ethanporcaro/eric-fulltext-meta huggingface dataset:
Pre-Service Teachers' Attitudes toward Use of Vee Diagrams in General Physics Laboratory
Author: Keles, Özgül
Date: 2009-06-00
Type: Journal Articles
Subjects: Science Instruction,Preservice Teachers,Student Teacher Attitudes,Physics,Science Laboratories,Elementary School Science,Attitude Measures,Likert Scales,Qualitative Research,Statistical Analysis,Visual Aids,Foreign Countries,College Freshmen,Questionnaires

The purpose of this study is to determine pre-service teachers' attitudes toward use of Vee diagrams in general physics laboratory. The sample of the study consists of 29 (16 girls and 13 boys) freshmen students enrolling to elementary school science education program at one of the universities in Turkey. To gather the data of the study &quot;Attitude Test toward the Use of Vee Diagram&quot; consisting of 18 Likert type questions and &quot;Open-Ended Questionnaire about the Use of Vee Diagram&quot; including 8 open-ended questions are administered after laboratory applications with Vee diagrams. The data from both the quantitative and qualitative part of the study revealed that pre-service teachers have positive attitudes toward the use of vee diagrams in physics laboratory.
Finding out How the Elementary School Children Manipulate with Empirical Material and How They Process the Obtained Information
Author: Žoldošová, Kristína
Date: 2010-07-00
Type: Journal Articles
Subjects: Elementary School Students,Science Process Skills,Science Instruction,Elementary School Science,Research Methodology,Problem Solving,Scientific Concepts,Scientific Principles,Teaching Methods,Foreign Countries,Grade 3,Grade 4,Correlation,Matrices

The article is aimed at a partial problem of science process skills development--the evaluation of educational outcomes. In comparison to evaluation of obtained knowledge, the skills development is not so easy to be objectively evaluated. The article provides a proposal of an evaluation tool and describes the first results of its research utilization. The described research tool is applicable especially when we would like to consider whether using of inquiry based science education at primary level has a required impact on pupils? science process skills or not.
Attitude of Teachers towards the Inclusion of Special Needs Children in General Education Classroom: The Case of Teachers in Some Selected Schools in Nigeria
Author: Fakolade, Olufemi Aremu
Date: 2009-06-00
Type: Journal Articles
Subjects: Inclusion,Teacher Attitudes,Special Needs Students,Classroom Environment,Secondary School Teachers,General Education,Teacher Surveys,Hypothesis Testing,Questionnaires,Gender Differences,Marital Status,Professional Identity,Teaching Experience,Teacher Qualifications,Interviews,Predictor Variables,Mainstreaming,Foreign Countries

Attitudes about inclusion are extremely complex and vary from teacher to teacher and school to school. This article explores the attitudes of teachers about inclusion of special needs children in their secondary schools in general education. This study adopted a descriptive survey research design, with 60 teachers as participants from selected secondary schools in Oyo State, Nigeria. Four hypotheses were postulated at the significant level of 0.05. The instrument, a questionnaire with question items on demographic information like gender, marital status, professionalism and teaching experience has a general reliability coefficient alpha of 0.83. A t-test method of analysis was the main statistical method used to test the 4 generated hypotheses. The findings revealed that the attitude of male teachers is 39.4, while that of female teacher is 43.3, thus, the t-test analysis shows that the calculated t-test is 2.107, which is greater than the critical t (t = 1.960). This implies that female teachers have more positive attitude towards the inclusion of special needs students than their male counterparts. Furthermore, the results reveal that significant difference exists between married and single teachers in their attitude towards special need students. And that professionally qualified teacher tends to have a more favourable attitude towards the inclusion of special need students than their non-professional qualified teachers. It was recommended that teachers should attend seminars and conferences to improve their knowledge about ways of practicing and accepting inclusion for a better tomorrow for our special needs children in Nigeria.
Specifics for Generalists: Teaching Elementary Physical Education
Author: Lu, Chunlei
Date: 2009-06-00
Type: Journal Articles
Subjects: Physical Education,Teaching Methods,Elementary School Curriculum,Educational Practices,Educational Strategies,Physical Education Teachers,Holistic Approach,Physical Activities,Teacher Qualifications,Course Content,Student Evaluation,Teacher Effectiveness,Instructional Design

Quality physical education offered at the elementary school level is critical for children to understand and develop healthy living. In most countries, physical education is taught by a generalist teacher (i.e., an individual who has not undertaken extensive training in physical education) particularly at the elementary school level. Inadequate and inappropriate preparation has been identified as a major barrier for an elementary generalist to develop and implement a quality physical education program. The purpose of this paper is to identify and discuss helpful strategies used to employ each fundamental component of a quality physical education program and is intended for a generalist audience. More specifically, the paper will explore (a) the (dis)advantage of teaching physical education as a generalist teacher; (b) the ability of physical education to address the whole child; (c) the confusion surrounding physical education and physical activity; and (d) the strategies of a successful physical educator.
Teaching English in Turkey: Dialogues with Teachers about the Challenges in Public Primary Schools
Author: Kizildag, Ayse
Date: 2009-06-00
Type: Journal Articles
Subjects: Foreign Countries,English Curriculum,English Instruction,English (Second Language),Elementary Education,English Language Learners,Public Schools,Semi Structured Interviews,Institutional Characteristics,Teaching Experience,Instructional Effectiveness,Sociocultural Patterns,Economic Factors,Demography,Educational Resources,School Support,Faculty Development,Teaching Load,Class Size,Curriculum Implementation,Behavioral Objectives,Supplementary Reading Materials,Student Placement,Test Content,Performance Factors,Teacher Surveys,Teacher Attitudes

Teaching English in Turkey has its own potential problems due to the lack of authentic language input. Turkey is a foreign language context. This hinders learners in their mastering English in a short time. Moreover, other problems caused by poor instructional planning contribute to this process negatively. With these potential hindrances, the present study aims to seek what other challenges incapacitate primary schools for teaching/learning of English. Conducted with 20 primary school teachers working at public schools in Turkey, data were collected using a semi-structured interview. Results show that poor institutional planning is the main cause of challenges experienced by English language teachers. Besides this, instructional and socio-cultural/economic problems are the other challenges for teaching English.
Developmentally Appropriate Technology in Early Childhood (DATEC) in Botswana: In-Service Teachers' Perspectives
Author: Bose, Kabita
Date: 2009-06-00
Type: Journal Articles
Subjects: Developmentally Appropriate Practices,Appropriate Technology,Early Childhood Education,Teacher Attitudes,Technology Uses in Education,Inservice Teacher Education,Semi Structured Interviews,Questionnaires,Statistical Analysis,Qualitative Research,Technology Integration,Readiness,Teacher Competencies,Cultural Context,Educational Practices,Teaching Methods,Change Strategies,Foreign Countries

Developmentally Appropriate Technology in Early Childhood (DATEC) aims to identify the most appropriate applications of Information and Communication Technology to support the development of children under eight years of age. Botswana has a unique spread of population density and deep-rooted socio-cultural values. There is a need to address the compatibility of these aspects with the application of Information and Communication Technology in the proposed Early Childhood Education programmes throughout Botswana. The researcher felt that the views of the in-service teachers, (who are now students of the Bachelor of Education Programme) in the University of Botswana and have specialized in Early Childhood Education, would be a valuable input towards an appropriate Early Childhood Education curriculum. Hence, a study was proposed to assess the views of the teachers, regarding DATEC in Botswana. Forty (40) fourth year students (Level 400) of Bachelor of Education (Primary) Programme of University of Botswana, who specialised in early years and have a good exposure to Information and Communication Technology constituted the sample. Their views were obtained from a semi-structured questionnaire. Both quantitative and qualitative approaches were used for analysis of data. The findings of the study showed that the respondents strongly believed that an integration of Information and Communication Technology with the Early Childhood Education curriculum is necessary to enhance an overall development of young children. Computers with relevant resources were thought to be the best Information and Communication Technology applications in Early Childhood Education for a developmentally appropriate programme that would provide educational concepts, problem solving skills and creativity. However, they emphasised the need to make the technology socio-culturally compatible to citizens of Botswana (Batswana) to facilitate developmentally appropriate education of young children. The study concluded with a few recommendations.
Korean Parents' Perceptions on the Importance of Computer Usage for Themselves and Their Children: An Exploratory Study
Author: Green, Tim
Date: 2009-03-00
Type: Journal Articles
Subjects: Computer Attitudes,Parent Attitudes,Korean Americans,Migrants,Elementary School Students,Minority Groups,Influence of Technology,Computer Use,Parent Surveys,Participant Characteristics,Attitude Measures

Many families today have access to computers that help them with their daily living activities, such as finding employment and helping children with schoolwork. Minority families residing in the United States though often do not own home computers. With a greater number of immigrant families arriving to the United States, questions are raised whether parents unfamiliar with the new culture view computers as important teaching tools for themselves and their children. An exploratory study was conducted looking at Korean parents whose children were enrolled in a Southern California elementary school, since this minority group consistently falls within the top ten immigrant sending countries. The study's purpose was to examine parent perceptions on the importance placed on computer usage for themselves and their children. Findings suggest that Korean parents place a high value on computer usage and see it as vital to job success and academic achievement.
Fundamental Elements in Examining a Child's Right to Education: A Study of Home Education Research and Regulation in Australia
Author: Jackson, Glenda
Date: 2010-07-00
Type: Journal Articles
Subjects: Foreign Countries,Childrens Rights,Fundamental Concepts,Educational Research,Access to Education,Home Schooling,Educational Legislation,Legal Responsibility,Civil Rights Legislation,Educational Practices

Home education provides valuable educational and developmental opportunities for children. An examination of Australia's research indicates many best educational practices, including more informed mediation, contextualised learning, and opportunities to exercise autonomy. Key features include learning embedded in communities and program modification in response to students' needs. Current state and territory legal requirements are examined within the context of this research and Australia's obligations to international human rights treaties. All jurisdictions accept home education as one way to meet compulsory education requirements. The extent to which respective laws then reflect understanding of home education research and practice varies. Most jurisdictions allow for a variety of educational approaches. Some oversight regulation could however be modified to reflect a better understanding of home education. Consultation with home educators and reference to research would assist the development of more uniform legislation and policy across Australia, and enable better regulatory practice.
Professional Development for the Early Learning Content Social Studies Standards
Author: Katz, Laurie
Date: 2010-03-00
Type: Journal Articles
Subjects: Social Studies,Faculty Development,Early Childhood Education,Academic Standards,Culturally Relevant Education,Educational Strategies,Special Needs Students,Developmentally Appropriate Practices,Capacity Building,Program Implementation,Knowledge Level,Pedagogical Content Knowledge,Equal Education,Integrated Activities,Interviews,Teacher Surveys,Benchmarking,Teacher Attitudes,Observation

This article describes early childhood educators' responses to a professional development series aimed at helping them to understand and incorporate early learning standards for social studies. While the primary aim of the professional development was to focus on the social studies content standards, the secondary aim was to introduce early childhood educators to culturally relevant pedagogical strategies that take into account the unique learning needs of diverse children, particularly children of colour, English language learners and children with special needs. The findings suggest that early childhood educators can benefit from sustained professional development that not only addresses content standards but also helps them to understand how to incorporate the standards into their existing curriculum using developmentally and culturally appropriate pedagogy.
Video Measurements: Quantity or Quality
Author: Zajkov, Oliver
Date: 2012-00-00
Type: Journal Articles
Subjects: Science Instruction,Video Technology,Computer Software,Physics,Graphs,Measurement Techniques,Interviews,Problem Solving,Instructional Effectiveness,Vocabulary,Data Analysis,Science Experiments,Scientific Concepts,Scientific Principles,Energy,Student Teachers,Teacher Education Programs,Secondary School Science,Foreign Countries

Students have problems with understanding, using and interpreting graphs. In order to improve the students' skills for working with graphs, we propose Manual Video Measurement (MVM). In this paper, the MVM method is explained and its accuracy is tested. The comparison with the standardized video data software shows that its accuracy is comparable with the one of the standardized video data software, which enables it for use in physics education. Posttest conducted after the lecture with software for video measurement shows slight improvement in understanding graphs. The students were asked at the interviews to explain the answers they have given at the test. The performance was poor. The interviews conducted one month after the lecture with MVM show big improvement in students' understanding position-time graphs, higher skills for collecting data and their interpreting. In addition, the vocabulary used to explain the answers was more precise and the use of physical quantities is more correct. Despite this fact, the students still do not understand velocity-time graphs still.
The Symmetry and Packing Fraction of the Body Centered Tetragonal Structure
Author: Dunlap, Richard A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Science Instruction,Physics,Scientific Concepts,Molecular Structure,Equations (Mathematics),Measurement

It is shown that for different ratios of lattice parameters, &quot;c/a,&quot; the body centered tetragonal structure may be view as body centered tetragonal, body centered cubic, face centered cubic or hexagonal. This illustrates that the apparent symmetry of a lattice depends on the choice of the conventional unit cell.
A Matter of Prior Knowledge: Canadian Young Children's Conceptions about the Future in the Global Community
Author: Chareka, Ottilia
Date: 2010-03-00
Type: Journal Articles
Subjects: Prior Learning,Young Children,Mixed Methods Research,World Views,Elementary School Students,Student Attitudes,Instructional Effectiveness,Positive Attitudes,Comparative Education,Grade 3,Grade 4,Questionnaires,Local Issues,Change Strategies,Foreign Countries,Global Approach

Young Canadian boys and girls aged nine to eleven were asked to consider their personal futures, the future of their community and the future of the world. Mixed methods were employed for data collection and analysis. Responses were compared with those given by children in eight countries and the discussion focused on the importance prior knowledge, in this case, prior knowledge of global issues, holds for effective teaching and learning about global issues. Canadian children were optimistic about the future for themselves and their community but less so for the globe. More so than other children, Canadian children were concerned with issues of social justice, issues such as discrimination and racism, and with improving the environment, which might be attributed to the emphasis that is placed on these issues in their school curriculum. Assessing prior knowledge should be a priority for those considering development and implementation of global education curricula.
Liquid Crystals in Education--The Basics
Author: Cepic, Mojca
Date: 2012-00-00
Type: Journal Articles
Subjects: Science Instruction,Science Experiments,Physics,Scientific Concepts,Computer Uses in Education,Light,Molecular Structure,Energy,Educational Technology,Learning Modules,Science Laboratories,Elementary School Science,Student Teachers

The introduction of teaching about liquid crystals is discussed from several points of view: the rationale why to teach them, the basics about liquid crystals or what the teacher should teach about them, the fundamental pre-knowledge of students required, the set of experiments accompanying the teaching and the brief report on the already performed testing of the teaching module.
Do University Students Know How They Perform?
Author: Battistelli, Piergiorgio
Date: 2009-10-00
Type: Journal Articles
Subjects: College Students,Self Evaluation (Individuals),Mathematics Tests,Language Tests,Thinking Skills,Comparative Analysis,Student Attitudes,Predictor Variables,Cognitive Ability,Metacognition,Self Concept,Measures (Individuals),Statistical Analysis,Foreign Countries

The aim of the research is to study the capacity for self-evaluation of University students undergoing tests involving mathematics, linguistic and formal reasoning. Subjects were asked to estimate the number of correct answers and subsequently to compare their performance with that of their peers. We divided the subjects into three groups on the basis of performance: poor, middle and top performers. The results demonstrate that all the subjects in all tests showed good awareness of their level of actual performance. Analyzing comparative assessments, the results reported in literature by Kruger and Dunning were confirmed: poor performers tend to significantly overestimate their own performance whilst top performers tend to underestimate it. This can be interpreted as a demonstration that the accuracy of comparative self-evaluations depends on a number of variables: cognitive and metacognitive factors and aspects associated with self-representation. Our conclusion is that cognitive and metacognitive processes work as &quot;submerged&quot; in highly subjective representations, allowing dynamics related to safeguarding the image one has of oneself to play a role.
Mathematics and Metacognition in Adolescents and Adults with Learning Disabilities
Author: Desoete, Annemie
Date: 2009-10-00
Type: Journal Articles
Subjects: Learning Disabilities,Metacognition,Adults,Reading Difficulties,Comorbidity,Problem Solving,Mathematical Aptitude,Questionnaires,Stimulation,Qualitative Research,Interviews,Performance Based Assessment,Cognitive Development,Cognitive Tests,Measures (Individuals),Skill Analysis,Mathematics Tests,Spatial Ability,Computation,Number Concepts,Comparative Analysis,Multivariate Analysis

A majority of studies on learning disabilities have focused on elementary grades. Although problems with learning disabilities are life-affecting only a few studies focus on deficits in adults. In this study adults with isolated mathematical disabilities (n = 101) and adults with combined mathematical and reading disabilities (n = 130) solved tests on procedural calculation and number knowledge, numerical facility and visuospatial skills. Metacognitive skilfulness was assessed through calibration measures, a questionnaire, stimulated recall, and thematic analyses after a qualitative interactive interview with a flexible agenda to discover the interviewee&apos;s own framework of meanings and to avoid imposing the researcher&apos;s structures and assumptions. In our dataset the isolated group (MD) did worse than the comorbid group (M+RD) on mental representation, dealing with contextual information and number knowledge. However the comorbid group did worse on the number sense tasks. No significant differences were found between the MD and M+RD adults for fact retrieval, procedural calculation and visuo spatial tasks. In addition adults with MD overestimated their mathematics results, whereas individuals with M+RD underestimated their results in the calibration task. Moreover, adults with M+RD thought that they were worse on the evaluation of the own results, the evaluation of the own capacities and on monitoring when things went wrong compared with adults in the M+RD group. Thematic analyses revealed that many adults had problems with planning and keeping track of steps and that supporting surroundings were important protective factors towards the chances of success. Consequences for the assessment of metacognition in adults and for the support of adults with mathematical disabilities are discussed.
Contributions of Metacognitive and Self-Regulated Learning Theories to Investigations of Calibration of Comprehension
Author: Stolp, Stephanie
Date: 2009-10-00
Type: Journal Articles
Subjects: Metacognition,Learning Theories,Independent Study,Reading Comprehension,Accuracy,Social Cognition,Self Efficacy,Ability,Familiarity,Self Concept,Goal Orientation,Personality Traits,Social Influences,Cultural Influences,Students

In this paper we examine the contributions of metacognitive and self-regulated learning theories to research on students&apos; calibration of comprehension. Historically, cognitive psychologists have studied calibration of comprehension within a purely metacognitive framework, with an emphasis on the role of text and task factors but little consideration of factors of self. There has been a recent trend, however, towards incorporating a social cognitive perspective to the study of calibration of comprehension, with factors of self such as motivation and affect being examined more often. Among the factors of self that have been examined, self-efficacy has played a major role as it may be all but impossible to disentangle its influence on students&apos; calibration of comprehension. Other variables of self that have been examined include ability, familiarity, ego and goal-orientation, goal setting, personality traits and susceptibility to social and cultural influences. Broadening the context in which calibration of comprehension is assessed allows a more complete examination of the rich set of interrelated processes that affect students&apos; performance.