ethanporcaro/eric-fulltext-meta huggingface dataset:
Learning Teaching Practices: The Role of Critical Mentoring Conversations in Teacher Education
Author: Edwards-Groves, Christine J.
Date: 2014-04-00
Type: Journal Articles
Subjects: Mentors,Teacher Education Programs,Preservice Teachers,Interpersonal Communication,Rural Schools,Interaction,Foreign Countries,Feedback (Response),Qualitative Research,Action Research,Elementary School Teachers,College School Cooperation,Semi Structured Interviews,Focus Groups,Audio Equipment,Discussion (Teaching Technique),Participatory Research

This paper examines the role of dialogue for learning about and enacting teaching within critical mentoring conversations between pre-service teachers (PSTs) and classroom teacher mentors. The paper draws on a broader two-year intervention study, conducted in a teacher education faculty in rural Australia. The empirical study centred on the development of quality classroom interactions and dialogic pedagogies of PSTs as they practice learning to teach in authentic school-based situations; these are issues of practical concern for education globally. The paper presents an in-depth analysis of a single case study of mentoring conversations and follow-up interviews with PSTs and their teacher mentor. The transcript analysis--presented as talk-in-interaction--enabled the close and continual examination of participants? practices and afforded the opportunity to elicit the intricacies of social actions to elicit themes about: i) the conduct of mentoring conversations, ii) how mentoring unfolded discursively as sequences of interaction, and iii) how these produced displays of learning among PSTs. Results reveal firstly &quot;how&quot; mentoring conversations unfold structurally in activity time space and how these were learning conversations which were pedagogical, collaborative, analytic, dialogic and evidence-based. Critical mentoring conversations enabled PSTs to build a strong practice-theory base around the classroom exchanges experienced, observed and critiqued.
Using Personalized Education to Take the Place of Standardized Education
Author: Gao, Pengyu
Date: 2014-04-00
Type: Journal Articles
Subjects: Creativity,Individualized Instruction,Academic Standards,Traditional Schools,Innovation

Economic model has been greatly shifted from labor demanding to innovation demanding, which requires education system has to produce creative people. This paper illustrates how traditional education model accrued and developed based on satisfying the old economic model for labor demanding but did not meet the new social requirement for innovation demanding. Also, this paper illustrates how U.S. education reform movement turns into standardization movement that has been trapped by traditional education concept, for example, this standardization movement aims to produce great test takers, but fails to produce creative people with critical thinking skill. As well as this paper discusses how personalized education has been mentioned by Dr. Yong Zhao as a new model that focuses on exploring students? personal potential of innovation, which means personalized education is able to better adapt the modern society for innovation demanding, and it should take the place of standardized education.
Navigating New Worlds: A Real-Time Look at How Successful and Non-Successful First-Generation College Students Negotiate Their First Semesters
Author: Morales, Erik E.
Date: 2012-05-00
Type: Journal Articles
Subjects: First Generation College Students,Help Seeking,Time Management,Academic Standards,Difficulty Level,College Freshmen,Academic Achievement,Academic Failure,Student Adjustment,Longitudinal Studies,Qualitative Research,Student Attitudes,Interviews

This study of fifteen first generation American college freshmen documents their initial semester with a focus on factors and dispositions contributing to eventual success or failure. Students were identified prior to campus arrival, allowing for immediate and real-time data collection as they were experiencing the beginning of their college careers. Key factors identified and explored include the importance of active help-seeking, effective management of unstructured time, the dangers of underestimating academic rigor, and the crucial nature of the first two weeks. Suggestions for how the findings may be of practical use, as well as further research implications, are included.
Emotional Intelligence and Gender as Predictors of Academic Achievement among Some University Students in Barbados
Author: Fayombo, Grace A.
Date: 2012-05-00
Type: Journal Articles
Subjects: Emotional Intelligence,Predictor Variables,Gender Differences,Academic Achievement,Emotional Response,Affective Behavior,Undergraduate Students,Foreign Countries,Correlation,Multiple Regression Analysis,Regression (Statistics),Student Surveys

This study investigated emotional intelligence (attending to emotion, positive expressivity and negative expressivity) and gender as predictors of academic achievement among 163 undergraduate psychology students in The University of the West Indies (UWI), Cave Hill Campus, Barbados. Results revealed significant positive and negative correlations among academic achievement, emotional intelligence components and gender. Additionally, using the stepwise multiple regression analysis, it was found that emotional intelligence contributed 40% (Rsq = 0.396) to the variance in academic achievement while simple regression analysis revealed that gender also contributed 5% (Rsq = 0.048) to academic achievement and these results were significant indicating that both emotional intelligence and gender predicted academic achievement but emotional intelligence was a better predictor of academic achievement than gender. The Independent t-test analysis also revealed gender disparity in academic achievement and attending to emotions in favour of girls. These findings were discussed in the paper.
Establishment of Institutional Policies for Enhancing Education Quality in Cambodian Universities
Author: Rany, Sam
Date: 2012-05-00
Type: Journal Articles
Subjects: Educational Quality,School Policy,Academic Achievement,Universities,Foreign Countries,Human Capital,Policy Analysis,Academic Support Services

In the context of global and national economic development, higher education in Cambodia plays a significant role to develop human capital with technical knowledge, skills, values, and attitudes for sustainable economic growth, social development, and alleviation of poverty. When the civil war in 1998 was over, the Royal Government of Cambodia considered higher education as a top priority on the list of priorities in order to be integrated into the Association of South East Asian Nations Community by 2015 through implementing numerous mechanisms and policies to promote quality education for the students. This paper will discuss the status of national and institutional policies to promote educational quality to ensure academic success for students in a Cambodian public university. The documents and data of existing government ministries, development partners and higher education institutions will be used in the analysis of policies.
The Effects of Pre Modified Input, Interactionally Modified Input, and Modified Output on EFL Learners' Comprehension of New Vocabularies
Author: Maleki, Zinat
Date: 2012-05-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Control Groups,Experimental Groups,Statistical Analysis,Task Analysis,Pictorial Stimuli,Scores,Vocabulary Development,Linguistic Input,Foreign Countries,College Freshmen,Majors (Students),Teacher Education,Language Teachers,Second Language Instruction,Pretests Posttests

The present study was an attempt to investigate the effects of premodified input, interactionally modified input and modified output on 80 EFL learners' comprehension of new words. The subjects were randomly assigned into four groups of pre modified input, interactionally modified input, modified output and unmodified (control) groups. Each group included 20 students. The participants in the experimental and control groups were taught under different conditions. In each session a matrix picture of a place and its furniture and equipments was given to the participants and they were trained to find the right position of each item. Statistically, analyses were conducted through a one-way ANOVA and Tukey test. The findings of the study revealed that the participants in interactionally modified input group achieved the highest comprehension scores than their peers in other three groups (P&lt;0.05). In addition, modified output group outperformed both premodified input and control groups. However, there was no significant difference between premodified input and control groups and both of them obtained the lowest comprehension scores.
Elimination of User-Fees in Tertiary Education: A Distributive Analysis for Ecuador
Author: Ponce, Juan
Date: 2012-05-00
Type: Journal Articles
Subjects: Postsecondary Education,Fees,Public Colleges,Educational Policy,Educational Opportunities,Program Implementation,Enrollment Management,Enrollment Influences,Context Effect,National Surveys,Policy Analysis,Program Attitudes,Equal Education,Foreign Countries,Regression (Statistics)

This paper offers new evidence and methods for understanding the distributive effect of a universal government policy to eliminate user fees in public universities in Ecuador. The main argument to eliminate user fees in higher education is that it will increase enrollment among the poor. In this regard, eliminating tuition fees is supposed to be a progressive policy. Using several panel data, however, credible evidence exists that eliminating tuition fees has no significant impact on opportunities for tertiary education. In addition, the policy becomes regressive two years after its implementation. Results, however, are sensitive to the welfare indicator used, i.e., either assets index or income poverty. In any case, results show that, at a minimum, the policy had non-progressive effects.
Distance Education in Social Work: An Evaluation of an Undergraduate Course on Family Violence
Author: Walsh, Christine Ann
Date: 2012-05-00
Type: Journal Articles
Subjects: Foreign Countries,Social Work,Caseworkers,Distance Education,Online Courses,Family Violence,Student Surveys,Qualitative Research,Statistical Analysis,Computer Mediated Communication,Group Discussion,Educational Objectives,Student Needs,Course Descriptions,Undergraduate Students,Undergraduate Study,Course Evaluation,College Faculty

Social work is a discipline that emphasizes personal contact and has traditionally been taught face-to-face. This paper examines whether online learning is appropriate for educating social workers about family violence. It describes a newly-developed online course in family violence and evaluates its effectiveness. Two surveys of the class and an analysis of discussion boards provided quantitative and qualitative data. Results suggest that online teaching was effective in meeting course objectives and learner needs. The course did provide knowledge in the area of family violence that students then applied to their practices. The online learning environment proved to be safe, inclusive, acceptable and accessible to learners.
A Popperian Perspective on Science Education
Author: Blackie, Margaret A. L.
Date: 2012-05-00
Type: Journal Articles
Subjects: Science Education,Postsecondary Education,Epistemology,Individual Development,Science Achievement,Scientific Literacy,Educational Objectives,Educational Philosophy,Educational Practices,Outcomes of Education,Problem Solving,Criticism,Intellectual Development,Models

Despite the rigorous debate around the purposes of higher education and the associated concept of graduate attributes, science education at the tertiary level has remained largely impervious to engaging with these ideas. This may be due to the emphasis on the knowledge base of the hard science as opposed to the emphasis on the knower in the humanities. However, many science graduates leave tertiary institutions with a fairly simplistic epistemology despite the rhetoric of the importance of problem solving and conceptual understanding. Arguments stemming from an emphasis on the being of the student are easily dismissed by scientists as being irrelevant or substantially less important than the content knowledge of their subjects. In exploring the philosophy of Karl Popper an argument can be made for the importance of personal development on the basis of Popper's understanding of critique.
University Acceptance Features in the Open Arab University (Jordan Branch) Amman Jordan
Author: ALmahasneh, Ebtisam Z.
Date: 2012-05-00
Type: Journal Articles
Subjects: Arabs,Open Universities,Decision Making,Higher Education,Gender Differences,Majors (Students),Foreign Countries,College Admission,Student Characteristics,College Graduates,Science Education,Correlation,Statistical Analysis,Enrollment Trends,Labor Market,Admission Criteria

The objective of this study is to evaluate the experience of the Open Arab University/Jordan branch, in terms of accepted students as well as the graduates from 2002 to 2005, and to conclude on one hand the relation between the students' genders, the majors and the scientific programs, and to study the differences between the number of graduates and some majors and programs. The study focused only on the Open Arab University/Jordan branch, by utilizing the official reports published by the university, regarding the general of the number of students accepted in all majors and the number of graduates in these majors. The study reached a number of important results which are found essential for the decision makers in the higher education department to, as a guide and to show the importance of open education idea towards the open system of education it is a remarkable trial on the level of higher academics and it is the first of its kind in Jordan. Objective: This study sheds light on the Open Arab University/Jordan branch, with special reference to the accepted students as well as the graduates from 2002 to 2005, and to conclude on one hand the relation between the students' genders, majors and scientific programs, and to study the differences between the number of graduates, some majors and programs, and to introduce some recommendations allowing decision makers to upgrade University Acceptance in the Open Arab University/Jordan Branch. Methods: This study adopted the inductive approach for the special and statistical properties of testing techniques to evaluate University Accepted students and graduates in the Open Arab University/Jordan Branch. Results: The study is aimed to explore specific statistical relations exist between the gender and academic programs offered by the Open Arab University, the number of graduates and the academic programs. It is clear that the number of students enrolled in the university is increasing and the university introduced new academic programs attractive to students and the labor market. You can see the results by viewing the outcome of the number of students that enrolled in the University. It also shows that all universities in Jordan followed this method.
A New View of Mathematics Will Help Mathematics Teachers
Author: Maasz, Juergen
Date: 2005-06-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Mathematics Teachers,History,Sociology,Social Theories,Social Influences,Adult Learning,Educational History,Philosophy,Social Systems

For many people mathematics is something like a very huge and impressive building. It has a given structure with lots of levels and rooms. For many people this structure and therefore mathematics itself is independent from society, culture and history. It exists and mathematicians try to recover (not: to construct!) new parts of it. From this point of view mathematics is often seen as a lifeless and strange thing and not as a living construct of human beings. Many mathematics teachers argue that they can't change their way of teaching because they see mathematics from this dominant point of view and think that mathematics will not allow changes. Asking what this means they say that mathematics is something independent from them with a fixed structure. Therefore they have to teach little parts of mathematics (often concentrated on the correct use of algorithms) in a fixed sequence. Changing the sequence or leaving out a part seems to be not allowed. So they are not happy with mathematics but they see no way to change mathematics and therefore no way to change their teaching (perhaps except in some minor important methodical aspects). I think there is a &quot;way out&quot; if mathematics is seen as a social construct. Is this view correct? A new look at the history of mathematics proves that the history of mathematics in the last 200 years looks like a very good example of applying a sociological theory to make a new interpretation of what happens. In more provocative words: If the sociological theory I apply to make my interpretation of the history of mathematics had existed 200 years ago one could think that the mathematicians tried to prove that the sociological theory is correct by forming the history of mathematics in the way the theory &quot;wants&quot;. If teachers try to share this view they will be able to recognize that mathematicians decided what &quot;mathematics&quot; is. I hope this will motivate teachers to make more individual and pedagogical decisions on what and how they teach.
Folding Back and the Growth of Mathematical Understanding in Workplace Training
Author: Martin, Lyndon
Date: 2005-06-00
Type: Journal Articles
Subjects: Workplace Learning,On the Job Training,Mathematics Skills,Mathematical Concepts,Plumbing,Adult Education,Adult Learning,Concept Formation,Learning Theories,Comprehension,Apprenticeships,Foreign Countries,Observation,Video Technology,Measurement

This paper presents some initial findings from a multi-year project that is exploring the growth of mathematical understanding in a variety of construction trades training programs. In this paper, we focus on John, an entry-level plumbing trainee. We explore his understandings for multiplication, fractions and units of imperial measure as he attempts to solve a pipefitting problem. We consider the apparently limited nature of his images for these concepts and the role of &quot;folding back&quot; in enabling his growth of understanding. We contend that it cannot be assumed that the images held by adult apprentices for basic mathematical concepts are flexible, deep, or useful in specific workplace contexts. We suggest that folding back to modify or make new images as needed in particular contexts is an essential element in facilitating the growth of mathematical understanding in workplace training, but also offer a note of caution about ensuring that this is genuinely effective in its purpose.
Mathematical Autobiography among College Learners in the United States
Author: Hauk, Shandy
Date: 2005-06-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Mathematics Instruction,College Students,College Mathematics,Liberal Arts,Comparative Analysis,Locus of Control,Self Evaluation (Individuals),Interviews,Self Control,Autobiographies,Memory,Expressive Language,Written Language,Essays,Student Characteristics,Cheating,Grades (Scholastic),Self Efficacy,Qualitative Research

This study examines the K-12 mathematical experiences of U.S. university students via an expressive writing assignment: a mathematical autobiography essay. The essays of 67 college students, out of over 300 enrolled in 16 sections of a college liberal arts mathematics course, were analyzed using constant-comparative methods. Two categories of experience connected to aspects of mathematical self-regulation emerged as significant: (1) locus of control for mathematics knowledge and learning; (2) self-evaluations of mathematical ability, efficacy, and potential. Interviews of 18 of the 67 students provided support and clarification for the analysis. An argument grounded in existing research for increased mathematical self-regulation as a result of completing the mathematics autobiography is made. Finally, connections are drawn between learning and psychological theories to support the assertion that using the assignment may help build pedagogical content knowledge among novice college mathematics teachers.
Talking with Teachers, Administrators, and Parents: Preferences for Visual Displays of Education Data
Author: Alverson, Charlotte Y.
Date: 2014-04-00
Type: Journal Articles
Subjects: Tables (Data),Graphs,Information Dissemination,Data,Information Utilization,Decision Making,Focus Groups,Secondary School Teachers,Graduate Students,Administrators,Parents,Visual Stimuli,Individual Characteristics,Demography,Qualitative Research

The purpose of this study was to learn from educational stakeholders what characteristics they like and dislike when viewing graphs of post-school outcomes data. We conducted six, 1-hour focus groups with teachers, administrators, and parents in which we distributed four stimuli graphs--horizontal grouped bars, horizontal stacked bars, vertical stacked columns, and vertical grouped columns--to solicit participants' preferences for data displayed graphically. Our findings indicate that multiple factors contributed to participants' stated preferences for one graphic display over another. These factors include ease of understanding information displayed in the graph, familiarity with the display, comfort, as well as speed and habit for administrators. We discuss implications for practitioners, identify areas for further research, and recommend considerations when designing graphs for educational stakeholders
Materialism, Stress and Health Behaviors among Future Educators
Author: Brouskeli, Vasiliki
Date: 2014-04-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Values,Stress Variables,Correlation,Health Behavior,Measures (Individuals),Psychological Patterns,Age Differences,Participant Characteristics,Rating Scales,Comparative Analysis

In this study we investigated materialism among future educators and its relationship with stress and a number of health behaviors. Participants were 228 students (Mean = 20.64 years of age, S.D = 2.571) of the Department of Education Sciences in Early Childhood of the University of Thrace, Greece. The instrument consisted of a short form of the Material Values Scale with three subscales, pertaining to the following three domains: possession-defined success, acquisition centrality and acquisition as the pursuit of happiness. Measurements also included the Perceived Stress Scale and questions on several health behaviors. The findings suggested that materialism values were held by 40% of the participants whereas the component of materialism as happiness pursuit particularly was related to higher levels of stress. Finally, the younger the future educators were the more materialistic values they held. Suggestions for further research are discussed and, considering that children use their educators as models, health promoting interventions that take into account materialism effects are suggested.