ethanporcaro/eric-fulltext-meta huggingface dataset:
The Development of Fundamental Movement Skills by Children Aged Six to Nine
Author: Lin, Shu-Jung
Date: 2015-00-00
Type: Journal Articles
Subjects: Elementary School Students,Movement Education,Psychomotor Skills,Motor Development,Performance Tests,Skill Development,Manipulative Materials,Age Differences,Foreign Countries

The main purpose of the present study is to elucidate any differences which may exist in the FMSs of children between the ages of six and nine. Purposive sampling was used to recruit a total of 485 participants (244 boys and 241 girls) in Chiayi City and Chiayi County. All of the participants were between the ages of six and nine and had no disabilities or major health problems. Of these, 92 were between the ages of six and seven; 197 were between the ages of seven and eight; and 196 were between the ages of eight and nine. The average age was seven years and eight months. The main research tool used in this study was the Test of Gross Motor Development-2 (TGMD-2). There was a significant difference in both overall object control skills (t = 9.08, p &lt; 0.001) and overall performance (t = 5.45, p &lt; 0.001), with the boys performing better than the girls in both overall object control skills (M = 31.48 > M = 20.29) and overall performance (M = 56.84 > M = 52.47). Significant differences were also found for overall locomotor skills (F = 12.29, p &lt; 0.001), overall object control skills (F = 12.81, p &lt; 0.001), and overall FMSs (F = 20.44, p &lt; 0.001). For locomotor skills the Scheffé post hoc test revealed that those aged eight and nine performed better than those aged between six and eight, and that those aged between seven and eight performed better than those aged between six and seven. For object control skills and overall FMSs the Scheffé post hoc test revealed that those aged between eight and nine performed better than those aged between six and eight. Thus it would be desirable for physical education teachers at elementary schools to have girls participate in a variety of ball games, and also to encourage girls to engage in simple catching, throwing, and dribbling activities after school. In sum, schools need to provide a variety of movement activities which students find interesting, and also encourage students to participate in sports after class and outside of school.
The Impact of Multimedia Graphic and Text with Autistic Learners in Reading
Author: Omar, Sarah
Date: 2015-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Multimedia Instruction,Reading Instruction,Reading Skills,Intervention,Printed Materials,Reading Comprehension,Literature Reviews,Color,Visual Stimuli,Computer Assisted Instruction,Teaching Methods,Program Effectiveness,Educational Technology,Language Skills

Autism Spectrum Disorder (ASD) refers to a groups of developmental disabilities that can cause significant social, communication and behavioral challenges. This pauses several characteristics that subject a child to problems such social communication, difficulty relating to people, things and events, and repetitive body movements or behaviors. In the academic setting as well, the learners who suffer from (ASD) encounter various problems. As an instance of academic skill reading, Reading is required to be learn but not on the way it done in traditional classroom. An intervention which yielded better results in learning reading skill, based on (Iman and Fouad, 2010) [1] organizing the memory lead to paying attention to relevant information, thus this research, attempts to use utilize multimedia elements aimed to find out the impact of multimedia elements (graphic and text) in reading comprehension. And to ascertain how multimedia, especially graphic helps children with autism in reading comprehension. This systematic review attempts to address three specific research questions: the teaching reading comprehension to children with autism [1] can graphic with the texts help young children to improve their reading skills? [2] Can colors lead to better attention with autistic learners? [3] Does the computer-based intervention program increase and improve autistic learner's abilities to read? Results indicate that children with autism can benefit from the strategies of reading comprehension when they used graphic and text together.
Using History of Mathematics to Teach Volume Formula of Frustum Pyramids: Dissection Method
Author: Butuner, Suphi Onder
Date: 2015-00-00
Type: Journal Articles
Subjects: History,Mathematics,Mathematics Instruction,Geometric Concepts,Teaching Methods,Secondary School Mathematics,Middle School Students,Grade 8,Action Research,Observation,Interviews,Feedback (Response),Worksheets,Mathematics Activities,Foreign Countries

Within recent years, history of mathematics (HoM) has become an increasingly popular topic. Studies have shown that student reactions to it depend on the ways they use history of mathematics. The present action research study aimed to make students deduce volume rules of frustum pyramids using the dissection method. Participants were 24 grade eight students from Trabzon. Observations, informal interviews and feedback forms were used as data collection tools. Worksheets were distributed to students and the research was conducted in 3 class hours. Student views on the activities were obtained through a written feedback form consisting of 4 questions. During the study, most students could assemble the parts forming frustum pyramids and find out volume rules of frustum square pyramids and frustum rectangular pyramids calculating the volumes of the geometric shapes obtained through that assembly. Several students had difficulties in recognizing geometric shapes as well as completing the calculations. The findings revealed that, prior to the study, most students were not able to complete similar activities and the mathematics course was taught in a teacher-centered way. Students found the activities interesting as well as instructing.
Am I Interfering? Preschool Teacher Participation in Children Play
Author: Tsai, Chia-Yen
Date: 2015-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Preschool Children,Play,Teacher Participation,Pacing,Qualitative Research,Interviews,Teacher Attitudes,Position Papers,Content Analysis,Educational Strategies,Performance Factors,Foreign Countries,Observation

This study aimed to explore the timing and strategies of teacher participation in children's play and the factors which have a bearing on teacher participation. This study used qualitative research and conducted observation of natural situations. The samples were preschool teachers in an elementary school's affiliated kindergarten in Hualien. The children were observed while playing at learning areas during free play time. In order to enhance the depth of the research, data were collected from observations of play, interviews with the teacher, and examination of on-site documents. The results of qualitative analysis revealed that preschool teachers usually intervene in children's play actively. Preschool teachers used different strategies depending on the different behavior of children play. As for whether or not to participate; these depend on the teacher's educational philosophy, degree of familiarity with the children, and the overall situation in which the play is occurring. Moreover, each of these factors influences one another, and thus need to be considered together.
An Investigation of Task and Ego Oriented Goals of the Students Majoring at the Faculty of Sport Sciences
Author: Belli, Emre
Date: 2015-00-00
Type: Journal Articles
Subjects: Self Concept,Majors (Students),Statistical Analysis,Goal Orientation,Questionnaires,Student Attitudes,Foreign Countries,Gender Differences,Team Sports,Physical Education,Undergraduate Students,Comparative Analysis,Age Differences,Athletic Coaches,Physical Education Teachers,Task Analysis

The aim of this study is to explore the task and ego oriented goals of the students majoring at the Faculty of Sports Sciences at Ataturk University. For data collection, &quot;The Task and Ego Orientation in Sport Questionnaire&quot;, which was developed by Duda (1) and adapted into Turkish by Toros and Yetim (2), was used in the current study to examine the task and ego oriented goals of students. This questionnaire was administered to a total of 375 students consisting of 224 male and 151 female students. For data analysis, SPSS statistical packet program was used for frequency analysis, and independent t-tests, one-way ANOVA and Tukey test were run to find out the source of the difference among different groups of participants. The results of the study showed that there was no statistically significant difference in terms of the comparison of the task and ego-oriented goals regarding the participants' gender (p = 0.332) whereas there was a significant difference between male and female students in terms of specifically ego-orientation especially in favor of female students (p = 0.003). Based on this result, female students were found to favor ego orientation to reach their goals much more than male students. Apart from that, the comparison of the participants' fields of study indicated that in terms of task-oriented goals, there was a statistically significant difference in favor of team sports (p = 0.025) and significant differences were revealed among participants from different fields of study in terms of ego-oriented goals especially in favor of individual sports (p = 0.000). A number of implications for further research and education were suggested based on the results obtained from the analysis of the task and ego-oriented goals of male and female students majoring in different fields of study and departments.
Effect of Technology Enhanced Conceptual Change Texts on Students' Understanding of Buoyant Force
Author: Ozkan, Gulbin
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Elementary School Students,Physics,Scientific Concepts,Pretests Posttests,Quasiexperimental Design,Control Groups,Experimental Groups,Comparative Analysis,Concept Formation,Foreign Countries,Science Instruction,Misconceptions,Questionnaires

In this study, the effect of technology enhanced conceptual change texts on elementary school students' understanding of buoyant force was investigated. The conceptual change texts (written forms) used in this study are proven for effectiveness and are enriched by using technology support in this study. These texts were tried out on two groups. A pre-test/post-test quasi-experimental design and one control group (n = 20) and one experimental group (n = 20) were used. Experimental group were given the technology enhanced conceptual change texts, whereas the control group was taught in the traditional instruction. Data were collected five open-ended questions concerning buoyancy. When the results of the study were examined as to the conceptual understanding attained in the two groups, it was found that experimental group's conceptual understanding was higher than that of traditional instruction group. It is believed that these texts about &quot;buoyant force,&quot; an often misunderstood subject in science education, are very useful class materials that can enable students to learn meaningfully.
Effect of the School Facilities Factor and Sport Activities Factor on Parents in Terms of Private and Public School Choice at Riyadh City Saudi Arabia
Author: Alsauidi, Faisal
Date: 2015-00-00
Type: Journal Articles
Subjects: School Choice,Public Schools,Private Schools,Foreign Countries,Questionnaires,Educational Facilities,Parent Attitudes,Semi Structured Interviews,Parent Aspiration,Athletics,Access to Computers,Educational Environment,Theaters,Decision Making,Focus Groups

There are several, primarily carried out in the Western World, that have explored the reasons why parents' choice a school, which they consider best meets their children's needs and parental aspirations for their children. In order to contribute to the established knowledge it was essential to conduct an explore into parents' reasons for their selection private or public school in the Kingdom of Saudi Arabia (KSA). Such an investigation had not been conducted previously. This article details determent a factors highly regarded as effecting parental decision making: school facilities factors and physical education and sport activities factor. Analysis and discussion along with the study's conclusions and recommendations will be cited. Randomly selected parents, whose children attend private or public schools in Riyadh City, Saudi Arabia were invited to complete a standardised questionnaire after which to participate in a semi-structured interview to identify factors that influenced their preference for school. Two methodologies analysis of the reasons given highlighted demonstrating the frequency of cited range of reasons: school facilities, Such as computer services, the classrooms are a good environment and the school has a good theatre. Also the sport activities factor, For example, good outdoor games. And good indoor games those identified as the main elements that influenced their selection decision making.
Enhancing Fourth Grade Students' Writing Achievement through Purposeful Experiential Learning: An Action Research Study
Author: McManus, Michael S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Writing Achievement,Experiential Learning,Action Research,Grade 4,Elementary School Students,High School Students,Surveys,Observation,Parent Conferences,Qualitative Research,Public Speaking,Public Agencies,Business

This study focuses on the effects of involving fourth grade students in an experiential learning task that improves the school and requires the students to call on community agency, area business, and high school student support. Data related to students' learning were collected by using evaluative writing surveys, student and parent conferences, observational records, and other student works. From the qualitative data analysis, it was clear that purposeful writing increased student's enjoyment of writing. Student enjoyed orally presenting their prewriting and these presentations proved to be an effective method for the revision and editing of their written work.
One Step Forward and Two Steps Back: A Study of the Image of Women in the 100 Basic Works of Literature in Turkey
Author: Cer, Erkan
Date: 2015-00-00
Type: Journal Articles
Subjects: Females,Sex Role,Illustrations,Childrens Literature,Content Analysis,Foreign Countries,Novels,Poetry,Turkish

Children's books of literary quality may affect gender perception, self-perception, and the social roles of children through the illustrations, main characters, and situations that they reflect. The Turkish Ministry of Education suggested a list consisting of stories, novels, poetry, and puns under the title &quot;100 Basic Works of Literature.&quot; The objective of this research is to determine how the image of women is presented in the children's stories in these 100 Basic Works of Literature. The data in this study were collected through document analysis in conjunction with contents analysis. These 20 stories were first studied for their depictions of main characters, illustrations, and titles. Research shows that the female characters are depicted with images reflecting traditional gender roles. Of all the images, female characters were presented mostly as passive (79 times or 19%), weak (76 times or 18%), sex objects (45 times or 11%), or emotional (44 times or 10%).
International Students' Perceptions of the Value of U.S. Higher Education
Author: Urban, Ewa
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Students,College Students,Student Attitudes,Educational Attitudes,Higher Education,Goal Orientation,Occupational Aspiration,Educational Opportunities,Statistical Analysis,Case Studies,Student Surveys,Interpersonal Relationship,Multiple Regression Analysis

We examined international students' perceptions of the personal and professional value they receive from higher education in the United States. Results indicated that students' professional outcomes were significantly lower than their expectations related to their professional development, while students benefited personally to a much greater extent than they had anticipated. In this study, we identified areas of opportunities for higher education to support international students' professional and personal goals.
Challenges to the Doctoral Journey: A Case of Female Doctoral Students from Ethiopia
Author: Bireda, Asamenew Demessie
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Doctoral Programs,Doctoral Degrees,Females,Student Experience,Case Studies,Barriers,Qualitative Research,Structured Interviews,Student Surveys,Student Attitudes,Womens Studies,Womens Education,Supervision,Academic Ability,Delivery Systems,Stress Variables,Family Problems,Social Problems

This study aimed to investigate some challenges female doctoral students experience in their doctoral journey. The study used a qualitative design and structured interviews. The theoretical framework that guided the study was that of Urie Bronfenbrenner's ecosystemic theory. A purposely selected sample of five female doctoral students from the University of South Africa Ethiopia campus participated in the study. The results identified three major areas of concern such as: academic, psychosocial and home/work related. Specifically, female doctoral students reported concerns surrounding quality of supervision support, inadequate academic skill, nature or system of education, stress, motivation, isolation, balancing personal and professional life, relationship problems, home and work related concerns. Hence, universities must provide opportunities and resourceful strategies to meet the challenges posed by women scholars in the doctoral journey.
Open Data as Open Educational Resources: Towards Transversal Skills and Global Citizenship
Author: Atenas, Javiera
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Resources,Open Source Technology,Global Education,Global Approach,Data,Learning Activities,Critical Thinking,Higher Education,Educational Research,Information Skills,Media Literacy,Information Utilization,Access to Information,Educational Practices

Open Data is the name given to datasets which have been generated by international organisations, governments, NGOs and academic researchers, and made freely available online and openly-licensed. These datasets can be used by educators as Open Educational Resources (OER) to support different teaching and learning activities, allowing students to gain experience working with the same raw data researchers and policy-makers generate and use. In this way, educators can facilitate students to understand how information is generated, processed, analysed and interpreted. This paper offers an initial exploration of ways in which the use of Open Data can be key in the development of transversal skills (including digital and data literacies, alongside skills for critical thinking, research, teamwork, and global citizenship), enhancing students' abilities to understand and select information sources, to work with, curate, analyse and interpret data, and to conduct and evaluate research. This paper also presents results of an exploratory survey that can guide further research into Open Data-led learning activities. Our goal is to support educators in empowering students to engage, critically and collaboratively, as 21st century global citizens.
International Students' Cultural and Social Experiences in a British University: &quot;Such a Hard Life [It] Is Here&quot;
Author: Newsome, Linda K.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Students,Study Abroad,College Students,Student Attitudes,Educational Experience,Cultural Differences,Semi Structured Interviews,Self Concept,Case Studies,Graduate Students,Asians,Expectation,Culture Conflict,Student Adjustment,Foreign Countries,Barriers,Sampling,Interpersonal Relationship,Qualitative Research

The authors in this qualitative study examined international students' cultural and social experiences using data collected through case studies and semi-structured, in-depth, informant style interviews. Participants were all international students (n = 18), mostly postgraduate from Asian and Far Eastern countries studying at a British higher education institution. The students' personal journeys are traced through a three-stage process that moves from (1) high initial expectations, through (2) culture shock, to (3) various eventual patterns of accommodation. In addition to capturing the sometimes raw personal experiences of individuals, the study also delineates the ways in which geopolitical and social-emotional factors coalesce to shape students' personal experience and self-concepts.
Recognising Informal Elearning with Digital Badging: Evidence for a Sustainable Business Model
Author: Law, Patrina
Date: 2015-00-00
Type: Journal Articles
Subjects: Information Storage,Rewards,Recognition (Achievement),Open Universities,Foreign Countries,Student Motivation,Student Characteristics,Integrated Learning Systems,Achievement,Program Evaluation,Electronic Learning,Mixed Methods Research,Surveys

Digital badging as a trend in education is now recognised. It offers a way to reward and motivate, providing evidence of skills and achievements. Badged Open Courses (BOCs) were piloted by The Open University (OU) in 2013. The project built on research into the motivations and profiles of learners using free educational resources which the OU makes available through its OpenLearn platform (Law, Perryman &amp; Law, 2013). This research found that an increasing proportion of learners are keen to have their informal learning achievements recognised (Law &amp; Law, 2014). Based on these data, a suite of free BOCs, assessed through the deployment of Moodle quizzes, was launched. This paper reports on evaluation of the BOCs and what we now know of the strategic importance of informal learning recognition. The initiative aligns with University strategies to provide accessible routes into formal learning for those who might not otherwise have the opportunity.
Do Nondomestic Undergraduates Choose a Major Field in Order to Maximize Grade Point Averages?
Author: Bergman, Matthew E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Majors (Students),Grade Point Average,Multiple Regression Analysis,Hierarchical Linear Modeling,Foreign Students,Writing Instruction,Engineering Education,Economics Education,Science Education,Effect Size,Predictor Variables,Academic Achievement

The authors investigated whether undergraduates attending an American West Coast public university who were not U.S. citizens (nondomestic) maximized their grade point averages (GPA) through their choice of major field. Multiple regression hierarchical linear modeling analyses showed that major field's effect size was small for these undergraduates' academic marks in mandatory English writing classes and for their term GPAs in the five most recent academic years. Engineering and economics, but not science, were significant predictors of writing marks. Economics, but not engineering or science, was a significant predictor of GPAs.