ethanporcaro/eric-fulltext-meta huggingface dataset:
Experiences with Full-Time Child Care Attendance on Young Children in Norway: Parents&apos; and Early Childhood Teachers&apos; Views
Author: Undheim, Anne Mari
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Semi Structured Interviews,Preschool Teachers,Preschool Children,Parent Attitudes,Teacher Attitudes,Child Care,Socialization,Program Effectiveness,Standards,Experience,Class Size,Language Acquisition,Time,Educational Quality,Age Differences,Qualitative Research,Grounded Theory

The aim of this study was to explore the experiences of parents and early childhood teachers in Norway regarding the benefits of child care to young children. Both positive and negative benefits were explored. In the autumn of 2009, 41 parents and 35 early childhood teachers of children aged 1.5 years or less, living in the city of Trondheim and nearby communities, were assessed by means of a semi-structured qualitative interview. There was agreement among parents and early childhood teachers that children benefited from child care. Parents, however, tended to overestimate the benefit of socialization and learning for this young age-group. However, early childhood teachers focused more on socialization, in terms of waiting for turns, observing certain rules. One third of parents did not report any negative experiences of child care. The others reported negative experiences on occasion or under certain circumstances such as long hours, poor-quality care or too many children per adult early childhood teacher. All but four of the early childhood teachers suggested that high standards had to be satisfied to make child care good enough for the youngest children.
Do Effects of Center-Based Care and Education on Vocabulary and Mathematical Skills Vary with Children&apos;s Sociocultural Background? Disparities in the Use of and Effects of Early Childhood Services
Author: Burger, Kaspar
Date: 2012-00-00
Type: Journal Articles
Subjects: Vocabulary,Mathematics Skills,Child Care Centers,Early Childhood Education,Cognitive Development,Socioeconomic Status,Family Literacy,Place of Residence,Language Usage,Foreign Countries,Regression (Statistics),Surveys,Grade 1,Elementary School Students,Program Effectiveness,Attendance,German,Social Influences,Predictor Variables,Parent Background,Educational Attainment,Intelligence Tests,Verbal Ability,Questionnaires,Interaction,Quasiexperimental Design,Statistical Analysis

Using data from a survey on cognitive proficiency levels of first graders in Switzerland (N = 1.830), this study analyzes (1) who has access to institutional childcare, (2) whether institutional childcare affects cognitive skills of children who differ in terms of socioeconomic status, home literacy, native country, and home language, and (3) how duration and intensity of childcare affect children's skills. The findings indicate sociocultural disparities in access to childcare. Multiple hierarchical regression analyses suggest that childcare experience did not enhance children's outcomes when social and cultural background characteristics were held constant. For childcare attendees, however, a longer duration of attendance had a positive effect on vocabulary and a higher intensity was related negatively to vocabulary. Children who did not speak German at home benefitted more from childcare in terms of vocabulary skills than German-speaking children. Social background was a significant predictor of vocabulary and math skills. Cultural background additionally impacted on vocabulary skills when social background was controlled for. Implications for policy are discussed.
Designing Informal Learning Spaces Using Student Perspectives
Author: Riddle, Matthew David
Date: 2012-00-00
Type: Journal Articles
Subjects: School Space,Educational Facilities Design,Case Studies,Technology Uses in Education,Student Attitudes,Curriculum Development,Foreign Countries,College Students,Colleges,Design Requirements

This article describes the design of informal learning spaces at an Australian university that support students in the generation of knowledge. Recent learning space design projects at La Trobe have been informed by a number of pre-existing projects, including a small research project on student use of technologies, a national project on learning space design, and a significant curriculum renewal process at the university. It demonstrates the ways in which evidence based on student perspectives and principles developed through applied research in teaching and learning can inform real world learning space design projects in a higher education context.
Space and Consequences: The Impact of Different Formal Learning Spaces on Instructor and Student Behavior
Author: Brooks, D. Christopher
Date: 2012-00-00
Type: Journal Articles
Subjects: School Space,Teacher Behavior,Student Behavior,Classrooms,Active Learning,Electronic Classrooms,Class Activities,Observation,College Faculty,College Students,Differences,Quasiexperimental Design

This article presents the results of a quasi-experimental research project investigating the impact of two different formal learning spaces--a traditional classroom and a technologically enhanced active learning classroom--on instructor behavior, classroom activities, and levels of on-task student behavior at the University of Minnesota. Using time-series data collected as part of a series of classroom observations, we demonstrate that not only are clear differences manifest in terms of what occurred within each space, but that the different classroom types are linked causally to the observed differences in instructor and student behavior.
Promoting Active Learning in Technology-Infused TILE Classrooms at the University of Iowa
Author: Van Horne, Sam
Date: 2012-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Active Learning,Technology Uses in Education,Case Studies,Program Implementation,Educational Technology,Faculty Development,Instructional Design,Educational Assessment,Cooperative Learning

In this case study, the authors describe the successful implementation of technology-infused TILE classrooms at the University of Iowa. A successful collaboration among campus units devoted to instructional technologies and teacher development, the TILE Initiative has provided instructors with a new set of tools to support active learning. The authors detail the implementation of the TILE classrooms, the process of training instructors to design effective instruction for these classrooms, and an assessment project that helps improve the process of ensuring faculty can successfully facilitate learning activities in a technology-infused learning environment.
Learning Space Attributes: Reflections on Academic Library Design and Its Use
Author: Cunningham, Heather V.
Date: 2012-00-00
Type: Journal Articles
Subjects: Academic Libraries,Library Facilities,Educational Facilities Design,Space Utilization,Undergraduate Students,Student Needs

Even though students are not using the print collection, they still choose to go to the library for academic pursuits. The continuing preferences of students for library space can be examined in the light of a hierarchy of needs made up of layers of access and linkages, of uses and activities, of sociability, and of comfort and image. A space which combines attributes from all four levels is an ideal learning space.
Benefits of Guiding Supplemental Instruction Sessions for SI Leaders: A Case Study for Engineering Education at a Swedish University
Author: Malm, Joakim
Date: 2012-00-00
Type: Journal Articles
Subjects: Case Studies,Supplementary Education,Engineering Education,Foreign Countries,Questionnaires,College Students,Academic Support Services,Peer Teaching

Supplemental Instruction (SI) is an academic support program that aims at increasing student success in &quot;difficult&quot; courses (Hurley, Jacobs, &amp; Gilbert, 2006). SI was developed at the University of Missouri in Kansas City in the early seventies and has since spread to over 1500 universities and university colleges in nearly 30 countries (Martin 2008). SI also exists under other names such as PASS (Peer Assisted Study Sessions) and PAL (Peer Assisted Learning). The main component of SI is an informal collaborative learning environment under the guidance of a &quot;senior&quot; student. This SI leader is a student who has previously completed the course successfully and can therefore act as a model student. The role of the SI-leader is not that of a teacher--they do not impart new knowledge. Instead the SI leader facilitates the process of understanding difficult course material. Research on Supplemental Instruction has so far been limited, and mostly focused on its potential to increase grades and retention among students who attend Supplemental Instruction sessions. Focus on the senior students who lead the sessions has been little documented, and then mostly in the context of how the session participants develop, and how SI sessions are planned and run. If restricted to the actual benefits SI leaders may gain--such as improved study techniques, leadership experience, group and individual management, practice in planning meetings and a general pedagogic insight--there have been relatively few research studies conducted (although there are numerous studies that claim benefits for SI leaders but with little data to support this). Insight into the potential benefits for senior students who guide SI sessions is a relatively unexplored area, research wise, and would benefit from more information on the range and depth of the SI leaders experiences and development. This study looks into the following potential benefits of the SI leaders experiences and development: (1) What specific competencies do they develop as a result of being an SI leader: (2) Is the merit of being an SI leader an advantage when applying for a job?; and (3) Do former SI leaders, in their professional life after graduation, have use of the skills they gained and developed when running SI sessions? The study was made using data from the faculty of engineering at Lund University in Sweden. The study indicates that students who work as SI leaders gain several benefits from their SI experience.
A Student Experience of Peer Assisted Study Sessions in Physiotherapy
Author: Sole, Gisela
Date: 2012-00-00
Type: Journal Articles
Subjects: Student Experience,Peer Groups,Physiology,Therapy,Student Attitudes,Focus Groups,Educational Environment,Mastery Learning,Skill Development,Undergraduate Students,Teaching Methods,Clinical Experience,Instructional Effectiveness,Qualitative Research,Foreign Countries

Peer Assisted Study Sessions (PASS) were introduced as an optional learning experience in a Bachelor of Physiotherapy programme. The aim of this study was to evaluate the use of PASS from the student perspective. Eight third year physiotherapy students who had participated in PASS during their second year of training attended a focus group, at which they provided their perspectives of these PASS sessions. A transciption of the focus group outcomes was analysed qualitatively using the general inductive approach, by two independent reviewers. Overall, the students' perceptions of PASS were positive for their learning, showing that PASS is a useful and effective adjunct to formal teaching for this group of students. Three main themes were identified: learning environment, revision and mastery of skills and clinical application. This study suggests that PASS could play a useful role in an undergraduate physiotherapy programme.
Asynchronous Online Peer Assistance: Telephone Messages of Encouragement in Post Licensure Nursing Programs
Author: Melrose, Sherri
Date: 2012-00-00
Type: Journal Articles
Subjects: Asynchronous Communication,Computer Mediated Communication,Peer Relationship,Online Courses,College Students,Nursing Students,Telecommunications,Interpersonal Communication,Educational Innovation,Positive Reinforcement

Peer assistance activities can strengthen online learning environments. And yet, like other professional adult learners, working post licensure nurses attending university part time to upgrade their credentials may have limited interest in student-to-student interaction. Some intentionally choose asynchronous self-paced courses so they can work on their own. This &quot;Telephone Messages of Encouragement&quot; educational innovation illustrates a peer assistance activity suitable for asynchronous courses in both undergraduate and graduate programs. Students' recorded messages of encouragement to their peers are collected on a telephone answering machine as MP 3 files and then embedded in courses. The activity provides an option for students to &quot;hear&quot; from other students at any time.
Precious &quot;MeTL&quot;: Reflections on the Use of Tablet PCs and Collaborative Interactive Software in Peer- Assisted Study Sessions
Author: Devey, Adrian
Date: 2012-00-00
Type: Journal Articles
Subjects: Computer Uses in Education,Laptop Computers,Handheld Devices,Peer Groups,Mentors,Action Research,Instructional Improvement,Time Factors (Learning),Efficiency,Courseware,Cooperative Learning,Visual Aids,Instructional Innovation,Usability,Learner Engagement,Interaction,College Programs,Foreign Countries

Peer-Assisted Study Sessions (PASS) is an academic mentoring program, where high achieving senior students assist small groups of first years in study sessions throughout semester. One of the challenges PASS Leaders face at Monash in conducting their classes is the limited time they have with their students. The current paper explores, through action research, the use of Tablet PCs and an interactive, online whiteboard software suite called &quot;MeTL&quot; to increase the efficiency of time spent learning and sharing. The PASS Leaders found that while some difficulties remained, the advantages of using the Tablet PCs and the software were significant, particularly for student engagement, increasing time efficiencies, student collaboration and encouraging real-time feedback to the PASS Leader.
From the Campus to the Cloud: The Online Peer Assisted Learning Scheme
Author: Beaumont, Tim J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching Methods,Peer Teaching,College Students,Program Effectiveness,Educational Technology,Technology Uses in Education,Synchronous Communication,Qualitative Research,Barriers,Higher Education,Foreign Countries,Statistical Analysis,Focus Groups,Participation,Computer Mediated Communication

This paper reports on an online version of Peer Assisted Study Sessions (PASS), also known as Supplemental Instruction (SI), which was trialled in two subjects in the University of Melbourne in 2011. The program, named the Online Peer Assisted Learning (OPAL) scheme, was implemented with the aims of extending the benefits of a successful peer learning program to students other than those who attend face-to-face sessions and contributing to scholarship on the viability of online peer learning with reference to student interest, leader and participant perspectives, and the suitability of synchronous communication platforms. Qualitative research led to mixed findings. Although OPAL was considered to be a viable online peer learning program by leaders and participants, multiple challenges were encountered. With reference to literature on related initiatives and the use of synchronous online learning platforms in higher education, this paper provides an account of the establishment and progress of the initiative, before presenting an analysis of its strengths and weaknesses and a series of recommendations for researchers and practitioners who are interested in online adaptations of face-to-face peer learning programs.
Follow the Leader: Understanding the Impact Being a P.A.S.S Leader Has on Self-Efficacy
Author: McPhail, Ruth
Date: 2012-00-00
Type: Journal Articles
Subjects: Student Leadership,Self Efficacy,Peer Teaching,College Students,Qualitative Research,Interviews,Cognitive Development,Performance,Learner Engagement,Student Satisfaction,Foreign Countries,Job Satisfaction,Surveys

The purpose of this qualitative study is to inform and advance the body of knowledge of the contribution that &quot;Peer Assisted Study Sessions&quot; (PASS) provides for student leaders in terms of its impact on their self-efficacy--the personal belief in competence to succeed within certain situations (Bandura, 1986). To date, there has been little research providing a practical insight into whether acting as the leader of university PASS has a perceived impact on self-efficacy. The results of the qualitative research are based on interviews from a sample of 16 leaders. We found that being a PASS leader improved self-efficacy specifically in the areas of: cognitive development, performance, engagement and satisfaction. The results of this study may have implications for the development of future programs, particularly, in terms of attracting suitable candidates in the recruitment process, the future training of leaders and the provision of ongoing support for the leaders to participate effectively in such programs.
&quot;Spurring You on and Rooting for Each Other&quot;--The Potential Value of Group Research Projects
Author: Hebron, Clair L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Qualitative Research,Student Projects,Student Research,Cooperative Learning,Phenomenology,Group Activities,Interviews,Supervisors,Peer Teaching,Role,Teamwork,Student Attitudes,Self Efficacy,Alumni,Graduate Study,Allied Health Occupations Education,Physical Therapy,Foreign Countries

This qualitative study explored students' experience of collaborating to undertake a neuromusculoskeletal group research project which was conducted in partial fulfilment of their MSc course. A phenomenological approach was adopted to gain insight into participants' experience of learning and working in a group. Six participants who were all alumni took part in individual telephone interviews conducted by an independent researcher. The interviews were digitally recorded and transcribed verbatim. Thematic analysis identified four main themes: the role of the supervisor, peer assisted learning, quality enhancement and learning to work in a research team. Participants felt that group projects facilitated their confidence in the research process. This has been demonstrated as two of the alumni have presented their projects at conferences and published in an international journal. Some of the alumni found working in a group challenging, but were able to reflect on the skills which they learned through managing the group dynamics. The potential benefits of group projects are an increase in peer assisted learning, the development of problem solving and critical reasoning, enhanced communication and team skills. The presence of a group member who fails to contribute has been identified as a potential constraint. Reflection on emerging themes highlighted the importance of the supervisor's role in facilitating the process. A framework for supervising group research projects work has been produced to facilitate others in supervising to best effect; this will feed into staff and curriculum development.
Teacher Educators&apos; Views about Social Justice Pedagogies in Physical Education Teacher Education
Author: Burden, Joe W., Jr.
Date: 2012-05-00
Type: Journal Articles
Subjects: Social Justice,Physical Education,Physical Education Teachers,Preservice Teacher Education,Teacher Educators,Teacher Attitudes,Concept Teaching,Qualitative Research,Interviews,Cultural Relevance,Educational Strategies,Student Diversity,Fear

The purpose of this study was to analyze PETE teacher educators? views about the application of concepts and content reflecting social justice pedagogies in preparing teacher candidates. Participants were eight PETE teacher educators from five universities in the Northeastern region of the United States. The research paradigm was qualitative descriptive using a multisite interview design (Gay, 1996) positioned in the theoretical orientations of cultural responsiveness and relevancy in teaching (Gay, 2000; Ladson-Billings, 1992). The primary data source was interviewing. Interview data were analyzed with constant comparative method (Merriam, 1998). The following thematic clusters were extracted from the data: (a) &quot;views about student difference,&quot; (b) &quot;neglects, fears, and uncertainties,&quot; and (c) &quot;strategies approaching cultural responsiveness.&quot; These interrelated thematic clusters had influence on the educators' praxis. Moreover, their views ranged from ethnocentric to transitional toward cultural awareness and had salient influence. The findings and recommendations are discussed.
Teacher Job Satisfaction for Secondary School Effectiveness in ABA Education Zone, South-East Nigeria
Author: Abraham, Nath. M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Job Satisfaction,Teacher Attitudes,Secondary School Teachers,Teacher Surveys,Questionnaires,Teacher Characteristics,Interpersonal Relationship,Teaching Conditions

This paper examines teacher job satisfaction for secondary school effectiveness. It was a descriptive survey. A sample of 512 teachers emerged from a population of 1280 representing 40% of the entire population. A 2-part, 15-item, 4-point scale instrument was used to generate data for answering 3 research questions. The instrument was validated by a team of experts in the Department of Educational Management, University of Port Harcourt, Nigeria; and a reliability value of 0.83 established. The researchers distributed and retrieved the instrument. Mean was used to answer the research question. The findings included among others that the classrooms are well ventilated and concluded that inadequate classroom environment and school facilities produced negative teacher job satisfaction and recommended among others that school laboratory should be well equipped to make science teaching more practical and promote effective teacher job satisfaction.
A Study on the Necessity and Basic Mode of Implementing Cooperative Teaching in the Ideological and Political Theory Courses
Author: Zhang, Xiaoxia
Date: 2012-05-00
Type: Journal Articles
Subjects: Team Teaching,Teaching Methods,Educational Practices,Curriculum Implementation,Ideology,Political Science,Social Theories,Educational Needs,Relevance (Education)

This paper explores the necessity and basic mode of the implementation of cooperative teaching in the ideological and political theory courses. The practice of cooperative teaching in the Ideological and political theory courses is helpful for overcoming the deficiency of the traditional large-class teaching mode, and realizing complementary function of classroom teaching and practice teaching of the ideological and political theory courses, and bringing the advantage of the multimedia teaching and cooperative teaching into play. The establishment of cooperative teaching model needs to start from seven aspects: the first is to grasp the scientific concept of cooperation teaching, the second is to strengthen the interaction among teachers, the third is to change the teaching idea and adhere to the &quot;student oriented&quot;. The fourth is to enrich teaching modes, the fifth is the reform of examination method, the sixth is the integration and optimization of four resources including classroom teaching, campus, network and the society, the seventh is to further strengthen the communication and exchange between students and teachers.
Based on BP Neural Network Stock Prediction
Author: Liu, Xiangwei
Date: 2012-05-00
Type: Journal Articles
Subjects: Prediction,Predictive Validity,Predictive Measurement,Models,Economics Education,Marketing,Business Administration Education,Simulation,Mathematical Formulas,Investment,Risk Assessment

The stock market has a high profit and high risk features, on the stock market analysis and prediction research has been paid attention to by people. Stock price trend is a complex nonlinear function, so the price has certain predictability. This article mainly with improved BP neural network (BPNN) to set up the stock market prediction model, and the results show that the method has good prediction effect on stock price, can provide certain reference for investment.