ethanporcaro/eric-fulltext-meta huggingface dataset:
Climate Change Education in the Southeastern U.S. Through Public Dialogue: Not Just Preaching to the Choir
Author: McNeal, Karen S.
Date: 2014-11-00
Type: Journal Articles
Subjects: Climate,Environmental Education,Geographic Regions,Community Action,Scientists,Community Involvement,Informal Education,Dialogs (Language),Public Opinion,Factor Analysis,Community Education,Literacy,Partnerships in Education,Barriers,Community Surveys,Holistic Approach,Citizen Participation,Planning,Statistical Analysis,Qualitative Research

Climate change education in the southeastern United States can be challenging. Due to economic factors, as well as the conservative political and faith perspectives typical of the region, high proportions (40%) of the population are not engaged, not convinced, or doubt Earth's climate is changing or that climate change has anthropogenic causes. Finding ways to bring such people into the climate change conversation is a crucial first step. This paper describes a public dialogue approach that brings together scientists with heterogeneous groups of faith, leisure/outdoor, educator, and agriculture communities to promote perspective sharing in an open and safe environment. It also describes the research we conducted on participants' experiences. Participants' postdialogue responses showed that they rated their learning about policies that might address climate change more strongly than their learning about climate science or the impacts of climate change. Exploratory factor analysis (EFA) of postdialogue evaluations found that three factors explained 63% of the variability in the data and represented substantively distinct components of participants' experiences: (1) feeling respected, (2) learning about climate science and policy content, and (3) learning about faith-based and other new and different perspectives about the issue. Qualitative findings supported quantitative results, suggesting that respondents felt comfortable speaking freely about their views on climate change, politics, and religion and that they valued engaging with diverse groups to have an open discussion about climate change. The dialogue approach has potential to depolarize climate change discourse through relationship building so that diverse communities can engage in productive and civil conversations expressing multiple perspectives.
Teaching Earth Signals Analysis Using the Java-DSP Earth Systems Edition: Modern and Past Climate Change
Author: Ramamurthy, Karthikeyan Natesan
Date: 2014-11-00
Type: Journal Articles
Subjects: Data Collection,Earth Science,Climate,Environmental Education,Telecommunications,Programming Languages,Computer Software,Global Approach,College Students,Tutorial Programs,Pollution,Workshops,Engineering,Outcomes of Education,Time

Modern data collection in the Earth Sciences has propelled the need for understanding signal processing and time-series analysis techniques. However, there is an educational disconnect in the lack of instruction of time-series analysis techniques in many Earth Science academic departments. Furthermore, there are no platform-independent freeware tools available for teaching Earth signals analysis. In order to address these issues, we developed the &quot;Java-Digital Signal Processing/Earth Systems Edition&quot; (&quot;J-DSP/ESE&quot;), a platform-independent software tool that can be integrated with the Earth Science university curriculum for signal processing and analysis instruction. This tool has an intuitive block-based programming environment, and students do not need be familiar with any programming language to use it. In order to demonstrate the utility of this software in an instructional environment, we developed three tutorials related to basic signal processing, and signal analysis of modern and past climate change. The tutorials use published data to examine the relationship between 20th century atmospheric CO[subscript 2] and global temperature, and the relationship between ocean temperature and solar radiation over the past 300,000 y. The tutorials were administered in two workshops with different communities of students in Earth Science and electrical engineering. Our technical assessments show that the students were able to comprehend basic signal processing and analysis of climate signals using &quot;J-DSP/ESE.&quot; In the subjective assessments, a vast majority of students stated that the software was easy to learn and use, and that it significantly improved their understanding of climate change.
A Formative Evaluation of Healthy Habits, Healthy U: A Collaborative School-Based Cancer Education Program
Author: Anderson, Alicia
Date: 2017-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Cancer,Health Behavior,Feedback (Response),Risk,Hospitals,Program Evaluation,Program Descriptions,Life Style,Human Body,Behavior Change,Student Attitudes,Teacher Attitudes,Program Improvement,Prevention,Worksheets,Junior High School Students,Health Education,Statistical Analysis

Purpose: Healthy Habits, Healthy U (HHHU) is a two-day school-based primary prevention cancer education program that uses interactive classroom presentations designed to help students learn how to reduce their cancer risks. HHHU is a collaboration between a local cancer hospital, school district and university. HHHU incorporates real cancerous and non-cancerous specimens to help students see cancer's impact on the body. The purpose of this formative evaluation was to revise the program based on feedback from the students, teachers, facilitators and research assistants. Methods: Two studies, fall and spring, were conducted to assess the efficacy of the HHHU junior high cancer prevention program. Eight hundred thirteen students participated in Study 1 and eight hundred twenty participated in Study 2. Results: The results indicated that students learned how lifestyle choices affect the body, what cancer is and how it develops. Students could identify three of their unhealthy habits that might increase their risk for cancer as well as how they could make changes to these unhealthy habits in the next 30 days to decrease their risk of cancer. Feedback from students, teachers and the HHHU team was used to make program improvements for Study 2. Conclusions: The results of Study 1 and Study 2 suggest that students' knowledge of cancer, how cancer develops, and ways everyday lifestyle choices affect the risk of developing cancer have improved following program implementation. Incorporating participant feedback improved program delivery and student worksheets. Recommendations: Ask students to create a plan to improve an unhealthy habit and conduct a follow-up with students at the end of the semester. Continue to refine the program and expand to additional urban and rural schools. Add an elementary school version of the program.
Planning and Facilitating Debriefs of Experiential Learning Activities in Skills-Based Health Education
Author: Johns, Judith A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Experiential Learning,Health Education,Learning Activities,Learning Theories,Transfer of Training,Skill Development,Teaching Methods,Critical Thinking

Purpose: This paper highlights the importance of conducting structured, student-centered discussions, known as debriefs, following experiential learning activities in health education. Drawing upon Kolb's experiential learning theory and literature from scholars in simulation-based training, the authors outline key considerations for planning and facilitating debriefs. Methods: The debrief is initiated immediately following the learning experience. Students are prompted to describe and analyze their experiences, identify lessons learned, and discuss their application. Conclusions: Conducting debriefs with experiential learning activities helps students find meaning in their experiences and connect what they have learned to lesson objectives, the real word, and their own lives.
Intergenerational Exchange of Knowledge, Skills, Values and Practices between Self-Organized Active Citizens in Maribor, Slovenia
Author: Krašovec, Sabina Jelenc
Date: 2017-11-00
Type: Journal Articles
Subjects: Foreign Countries,Intergenerational Programs,Informal Education,Interviews,Focus Groups,Knowledge Level,Skill Development,Educational Practices,Social Development,Participative Decision Making,Democratic Values,Citizen Participation,Citizenship Education,Qualitative Research

Our paper deals with intergenerational informal learning developed by participatory democracy process in the Self-organized District Communities (SDC) in Maribor, the second largest city in Slovenia. It is based on the assumption that SDC assemblies, being safe and trustworthy, are very powerful spaces for behavioural and values exchange between generations and also for social and political engagement, having a capacity for critical, informed and caring citizenry of all ages (Pinnington &amp; Schugurensky, 2009). Our case study is focused on the social dimensions of acquisition of skills, knowledge, attitudes and practices, as identified by Schugurensky (2006; 2013), and on features of social learning (Serrat et al., 2016). In an embedded single-case study design with multiple units (Yin, 2012) we conducted 12 interviews and a focus group. Among interviewees, six were retired, four were employed, one was a student and one was unemployed; they were members of first, second and the third generations. Results show that besides knowledge, skills and practices gained through intergenerational political and social actions in SDC assemblies, value and attitudinal changes (also regarding age) are among the most important outcomes of the democratic participatory process.
How the Men&apos;s Shed Idea Travels to Scandinavia
Author: Ahl, Helene
Date: 2017-11-00
Type: Journal Articles
Subjects: Males,Foreign Countries,Older Adults,Self Concept,Well Being,Community Education,Workshops,Web Sites,Organizations (Groups),Interviews,Models,Ownership,Informal Education,Masculinity,Case Studies

Australia has around 1,000 Men's Sheds--informal community-based workshops offering men beyond paid work somewhere to go, something to do and someone to talk to. They have proven to be of great benefit for older men's learning, health and wellbeing, social integration, and for developing a positive male identity focusing on community responsibility and care. A Men's Shed is typically self-organized and &quot;bottom-up,&quot; which is also a key success factor, since it provides participants with a sense of ownership and empowerment. Men's Sheds are now spreading rapidly internationally, but the uptake of the idea varies with the local and national context, and so too may the consequences. Our paper describes how the Men's Shed travelled to Denmark, a country with considerably more &quot;social engineering&quot; than in Australia, where Sheds were opened in 2015, via a &quot;top-down&quot; initiative sponsored by the Danish Ministry of Health. Using data from the study of the web pages of the Danish &quot;Shed&quot; organizations, from interviews with the central organizer, and from visits and interviews with participants and local organizers at two Danish Men's sheds, we describe how the idea of the Men's Shed on the Australian model was interpreted and translated at central and local levels. Preliminary data indicate that similar positive benefits as exist in Australia may result, provided that local ownership is emphasized.
Mathematics-Related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study
Author: Bruns, Julia
Date: 2017-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Preschool Teachers,Mathematics Skills,Mathematical Aptitude,Competency Based Teacher Education,Professional Continuing Education,Faculty Development,Pedagogical Content Knowledge,Beliefs,Pretests Posttests,Control Groups,Inservice Teacher Education,Intervention,Teacher Competency Testing,Foreign Countries,Statistical Analysis

Recent studies highlight early childhood teachers' mathematics-related competence. Developing this competence should be a main aspect of early childhood teachers' education. This is, however, not the case in all countries. Consequently, high-quality professional development courses are needed. Based on research results, we developed a competence-oriented continuous professional development course (&quot;EmMa&quot;) and examined the effects of &quot;EmMa&quot; by asking: How does &quot;EmMa&quot; affect the development of early childhood teachers' i) mathematical content knowledge, ii) mathematical pedagogical content knowledge and iii) beliefs towards mathematics in general? To answer these questions, we conducted a pre-test/post-test study including a control group with 99 in-service early childhood teachers. Results show that the course affected teachers' mathematical pedagogical content knowledge and static orientation towards mathematics positively. From this we conclude that scaling-up &quot;EmMa&quot; might be a suitable approach to bridge the gap between pre-service education with nearly no mathematics and the challenges of early mathematics education.
To Gain Knowledge of How to Be Challenging: Preschool Mathematics Professional Development
Author: Helenius, Ola
Date: 2017-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Mathematics Teachers,Faculty Development,Teacher Surveys,Teacher Attitudes,Use Studies,Electronic Publishing,Electronic Libraries,Instructional Materials,Online Surveys,Multiple Choice Tests,Program Content,Task Analysis,Alignment (Education),Educational Practices,Foreign Countries

The use of freely-available web-based materials in professional development has rarely been investigated in mathematics education research. In this article, the responses to a survey by 267 preschool teachers about their use of online professional development materials are described. The web materials were based on a design model and the survey results are compared with its principles which focus on content, tasks and relationships. The results show that some of the content in the written materials was considered difficult to understand. Nevertheless, the requirement to work on the material in groups and to carry out tasks in their own preschools supported the teachers to develop a more comprehensive understanding of the content over time. Generally, the teachers found the material valuable for gaining knowledge about mathematics for young children that they could implement as tasks to challenge children in their preschools.
Evidence of Teacher Change after Participating in TRIAD&apos;s Learning Trajectories-Based Professional Development and after Implementing Learning Trajectory-Based Mathematics Instruction
Author: Sarama, Julie
Date: 2017-00-00
Type: Journal Articles
Subjects: Evidence,Preschool Teachers,Faculty Development,Instructional Innovation,Followup Studies,Grounded Theory,Curriculum Implementation,Mathematics Instruction,Inservice Teacher Education,Intervention,Questionnaires,Teacher Attitudes,Likert Scales,Educational Change,Training Methods

Increased attention has been given to learning trajectories (LT) as structural frameworks for educational instruction. The purpose of this study was to explore preschool teachers' descriptions of self-change, seven years after the start of their participation in LT-based professional development and instruction. This study was part of a larger study to test the effects of a model for scaling up educational interventions also based on LT. We used grounded theory methodology to study teachers' descriptions of self-change. The dominant change was teachers' newly acquired awareness of the mathematical capabilities of preschoolers. Teachers' ability to notice these capabilities was scaffolded by their knowledge and use of LT in implementing the mathematics curriculum, but change occurred as the teachers noticed, listened to, and elicited talk from the children. In brief, teachers learned from the children. Teachers appeared to be on their own trajectories of learning, as they began to build mental models of their children's mathematical thinking. Together, these trajectories may provide a theory of teacher learning.
Quantitative Research in Systemic Functional Linguistics
Author: He, Qingshun
Date: 2018-00-00
Type: Journal Articles
Subjects: Language Research,Linguistics,Statistical Analysis,Intelligent Tutoring Systems,Qualitative Research,Computational Linguistics,Language Usage,Research Methodology

The research of Systemic Functional Linguistics has been quite in-depth in both theory and practice. However, many linguists hold that Systemic Functional Linguistics has no hypothesis testing or experiments and its research is only qualitative. Analyses of the corpus, intelligent computing and language evolution on the ideological background of Systemic Functional Linguistics show that this theory focuses its research on language-in-use and is significantly quantitative in nature. It carries out both top-down and bottom-up approaches in specific studies and emphasizes on the combination of quantitative and qualitative research methods, the complementation of competence and performance data and the integration of manual and automatic operations.
An Analysis of Stative Verbs Used with the Progressive Aspect in Corpus-Informed Textbooks
Author: Belli, Serap Atasever
Date: 2018-00-00
Type: Journal Articles
Subjects: Verbs,Computational Linguistics,Textbooks,Grammar,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Emotional Response,Content Analysis,Consciousness Raising,Language Usage,Qualitative Research

This study was designed to investigate whether contemporary corpus-informed grammar textbooks written for English language learners and teachers presented the progressive use of stative verbs and if yes, which stative verbs were presented to occur with the progressive aspect and for which functions they took this aspect. A corpus of six electronic copies of corpus-informed textbooks was compiled and analyzed via AntConc. 3.2.4 text analysis program to identify types and functions of stative verbs and calculate their occurrences. Overall, textbooks differed in their treatment of the progressive use of stative verbs and inclusion of the variety and numbers of types and functions. One remarkable finding was that the stative verbs taking the progressive aspect in all textbooks were found to be associated with emotions (i.e. &quot;love&quot;) whereas those not allowing progressive use were related to cognition (i.e. &quot;know&quot;). Another remarkable finding was that the textbooks which presented the highest numbers of stative verb types provided the most diverse functions whereas the textbooks which included the least numbers of stative verbs provided one or no function. Findings are hoped to raise awareness among textbook writers in making use of both the communicative messages motivated by the progressive use of stative verbs and the frequency and saliency information based on the corpus of present-day English to help learners grasp the changes in the language use.
Perception of Colombian Students from a Bachelor in Basic Education with Emphasis on Arts, about the Educational Quality of the Program They Study
Author: Aldemar, Segura-Escobar
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Attitudes,Foreign Countries,Bachelors Degrees,Educational Quality,Likert Scales,Questionnaires,Cultural Awareness,Teacher Qualifications,Interdisciplinary Approach,Student Surveys,Art Education,Program Administration

This article presents the results of a study about the attitudes by the learners from a bachelor in basic education with emphasis on arts, in Colombia, regarding the quality of academic management of this program. The importance of this study appears considers that its results will be useful to contrast the agreement or disagreement between the components of the management of quality, declared by bachelor programs, and recognized by the National Ministry of Education, and valued as satisfactory, based on the students' attitudes. All this will result in the development of analysis, design and execution of strategies which make possible the survival of the bachelor program, in an environment of governmental requirements on management of academic quality, and demands by the learners, which were not explicit before. The development of this project followed the survey method, with application of a questionnaire with the Likert's scale, with 20 variables and 7 assessment items. The population consisted of 380 students who were registered in the second semester of 2017, and the sample, not representative and selected with convenience, was of 33 learners. The results show satisfactory variables such as 1) contribution on social, political and cultural development; 2) existence of teaching criterion of artistic languages; 3) commitment to the training of qualified teachers; and 4) interdisciplinary nature. The other variables were valued as unsatisfactory. Of the total number of students surveyed, 39.4% demonstrates an attitude of recognition of the bachelor as a program with academic quality; and a 60.6% has an explicit attitude of non-recognition.
The Degree of Practicing Democracy in the EFL Classroom According to Perceptions of Instructors
Author: Al-Zubi, Mohammad
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Educational Change,Democratic Values,Classroom Techniques,Language Teachers,Teaching Methods,Measures (Individuals),Student Attitudes,College Students,College Faculty,Teacher Attitudes,Foreign Countries

One of the aims at Albalqa Applied University is to prepare the student to contribute positively in society so the main important goal of the comprehensive reform of the education system in Jordan is to contribute to the democratic development of the country. The study has been investigated to find out if the English instructors adopt the democracy techniques in their classes. This paper presents a classroom management model to be used in teaching English by having English teachers use the democratic process to create their English learning environments. The researcher prepared a &quot;Democracy Scale&quot; about the extent of applying democratization in EFL environment at universities as data collection tool. The sample was randomly chosen from Al-Balqa' Applied University. The study suggested several implications like using technology inside EFL environment and conducting a similar study to know students perspectives about practicing democracy in the EFL environment.