ethanporcaro/eric-fulltext-meta huggingface dataset:
Outdoor Experiential Environmental Education: An Adult-Centred Intervention for the Affective Domain
Author: Okur-Berberoglu, Emel
Date: 2017-00-00
Type: Journal Articles
Subjects: Outdoor Education,Experiential Learning,Environmental Education,Teaching Methods,Content Analysis,Control Groups,Experimental Groups,Program Descriptions,Faculty Development,Case Studies,Foreign Countries,Qualitative Research,Drama,Learning Theories,Statistical Analysis,Teacher Attitudes,Teacher Motivation,Anxiety

The aim of this research is to evaluate the impact of an outdoor experiential environmental education (OEEE) programme on the affective domain of adult participants--namely, in-service teachers from Turkey. Data collection methods such as; psychodrama, non-participant observation, open-ended questions and content analysis were used within a qualitative approach in a case study format. Activities in both the indoor and outdoor experiential programmes were designed in accordance with Kolb's theory on experiential teaching. While the indoor activities were used for control group 1, and traditional methods used for control group 2; the outdoor activities were used for the experimental group. At the end of the research, the following terms emerged in participants' expressions: &quot;interest, anxiety, curiosity, motivation and complaint&quot;. The most outstanding expressions belonged to the experimental outdoor group.
Seventies, Eighties, Nineties, Noughties.... a Sequence of Concerns
Author: Jackson, Elizabeth
Date: 2007-00-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Elementary School Mathematics,Preservice Teachers,Self Efficacy,Knowledge Base for Teaching,Student Teacher Attitudes,Qualitative Research,Negative Attitudes,Student Experience,Semi Structured Interviews,Foreign Countries

This paper outlines small scale research regarding mathematics anxiety and potential links to confidence and mathematics subject knowledge for primary teacher education (QTS) students in a HE institution, where the author is a Senior Lecturer in Primary Mathematics Education. The purpose is to establish the existence of such anxiety and related concerns, to determine implications for students' achievement of government standards for the award of QTS. Investigation is carried out through review of theory and consideration of questions subsequently arising, linked to collection of qualitative data from an interview with a QTS student, and analysis via an interpretivist approach.
Assessment for Learning: Pushing the Boundaries of Computer-Based Assessment
Author: Jordan, Sally
Date: 2009-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Feedback (Response),Accuracy,Computer Uses in Education,Natural Language Processing,Evaluation Methods,Evaluation Research,Open Universities,Student Reaction,Comparative Analysis,Usability,Program Effectiveness,Student Evaluation,Foreign Countries

Feedback on assessment tasks has an important part to play in underpinning student learning. Online assessment enables instantaneous feedback to be given so that the student can act on it immediately. However, concern has been expressed that e-assessment tasks (especially multiple-choice questions) can encourage surface-learning. Several projects at the UK Open University are investigating the use of rich interactive e-assessment. One of these projects is using a linguistically based authoring tool to enable sophisticated answer matching for free-text responses of up to a sentence in length. Immediate tailored feedback is provided on incorrect and incomplete responses, and students are able to use this feedback in reattempting the question. Students have been observed attempting the questions and were seen to answer them in different ways, with most students using short phrases but some using full and carefully constructed sentences and some using note form. There was evidence that some students assumed the system to be looking only for keywords. A human-computer marking comparison has demonstrated the computer-based answer matching to be of similar or greater accuracy than that of six course tutors.
Towards Developing Science of Survival (SOS) Pamphlets for &quot;Typhoon, Flashflood, Storm Surge and Tsunami&quot; and for &quot;Earthquakes and Their Aftermath&quot;: A Pilot Study
Author: Nivera, Gladys
Date: 2017-00-00
Type: Journal Articles
Subjects: Pamphlets,Natural Disasters,Emergency Programs,Foreign Countries,Design,Needs Assessment,Formative Evaluation,Summative Evaluation,Content Analysis,Language Usage,Statistical Analysis,Qualitative Research

The catastrophic devastation from recent natural calamities in the Philippines such as Typhoon Yolanda and Central Visayas earthquake in 2013 had made disaster preparedness a primary concern in the country. Prompted by the critical need to use science to save lives, this study developed Science of Survival (SOS) pamphlets titled &quot;When the Wind Rages and Water Rises: A Science of Survival Pamphlet for Typhoon, Flashflood, Storm Surge and Tsunami&quot; and &quot;When the Earth Moves: A Science of Survival Pamphlet for Earthquakes and Their Aftermath (Liquefaction, Fire, Landslide and Tsunami)&quot;. The study used the developmental research design consisting of three phases: needs and context analysis phase, design, development and formative evaluation phase, and semi-summative evaluation phase. By carefully documenting the iterative process of analysis, design, evaluation and revision, insights were sought with regard to the development of pamphlets that provide useful and scientifically accurate information about surviving natural calamities such as typhoons and earthquakes. Experts from government agencies involved in disaster risk reduction and management, science experts in the university, and students who were victims of major disasters reviewed and evaluated the pamphlets. The results of the semi-summative quantitative evaluation showed that both pamphlets are highly acceptable as supplementary resource materials on disaster response and management.
Students' Misconceptions about the Ozone Layer and the Effect of Internet-Based Media on It
Author: Gungordu, Nahide
Date: 2017-00-00
Type: Journal Articles
Subjects: Misconceptions,Student Attitudes,Climate,Environmental Education,Internet,Web Based Instruction,Statistical Analysis,Qualitative Research,Questionnaires,Teacher Surveys,Science Teachers,Chemistry,Science Instruction,High School Students,Secondary School Science,Preservice Teachers,Foreign Countries,Grade 9,College Students,College Science,Environmental Influences

In this study, students' misconceptions about the ozone layer were investigated, looking specifically at the effect internet-based media has on the formation of these misconceptions. Quantitative and qualitative research approaches were used to perform the research. As part of the quantitative portion of the research, the descriptive survey method, which involved a questionnaire featuring items about the ozone layer, was used to gather data. The study surveyed 95 pre-service chemistry teachers and 363 high school students. In the qualitative portion of the research, 219 local websites related to the ozone layer were analyzed. Results from this analysis showed that despite their different grade levels, both high school students and university students had similar misconceptions. Furthermore, it was found that the analyzed websites either included a good deal of information that was incompatible with scientific models or that encouraged misconceptions.
One of the Countries That Turkey Models: Finland Secondary Education Social Studies Curriculum
Author: Kop, Yasar
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Studies,Foreign Countries,Teaching Methods,Global Approach,Standards,Secondary School Curriculum,Skill Development,Social Life,Current Events,Models,Geography,History,Educational Objectives

Teaching of social studies has basis of education dynamism that governments maintain to raise qualified and efficient citizens. That's why; being examined programs in question has importance for the global citizen concept which comes up with globalization. Therefore, how to be raised efficient citizens who build both governments' and world's future is going to be determined. Turkey has chosen some countries as guides in education to keep up with globalization world standards. One of these countries is Finland. &quot;Core Program&quot; which is in force in the country is has been taken as basis in this study in which secondary education Social Studies curriculum occupying an important place in Finland education system is reviewed. Geographical and historical features and education system of the country are described (have been depicted shortly so as to ensure to be understood better the program in question. When we look at Finland education system in general, it can be said the tradition of sublimating the common objectives in Finland culture slows down the reflection of liability to bring individuality forward on implementation. School programs aims to equip the youth with knowledge and skills they will need in the social life naturally as well as aiming to transmit the basic values of Finland culture to the students. Equality of entire community is taken into consideration while doing this. Concerning available general program, it has been confirmed that general goals of &quot;secondary education Social Studies curriculum&quot; are to equip learners with talent to analyze current events efficiently and critically and prepare them to join social activities.
The Psychological Effect of Errors in Standardized Language Test Items on EFL Students' Responses to the Following Item
Author: Khaksefidi, Saman
Date: 2017-00-00
Type: Journal Articles
Subjects: Language Tests,English (Second Language),Second Language Learning,Statistical Analysis,Error Patterns,Test Items,Sampling,Scores,Age Differences,Gender Differences,Language Proficiency,Personality Traits,Item Analysis,Foreign Countries

This study investigates the psychological effect of a wrong question with wrong items on answering to the next question in a test of structure. Forty students selected through stratified random sampling are given 15 questions of a standardized test namely a TOEFL structure test in which questions number 7 and number 11 are wrong and their answers to the next question is being analyzed. Three way ANOVA determines whether the total scores of the students, also their age, and gender affect the students' responses to the upcoming question or it is just a psychological factor affecting students' responses. The results showed that only 20 percent provided true answers; among them were only very proficient and proficient students. Age and gender were not considered significant factors in this regard. The correct answers were attributed to their full mastery over the structure and their personality type rather than the psychological factor. Most of the students were psychologically affected by a wrongly given item. Thus, it is suggested that test givers and teachers ignore the wrongly given question and also the upcoming one in order to prevent the psychological factor that makes students provide unsure and false answers to the question.
Application of Education Management and Lesson Study in Teaching Mathematics to Students of Second Grade of Public School in District 3 of Tehran
Author: Farhoush, Masoumeh
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Educational Administration,Content Validity,Reliability,Control Groups,Pretests Posttests,Faculty Development,Pilot Projects,Foreign Countries,Grade 2,Elementary School Students,Regression (Statistics)

The present paper studies the effects of lesson study as a sample of participative researches in classroom as well as Behrangi Education Management Model in courses by aiming at exploring and allowing students to use the indexes of course concepts as an effective model in learning. The research plan is pre-test, posttest with control group type. In this research, first the characteristics of lesson study in professional development of teachers through participative research and improving students' learning have been studied, followed by discussing the ten commands or ten steps of implementing education management model in teaching curriculum as well as using modern and suitable teaching models. The subjects were selected at random from five lesson study pilot schools in district 3 and were taught and tested accordingly. The measurement tools which are used in this research included teacher-developed education progress test underwent contents validity and reliability examination and their reliability was examined by reliability method which was agreed by assessor. That is, the papers were given to a number of paper correctors for scoring. The scoring scale was 1 to 14. The teaching was carried out in two methods of lesson study and education management for teaching mathematics to second grade boy students at public elementary schools in district 2 of Tehran and the effects were measured on three groups of students in pre-test and posttest methods. The results from analyzing research data showed the average mathematics score in education management model in pretest was 9.85 and in posttest, it was 11.26; while, the average mathematics scores in lesson study group in pre-test was 9.19 and in posttest, it was 9.04. In the control group, those scores were 9.75 in pre-test and 9.65 in posttest. The average score in mathematics lesson in education management group showed considerable increase compared to the lesson study method group. The research hypothesis of the research showed education management model led to increase in mathematics learning of students; while, lesson study did not show tangible effects on mathematics learning of students. This research can be carried out in higher school grades and in other courses in Tehran for providing more complementary studies.
Describing the Status of Programs for the Gifted: A Call for Action
Author: Callahan, Carolyn M.
Date: 2017-03-00
Type: Journal Articles
Subjects: Gifted,Special Education,Elementary Schools,Middle Schools,High Schools,School Districts,School Surveys,Academic Standards,Educational Practices,Identification,Curriculum,Delivery Systems,Student Evaluation,Faculty Development,Program Evaluation,Disproportionate Representation,Teacher Qualifications,Special Education Teachers

Using three leveled surveys of school district personnel (elementary, middle, and high school), we collected data on the current status of practices and procedures in gifted education across the nation. Results from 1,566 respondents in separate school districts to questions relating to administration (staffing), identification of gifted students, curriculum and instruction, program delivery models, financing, program evaluation, teacher qualification requirements, and professional development document a national picture of current practice. In addition, we structured data collection procedures to assess the degree to which the NAGC Pre-K-Grade 12 Gifted Education Programming Standards are used to guide programming. The resulting picture of current practices was often a mirror of practices from 20 or more years ago, suggesting a need for a national dialogue focused on reshaping gifted education for the 21st century.
The Use of Cooperative Round Robin Discussion Model to Improve Students' Holistic Ability in TEFL Class
Author: Asari, Slamet
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Thinking Skills,Teaching Methods,Critical Thinking,Skill Development,Statistical Analysis,Language Tests,Worksheets,Independent Study,Qualitative Research,Cooperative Learning,Discussion,Scores,Action Research,College Students,Foreign Countries

This classroom action research is carried out within two cycles to breed a strategy on how a&quot; Round Robin Discussion Learning Model&quot; enhance students' critical thinking, presentation skills, confidence, and independent learning in Teaching English as a Foreign Language (TEFL) class. Pop-up quiz, teacher made-tests, classroom participation sheet, observation sheet, and rubric are utilized in the study. In addition, the collected data are then scrutinized via quantitative and qualitative doctrine. Quantitative analysis is pertained to gauge students' critical comprehension on TEFL issues through test, quiz, and worksheet. Meanwhile, for the qualitative analysis, constant comparative method is executed to enlighten parallel variable to depict students' presentation skills, confidence, and independent learning. The result of the study uncovers that guided question and answer session within and without the group foster students' higher order thinking skills and the results of the tests, pop-up quizzes indicates significant upgrading from 66% into 82%. Next, round presentation in and out group activity also cultivates students' presentation skills as well as confidence and independent learning from 65% to 85%, 67% into 77%, and from 65% to 93%. Round Robin discussion model operates well if it is supported with fixed and detailed roles of both students and teacher so that equal interactive practice is well established.
Development of Participative Management System in Learning Environment Management for Small Sized Primary Schools
Author: Hernthaisong, Prasertsak
Date: 2017-00-00
Type: Journal Articles
Subjects: Management Systems,Outcomes of Education,Likert Scales,Elementary Schools,Questionnaires,Best Practices,Guides,Feedback (Response),Specialists,Foreign Countries

The research aimed to: 1) study the factors of a participative management system in learning environment management, 2) study the current situation, desirable outcomes, and further needs for developing a participative management system in learning management, 3) develop a working participative management system, and 4) assess the system's viability by studying the findings from usage of the system in the context of a small sized primary school. Research and Development process was implemented by analyzing the documents, theoretical approaches and related research literature. Then, the chosen factors used in the system were investigated by seven experts. The current situation, desirable outcomes, and further needs for developing a participative management system in learning environment management for small sized primary schools were studied by using a questionnaire that asked participants for their opinions, measuring using a 5-point Likert scale. Data were analyzed by calculating the Mean, Standard Deviation, and (PNI[subscript modified]). The development of the system was implemented by conducting field trip studies in schools recommended for their effective learning management system and use of best practices. The system was outlined, and the handbook was provided to implement the system. In addition, the propriety of both the proposed system and its handbook was investigated by nine experts. The results show that 21 sub-factors were considered in the development of the participative management system in learning environment management for small sized primary schools. These included six input factors, six process factors, seven product factors, and two feedback factors, each of which were assessed at the highest level of propriety by the panel of experts. The overall current situation was judged to be at a &quot;Moderate&quot; level of propriety, and the sense of desirable outcomes was assessed at the highest level of propriety. The needs for further development were ranked in order from high to low as follows: feedback factor, input factor, product factor, and process factor respectively. The system evaluative finding by experts found that in the overall propriety was assessed at the highest level. The standards of feasibility, propriety, utility, and system design were all rated at the highest level. In addition, the handbook for system implementation was also found to be at the highest level of propriety.
Theoretical and Methodological Basis of Inclusive Education in the Researches of Russian Scientists in the First Quarter of 20th Century (P. P. Blonsky, L. S. Vygotsky, v. P. Kaschenko, S. T. Shatsky)
Author: Akhmetova, Daniya Z.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational History,Inclusion,Scientists,Educational Methods,Psychologists,Teachers,Disabilities,Mainstreaming,Educational Research,Anthropology,Social Environment,Cognitive Development

Article is devoted to the scientific heritage of educators and psychologists of Russia in the first quarter of the twentieth century. The aim of the research is the identification of the most significant ideas of P. P. Blonsky, L. S. Vygotsky, V. P. Kacshenko, S. T Shatsky which based the theoretical and methodological basis of inclusive education. The article describes a number of provisions that have conceptual value and practical importance for the implementation of inclusive education.
Student Engagement with E-Portfolios: Purpose, Benefits and Problems
Author: Thanaraj, Ann
Date: 2012-00-00
Type: Journal Articles
Subjects: Portfolio Assessment,Portfolios (Background Materials),Electronic Publishing,Undergraduate Students,Law Students,Student Attitudes,Student Experience,Interviews,Barriers,Individual Differences,Value Judgment,Relevance (Education),Usability,Foreign Countries

This paper reports on a phenomenographic study about the different ways that undergraduate law students understood and conceptualised the idea of e-portfolios as used on their programme. The aim of the study was to investigate variations in conceptions of e-portfolios, including their purpose, benefits and problems as experienced by students. The study sought to contribute to the growing collection of literature relating to technology-enhanced learning, which recognises the critical role of students in designing curriculum and in particular the need to engage students in using innovative methods of teaching. The findings include three conceptions of an e-portfolio held by students: &quot;as a self-improvement gauge&quot;; &quot;as a learner-centred depository&quot;; &quot;as a showcase of reflections&quot;. The study offers some suggestions for improving students' engagement with the e-portfolio as a method of assessment in higher education.
Developing Blended Learning in Higher Education--A Case Study of the University of the Highlands and Islands
Author: Simco, Neil
Date: 2011-00-00
Type: Journal Articles
Subjects: Blended Learning,Case Studies,Institutional Characteristics,Educational History,Teaching Methods,Success,Performance Factors,Curriculum Development,Educational Objectives,Educational Change,Universities,Foreign Countries

This paper provides some editorial context for a suite of three papers, each of which focuses on pedagogical considerations at the University of the Highlands and Islands (UHI). The paper first identifies the distinctive characteristics of the University, its history, context and purpose. It moves on to explore a major initiative in blended learning at the University, entitled Curriculum for the 21st Century (C21C). Then it introduces the essence of the three articles, each of which focuses on specific elements of blended learning. The term &quot;blended learning&quot; has different meanings and interpretations in different places. In this article we adopt the definition supported by the UHI academic council: &quot;A considered approach that selects from a range of traditional face-to-face methods and e-learning technologies to facilitate student engagement, develop independent learners and enhance the learning experience.&quot;