ethanporcaro/eric-fulltext-meta huggingface dataset:
What Does Quality Programming Mean for High Achieving Students?
Author: Samudzi, Cleo
Date: 2008-00-00
Type: Journal Articles
Subjects: Educational Quality,High Achievement,High School Students,Acceleration (Education),Residential Schools,Dual Enrollment,STEM Education,Gifted,Student Educational Objectives,Academic Standards,Teacher Expectations of Students,Expectation,Critical Thinking,Skill Development,Core Curriculum,Statistical Significance,Admission Criteria

The Missouri Academy of Science, Mathematics and Computing (Missouri Academy) is a two-year accelerated, early-entrance-to-college, residential school that matches the level, complexity and pace of the curriculum with the readiness and motivation of high achieving high school students. The school is a part of Northwest Missouri State University and located on its campus in Maryville, Missouri. The school enrolls qualified high performing high school students (who have completed 10th grade from traditional high schools) into a curriculum consisting of college coursework taught by professors at the university. Missouri Academy students sit in the same classrooms with traditional university students, and professors have the same high expectations of them as they do for traditional university students. Students who complete this program receive a high school diploma and an Associate of Science degree. The school has two primary goals: (i) to increase the pool of high school students adequately prepared to succeed in science, technology, engineering and mathematics (STEM), and (ii) to provide a sanctuary for the gifted, talented and high performing high school students. The Missouri Academy has made significant progress towards achieving its goals since its inception in August 2000. This success is in large part due to the way the school defines quality. The school defines quality in terms of; (i) a rigorous academic curriculum that is demanding, engaging and yet flexible; the curriculum is tilted towards science and mathematics, but contains key courses of study to develop (oral and written) communication skills and the humanities, (ii) high student expectations both in academic performance as well as personal character, and (iii) a residential life program that is age-appropriate, complements the academic program, and is designed to develop and nurture critical thinking skills. This paper presents the philosophy, structure, organization and operation of the Missouri Academy, with the hope that this successful model may be replicated in other environments.
Effects of Experiment Learning Strategy versus Expository and Cognitive Style for Physical Learning Result for Senior High School Student at Class XI of Senior High School
Author: Prayekti
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,High School Students,Observation,Tests,Statistical Analysis,Cognitive Processes,Cognitive Style,Learning Strategies,Student Characteristics,Student Centered Learning,Comparative Analysis,Pretests Posttests

The research was aimed to know Effects of Experiment Learning Strategy versus Expository and Cognitive Style for Physical Learning Result of Senior High School Student at Class XI of Senior High School. Data was collected by test and observation. It is processed by ANCOVA and different test (t-test). (1) The result showed that all learning system groups have an increasing of physical learning result with learning on the two systems. (2) Average of student's physical learning result who has cognitive style of &quot;field dependent&quot; is higher than the student with cognitive style of &quot;field independent.&quot; (3) Experiment learning strategy gives an effect of higher increasing physical learning result than expository learning strategy. (4) Student group with cognitive style of &quot;field independent&quot; have lower average of student physical learning result who uses experiment learning than expository learning. (5) An increasing result achieved by student from pretest to post-test are higher because capability and skill of student when did an experiment. A bibliography is included.
The Implications of Naturalism as an Educational Philosophy in Jordan from the Perspectives of Childhood Education Teachers
Author: Khasawneh, Omar
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Philosophy,Early Childhood Education,Preschool Teachers,Educational Principles,Questionnaires,Statistical Analysis,Kindergarten,Gender Differences,Teaching Experience,Educational Attainment,Teacher Characteristics,Multivariate Analysis

The purpose of this study was to identify the educational implications of naturalism as an educational philosophy from the Jordanian childhood education teachers' perspectives. Each philosophy simply represents a unique conviction concerning the nature of the teaching/learning process. This study could serve as a grounded theory for Jordanian childhood teachers to comprehend the need for a clear educational philosophy within the Jordanian educational system. In addition, this research study would draw Jordanian childhood teachers' interest to be acquainted more with the educational principles of such philosophical theory. The researchers employed a questionnaire consisted of twenty one items, which correspond to the educational principles of naturalism. The quantitative approach is used to gather data as one of the techniques and descriptive due to its suitability for this study. The study findings revealed that Jordanian childhood education teachers' perspectives toward the implications of naturalism as an educational philosophy were positive for all domains; curriculum, aims, and activities. Based on the findings, the researchers provided some relevant recommendations.
Financing Adult Education: How Adequate Are Current Sources in Facilitating Access and Participation in Centres in Murang'a South Sub-County, Murang'a County, Kenya?
Author: Maina, Ndonga James
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Education,Surveys,Educational Finance,Access to Education,Participation,Financial Support,Government Role,Resource Allocation,Adult Educators,Adult Students,Expenditures,Enrollment Trends,Academic Persistence

The thrust of this study was to examine the level of adequacy of current sources in facilitating access and participation in adult education centres in Murang'a South Sub-County, Murang'a County, Kenya. The study adopted the descriptive survey design. Combinations of purposive and stratified random sampling techniques were used to select 82 subjects to participate in the study. The study established that most adult education centres in Murang'a South Sub-County received inadequate direct funding from the government in the last three financial years, hence making these centres unable to acquire adequate appropriate physical and instructional facilities. The funding conditions imposed by most financial institutions were prohibiting access and participation of prospective learners in these centres. It was recommended that the Government of Kenya and other public financing agencies should relax funding conditionality and increase their allocations to adult education in order to accelerate and sustain enrolment in the adult education centres.
Theoretical Framework of Researcher Knowledge Development in Mathematics Education
Author: Kontorovich, Igor'
Date: 2016-00-00
Type: Journal Articles
Subjects: Knowledge Level,Skill Development,Models,Mathematics,Mathematics Instruction,Mathematics Education,Decision Making,Interviews,Higher Education,Graduate Students,College Mathematics,Undergraduate Students,Data Analysis

The goal of this paper is to present a framework of researcher knowledge development in conducting a study in mathematics education. The key components of the framework are: knowledge germane to conducting a particular study, processes of knowledge accumulation, and catalyzing filters that influence a researcher's decision making. The components of the framework originated from a confluence between constructs and theories in Mathematics Education, Higher Education and Sociology. Previously published interviews with professor Jeremy Kilpatrick and professor Michèle Artigue are used for illustrating how the framework can be utilized in data analysis. Criteria for framework evaluation are discussed.
Understanding Personal Learning Environment Perspectives of Thai International Tourism and Hospitality Higher Education Students
Author: Tanyong, Siriwan
Date: 2016-00-00
Type: Journal Articles
Subjects: Hospitality Occupations,Tourism,College Students,Questionnaires,Student Attitudes,Educational Environment,College Faculty,Student Role,Teacher Role,Ownership,Environmental Influences,Social Media,Telecommunications,Access to Information,Foreign Countries,Student Characteristics,Likert Scales,Statistical Analysis

This paper is part of a periodic research conducted in developing a personal learning environment for Thailand's higher education students with English as medium of instruction. The objective of the first phase in this research was to understand the personal learning environment perspectives of Thai International tourism and hospitality higher education students. A structured questionnaire of personal, learning and environment perspectives based on various literature reviews and practical applications was constructed and distributed to 111 Bachelor of Business administration students majoring tourism and hospitality management to measure their agreeableness towards elements of PLE. The results revealed that all the three stakeholders, i.e., the student, teacher and the college have control or ownership over the self-learning phases of the students. The students use social media and smart phones to search and find relevant information in various formats such as videos, audios, news, articles from internet and teach each other by giving feedbacks within themselves on completing their assignments during self-learning phases.
The Extension of Cultural Dominance in Iran with the Establishment of New Schools in Ghajar Period
Author: Piri, Mohammad
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational History,Foreign Policy,Cultural Influences,Parochial Schools,Christianity,Competition

Since the beginning of 19th century, England for political reasons tried to make relations with Iran. Englishmen besides political tricks tried to establish their trace in Iran society by cultural permeation. European religious commissions who proceeded in different parts of the world since 19th century, though apparently had religious motivations, but they actually became grader of colonization. The aim of this text is to determine quality of establishing such schools and their function in extension of England's permeation which is performed with trend study and documentary methods and by using the content of itineraries, memories and other firsthand resources. This study showed: religious schools were a way of cultural permeation of England in Iran in Ghajar period. These schools not only by training Iranian teenagers in western method made them strange with their national culture and in some cases utilized graduates of these schools for their own objectives, but also, sometimes in competition with each other effected on creating social crisis.
Does Problem-Based Learning Improve Problem Solving Skills?--A Study among Business Undergraduates at Malaysian Premier Technical University
Author: Kadir, Z. Abdul
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Problem Solving,Problem Based Learning,Undergraduate Students,Business Administration Education,Teaching Methods,Quasiexperimental Design,Pretests Posttests,Experimental Groups,Control Groups,Conventional Instruction,Comparative Analysis,Statistical Analysis,Nonparametric Statistics

Problem-based Learning (PBL) approach has been widely used in various disciplines since it is claimed to improve students' soft skills. However, empirical supports on the effect of PBL on problem solving skills have been lacking and anecdotal in nature. This study aimed to determine the effect of PBL approach on students' problem solving skills using a quasi-experimental non-equivalent group pretest--posttest design. Fifty management students from a premier Technical University in Malaysia were assigned to experimental and control groups. In the experimental group, students were given four problems to be solved and their solutions of the problems given were assessed in terms of their accuracy and quality. Students in the control group received conventional classroom instructional design. Results indicate that students in the experimental group have better problem solving skills (z: -4.220, p: 0.001 for accuracy and z: -2.594, p: 0.009 for quality) compared to those who were not exposed to the PBL approach. This finding substantiates the use of PBL as an effective instructional tool to improve students' problem solving abilities.
The Developing on Awareness of Water Resources Management of Grade 6 Students in Namphong Sub-Basin
Author: Seehamat, Lumyai
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Water,Conservation (Environment),Grade 6,Environmental Education,Consciousness Raising,Knowledge Level,Quasiexperimental Design,Experimental Groups,Control Groups,Natural Resources,Comprehension,Statistical Analysis,Pretests Posttests,Program Effectiveness

Awareness of water resources management is expression behavior as receive, response, valuing, and organization. Water resources is an important for everyone in the world and the recently water resources are be risky as lack of water, waste water, and blooding. The development on awareness of water resources management for grade 6 students is very important to solve immediately. The objectives of this research were to 1) compare grade 6 students' awareness and comprehension of water resources management after developing 2) compare grade 6 student's awareness and comprehension of water resources management after developing between irrigated area and non- irrigated area. The research was quasi-experimental design. The samples of control group were 31 students and 61 students were experimental group. Research instruments were the curriculum for developing awareness of water resources management, water resources management comprehension test, and assessment form for awareness of water resources management. Data analyzed were used descriptive statics for mean, standard deviation, and independent t-test used for comparing mean scores of pretest and posttest. The research found that the pretest and posttest of students' awareness of water resources management and comprehension were significantly different at 0.05 levels. The compare mean between students' awareness and comprehension in irrigated zone and non-irrigated zone were not significantly different at 0.05 levels.
A Study on Simulation Methods in Academic Success with Reference to Teaching Biology for Education Students
Author: Sasikala, P.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Simulation,Biology,Science Instruction,Nursing Students,Nursing Education,Mixed Methods Research,Control Groups,Experimental Groups,Comparative Analysis,Instructional Effectiveness,Conventional Instruction,Technology Uses in Education,Pretests Posttests,Semi Structured Interviews

The main objective of this study is to determine the utility of simulation methods in biology teaching for nursing students and academic success. 100 students (50 control, 50 experimental) who studied at Srinivasa Teacher Training School, Kalikiri, Recognised by Sri Venkateswara University, Faculty of Education, Tirupati, AP, India, 2014-215 academic year participated in this research. In the present study mixed methods approaches were used namely qualitative and quantitative methods. Instructional transaction included the subject of &quot;Biology&quot; in the &quot;daily life and importance&quot; unit. Statistical results (p = 0.01, p&lt;0.001, and p&lt;0.001) of the present study data after obtained the application revealed that the experimental students group were more successful who were taught by simulation method than the students of the control group taught by traditional approaches. Once again the results of the present study evidenced that experimental students who taught by using simulation method were satisfied with simulation-based biology education.
How Iranian Instructors Teach L2 Pragmatics in Their Classroom Practices? A Mixed-Methods Approach
Author: Muthasamy, Paramasivam
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,Pragmatics,Language Teachers,Teaching Methods,Questionnaires,Semi Structured Interviews,Consciousness Raising,Speech Acts,Communication Strategies,Feedback (Response),Error Correction,Cultural Awareness,Mixed Methods Research,English (Second Language)

This study examined the teaching approaches and techniques that Iranian instructors utilize for teaching L2 pragmatics in their classroom practices. 238 Iranian instructors participated in this study. The data for this study were accumulated through questionnaire and semi-structured interviews. In terms of the instructional approaches, both the quantitative and qualitative results showed that instructors make use of inductive and implicit approaches more than other two approaches, deductive and explicit, to teach L2 pragmatics .With regard to the pragmatic consciousness-raising techniques, the results revealed that instructors mostly make use of conversation topics and also situations to raise learners' awareness of the speech act under study. In addition to this technique, instructors make use of field experience to give input to learners. Regarding the pragmatic communicative practice techniques, the quantitative and qualitative results showed that instructors mostly make use of role-play and pair- work techniques to engage learners to practice speech acts. Moreover, the results of the questionnaire and interview with regard to pragmatic corrective feedback techniques showed that instructors almost give feedback implicitly by reformulating learners' mistakes and repeating their errors On the contrary, instructors give less metalinguistic information and explain the inappropriate expressions to learners. In terms of culture teaching techniques, the results illustrated that instructors share their knowledge of what they hear or read about other cultures with their learners. The results of this study have some implications for language instructors.
Pre-Service Middle School Mathematics Teachers' Understanding of Students' Knowledge: Location of Decimal Numbers on a Number Line
Author: Girit, Dilek
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Middle School Teachers,Mathematics Teachers,Student Teacher Attitudes,Teacher Expectations of Students,Knowledge Level,Arithmetic,Number Concepts,Numeracy,Misconceptions,Middle School Students,Grade 5,Grade 6,Interviews,Mathematics Skills,Problem Solving,Case Studies,Qualitative Research,Comparative Analysis,Data Analysis,Foreign Countries

Studies reveal that students as well as teachers have difficulties in understanding and learning of decimals. The purpose of this study is to investigate students' as well as pre-service teachers' solution strategies when solving a question that involves an estimation task for the value of a decimal number on the number line. We also examined the pre-service teachers' anticipation of students' misconceptions and difficulties for the given task. To conduct our analysis, we conducted interviews with three 5th and three 6th grade students, and eight pre-service teachers. During the interviews we asked them to solve the question and explain their solution strategies. The findings of the study indicate that students and pre-service teachers approach this problem in different ways. However, both groups have a tendency to think of decimals successively and indicate precise answers rather than specifying a range of possible values. We also observed the pre-service teachers could only partially anticipate the misconceptions and difficulties faced by the students.
How I Learned to Swim: The Visual Journal as a Companion to Creative Inquiry
Author: Scott Shields, Sara
Date: 2016-04-14
Type: Journal Articles
Subjects: Diaries,Visual Aids,Research,Creative Activities,Research Methodology,Reflection,Evaluation Methods,Epistemology,Theories

In this paper, I discuss my engagement with a visual journal as a companion to creative research practice during my dissertation research. Grounded in arts based research methodologies; I explore visual journals in relationship to research, reflection and analytic processes. I begin with a discussion of the visual journal as an artifact of qualitative thought, including its epistemological, theoretical, and methodological undercurrents. Next, through a series of visual journal examples, I discuss how this methodological engagement influenced my research trajectory. I close the paper with a discussion of the implications for using a visual journal in research and offer suggestions for how to start your own creative research endeavors.
Using Open-Response Fraction Items to Explore the Relationship between Instructional Modalities and Students' Solution Strategies
Author: Shumway, Jessica F.
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Methods,Fractions,Mathematics Instruction,Grade 3,Grade 4,Elementary School Students,Comparative Analysis,Mixed Methods Research,Elementary School Mathematics,Technology Uses in Education,Manipulative Materials,Educational Technology,Coding

The purpose of this study was to explore the relationship between instructional modality used for teaching fractions and third- and fourth-grade students' responses and strategies to open-response fraction items. The participants were 155 third-grade and 200 fourth-grade students from 17 public school classrooms. Students within each class were randomly assigned to two instructional treatment groups: a virtual manipulatives representations (VMR) instruction group and a physical manipulatives and textbook representations (PMTR) instruction group. A conversion mixed methods analysis was used to examine quantitative and qualitative data. The quantitative analysis showed achievement outcomes were the same for both groups. The qualitative analysis revealed shifts in learning that were otherwise hidden with solely quantitative achievement results. Specifically, the results indicated VMR group success in understanding fractions as relationships and PMTR group success in maintaining conceptualization of the whole. Overall, the results of this study corroborate previous research indicating the importance of both types of instructional modalities, showing that virtual manipulatives and physical manipulatives are effective instructional tools with positive effects on student learning. The study expands existing research by offering an opportunity to explore the nuances of students' fractions understanding and provide a window into students' shifts in fraction learning.