) and a stereoscopic three dimensional (3D), all with the same content. Electric brain activity of 36 female students was analyzed at ?, a, ß and ? frequency bands. Results in alpha rhythm as well as alpha desynchronization showed that the topology of cerebral activity is the same in the three environments. The participants experienced three similar and non-demanding environments without specific memory requirements and information encoding. Statistical differences in theta activity showed that the real and 3D environments caused similar cognitive processes, while the 2D caused an increase of anxiety indicating that perhaps participants were looking for the third dimension. Beta and gamma activity showed that participants perceived the third dimension of the stereoscopic environment as in the real one, something that did not happen in the 2D environment. Our findings indicate that stereoscopic 3D virtual environments seem to approximate the real ones as far as it regards the cognitive processes they cause. Three dimensional stereoscopic environments increase users' attention over the 2D and cause less mental effort. These experimental results support the new field of educational neuroscience and its potential to the design of digital learning environments.
Career Motivations, Role Expectations and Curriculum Knowledge of Prospective Secondary English Teachers in Western Australia
Author: Moon, Brian
Date: 2016-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Secondary School Teachers,English Instruction,English Teachers,Foreign Countries,Teacher Motivation,Teacher Role,Expectation,Educational Quality,Teacher Effectiveness,Undergraduate Students,Teacher Education,Teacher Education Programs,Preservice Teacher Education,Majors (Students),Surveys

Teacher quality, teaching standards, and entry criteria for teacher education courses are currently subjects of intense national debate and policy development in Australia. As tertiary institutions respond to calls for a review of standards, there is a need for more data on the characteristics of entrants to teacher education and the factors that are likely to influence their performance as teachers. This survey-based study investigated the entry characteristics of four cohorts of secondary English majors at one institution. Prior studies have focussed on graduate-level students in one-year preparation courses, and addressed fewer factors. This study surveyed undergraduate students embarking on a four-year degree, and included a wider survey of motivations, perceptions and abilities. The findings indicate participants had strong emotional investments but modest past achievement in secondary school English. They rated affective factors as more important for teaching than academic performance or intellectual ability; and they rated their own knowledge and skills in some key curriculum areas as marginal. These results are considered in relation to the debate on teaching standards and the capacity of undergraduate teacher education courses to prepare high quality teachers.
Oral Reading Fluency and Prosody: A Preliminary Analysis of the Greek Language
Author: Sarris, Menelaos
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Greek,Oral Reading,Reading Fluency,Suprasegmentals,Elementary School Students,Visual Stimuli,Computer Software,Audio Equipment,Vocabulary,Word Recognition,Scoring Rubrics,Age Differences,Decoding (Reading),Accuracy,Reading Rate,Multiple Regression Analysis,Grade 2,Grade 5

This article presents results from an initial investigation of Greek oral reading fluency and prosody. Although currently held perspectives consider reading the product of reading decoding and reading comprehension, there is enough evidence (both Greek and foreign) to suggest that other variables may affect reading, as well. Such variables include reading fluency and prosody. A small sample of 27 students from the 2nd and 5th grades of primary schools was examined using a variety of tests. All tests were computer-based. Data were collected and analyzed using Cognitive Workshop, a platform for presenting and recording of visually presented stimuli, and Praat, a specialized software for analyzing audio recordings and obtaining speech analysis measurements. Results suggested that differences in reading fluency might be attributed to automaticity acquired by students.
Advocating School-University Partnership for Responsive Teacher Education and Classroom-based Curricula: Evidence from Teachers' Cognitions about Principles of Curriculum Design and Their Own Roles
Author: Rahimi, Muhammad
Date: 2016-12-00
Type: Journal Articles
Subjects: Teacher Education,College School Cooperation,Partnerships in Education,Curriculum Design,Foreign Countries,English (Second Language),Questionnaires,Questioning Techniques,Inservice Teacher Education,Faculty Development,Second Language Instruction,Qualitative Research,Statistical Analysis,Teaching Experience,Curriculum Development,Comparative Analysis,Novices

This study investigated the differences between novice and experienced non-native English-speaking English-as-a-foreign-language (EFL) teachers' cognitions about EFL curriculum design principles and their own roles in designing an EFL curriculum. The challenge these teachers faced in their roles and the support system they needed were also explored. Data were collected from 40 nonnatives English-speaking EFL teachers using a questionnaire and open-ended questions. The results show that the observed differences between the two groups' cognitions about EFL curriculum design principles were not statistically significant. Results also reveal that both groups believed they lacked the required theoretical knowledge, practical skills, and time and financial resources to develop the classroom-based EFL curriculum and assumed the role of material adapters for themselves. Teachers asserted that they tried to accommodate their students' needs, interests, and other contextual factors through teaching strategies. They expressed aspirations for ongoing support from local scholars and experienced teachers to update their theoretical knowledge and to meet the challenges arising from their teaching contexts. Implied in the teachers' responses was their need for developing a classroom-based EFL curriculum. In light of the findings, we recommend initiating school-university partnership for developing responsive teacher education programmes for preservice as well as in-service teacher education.
Creativity from Two Perspectives: Prospective Mathematics Teachers and Mathematician
Author: Yazgan-Sag, Gönül
Date: 2016-12-00
Type: Journal Articles
Subjects: Mathematics Teachers,Creativity,Mathematics,Professional Personnel,Mathematics Education,Foreign Countries,Preservice Teachers,Teaching Methods,Teacher Education,Teacher Education Programs,Interviews,Creative Activities,Mathematics Activities,Secondary School Mathematics,Secondary School Teachers,College Mathematics,Qualitative Research,Content Analysis

Although creativity plays a critical role in mathematics, it remains underestimated in the context of a mathematics classroom. This study aims to explore the views and differences creativity displays in prospective teachers and one of their lecturers with respect to the characteristics and practices of creative teachers and the characteristics of creative students. We collected data through interviews with four prospective mathematics teachers and one mathematics lecturer. The study results revealed that their perspectives on creativity varied greatly and were mostly influenced by the characteristics of their diverse backgrounds and teaching practices. The views of the prospective mathematics teachers with respect to creativity were related to classroom activities prepared by teachers and students' approaches to problem solving. The lecturer appreciated focusing on the process rather than the product itself. The lecturer did not consider the nature of being creative to be an absolute necessity for a prospective mathematics teacher, and consequently, the lecturer's preferences regarding classroom materials affected the prospective teachers' views regarding creativity.
Outstanding University Lecturers: Ambitious Altruists or Mavericks of the Academy?
Author: Lierse, Sharon
Date: 2016-12-00
Type: Journal Articles
Subjects: College Faculty,Teacher Characteristics,Foreign Countries,Graduate Students,Student Evaluation of Teacher Performance,Surveys,Semi Structured Interviews,Expertise,Holistic Approach,Teaching Methods,Teacher Student Relationship,Learner Engagement,Altruism,Teacher Attitudes,Educational Attitudes,Teacher Effectiveness,Grounded Theory

The paper discusses the results of a research study to determine what characteristics outstanding university lecturers have in common. Academic staff and graduate students at an Australian university were invited to participate in a survey questionnaire followed by voluntary interviews. Lecturers who had been identified as outstanding were also interviewed. The five characteristics were expertise, holistic approach to learning, engaging the student, open door policy and ambitious altruists. This study found that outstanding lecturers were unconventional in their work practices and valued student learning often at the sacrifice of their own career paths. Outstanding university lecturers are ambitious altruists who are working in an increasingly bureaucratized system.
Piloting Teacher Education Practicum Partnerships: Teaching Alliances for Professional Practice (TAPP)
Author: Kertesz, John Leslie
Date: 2016-12-00
Type: Journal Articles
Subjects: Foreign Countries,Pilot Projects,Teacher Education Programs,Practicums,Partnerships in Education,College School Cooperation,Program Improvement,Scaling,Sustainability,Accreditation (Institutions),Vocational Education,Action Research,Teacher Placement,Classroom Techniques,Program Effectiveness

This paper reports on a practicum partnerships pilot project between local schools and a teacher preparation program in a medium sized regional university. Whilst addressing recent governmental recommendations for improvements in the teacher education practicum, the project also sought greater suitability by connecting the professional skills of experienced design technology practitioners to school capability requirements, and flexibility by moving from an established block time model to negotiation between school needs and part-time student availability. Despite some local success, the project raised questions of scalability and sustainability, and more significantly transferability to a fully online environment with geographically dispersed students. The findings have implications for providers of teacher-education programs as they seek to enhance graduate capabilities and respond to national accreditation pressures. [Cover title varies: &quot;Piloting Teacher Education Practicum Partnerships: Teaching Alliances for Professional Practice (TAPP-Tas).&quot;]
Assessing Curriculum Planning for Humanities Inquiry: The Challenges and Opportunities of Poster Presentation
Author: Wallace, Heather D.
Date: 2016-12-00
Type: Journal Articles
Subjects: Performance Based Assessment,Inquiry,Active Learning,Humanities Instruction,Curriculum Development,Preservice Teacher Education,Student Surveys,Preservice Teachers,Theory Practice Relationship,Place Based Education,Foreign Countries

Authentic assessment has been promoted in teacher education as a means of addressing the challenge that pre-service teachers often face in translating theory into practice. In this article, we outline one approach to authentic assessment that utilises a poster format to present a humanities inquiry sequence. Drawing on a practice-based research project into inquiry learning, we explore the challenges and opportunities of this mode of assessment in meeting our curriculum aims. While we acknowledge limitations in this method, we conclude that posters provide a succinct and engaging means of organising, disseminating and assessing inquiry planning in humanities.
Learners with Dyslexia: Exploring Their Experiences with Different Online Reading Affordances
Author: Chen, Chwen Jen
Date: 2015-00-00
Type: Journal Articles
Subjects: Dyslexia,Online Courses,Electronic Learning,Assistive Technology,Learning Experience,Guidelines,Qualitative Research,Learner Engagement,Student Satisfaction,Usability,Interviews,Educational Quality,Secondary School Students,Foreign Countries,Case Studies

To date, empirically derived guidelines for designing accessible online learning environments for learners with dyslexia are still scarce. This study aims to explore the learning experience of learners with dyslexia when reading passages using different online reading affordances to derive some guidelines for dyslexia-friendly online text. The study employed a multiple-case qualitative approach and key themes were interpreted based on these learners' perceived learning, engagement and satisfaction. The study concludes that the use of screen reader for online reading should be optional, adequate control of screen reader should be provided and screen reader is more beneficial when online text is written in a language that the learner is not proficient. Results from this study also provide empirical support of the appropriateness of some existing web accessibility guidelines.
Understanding the Atom and Relevant Misconceptions: Students' Profiles in Relation to Three Cognitive Variables
Author: Papageorgiou, George
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Grade 8,Grade 10,Grade 12,Student Characteristics,Profiles,Nuclear Physics,Scientific Concepts,Scientific Attitudes,Knowledge Level,Misconceptions,Individual Differences,Creative Thinking,Abstract Reasoning,Cohort Analysis,Factor Analysis,Cognitive Style

This work investigates the formation of particular student profiles based on of their ideas relating to basic characteristics of the atom. Participants were secondary students of 8th, 10th and 12th grades from Northern Greece (n = 421), with specific cohort characteristics e.g. age, grade and class curriculum, and individual differences, e.g. formal reasoning, field dependence-independence and divergent thinking. Analysis of data from four tasks concerning the characteristics of the atom, linked to identity and behaviour, revealed a significant number of students' misconceptions. A joint dimension reduction and clustering method was applied to outcomes from these four tasks and a four-cluster solution emerged as the most conceptually meaningful. An inspection of the relevant student profiles indicated that three tasks were the most important in the formation of the clusters; one task concerning the understanding of the differences between the atom and other particles of the microcosm and two tasks concerning relations between relevant micro- and macro- characteristics. Furthermore, individual differences could effectively discriminate between student profiles. Generally, students' performance in the above tasks was positively associated to their performance in the three cognitive factors, whereas formal reasoning contributed the most to this discrimination. Although the distribution of student cohort characteristics across student profiles was not clearly different, it seemed that the curriculum also played a noticeable role in the formation of profiles. Relevant implications for the educational practice were also discussed.
Argumentation Markers: Their Emergence in the Speech of Physics Teacher Educators
Author: Vieira, Rodrigo Drumond
Date: 2016-00-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Persuasive Discourse,Teacher Educators,Undergraduate Students,College Faculty,Foreign Countries,Science Programs,Semi Structured Interviews,Teacher Attitudes,Speech,Discourse Analysis

In this article we approach the problem of identification and recognition of argumentation by teacher educators of a physics undergraduate course of a large university in the southeast of Brazil. Our proposed markers criteria, such as &quot;opposing&quot; of ideas and &quot;reciprocal justifications&quot; were partially validated by the investigated teacher educators in conducted interview processes. Most of them mixed aspects of argumentation with explanation and others offered alternative visions of argumentation in science teaching. These results are problematic since changes in basic education passes through the formation and education of new teachers and in-service teachers in teachers' science programs. Implications of the study are raised as well the need to clarify more to the community of teacher educators the nature of argumentation and how it differs from explanations.
The Role of Motivation and Cognitive Engagement in Science Achievement
Author: Bircan, Hasan
Date: 2016-00-00
Type: Journal Articles
Subjects: Middle School Students,Grade 7,Student Motivation,Student Attitudes,Beliefs,Self Efficacy,Learner Engagement,Science Achievement,Foreign Countries,Correlation,Achievement Tests,Likert Scales,Learning Strategies,Questionnaires,Multiple Regression Analysis,Task Analysis,Predictor Variables

The purpose of this study was to investigate the contribution of the motivational beliefs (self-efficacy and task-value) and cognitive engagement to seventh grade students' science achievement. For the specified purpose, cross-sectional correlational research design was used. The data were gathered from the seventh grade students of public middle schools by means of three data collection instruments namely, Background Characteristics Survey (BCS), Motivation and Cognitive Engagement Scale (MCES) and Science Achievement Test for 7th Grade (SAT). The MCES is a self-report instrument including the selected items from the Science Learning Inventory (SLI- Part A) and from Turkish Version of Motivated Strategies for Learning Questionnaire (MSLQ) in order to measure students' motivational beliefs (self-efficacy and task-value) and the level of their cognitive engagement. A total of 861 seventh grade students (398 girls and 456 boys) participated in the study. Multiple Linear Regression Analysis was used to analyze the data. Results revealed that motivational beliefs (i.e. self-efficacy and task value) positively and significantly contributed to the prediction of students' science achievement and the self-efficacy appeared as the best predictor of the science achievement. Cognitive engagement failed to significantly predict students' science achievement. Finally, bivariate relations among independent variables (self-efficacy, task-value and cognitive engagement) were examined through simple correlation analyses. The result indicated positive and significant correlations among self-efficacy, task-value and cognitive engagement variables.
STEM Education: A Review of the Contribution of the Disciplines of Science, Technology, Engineering and Mathematics
Author: McDonald, Christine V.
Date: 2016-00-00
Type: Journal Articles
Subjects: STEM Education,Student Interests,Teaching Methods,Scientific Literacy,Science Interests,Learner Engagement,Science Achievement,Teacher Role,Teacher Influence,Literature Reviews,Student Motivation,Educational Practices,Science Process Skills,Skill Development,Faculty Development,Best Practices,Active Learning,Inquiry,Persuasive Discourse,Abstract Reasoning,Electronic Learning,Programming,Robotics,Teacher Competencies,Program Implementation

Recent global educational initiatives and reforms have focused on increasing the number of students pursuing STEM subjects, and ensuring students are well-prepared, and suitably qualified to engage in STEM careers. This paper examines the contributions of the four disciplines--Science, Technology, Engineering and Mathematics--to the field of STEM education, and discusses STEM literacy; factors influencing students' engagement in STEM education; effective pedagogical practices, and their influence on student learning and achievement in STEM; and the role of the teacher in STEM education. Through a critical review of 237 studies, three key factors were identified: (1) the importance of focusing on the junior secondary phase of schooling to maintain student interest and motivation to engage in STEM, (2) the implementation of effective pedagogical practices to increase student interest and motivation, develop 21st century competencies, and improve student achievement, and (3) the development of high-quality teachers to positively affect students' attitudes and motivation towards STEM.
Seeking the Trace of Argumentation in Turkish Science Curriculum
Author: Cetin, Pinar Seda
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Curriculum,Persuasive Discourse,Elementary School Science,Secondary School Science,Inquiry,Teaching Methods,Science Instruction,Content Analysis,Scientific Principles,Correlation,Science and Society,Age Differences

Providing students with inquiry-oriented learning environments is a major concern in science education. Argumentation discourse can enhance the effectiveness of inquiry-oriented learning environments. This study seeks the trace of argumentation in Turkish Elementary and Secondary Science Curriculum developed by the Turkish Ministry of Education (TME, 2013) with an emphasis on inquiry-based learning. The aim is to investigate learning outcomes that might be conducive to argumentation. For data analysis, latent content analysis was used, by means of which the researchers looked for the underlying meaning of the words in learning outcomes. The categorization framework was designed to include argumentation, the nature of science (NOS), content of the learning outcomes, domain of the learning outcomes, and the relationship between argumentation and the NOS. The results showed that the distribution of explicit and implicit argumentation elements, the NOS aspects, and socio-scientific issues are high in 4th and 5th grades. Argumentation elements exist explicitly or implicitly in all grades, but there is not a clear pattern in their distribution across grades. They occur more frequently in the domain of earth and space learning. The curriculum is promising as it includes argumentation to a certain extent, but improvements are nevertheless needed in future curriculum development processes.