ethanporcaro/eric-fulltext-meta huggingface dataset:
Reading &amp; Listening with Purpose: Teaching Controversial Song Lyrics Using the ELA Common Core Standards in History/Social Studies
Author: Bender, Rachel A.
Date: 2013-11-22
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Social Studies,Singing,Controversial Issues (Course Content),History,Academic Standards,Grade 6,Popular Culture,Political Issues

This paper presents a method for social studies teachers to incorporate song lyrics into the study of controversial historical events and issues. Using the Hunt and Metcalf &quot;Seven Problematic Areas of the Social Studies&quot; as the rubric for selecting appropriate songs, the Teacher Candidate (TC) explains how song lyrics make viable text sources which convey a point of view. The TC also demonstrates the correspondence between song lyrics as text source material and the argumentative dimension of the ELA Standards in History/Social Studies. The educative potential for incorporating song lyrics in the social studies and complementing their use with other primary and secondary text sources is also discussed.
Models for Information Assurance Education and Outreach: A Report on Year 1 Implementation
Author: Wang, Jianjun
Date: 2013-09-01
Type: Reports - Research
Subjects: Information Security,Computer Science Education,Improvement Programs,Program Effectiveness,Program Evaluation,Outreach Programs,Curriculum Development,Summer Programs,Science Course Improvement Projects,Undergraduate Students,High School Students,Community Education,School Community Programs,Partnerships in Education,Program Descriptions,Inquiry,Coding,Participant Satisfaction,Content Analysis,Social Networks,Network Analysis,Qualitative Research,Statistical Analysis,Models,Program Implementation,Secondary School Teachers,Elementary School Teachers

On September 22, 2012, NSF announced its decision to fund a three-year project, &quot;Models for Information Assurance Education and Outreach&quot; (MIAEO). In the first year of grant operation, MIAEO has invited 18 high school students, two K-12 teachers, and two CSUB student assistants to conduct research explorations in the fields of &quot;network security&quot; and &quot;cryptography.&quot; The hands-on investigation was led by the PI and Co-PI in 2013 summer, and produced five poster presentations through &quot;Research Experience Vitalizing Science-University Program&quot; (REVS-UP) at California State University, Bakersfield. In addition, MIAEO faculty worked on curriculum developments in &quot;Information Assurance&quot; (IA) across multiple departments, and organized a public symposium to expand IA education for approximate 120 community members. Methods employed in this evaluation report include document examinations, participant surveys, and social network analyses. The qualitative and quantitative findings lead to four recommendations to sustain the ongoing progress. An appendix includes: Poster Presentations of Five IA Research Projects.
Inquiry-Based Learning in China: Lesson Learned for School Science Practices
Author: Nuangchalerm, Prasart
Date: 2014-00-00
Type: Journal Articles
Subjects: Inquiry,Active Learning,Educational Practices,Science Education,Teacher Education Programs,Classroom Techniques,Qualitative Research,Classroom Observation Techniques,Protocol Materials,Photography,Interviews,Educational Strategies,Teaching Methods,Science Instruction,Questioning Techniques,Prior Learning,Technology Uses in Education,Scientific Principles,Learning Processes,Classroom Research,Video Technology,Foreign Countries,Preservice Teacher Education,College Students

Inquiry-based learning is widely considered for science education in this era. This study aims to explore inquiry-based learning in teacher preparation program and the findings will help us to understanding what inquiry-based classroom is and how inquiry-based learning are. Data were collected by qualitative methods; classroom observation, videotape recording, photography, and interview were employed during time of visiting Guangxi Normal University, China. The results can be explained in terms of lesson learned for school science practice of inquiry-based learning and pedagogical strategies. It can be understandable, simply to incorporate for general science classroom, and also be implied to inquiry-based instructional practices. [This study has been supported by Faculty of Education, Mahasarakham University, Thailand.]
The Deconstructed Campus: A Reply to Critics
Author: Mazoué, James G.
Date: 2012-08-05
Type: Reports - Evaluative
Subjects: Educational Methods,Models,Higher Education,Computer Uses in Education,Criticism,Evidence,Teacher Role,College Faculty,Commercialization,Educational Trends,Futures (of Society),Educational Change

&quot;The Deconstructed Campus: A Reply to Critics&quot; responds to criticisms of precision education, an educational model proposed by James Mazoué in &quot;The Deconstructed Campus.&quot; Precision education is characterized by the application of research-based principles to teaching and learning and is contrasted with legacy practices based on idiosyncratic and improvisational approaches to teaching. Five criticisms of precision education are examined in depth: Precision education 1) lacks empirical support, 2) confounds instructional methods with media, 3) disparages the role of teachers, 4) serves commercial interests, and 5) is a whimsical adulation of futuristic ideas. Each criticism is rebutted as well as the claim that precision education has dystopian implications for higher education institutions as centers of teaching and research. The paper concludes with the observation that a precision-based model of education presages an Educational Reformation that marks a shift from institutionalized forms of educational orthodoxy to de-institutionalized practices offering more effective forms of individualized learning based on the learning sciences.
Writing Development in Secondary/Post Secondary Language Learning: Integrating Multiple Motivating Factors, Explanatory Feedback, and Explanatory Writing Tools to Increase Competence and Confidence in Writing
Author: Jefferson, Trevina
Date: 2013-12-00
Type: Reports - Research
Subjects: Writing Instruction,Pretests Posttests,Writing Strategies,Peer Evaluation,Feedback (Response),Interdisciplinary Approach,Error Correction,English (Second Language),Second Language Learning,Second Language Instruction,Mixed Methods Research,Foreign Countries,Scoring Rubrics

Background: This study discusses data-driven results of newly-developed writing tools that are objective, easy, and less time-consuming than standard classroom writing strategies; additionally, multiple motivation triggers and peer evaluation are evaluated together with these new, modernized writing tools. The results are explained separately and within the context of the students'/educators' environmental and social context from known interdisciplinary practice and theory. In contrast, many studies present writing tools that are more subjective and/or time consuming, and these studies may offer less comprehensive help in writing instruction. Purpose: The purpose of this study is to increase competence and confidence in writing development, while minimizing subjectivity in writing tools, and to provide a comprehensive context for their use. Research Design: This is a mixed research study that includes both quantitative and qualitative results. The single measurement and pretest/posttest research designs were employed. This was studied by collecting extensive data from 159 students and replicating the process of using explanatory corrective feedback (ECF), which is a combination of specific feedback and detailed scoring, 472 times. Conclusion: The writing tools and ECF were proven to be efficient and effective in increasing writing competence and confidence in students. Challenges, successes, and interdisciplinary theory/practice are discussed.
A Qualitative Study Exploring Influences on the Types of Online Instructional Support Provided by High School Librarians
Author: Bryan, Valerie S.
Date: 2014-00-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Qualitative Research,Influences,Librarians,High Schools,School Libraries,Academic Support Services,Computer Uses in Education,Semi Structured Interviews,Diaries,Networks,Independent Study,Resilience (Psychology),Usability,Experience

The purpose of this study was to explore the lived experiences of high school librarians related to use of online environments to provide instructional support. The study sought to discover influences on the types of online instructional support provided by high school librarians. Inquiry focused on the participant librarians&apos; perceptions of the benefits and challenges of implementing different types of online instructional support. Additionally, the study investigated the participants&apos; experiences of the relationship between the online instructional support that they provide and instructional partnerships. A purposive sample was sought through a posting in a statewide library media listserv, which led to five participants, each from a different school district. The most valuable source of data collection was a semi-structured interview; other supporting data came from prompted participant journal entries, and from artifacts related to the participants&apos; online instructional support. Individual cases examined in this qualitative study are not intended to produce generalizable knowledge; however, they provide examples documenting what is possible for high school librarians seeking to provide online instructional support. Rich description was provided regarding each of the participants&apos; experiences in order to enable other librarians to consider the possible transferability of the concepts presented to their own instructional context. Findings suggest that networking assists school librarians with ideas about what technologies to use and how to use them to support instruction; however, much of the learning that the participants described required the school librarian to take the initiative to engage in an independent learning effort to prepare for implementation. The participants were resilient when obstacles were encountered, finding alternative routes when necessary to provide online instructional support to serve the needs of students. Ease of use and compatibility of technologies influenced the participants&apos; choice of online instructional resources and strategies, as did local school district actions. Ultimately, audience acceptance strongly influenced which online instructional technologies and strategies were frequently used. Recommendations include focusing on a limited number of online instructional support strategies, to increase the amount of time that may be devoted to content-area instruction. The following are appended: (1) Listserv Post for Identifying Participants; (2) Initial Email to Possible Participants; (3) Participant Journal Prompts; (4) Semi-Structured Interview Guide; and (5) Guidelines for Examples of Online Instructional Support.
Reading Improvement through Art Replicator Manual of Instruction, 3rd Edition
Author: Corwin, Sylvia K., Ed.
Date: 2013-00-00
Type: Reports - Research
Subjects: Reading Improvement,Art Activities,Reading Programs,Interdisciplinary Approach,Visual Arts,Program Effectiveness,Pretests Posttests,High School Students,Urban Schools,High Schools,Program Evaluation,Art Education,Team Teaching,Academic Standards,State Standards,Reciprocal Teaching,Reading Instruction,Reading Comprehension

Reading Improvement Through Art (RITA) program is an interdisciplinary approach to literacy that blends visual art with reading comprehension, evaluated in nine New York City urban high schools. 240 problem readers participating in the pilot program were pre- and post-tested in the Fall 1975 and Spring 1976 semesters. The testing showed the 9th and 10th graders made exceptional growth in reading -- growth beyond statistical expectations: on average, almost one year of growth in reading comprehension after four months of treatment. RITA's reciprocal learning pedagogy, funded under strict ESEA Title I regulations, was validated for replication by the New York State Department of Education. The integrity of art and reading instruction is not compromised by the interface of two disciplines. A part-time reading specialist visits the art studio to collaborate with the art teacher and to assist artists' understanding of printed materials about each art media in work. Genuine need-to-know motivates self-selected reading. The study research was supported, in part, by The University Council for Art Education. The publication is of interest to superintendents, principal consortiums, university educators of pre-service art teachers and education researchers. A district-wide, up-dated research study is needed to further validate commonalities of visual art and language learning.[This research was supported in part by The University Council for Art Education.]
How University Students Use Online Lecture Notes in a First-Year Introduction Course
Author: Soiferman, L. Karen
Date: 2012-00-00
Type: Reports - Research
Subjects: College Freshmen,Introductory Courses,Lecture Method,Notetaking,Computer Uses in Education,Pretests Posttests,Student Surveys,Focus Groups,Instructional Effectiveness,College Instruction,Foreign Countries

The purpose of this study was to investigate the efficacy of providing students with access to formatted copies of lecture notes based on the PowerPoint slides used by the instructor. The research question was as follows: &quot;Can first-year students taking the ARTS 1110 Introduction to University course be taught how to make better use of online lecture notes?&quot; Data was gathered using a combination of pre- and posttest quantitative surveys and pre- and posttest qualitative focus groups. The results indicated that students, in both the control group and the experimental group, did not use the online notes as they had been intended by the researchers. Most students, in each group, did not use the online notes in class but they did indicate that they used the online notes as a study aid or if they had missed class. The students in the experimental group, who had been taught the parallel note-taking system, did show significance in two areas: (1) adding their own notes to the online notes; and (2) summarizing the main points of the lecture. The following are appended: (1) Pre-Study Survey; (2) Post-Study Survey for the Control Group; (3) Post-Study Survey for the Experimental Group; (4) Pre/Post Focus Group Questions; (5) Additional Post-Focus Group Questions for the Experimental Group; and (6) Table of Answers to the Survey Questions.
Punjabi Heritage Language Schools in the United States
Author: Tiwana, Ravneet Kaur
Date: 2013-06-00
Type: Reports - Descriptive
Subjects: Indo European Languages,Language Maintenance,Heritage Education,Religious Cultural Groups,Immigrants,Language Variation,Language Proficiency,Language Usage,Native Language Instruction,Second Language Instruction,Second Language Learning,History,Study Abroad

Punjabi heritage language maintenance and development are rooted in community, identity, and, for many, faith. Various opportunities are available for maintaining linguistic ties to Punjabi (also spelled Panjabi) and for developing proficiency in the Punjabi language. They range from community-based to federally funded programs, available in person and online. This brief focuses on the use, maintenance, and development of Eastern Punjabi, spoken primarily by the California-based Punjabi Sikh population. In the United States, the most visible variety of spoken Punjabi is Eastern Punjabi, in great part due to the vibrant Sikh community, which uses this variety and seeks to maintain it in both oral and written forms. This community constitutes one of the largest populations of early South Asian immigrants (La Brack, 1988; McMahon, 2001). Furthermore, today the oldest and largest populations of Punjabis in the American diaspora are of Sikh background, particularly in California.
Understanding Social and Emotional Needs as an Approach in Developing a Positive Classroom Environment
Author: Ozorio, Kristen
Date: 2014-05-00
Type: Dissertations/Theses
Subjects: Classroom Environment,Classroom Techniques,Student Needs,Psychological Needs,Student Behavior,Qualitative Research,Interviews,Observation,Elementary School Teachers,Grade 3,Grade 4,Foreign Countries

The classroom environment is an important aspect of classroom management that concerns many teachers. Properly engaging students in the classroom can foster a positive environment. This study examines social and emotional needs of students and its implications in developing a positive classroom. How can meeting social and emotional needs of children help teachers create an engaging and productive learning environment? This study examines aspects of social and emotional needs as they are used in creating a positive classroom environment. The problem is that teachers have difficulty controlling student behavior in the classroom. While there are many approaches to behavioral management, most of them rely on teacher control without emphasizing student responsibility, internal control. A review of the literature reveals that teachers need to be connected with their students by understanding their needs and seeing things from their point of view. Understanding the social and emotional components in student behavior is important in developing a constructive and positive environment for learning. This study followed qualitative research design utilizing teacher interviews and researcher observations. Participants were purposely chosen for their expertise in social and emotional needs of students. The classroom observations took place in a 3rd and 4th grade combination classroom. Results indicate that teachers need to focus on the positive aspects of the students to get them to exhibit positive behaviors. Teachers need to consciously address the social and emotional needs of children in creating a classroom environment that is productive and positive.
Engaging Nature of Science to Preservice Teachers through Inquiry-Based Classroom
Author: Nuangchalerm, Prasart
Date: 2013-00-00
Type: Journal Articles
Subjects: Inquiry,Active Learning,Scientific Principles,Preservice Teachers,Preservice Teacher Education,Science Instruction,Qualitative Research,Observation,Video Technology,Photography,Interviews,Science Teachers,College Science,Foreign Countries

Inquiry-based classroom is widely distributed in the school science based on its useful and effective instruction. Science teachers are key elements allowing students to have scientific inquiry. If teachers understand and imply inquiry-based learning into science classroom, students will learn science as scientific inquiry and understand nature of science. This study aims to explore how nature of science is engaged through inquiry-based classroom in teacher preparation program. Data are collected by qualitative methods; classroom observation, videotape recording, photography, and interview are employed during April-May 2013. Participants are preservice science teachers, Guangxi Normal University, China. The findings showed that inquiry-based classroom is suitable for preservice science teachers. They perceived nature of science at high level and let them to have positive attitude towards science. That is, it helps them to understand nature of science and reach the goal of science education. Then, scientific inquiry and nature of science will be employed to science classroom. [This study has been supported by the Faculty of Education, Mahasarakham University, Thailand.]
The Development of Service Learning Instructional Model for Pre-Service Teachers
Author: Prasertsang, Parichart
Date: 2013-00-00
Type: Reports - Research
Subjects: Service Learning,Preservice Teachers,Preservice Teacher Education,Social Responsibility,Self Efficacy,Instructional Development,Models,Foreign Countries

This research aimed to develop a service learning instructional model and to study the use of the developed service model. The research was conducted through a methodology and development process, which was divided into three phases. In phase 1, a study into the existing context and needs of the community, concepts, theories, and related research on the development of service learning instructional model was done. As part of the phase-one study, a people forum attended by the students and the locals was organized. The data gained from the forum was used to synthesize the model. In phase 2, a tentative model of the service learning instruction was constructed. In phase three, the actual use of the developed model with the pre-service teachers who were second year students enrolled in a course &quot;Source of Knowledge and Local Wisdoms&quot; during semester 2 of the academic year 2012 was studied. Seventy-four students were sampled through Cluster Sampling, and the data was analyzed through behavior comparison assessed by t-test Dependent Samples. The results of the research revealed that the elements of the service learning instructional model included principles, concepts, theories related to service learning instruction, aims of the model, teaching process, social system, responses, and support system. In addition, the results of the actual use of the developed model unveiled the four stages of the model which is called &quot;PCAR Model&quot; P-Preparation, C-Class Presentation, A-Activity Based Learning, and R-Reflective Thinking. The teaching and learning activities enable the students to be responsible for the society and to perceive self-capabilities.
Service Learning and Its Influenced to Pre-Service Teachers: Social Responsibility and Self-Efficacy Study
Author: Prasertsang, Parichart
Date: 2013-00-00
Type: Journal Articles
Subjects: Service Learning,Preservice Teachers,Social Responsibility,Self Efficacy,Mixed Methods Research,Action Research,Qualitative Research,Statistical Analysis,Scores,Models,Teaching Methods,Student Attitudes,Observation,Interviews

The purpose of the research was to study pre-service teachers on social responsibility and self-efficacy through service learning. The mixed methodology included two major procedures (i) the actual use of a developed service learning instructional model by means of action research principles and qualitative research and (ii) the study into the pre-service teacher on social responsibility and self-efficacy by means of quantitative research and quantitative research. The findings revealed that the pre-service teachers had after score of social responsibility and self-efficacy higher than those before learning through service learning. [&quot;International Education Studies&quot; is published by Canadian Center of Science and Education.]