ethanporcaro/eric-fulltext-meta huggingface dataset:
Textbooks and Constructivist Pedagogy in Saudi Arabian School Classrooms
Author: Al-Abdulkareem, Rashid
Date: 2014-00-00
Type: Journal Articles
Subjects: Textbooks,Constructivism (Learning),Teaching Methods,Teacher Attitudes,Intermediate Grades,Likert Scales,Textbook Content,Foreign Countries

Constructivist &quot;theories&quot; of teaching and learning have continued to grow in popularity among educational policy makers, but it is far less certain whether constructivist teaching &quot;practices&quot; have found their way into most classrooms. Textbooks, arguably the most important non-personnel instructional resource in classrooms, heavily influence what teachers teach and how, but how much textbooks support constructivist pedagogy in particular is unclear. The purpose of this study is to assess constructivist practices in classrooms by exploring the opinions of Saudi Arabian teachers about the degree to which their textbooks adopt and support principles of social constructivism and the degree to which these principles vary by subject matter specialization. We gather information on 31 &quot;characteristics of textbooks&quot; identified as &quot;constructivist&quot; from 231 intermediate grade teachers across multiple subject areas in Riyadh. Teachers' responses to items framed on a Likert scale were frequency analyzed, and degrees of difference associated with teacher subject matter background were tested using one-way analysis of variance. Results indicated that (1) textbooks only minimally support constructivist pedagogical practices and (2) textbook emphases on constructivist pedagogical practices do not vary significantly by subject matter area. Despite extensive policy support to the contrary, Saudi Arabian textbooks foster at best only very modest levels of constructivist practices in classrooms. This effect was consistent across different subject matter fields. Implications for educational policy makers and for future research are discussed.
Pre-Service Teachers&apos; Assessment of 7th-Grade Students&apos; Social Studies Learning
Author: Anderson, Derek
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Teacher Attitudes,Student Evaluation,Middle School Students,Grade 7,Social Studies,Academic Achievement,Standardized Tests,Scores,Grading,Coding,Evaluation Criteria,Student Motivation,Student Behavior,Academic Ability

The purpose of this study was to examine how 52 pre-service teachers (PSTs) assessed 7th-grade students' learning of social studies lessons they planned and taught. The PSTs provided assessment artifacts on 312 students, along with explanations for how they assessed and graded each student. Of the 429 coded assessment explanations, 240 (56%) related directly to students' social studies achievement, 141 (33%) related to non-achievement factors, and 48 (11%) related to achievement factors not connected with social studies. Consistent with previous research on the assessment practices of in-service teachers, the pre-service teachers in this study used a combination of student achievement, effort, behavior, and ability to make their grading judgments. Assessment of student learning is taking a greater role in education today, and much of the burden for helping new teachers to improve their assessment practices will fall on teacher educators, who should integrate explicit coursework on assessment with authentic field experiences for PSTs to practice planning and teaching lessons, as well as assessing and grading students.
Subject&apos;s Recuperation in Education
Author: Ruiz, Pedro Ortega
Date: 2014-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Educational Objectives,Educational Practices,Educational Philosophy,Relevance (Education),Ethics,Humanistic Education,Teaching Methods

The authors propose a pedagogy that considers a historical individual in all their reality, an education responsive to the situation of each student in the uniqueness of their existence. The educational action is always an ethical response to the demand of the other. Implies that I have acquired an obligation, a moral dependence which I cannot shed. Only when the educator becomes responsible for the other, responds to him in his situation, is concerned and takes care of him is one in condition to educate. That is why education cannot be understood nor given without ethics, without a responsible relationship with the educate. That is why when we put forward another model of education, we are demanding other ethical and anthropological assumptions as a starting point, those assumptions that explain man man with human face.
Making the Nigerian School Environment and Curriculum More Functional and Responsive for Human Capacity Development for the Year 2020
Author: Mbachu, Comfort Ebere
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Capacity Building,Educational Environment,Relevance (Education),Curriculum Development,Educational Needs,Educational Facilities Improvement,Curriculum Evaluation,Progress Monitoring,Needs Assessment,Skill Development,Barriers,Change Strategies,Knowledge Economy,Educational Improvement,Educational Practices,Elementary Secondary Education

Education is seen as an instrument &quot;per excellence&quot; for effecting national development. Education is seen as a means of developing potentialities and capacity building. Any educational Curriculum that aims at developing human potentials must target at functionality. Functionality here refers to curriculum that is designed to teach students skills that will enable them function as competent and acceptable adults. Obviously, school environment is one of the most important factors that determine the success of a well designed curriculum. This study tries to give the concept of functional curriculum and school/ learning environment. It looks into the various ways the school curriculum can be made functional and responsive for human capacity development in Nigeria. The paper as well discuses what is expected of education/knowledge to pursue as we journey into the year 2020. The paper equally explains the challenges hindering the quick realization of functional curriculum that is expected to develop human capacity. The paper concludes and made recommendations on how to make the Nigerian school curriculum more functional for human capacity development. Such recommendations includes: (1) Provision of necessary school facilities and infrastructure; and (2) Proper curriculum assessment and monitoring of what goes on in the education sector.
Urban Early Childhood Educators&apos; Perceptions of the Impact of NCLB on Their Literacy Practices
Author: Husband, Terry
Date: 2014-00-00
Type: Journal Articles
Subjects: Federal Legislation,Educational Legislation,Early Childhood Education,Preschool Teachers,Teacher Surveys,Online Surveys,Urban Schools,Elementary School Teachers,Primary Education,Literacy Education,Teacher Attitudes,Preschool Curriculum,Elementary School Curriculum,Academic Achievement,Statistical Analysis

While much has been written concerning the impact of NCLB on students, teachers, parents, administrators, and policies makers in general, little has been documented about the impact of NCLB on urban early childhood educators' literacy practices in particular. The purpose of this paper is to present the preliminary findings from a research study that examines urban early childhood educators' perceptions of NCLB on their literacy practices. An on-line survey was administered to 47 urban early childhood educators in grades P-3 in an urban school district in the Midwest part of the United States of America. While a significant percentage of the teachers surveyed perceive that NCLB has had a largely negative impact on curriculum, literacy instruction and student achievement overall, it has, nonetheless, led to a more rigorous curriculum in their classrooms.
Use of Content Based Instruction and Socratic Discussion for ESL Undergraduate Biomedical Science Students to Develop Critical Thinking Skills
Author: Burder, Ronan L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Medical Students,Biomedicine,Second Language Instruction,English Language Learners,Teaching Methods,Questioning Techniques,Skill Development,Critical Thinking,Thinking Skills,Student Improvement,Instructional Effectiveness,Taxonomy,Scores,Scientific Literacy,Science Process Skills,Scientific and Technical Information,Seminars

Content based language instruction can assist English as a second language (ESL) students to achieve better learning and teaching outcomes, however, it is primarily used to understand content, and may not help to develop critical analysis skills. Here we describe a pilot study that used a &quot;Socratic&quot; small-group discussion in addition to content based instruction, to enhance critical thinking skills in ESL Biomedical Science students. Students were provided a detailed protocol for the analysis of a research journal manuscript and participated in a Socratic discussion. Students wrote evaluative pieces to summarize the manuscript's topics, both before and after the small-group discussion. Overall, a third of all students displayed an improved critical thinking score based on Bloom's taxonomy. However, only 20% of ESL students improved their critical thinking score, while 42% of non-ESL students improved. Despite this, students agreed that the Socratic discussion improved their understanding of science and enhanced their ability to review scientific literature. Importantly, ESL students believed that the discussion made them feel positive about their ability to read scientific literature. Thus, specific tools for enhancing critical thinking in the ESL student group should further be developed, with investigation of the retention of these skills warranted.
The Challenges of Professional Development in the Evolving World of Pharmacy Education
Author: Motycka, Carol
Date: 2014-00-00
Type: Journal Articles
Subjects: Pharmaceutical Education,Professional Development,Professionalism,Distance Education,Electronic Learning,Student Responsibility,Teacher Responsibility,Skill Development

The primary purpose of schools and colleges of pharmacy is to produce pharmacists capable of providing competent patient centered care. To accomplish this goal, pharmacy students must learn and retain a great deal of knowledge as well as develop professional attitudes and behaviors. In recent years, several articles have been published questioning the professionalism of pharmacy students and whether colleges of pharmacy are promoting professionalism (Hammer, 2003; Chisholm, 2004). Professionalism has a broad definition and encompasses every aspect of the duty of a pharmacist. The definition of professionalism and a discussion of professional socialization roadblocks are important considerations when establishing guidance to students and faculty. Responsibilities of the student and responsibilities of the educator should be clear to all involved. E-professionalism presents a new consideration when outlining professionalism standards to pharmacy students and should be addressed as well. Colleges of pharmacy must develop methodologies to aid in the development of professionalism among pharmacy students in all types of learning environments, whether a student attends a traditional campus or a distance campus. Finally, with the implementation of distance campuses, professionalism is presented with new and unique challenges which require continuous evaluation to prevent negative outcomes.
Families of Gifted Children and Counseling Program: A Descriptive Study in Morelos, Mexico
Author: López-Aymes, Gabriela
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gifted,Family Counseling,Children,Family (Sociological Unit),Family Characteristics,Questionnaires,Parent Attitudes

For some decades we can find studies where perceptions and family attitudes toward children with giftedness are discussed, leading to the conclusion that children with these characteristics should be perceived and studied as part of an ecosystem that should include both family, and the college and the inner world of the child. Unfortunately in Mexico, studies about families of gifted children are scarce. Hence, the study has two aims: first, to identify the characteristics of 30 Mexican families, with at least one gifted child; second, to propose educational orientation for their families. Two questionnaires were designed. One of them gathers information about: age of parents, parents' education, number of family members and general characteristics of their gifted children. The other questionnaire collects the opinion about what does it mean for parents to have a talented or gifted child. A program is proposed to work with parents around the more relevant issues regarding their child and the family.
An Investigation of Big Five and Narrow Personality Traits in Relation to Learner Self-Direction in Undergraduate Students
Author: Kirwan, Jeral
Date: 2014-00-00
Type: Journal Articles
Subjects: Personality Traits,Undergraduate Students,Independent Study,Correlation,Multiple Regression Analysis,Personality Measures,Statistical Analysis

Self-direction in learning is a major topic in the field of adult learning. There has been extensive coverage of the topic by theorists, researchers, and practitioners. However, there have been few studies which look at learner self-direction specifically as a personality trait. The present study addresses the relationship between learner self-direction and other personality traits of college students when the traits represented by the five-factor model of personality (Digman, 1990) are differentiated from narrow personality traits. Archival data were used from an undergraduate sample at a large Southeastern U.S. university (sample size = 1981). Correlation and multiple regression analyses were used in examining the unique individual relationship between Big Five and narrow personality traits and learner self-direction. Analysis of the data revealed five significant part correlations between specific traits and learner self-direction. The part correlations for Work Drive (0.30), Openness 0(.19), and Optimism (0.12) were significantly higher than all other part correlations. Neither Conscientiousness nor Agreeableness had significant part correlations despite having significant zero-order correlations with learner self-direction. Extraversion did not have a significant zero-order correlation with learner self-direction but the part correlation was significant. Results were discussed in terms of the predictive relationship between personality variables and learner self-direction. Study implications, some limitations, and possible directions for future research were noted.
Sensory Evaluation as a Tool in Determining Acceptability of Innovative Products Developed by Undergraduate Students in Food Science and Technology at the University of Trinidad and Tobago
Author: Singh-Ackbarali, Dimple
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Sensory Experience,Evaluation Methods,Test Construction,Innovation,Food,Feedback (Response),Attitude Measures,Statistical Analysis,College Students,Training,Vocabulary,Case Studies

This paper discusses the comprehensive and practical training that was delivered to students in a university classroom on how sensory evaluation can be used to determine acceptability of food products. The report presents how students used their training on sensory evaluation methods and analysis and applied it to improving and predicting acceptability of new innovative products that they developed. Students were exposed to and trained on performing some of the major sensory test methods, including discrimination, descriptive, and affective tests. They were also exposed to exercises which involved them physically setting up a test area, presenting samples that were coded and properly displayed, collating data from sensory evaluation questionnaires, statistical analysis of data collated and the use of the results of the analysis to make decisions on product acceptability and improvement. Students successfully applied their training and were able to not only get feedback on the specific food characteristics of their products that could be improved but were also able to conclude that the products they presented to the panelists were acceptable and that the panelists had a highly positive attitude towards eating the products and even purchasing if these were to become available in the market. Since appropriate statistical analysis was applied for the different sensory evaluation methods used for each of the different products, valid information and conclusions that can prove product quality and acceptability was gathered and can be presented to any product development and marketing departments in any food and beverage company that may wish to adopt and produce these products.
Assessment of the Policy Guidelines for the Teaching and Learning of Geography at the Senior High School Level in Ghana
Author: Ababio, Bethel T.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Geography Instruction,High Schools,Secondary School Teachers,Educational Policy,Guidelines,High School Students,Case Studies,Teacher Qualifications,Teaching Experience,Teacher Characteristics,Student Characteristics,Educational Resources,Questionnaires

This article empirically assessed the extent to which geography teachers adhered to the Ghana Education Service policy guidelines on the teaching of geography at the Senior High School Level in Ghana. Census survey was used to collect data from seven geography teachers because of the researchers' objective of gaining a quick insight into the problem at hand. Simple random sampling was, however, used to select 80 geography students. Data were collected with the aid of two sets of questionnaires which were personally administered by the researchers. Simple frequencies and percentages were used in the analysis of the data collected. One of the key findings was that all the teachers had knowledge and mastery of the content areas of geography. Again, the study revealed that the geography teachers implemented to a fairly large extent the policy guidelines on teaching by employing a variety of teaching methods, though with varying emphases. Another finding was that some students could not acquire skills in the handling of certain equipment (e.g. in surveying) either because of the non-availability of those equipment in their schools or their teachers lacked the expertise to teach them how to use those equipment even though those equipment were available. The students therefore suggested the frequent use of inquiry methods such as field work and project work. Based on the findings, the study recommended that as part of the reforms in teacher preparation, there should be a re-structuring of the geography education programmes in the universities so as to accommodate the policy guidelines for teaching geography at the senior high school level. Lastly, the study also recommended regular in-service training for practicing geography teachers to enable them hone their professional competence, particularly their pedagogical skills.
Constructing Threats and a Need for Control: Textbook Descriptions of a Growing, Moving World Population
Author: Mikander, Pia
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Population Trends,Migrants,Migration,Textbooks,Cultural Influences,Geography,Geography Instruction,Population Growth,Global Approach,Foreign Policy,Urbanization,Discourse Analysis,Mobility,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,History,Social Sciences

The population of the world is growing and moving. The overwhelming majority of people are on the move inside their own country and mostly towards cities while a minority moves from non-Western areas to the West. In Finnish geography, history and social science school textbooks, this mobility tends to be depicted differently depending on whether the movers represent &quot;us&quot; or &quot;them.&quot; Global population growth is most prevalent in the poorest regions of the world, even though Europe is clearly the most densely populated continent. Still, the talk of &quot;overpopulation&quot; does not usually concern Europe or the West. The article uses discourse theory analysis and a postcolonial framework to research the discourse of &quot;us&quot; and &quot;them&quot; with regard to population growth and migration as they are presented in Finnish textbooks. The results show that the hegemony of a superior West is alive and well in the books, which portray the non-Western populations as growing and moving in uncontrolled and threatening ways. Uncontrolled urbanization is seen as dangerous, and the implication is that there are too many people in non-Western areas. Metaphors such as natural disasters or floods are used to describe the moving population, while cities are described as &quot;suffocating.&quot;
Developing Valid and Reliable Map Literacy Scale
Author: Koç, Hakan
Date: 2014-00-00
Type: Journal Articles
Subjects: Map Skills,Test Construction,High School Students,College Students,Foreign Countries,Factor Analysis,Factor Structure,Construct Validity,Interpretive Skills,Freehand Drawing,Correlation,Test Reliability,Statistical Analysis

The purpose of the present study is to develop a valid and reliable map literacy scale that is able to determine map literacy of individuals, especially that of high school and university students. The study sample was composed of 518 students studying at various faculties at Cumhuriyet University and high schools in Sivas and its counties. With this aim in mind, an initial item pool for piloting was prepared in line with the literature, and expert opinion was sought on the item pool. After the piloting exercise, the draft scale was administered to the study sample. Exploratory factor analysis (EFA) was carried out to investigate the factor structure of the scale; confirmatory factor analysis (CFA) was carried out to test construct validity of the scale along with other validity analyses. As a result of the exploratory factor analysis, it was seen that the scale was composed of 4 factors. These factors are as follows: reading and interpreting maps, using maps, carrying out procedures in maps, and sketching maps.
Global Learning in a Geography Course Using the Mystery Method as an Approach to Complex Issues
Author: Applis, Stefan
Date: 2014-00-00
Type: Journal Articles
Subjects: Global Approach,Geography Instruction,Teaching Methods,Documentation,Research Methodology,Cooperative Learning,Foreign Countries,Secondary School Students,Textiles Instruction,Student Attitudes,Preferences,Industry,Discussion (Teaching Technique)

In the study which is the foundation of this essay, the question is examined of whether the complexity of global issues can be solved at the level of teaching methodology. In this context, the first qualitative and constructive study was carried out which researches the Mystery Method using the Thinking-Through-Geography approach (David Leat, 1998). The research tool used was the Documentary Method as applied by Ralf Bohnsack (2006), which is detailed enough to evaluate both explicit and implicit student knowledge levels within complex teaching/learning frameworks. The study results demonstrate that the purely cognitive research approaches are not able to reflect the complexity of the student interactions at a teaching method level. In the research project it could be reconstructed that the youths prefer complex teaching methods with a cooperative design when dealing with phenomena of globalization as a result of the experiences in the Treatment (Applis, 2012).