ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of Large Class Size on Effective Teaching and Learning at the Winneba Campus of the UEW (University of Education, Winneba), Ghana
Author: Yelkpieri, Daniel
Date: 2012-00-00
Type: Journal Articles
Subjects: Class Size,Teacher Effectiveness,Learning,Student Evaluation,College Faculty,College Students,Teacher Attitudes,Student Attitudes,Foreign Countries,Developing Nations

Large class size is one of the problems in the educational sector that developing nations have been grappling with. Ghana as a developing nation is no exception and has its own fair share of this problem at the pre-tertiary and tertiary levels of education. The sight of large class at the tertiary level is appalling and a headache to teachers at that level. The purpose of this study was to provide views of both lecturers and students on large class size and how it affects teaching and learning of the Winneba Campus of UEW (University of Education, Winneba). A cross-sectional sample survey was adopted in this study. Respondents of the study were made up of 42 lecturers and 342 students. The stratified random sampling method was used to select students while the purposive and random sampling techniques were used to select heads of departments and lecturers respectively. The research instruments used in data collection were questionnaire and direct observation. Some of the key findings of the study are that lecturers disagreed with the view that large class size affects the quality of their teaching. They also disagreed with the assertion that large class size makes assessment of students difficult. The students, on the other hand, agreed that large class size does not afford lecturers an opportunity to pay attention to weaker students and do remedial teachings. In line with the findings, the authors recommend that the university should appoint more lecturers to the general courses. Also, the university must make an extra effort to provide more resources and facilities, such as lecture halls and teaching and learning equipment to promote effective teaching and learning. (Contains 4 footnotes and 4 tables.)
Using a Council of Beings to Ascertain Student Understanding of the Relationship between Sense-of-Place and Environmental Sustainability
Author: Bogan, Margaret B.
Date: 2012-00-00
Type: Journal Articles
Subjects: Environmental Education,Ecology,Sustainability,Undergraduate Students,Teachers,Inservice Teacher Education,Writing (Composition)

A modified J. Seed, Council of Beings is used to ascertain participants' understanding of their sense of place within the environment. Over the past 15 years, students in environmental education, teachers in-service programs or undergraduate face-to-face and Internet sustainability education courses have been exposed to pedagogy that leads to the development of interdependence and interconnectedness. This reinforces foundational concepts of ecology. It includes intellectual, affective and attitudinal perceptions of the ecosphere and its inhabitants. To ascertain students understanding, they were asked to express their views from the perspective of other creatures or entities that exist interdependently with the environment. One concluding concept is that we are one and in relation to each other. Data indicate that many students develop a sense of care for and about the earth, work towards healthful practices for the earth's sustainability and provide for each other's space and needs. (Contains 2 figures.)
Investigating Learning Achievements of Thai High School Students in a Sequences and Series Lesson Delivered on CAI-Based Materials
Author: Chundang, Ungsana
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Assisted Instruction,Mathematics Instruction,High School Students,Outcomes of Education,Comparative Analysis,Pretests Posttests,Questionnaires,Satisfaction,Regional Characteristics,Differences

The current experimental research aims to investigate students' learning outcomes in classes in which the interactive CAI (computer-assisted instruction)-based materials were implemented. It also aims to compare the learning outcomes of the students based on regions in which their school is located. The participants were 326 Matthayom-4 students of the academic year 2010 from nine pre-specified schools of four regions. The researchers spent total 24 hours experimenting and collecting data at each school. There are three research instruments. The first one is CAI-based lessons in sequences and series. The efficiency of the CAI-based activities is 70.8/86.93. The second instrument is 30-item pre-test and 30-item post-test of learning performance with between 0.2 and 0.8 difficulty values, 0.55 average of total difficulty, 0.43 power of discriminant and 0.95 reliability of co-efficiency. The third instrument is 16-item one to five rating scale questionnaire concerning student satisfaction, with 0.83 reliability co-efficiency alpha of all items. The researchers found that, after the scores from the pre-test and post-test were compared, the students got better scores in the post-test, with statistical significances of 0.05. This implies that the CAI-based materials lead to the students' better learning outcomes. After the materials were implemented in all regions, and then compared, the researchers found that the students from central Thailand got higher scores than those from any other region. The students believed that, the researchers concluded, CAI-based materials aided their comprehension of the lesson, created their motivation to learn and complimented the content; that the animation was well-designed, understandable and friendly-user; and that the activities were interactive and appropriate. [Financial support for this research was provided by the Centre of Excellence in Mathematics and the Commission on Higher Education Thailand.] (Contains 11 tables, 5 figures, and 1 footnote.)
Theoretical and Ideological Framing: Relative Change Theory and Its Application to Humanitarianism in Education Development
Author: Omwami, Edith Mukudi
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Development,Developing Nations,Change,Theories,Social Values,Human Capital,International Education,Empowerment,Social Change,Neoliberalism,Foreign Countries

This paper proposes relative change theory as an alternative to the common theories used in examining education sector development in the developing regions of the world. The theory specifically seeks to explain the persisting limited impact of development aid efforts. It departs from the Marxist informed dependency and world-systems approach in that intent to empower by the agencies is presumed. However, relative change theory advances the notion that ultimately, the overriding consideration for self-interest defines the outcome of interventions in any humanitarian effort. It differs from prospect theory in that relative change theory is concerned with the effort to empower others and where benefits accrue to a third party and are intended to alleviate their perceived suffering while not substantially altering the degree of utility of the aggregate assets for those underwriting the premiums that is development aid.
IRR (Inter-Rater Reliability) of a COP (Classroom Observation Protocol)--A Critical Appraisal
Author: Rui, Ning
Date: 2012-00-00
Type: Journal Articles
Subjects: Classroom Observation Techniques,Interrater Reliability,Correlation,Psychometrics,Physical Environment,Classroom Environment,Probability,Federal Programs,Learner Engagement,Criticism,Item Analysis,Program Evaluation,Literacy,Poverty,Urban Areas,Reading Programs

Notwithstanding broad utility of COPs (classroom observation protocols), there has been limited documentation of the psychometric properties of even the most popular COPs. This study attempted to fill this void by closely examining the item and domain-level IRR (inter-rater reliability) of a COP that was used in a federally funded striving readers program. A combination of reliability measures (e.g., joint-probability of agreement, Cohen's kappa, polychoric correlation and intra-class correlation coefficients) was selected dependent upon which were appropriate given the scale of each item set. Results indicate that most items in physical environment, cognitive demand and students' class engagement can be assessed with moderate reliability. Items in classroom climate and instructional modes yielded mixed estimates. Recommendations were provided for possible improvement of similar instruments. (Contains 12 tables.)
Students of Different Minds: Bridging the Gaps of International Students Studying in the US
Author: Lin, Miranda
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Students,Higher Education,College Students,Social Experience,Educational Experience,Student Adjustment,Barriers,Language Proficiency,Low Achievement,Cultural Differences,Student Attitudes,Social Life,Case Studies

International students have constituted a growing population in American higher education in the past few decades. This study presented a case study of six international students' academic, cultural and social experiences during their stay in the US. Data obtained through interviews and the results of content analysis indicate that international students face significant financial, academic, psychological and emotional challenges coping with American academic, professional and social life. Bridging the cultural gaps between schools and international students is recommended for international students to succeed in build a community of learners. (Contains 1 table and 1 figure.)
Second Chance: If at First You Do Not Succeed, Set up a Plan and Try, Try Again
Author: Poulsen, John
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Teaching,Student Teachers,Practicums,Success,Reflective Teaching,Problem Solving,Planning,Time Management,Mentors,Remedial Instruction,Error Correction

Student teachers make errors in their practicum. Then, they learn and fix those errors. This is the standard arc within a successful practicum. Some students make errors that they do not fix and then make more errors that again remain unfixed. This downward spiral increases in pace until the classroom becomes chaos. These students at the University of Lethbridge require a focused and planned second attempt at student teaching. This paper will examine the reasons why the &quot;second chance&quot; students were not successful in their first attempt, and then, it will outline an initiative that has increased the chances of success. The program has four sections, each of which seems to be important in increasing the capabilities of the student teacher. The four components are as follows: (1) reflection; (2) identification of problem areas; (3) creation of a plan with timeline; and (4) mentor. (Contains 1 table.)
Rural Redesign: Delivering Online Professional Development for Rural Teachers of ESL
Author: Manner, Jane Carol
Date: 2012-00-00
Type: Journal Articles
Subjects: Rural Schools,English (Second Language),Second Language Instruction,Inservice Teacher Education,Faculty Development,Online Courses,Curriculum Development,English Language Learners,Teacher Interns,Student Teacher Attitudes,Teaching Styles,Schools of Education

This study reports the progress of a project in a teacher education program designed to deliver professional development to rural teachers through an online format addressing ESOL (English for speakers of other languages). Funded by a Professional Development Grant from the OELA (Office of English Language Acquisition) of the United States Department of Education, the project was conceived in response to a number of factors, commencing with the perceptions of teacher candidates in the program that they had not received sufficient coursework or field experience to prepare them to teach the growing numbers of ELLs (English language learners) they were encountering in their internship classrooms. While this signaled the need for curriculum revision, it also pointed out the need to improve the clinical classroom. Project LEAP (Leading Exceptional Annual Progress) was crafted to provide in-service teachers with professional development in ESOL, so that services to ELLs in the region would be improved and so that clinical placements for teacher candidates would model and support best practices for a diverse student body. Ongoing inquiry is reported, reflecting both baseline data and interim findings for the project. (Contains 2 tables.)
Exploring Citizenship Education: Cultural Study Curriculum in Botswana
Author: Ntheetsang, Fadzani
Date: 2012-00-00
Type: Journal Articles
Subjects: Social Justice,Citizenship,Democracy,Citizenship Education,Cultural Pluralism,Foreign Countries,Teaching Methods,Intellectual Disciplines,School Role,Teacher Education,Cultural Awareness,Knowledge Base for Teaching

The research project presented here examined the concept of citizenship education in the context of cultural studies in Botswana's lower primary level which is from standard one to four. Cultural studies as a discipline of study has just been introduced in Botswana primary schools. Issues on equality and social justice are becoming crucial in Botswana's growing democracy and as such the role of schools in promoting cultural diversity cannot be overemphasized. As such, this study also assessed the degree to which the cultural study curriculum advances the aspirations of citizenship education. The findings of the study revealed that the pedagogical practices in cultural studies were major barriers to the productive teaching of multiculturalism in cultural studies. Additionally, teachers also seem to have inadequate understanding of the concepts of multiculturalism and citizenship education. The study recommends that cultural studies should be introduced to the University of Botswana and teacher training colleges.
Boosting Early Development: The Mixed Effects of Kindergarten Enrollment Age
Author: Zhang, Jiahui
Date: 2012-00-00
Type: Journal Articles
Subjects: School Entrance Age,Kindergarten,Young Children,Child Development,Cognitive Ability,Behavior Problems,Family Environment,Educational Policy,Foreign Countries,Academic Achievement,Social Development,Emotional Development,Parent Background

This study aimed to investigate the effects of kindergarten enrollment age on four-year-old Chinese children's early cognition and problem behavior using multilevel models. The sample comprised of 1,391 pre-school children (the mean age is 4.58 years old) from 74 kindergartens in six different provinces. The results demonstrated curvilinear effects of kindergarten enrollment age on children's cognitive and behavioral performances. What parents do also matters: HLE (home learning environment) moderated the effects of enrollment age. For low HLE children, early enrollment resulted in higher cognitive performance but more behavioral problems; for children with higher HLE, moderate enrollment age was the most beneficial. The results were discussed in light of pre-school policy and practice. (Contains 5 tables.)
Case Studies on the Use of Technology in TPD (Teacher Professional Development)
Author: Gu, Limin
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Development,Professional Development,Educational Technology,Computer Uses in Education,Educational Policy,Comparative Analysis,Cross Cultural Studies,Conventional Instruction,Teacher Collaboration,Cultural Differences

In this paper, the progress of a three-year cooperative project investigating the current state of TPD (teacher professional development) in Sweden and China in the area of TPD and ICT (information and communication technologies) is summarized. A brief introduction to the field of TPD is given, and thereafter, ICT is related to what in the project is referred to as TETPD (Technology Enhanced Teacher Professional Development). Thereafter, the project as such is given a short presentation, followed by findings regarding policies and initiatives related to TETPD in Sweden and China for investigating the current state of TETPD in each country respectively. The framework for investigating TETPD is presented, and four Chinese and four Swedish cases are compared to some facets showing differences in models for TETPD in the two countries. (Contains 2 tables and 1 figure.)
A Meta-Analysis of Global Youth Environmental Knowledge, Attitude and Behavior Studies
Author: Mifsud, Mark C.
Date: 2012-00-00
Type: Information Analyses
Subjects: Foreign Countries,Conservation (Environment),Knowledge Level,Attitudes,Biodiversity,Water Pollution,Action Research,Hazardous Materials,Meta Analysis,Statistical Analysis,Statistical Significance,Elementary Secondary Education,Postsecondary Education

There is a considerable body of literature on research on environmental knowledge, attitude and action. A lot of research has occurred on the primary and secondary school populations and the general population. However, much less emphasis has been placed on studies that concern post-compulsory education students in the range from 16 to 18 years old. The purpose of this review was to give an overview of environmental knowledge, attitude and action research with a particular emphasis on youth. The findings of a majority of studies reported a positive attitude towards the environment and a variety of levels of environmental knowledge. Behavior was not extensively studied. A number of studies found that females had a more positive attitude towards the environment than males. The majority of studies indicate that the main sources of environmental information for youth are television, books, newspapers, schools and friends. The main environmental problems mentioned by students were air pollution, water pollution, the loss of biological diversity and &quot;population increase in the big cities&quot; and hazardous waste. Most studies used quantitative techniques to gather data. The most commonly used instrument was a questionnaire with multiple choice questions and a Likert type scale particularly to measure attitudes. Considering the mainly quantitative nature of these studies, more appropriate sampling strategies, contextualized research instruments and statistical analysis should have been carried out to ensure more robust statistical findings. (Contains 2 tables.)
Why Learning Not Education?--Analysis of Transnational Education Policies in the Age of Globalization
Author: Mandal, Sayantan
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Lifelong Learning,Educational Policy,Policy Formation,International Organizations,Global Approach,World Views,Change,Institutional Evaluation

The profound influence of globalization seems helping outshine the concept of &quot;education&quot; with the more flexible notion of &quot;learning&quot; in the education policies of major transnational organizations. With considerable differences in concepts, all of them are promoting &quot;learning&quot;, more specifically LLL (lifelong learning) through their policies. However, there are considerable levels of resistance to that as well. Why then LLL is being projected by the transnational organizations as a part (sometimes ubiquitous) of the solution and a way forward? This multidimensional and ambiguous nature of &quot;learning&quot; in transnational policy arena seeks an analysis and asks: How are different worldviews of &quot;learning&quot; and LLL changes and modifies themselves in the age of globalization? Why is there a paradigm shift form &quot;education&quot; to &quot;learning&quot; within the global policy arena? The purpose of this paper is to explore the changes inside the UNESCO (United Nations Educational, Scientific and Cultural Organization), the EU (European Union), the OECD (Organization of Economic Cooperation and Development) and the WB's (World Bank) policies regarding the concept of LLL in the context of globalization in contemporary time. To analyze the issue critically, this paper takes the help of Jarvis's (2008) theoretical model, as it links globalization and LLL with different entities with necessary flexibilities for analytical inputs. (Contains 4 footnotes.)
The Nation's Report Card: Science in Action--Hands-On and Interactive Computer Tasks from the 2009 Science Assessment. NCES 2012-468
Author: National Center for Education Statistics (ED)
Date: 2012-06-00
Type: Reports - Evaluative
Subjects: Investigations,Student Evaluation,Science Tests,National Competency Tests,Science Education,Comparative Analysis,Statistical Analysis,Hands on Science,Grade 4,Grade 8,Grade 12,Academic Achievement,Science Experiments,Science Activities,Science Instruction,Ethnic Groups,Gender Differences,Low Income Groups,Elementary Secondary Education,Racial Differences,Test Results,Lunch Programs,Educational Assessment,National Programs,Achievement Gap

Science education is not just about learning facts in a classroom--it's about doing activities where students put their understanding of science principles into action. That's why two unique types of activity-based tasks were administered as part of the 2009 National Assessment of Educational Progress (NAEP) science assessment. In addition to the paper-and-pencil questions, fourth-, eighth-, and twelfth-graders also completed hands-on and interactive computer tasks. These tasks help stakeholders understand not only what students know, but how well they are able to reason through complex problems and apply science to real-life situations. While performing the interactive computer and hands-on tasks, students manipulate objects and perform actual experiments, offering us richer data on how students respond to scientific challenges. This paper reports the following findings on student performance across the tasks: (1) Students were successful on parts of investigations that involved limited sets of data and making straightforward observations of that data; (2) Students were challenged by parts of investigations that contained more variables to manipulate or involved strategic decision making to collect appropriate data; and (3) The percentage of students who could select correct conclusions from an investigation was higher than for those students who could select correct conclusions and also explain their results. Technical notes are included. (Contains 9 tables.)
Cartoons for Teaching Elementary Students about Bullying
Author: Rule, Audrey C.
Date: 2012-06-18
Type: Guides - Classroom - Teacher
Subjects: Learning Activities,Bullying,Grades (Scholastic),Cartoons,Elementary School Students,Teaching Methods,Prevention,Intervention,Age Differences

Bullying is a pressing concern in schools as many teachers are not being sufficiently prepared with curriculum and instructional strategies to prevent, mitigate, or halt it. This document presents classroom-tested cartoons created by graduate students that address the causes, effects, and ways of preventing or stopping bullying in an interesting and often humorous cartoon format. The cartoons are arranged into three sets for the following elementary grade ranges: grades kindergarten through second grade; grades three and four; and grades five and six. Instructions and materials for guiding students' practice of the bullying concepts through completing partly-finished cartoons and original cartoons are provided. Thirty-six complete color cartoons and nine exercises with partly-completed cartoons are included as an appendix.