ethanporcaro/eric-fulltext-meta huggingface dataset:
Thinking Maps in Writing Project in English for Taiwanese Elementary School Students
Author: Fan, Yu Shu
Date: 2016-00-00
Type: Journal Articles
Subjects: Maps,Visual Stimuli,Elementary School Students,Writing Instruction,Essays,English (Second Language),Foreign Countries,Learning Processes,Thinking Skills,Cognitive Processes,Teaching Methods,Writing Assignments,Interviews,Grading,Language Usage

Thinking Maps is a language of eight visual patterns, each based on a fundamental thought process, designed by Dr. David N. Hyerle. The visual patterns are based on cognitive skills and applied in all content areas. Not only are they used in different combinations for depth and complexity, but are also used by all members in the school community. Mt. Airy Elementary School, Maryland in the USA has achieved outstanding results after using Thinking Maps for years. Students in Taiwan are afraid of writing English essays, in which it becomes an island wide problem in all the schools. Using Thinking Maps while writing English essays helps the students in the elementary schools in Taiwan to start their English essay writing and build their structures in thinking and mapping their thoughts. Centre of College Entrance Examination in Taiwan declared in 2009 that more than 15 percentage of students had gotten a zero on their English writing. Only fewer researches are relevant to English writing during the past twenty years. The purpose of this teaching project tried to use Thinking Maps to build up the skills of English writing. Moreover, the researcher designed games in teaching. No matter the beginners or skill students enjoy English writing instead of fear. This writing project finds out that Thinking Maps help most of the students in developing good structure, providing more and more ideas for them to use in their own essay writing no matter if they have experience in writing or not. As a result, the students are confident in English writing, therefore, Thinking Maps is a new teaching method to be considered for all the teachers in Taiwan.
Challenges Facing Principals in the First Year at Their Schools
Author: Bayar, Adem
Date: 2016-00-00
Type: Journal Articles
Subjects: Principals,Qualitative Research,Interviews,Documentation,Content Analysis,Administrator Attitudes,Foreign Countries,Work Environment,Career Change,Beginning Principals,Phenomenology,Violence,Negative Attitudes,Family School Relationship,Immigrants,Teacher Attitudes,Teacher Administrator Relationship,Unions,Student Behavior,Behavior Problems

The aim of this study is to identify key challenges of practice that principals face. In line with this purpose, the researcher has employed a qualitative research methodology, interviewing principals working in Amasya district, over and above doing document analysis to collect detailed information concerning leadership and administration practice. After analyzing the collected data, the researcher has found that most participant principals have complained about their profession; therefore, they are more likely to leave their occupation. Furthermore, the principals have reported that they have faced the following challenges in schools: 1) violence, 2) families' negative attitudes towards school, 3) immigrant students/families from Syria and Iraq, 4) teacher unions (syndicalism), 5) teachers' attitudes and behaviors to principals, and 6) increasing of undesired behaviors in classroom/school. In the light of the above findings, the researcher has concluded that working as a principal in a school is more difficult than before. However, for the future of Turkey, Turkish policymakers, researchers, and educators should work together to minimize the negative impact of challenges and keep principals in the Turkish Education System.
Teacher Perception of Barriers and Benefits in K-12 Technology Usage
Author: Carver, Lin B.
Date: 2016-01-00
Type: Journal Articles
Subjects: Technology Uses in Education,Technology Integration,Teacher Attitudes,Barriers,Educational Benefits,Graduate Students,Graduate Study,Online Surveys,Access to Computers,Learner Engagement,Elementary School Teachers,Secondary School Teachers,Qualitative Research,Statistical Analysis

This study explores K-12 teachers' perceptions of the benefits and barriers to technology integration by either teachers or students in K-12 instruction. The sample was composed of 68 students enrolled in online classes in the graduate studies in education department of a small private liberal arts institution in the southeast. Data was collected using an anonymous, online survey. Open and axial coding was used to identify themes in barriers and benefits in both student and teacher technology use. Even with the emphasis on providing 1:1 technology, availability of technology was most frequently identified barrier, while increased engagement was the most frequently identified benefit. Content instructional issues or teacher knowledge were not as stronger identified barriers or benefits.
Operating Classroom Aesthetic Reading Environment to Raise Children's Reading Motivation
Author: Chou, Mei-Ju
Date: 2016-00-00
Type: Journal Articles
Subjects: Classroom Environment,Aesthetics,Reading Motivation,Young Children,Qualitative Research,Observation,Interviews,Reading Attitudes,Reading Instruction,Reading Aloud to Others,Parent Child Relationship,Peer Relationship,Reading Materials,Documentation,Freehand Drawing,Student Interests,Power Structure,Cooperation,Student Participation,Self Efficacy,Parent Attitudes,Student Attitudes,Kindergarten,Preschool Children

This research aims to explore how preschool educators understand about raising children's reading motivation through operating classroom aesthetic reading environment. With one year qualitative research, sixteen 4-6 years old young were observed and interviewed. The first stage interviews were undergone with environmental guidance. After the physical class reading environment was adjusted into aesthetic perspective, children's reading motivation and attitudes were triggered. The second stage involved themed reading activities, including the child-centered extended reading activities, arranging parent-child and peers shared reading time, designing borrowing books home activities, promoting peers and parent-child shared reading, and classroom hot-popular reading books selection ballot. Data collection methods included observation, interviews, children's relative documents, drawings, and hands-on works. Based on analysis of research data, main results were extracted as below: young children's reading motivation including interest, perceived control, collaboration, involvement, and efficacy were promoted through classroom aesthetic reading environment and parent-child shared reading promotion activities. Finally, according to conclusion of this research, suggestions for relative teaching application and subsequent research were proposed as reference.
The ECO European Project: A New MOOC Dimension Based on an Intercreativity Environment
Author: Acedo, Sara Osuna
Date: 2016-01-00
Type: Journal Articles
Subjects: Foreign Countries,Online Courses,Large Group Instruction,Creativity,Web 2.0 Technologies,Electronic Learning,Statistical Analysis,Questionnaires,Cooperative Learning,Higher Education,Student Characteristics,Student Participation,Enrollment,Sex,Course Content,Course Evaluation,User Satisfaction (Information),Consortia

The ECO European Project funded by the European Commission is dedicated to bringing MOOCs to a new dimension by taking advantage of the new possibilities offered by the Social Web (O'Reilly, 2005). This paper focuses on the intercreative aspects of MOOCs. It takes a look at the characteristics of the new ECO MOOCs to see if they are designed and implemented within an intercreative environment. The methodology is quantitative and data collection was conducted using self-administered questionnaires with closed or semi-closed questions. This study includes the so-called sMOOCs, which stress intercreativity to work towards collective intelligence.
The Pearl Side of Online Portfolios: A Descriptive Study on the Rich Experience of Using PearlTrees by Master Students of Teaching English as a Foreign Language
Author: Albaiz, Tahany
Date: 2016-01-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teaching Skills,Peer Evaluation,Native Language,Language Teachers,Information Technology,Teaching Methods,Graduate Students,Teacher Education,Portfolios (Background Materials),Qualitative Research,Foreign Countries,Student Surveys,Student Attitudes,Computer Mediated Communication,Feedback (Response),Web Sites,Educational Technology,Information Management,Skill Development

Teaching English to ESL teachers is a challenging task for a number of reasons, the lack of connection between the target language and the native one being one of the most challenging factors (Ferlazzo &amp; Sypnieski, 2013). Therefore, teachers are supposed to be innovators in creating the tools that could boost the learning process, as well as eliminate the factors that may possibly inhibit it in any way. In the era of information technology, a variety of digital tools that a teacher can use for empowering students to learn languages have emerged. PearlTrees is one of these tools; allowing sharing information fast and communicating efficiently, the specified site can be viewed as a perfect tool for enhancing ESL teachers' skills through shared knowledge, peer assessment (Daniels, 2002), scaffolding (Combs, 2004) and support from the teacher, and active participation.
Parental Concerns in 100th Year Anniversary of Sociology Education in Turkey
Author: Kasapoglu, Aytul
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Attitudes,Educational Sociology,Higher Education,Phenomenology,Parent Surveys,Sociology,Negative Attitudes,Positive Attitudes,Familiarity

Although sociology education is celebrating its 100th year anniversary in Turkish higher education, the field itself is not known quite well by the society. Familial worries in the context of emotional sociology are very important because families may have when they think of their child's future especially after graduation from university. Primary aim of this paper is to find out the essence and main sources of parental worries. In this paper it is assumed that status of sociology in society and its education are inseparable parts and there are mutual relationships among them. Using phenomenological approach data gathered from 25 parents are analysed. Findings revealed that insufficient employment opportunities as well as little information about sociology are the essence or main reasons of parental concerns.
Prevalence and Impact of Cyberbullying in a Sample of Indonesian Junior High School Students
Author: Safaria, Triantoro
Date: 2016-01-00
Type: Journal Articles
Subjects: Foreign Countries,Bullying,Computer Mediated Communication,Incidence,Junior High School Students,Victims,Grade 7,Emotional Disturbances,Correlation,Questionnaires,Reliability,Validity,Predictor Variables,Gender Differences,Age Differences

In recent years cyberbullying has become widespread throughout junior high schools around the world, resulting in high numbers of adolescents affected by cybervictimization. Cybervictimization is associated with negative psychological health outcomes. The objective of the present study was to examine the impact and prevalence of cybervictimization in a sample of junior high school students in Jogjakarta, Indonesia. A total of 102 seventh grade students were involved in the study: 72 (70.6%) boys and 30 (29.4%) girls. The majority (80%) of the students in this study reported experiencing cybervictimization occasionally to almost every day. The results suggest a positive relationship between cybervictimization and level of students' psychological distress. General recommendations for anti cyberbullying programmes are discussed.
Further Classification and Methodological Considerations of Evaluations for Online Discussion in Instructional Settings
Author: Spatariu, Alexandru
Date: 2016-01-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Group Discussion,Persuasive Discourse,Interaction,Content Analysis,Qualitative Research,Asynchronous Communication,Synchronous Communication,Coding,Classification,Research Methodology

With the rapid advancements of technology, online communication in both K-12 and post-secondary instruction has been widely implemented. Instructors as well as researchers have used various frameworks to evaluate different aspects of online discussions' quality. The online discussions take place synchronously or asynchronously in chat rooms, boards, and blogs, often using mobile applications and usually aimed at understanding course content and concepts. The current review follows up on Spatariu, Hartley, and Bendixen's (2004) classification that placed these frameworks in four categories based on what they were aimed at measuring (disagreement, argumentation, interaction, and content). The current review serves two main purposes. First, newer frameworks are categorized and described while addressing methodological considerations. Second, conclusions and recommendations for future research and instructional applications of online discussion evaluation are made.
Predicting Virtual Learning Environment Adoption: A Case Study
Author: Penjor, Sonam
Date: 2016-01-00
Type: Journal Articles
Subjects: Foreign Countries,Virtual Classrooms,Prediction,Case Studies,Innovation,Adoption (Ideas),Theories,College Faculty,Teacher Attitudes,Regression (Statistics),Questionnaires,Demography,Integrated Learning Systems,Predictor Variables,Statistical Analysis

This study investigates the significance of Rogers' Diffusion of Innovations (DOI) theory with regard to the use of a Virtual Learning Environment (VLE) at the Royal University of Bhutan (RUB). The focus is on different adoption types and characteristics of users. Rogers' DOI theory is applied to investigate the influence of five predictors (relative advantage, complexity, compatibility, trialability and observability) and their significance in the perception of academic staff at the RUB in relation to the probability of VLE adoption. These predictors are attributes of the VLE that determine the rate of adoption by various adopter group memberships (Innovators, Early Adopters, Early Majority, Late Majority, Laggards). Descriptive statistics and regression analysis were deployed to analyse adopter group memberships and predictor significance in VLE adoption and use. The results revealed varying attitudes towards VLE adoption by academic staff at RUB. Few predictors were consistent with previous research on VLE adoption. There were also significant differences from previous research on predictors such as the deviation in adopter frequency from that predicted by Rogers DOI theory. Therefore, it can be concluded that it is misleading to rely on the DOI theory in the way it is currently operationalised for predicting VLE use.
An Analysis of University Students' Attitudes towards Personalized Learning Environments
Author: Sahin, Muhittin
Date: 2016-01-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Correlation,Computer Science Education,Statistical Analysis,Predictor Variables,Student Attitudes,Gender Differences,Age Differences,Educational Environment,Student Participation,Individualized Instruction,Attitude Measures,Rating Scales

The aim of this research is to analyze university students' attitudes towards personalized learning environments with respect to the independent variables of gender, age, university, year of study, knowledge about the environment, participation in the environment and being willing to participate in the environment. The correlative survey model is the method used in the research. The participants are 1,197 students of Computer Education and Instructional Technologies programs at 10 different universities. The personalized learning environment attitude scale (PLEAS) was used as an instrument to collect data. The t-test, one way analysis of variance (ANOVA) and Tukey's test were used to analyze data. The analysis found a significant difference in university students' attitudes towards personalized learning environment with respect to the variables of gender, age, year of study, knowledge about the learning environment, participation in the environment and being willing to participate in the environment. The university variable had no effect on attitudes.
A Call for Mathematics Education Colleagues and Stakeholders to Collaboratively Engage with NCTM: In Response to Martin's Commentary
Author: Briars, Diane J.
Date: 2015-12-00
Type: Journal Articles
Subjects: Mathematics Education,Mathematics Achievement,Minority Group Students,Poverty,At Risk Students,Educational Change,Access to Education,Educational Quality,Success,Educational Principles

In his commentary &quot;The Collective Black and 'Principles to Actions,'&quot; Martin (2015) offers a thought-provoking critique of &quot;Principles to Actions: Ensuring Mathematical Success for All&quot; (National Council of Teachers of Mathematics [NCTM], 2014). Martin (2015) states that the mathematics education community, in general, and the Council, in particular, has not made significant progress in addressing the opportunity gap (Flores, 2007); that is, it has not made significant progress in changing &quot;the conditions of African American, Latin@, Indigenous, and poor students in mathematics education&quot; (Martin, 2015, p. 22). The authors of this response agree and use this response to elaborate on how the educational system can be changed to provide access and opportunity to students who are marginalized and build a positive mathematics identity with a sense of agency.
How Do Primary School Students Acquire the Skill of Making Hypothesis
Author: Darus, Faridah Binti
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Process Skills,Science Education,Cognitive Development,Student Participation,Elementary School Students,Qualitative Research,Observation,Interviews,Predictor Variables,Hypothesis Testing

Science education in Malaysia emphasizes three components: namely knowledge, scientific skills which include science process skills and manipulative skills; scientific attitudes; and noble values. The science process skills are important in enhancing students' cognitive development and also to facilitate students' active participation during the teaching and learning process. This study is aimed at identifying the acquisition of the skill of formulating hypothesis among primary school students. It was conducted based on the theory of neo-Piagetian Cognitive Development and was investigated using generic qualitative research method. Three data collection techniques were used comprising observation, interviews and document analysis. Two tasks were developed and given to students as a stimulus during interviews: which are &quot;Acquisition-Skill Stimulus&quot; (RPK) and &quot;Compilations of Experiment related Questions&quot; (HiSET). Six primary school students were selected as participants based on purposive sampling. Based on the data analysis, four major categories emerged, namely: (a) the concept of hypothesis, (b) identification of the effect of variable, (c) the relationship between variables, and (d) testing of hypothesis. Initial findings illustrated that the mastery level of hypothesis formulation in three participants was very low, while the mastery level in the others was noticeably low.
Comparing Social Network Analysis of Posts with Counting of Posts as a Measurement of Learners' Participation in Facebook Discussions
Author: Lee, Hye Yeon
Date: 2016-01-00
Type: Journal Articles
Subjects: Social Media,Social Networks,Network Analysis,Student Participation,College Students,Computer Mediated Communication,Multivariate Analysis,Measures (Individuals),Proximity,Measurement Techniques,Interaction Process Analysis,Statistical Analysis

With the currently growing interest in social network services, many college courses use social network services as platforms for discussions, and a number of studies have been conducted on the use of social network analysis to measure students' participation in online discussions. This study aims to demonstrate the difference between counting posts and social network analysis of posts as a form of learners' participation in online discussions. To accomplish the goal, the study analyzed students' participation in Facebook discussions using the two methods and compared their results with those of MANOVAs. The between-group difference was significant when participation was measured by closeness centrality, but it was not significant when participation was measured by the number of posts. Although whether participation was measured by closeness centrality or by the number of posts did not make a significant difference in terms of learners' self-regulated learning level, the observed power of the closeness centrality measurement was higher than that of the number of posts measurement. These findings imply that it is important for a relational analysis to consider participation in terms of, not only the interaction between actors, but also closeness centrality, by comparing the two measurement methods.
GeoGebra as an Artist's Paintbrush
Author: Aktümen, Muharrem
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Computer Software,Technology Uses in Education,Mathematical Concepts,Preservice Teacher Education,Elementary School Mathematics,Mathematics Teachers,Assignments,Instructional Design,Problem Solving,Case Studies,Student Projects,Content Analysis,Aesthetics,Algebra,Geometric Concepts

One of the definitions of mathematics is that it is &quot;a science of patterns and themes&quot;. Within the scope of this definition, the current software technology facilitates the creation of visuals and patterns. Thus, GeoGebra software was used. The study was carried out in two stages. In the first stage, the Dynamic Geometry Software and the Discovery of Mathematical Concepts class was taught. In the last stage, the preservice primary mathematics teachers were given an assignment and asked to continue in groups. The groups were told that they were expected to produce aesthetically pleasing visuals and patterns. Therefore this research aimed at investigating how preservice teachers determine the design process and how they solve problems encountered during the process. Thus, as can be seen in the literature, the method and design as a long term study are the new contributions to the literature. Case study was carried out with 39 second-year preservice mathematics teachers. The research data were collected through preservice teachers' finalized projects which included a Microsoft-Word document that described in detail the process, screenshots, and GeoGebra applications. The data were analyzed by using the content analysis technique. As a result of this study, preservice mathematics teachers entered into research and analysis activities, investigated to create original designs, spent more time on the significance of visuals and patterns and so many groups made various creative tasks.