ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of ICT as Another Route to Overcome Learning Barriers for Students with SEN: A Case Study in an Egyptian Context
Author: Al-Gawhary, Wedad
Date: 2012-10-00
Type: Reports - Research
Subjects: Foreign Countries,Special Needs Students,Down Syndrome,Autism,Cerebral Palsy,Information Technology,Communications,Computer Mediated Communication,Heterogeneous Grouping,Barriers,Case Studies,Computer Literacy,Interrater Reliability,Semi Structured Interviews,Semitic Languages,Computer Software,Mixed Methods Research

The purpose of this case study was to measure the impact of using ICT in Individual Learning Programmes of students with learning disabilities. Twenty five students and thirteen teachers took part in the research which was based on classroom observations. The Kappa coefficient was employed as a measure to statistically quantify the students' acquisition and progress in learning computer and literacy skills through raters' observations. A high correlation between Keyboard, PowerPoint, and literacy skills (writing, reading, and maths) was revealed suggesting the significance and impact of keyboard training as an essential component towards achieving educational objectives. Moreover, thematic analysis of the teachers' interviews provided a further dimension for understanding factors influencing the ICT integration process. These results further confirmed the positive impact of computer skills training on the students' learning experience which also revealed a strong belief in the right of every child to all learning opportunities, particularly ICT regardless of his/her abilities.(Contains 2 tables.) [For the complete proceedings, &quot;Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, October 19-21, 2012),&quot; see ED542606.]
Learning "in" or "with" Games? Quality Criteria for Digital Learning Games from the Perspectives of Learning, Emotion, and Motivation Theory
Author: Hense, Jan
Date: 2012-10-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Educational Games,Electronic Publishing,Feedback (Response),Learning Theories,Learning Processes,Constructivism (Learning),Opportunities,Educational Psychology,Problem Solving,Emotional Response,Learning Motivation,Psychological Patterns,Student Motivation,Personal Autonomy,Group Membership,Educational Quality,Criteria

This conceptual paper aims to clarify the theoretical underpinnings of game based learning (GBL) and learning with digital learning games (DLGs). To do so, it analyses learning of game related skills and contents, which occurs constantly during playing conventional entertainment games, from three perspectives: learning theory, emotion theory, and motivation theory. It is assumed that by an analysis of the processes leading to implicit learning in conventional digital games, the underlying principles can be made explicit and subsequently used for designing DLGs effective for curricular learning. Theoretical approaches which are used in the analysis include behaviorism, cognitivism, individual and social constructivism for the perspective of learning theory. For the perspective of emotion theory, research on learning related effects of positive and negative emotion is used, and for the perspective of motivation theory constructs and approaches such as self-efficacy, locus of control, interest and self-determination theory are drawn upon. All of these theoretical perspectives help to understand how players of conventional entertainment games acquire a wide range of skills and contents while playing, and why they do so with immense motivational and emotional involvement. The results of the theoretical analysis are subsequently used to deduct criteria and guidelines for designing and applying digital learning games as powerful learning environments. Early experiences derived from the checklist's application are reported. (Contains 1 figure.) [For the complete proceedings, "Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, October 19-21, 2012)," see ED542606.]
Fight Like a Butterfly: Three Critical Elements for Taking the Sting out of Professional Development
Author: Pourreau, Leslie
Date: 2012-03-20
Type: Opinion Papers
Subjects: Professional Development,Coaching (Performance),Teacher Leadership,Teacher Improvement,Online Courses,Communities of Practice,Cooperation,Role Models,Adult Learning,Inquiry,Academic Achievement,Educational Technology

This paper describes the need for developing, implementing and sustaining professional development (PD) designed to provide a network of coaching support for teachers, an element of independent online study and a collaborative network of peers. Leaders recognize the importance of school structure but need to further address the impact of professional development as a means of creating a culture of change and support for teacher leaders focused on student achievement and shared values.
Owning It: An Evaluation of Language Applications and Software for Second Language Acquisition Mastery
Author: Poureau, Leslie
Date: 2013-05-01
Type: Reports - Research
Subjects: Educational Technology,Second Language Learning,Second Language Instruction,Computer Software,Teacher Surveys,Student Surveys,Cultural Awareness,English (Second Language),Student Attitudes,Teacher Attitudes,Comparative Analysis

As learner populations have become more culturally and linguistically heterogeneous, technology has created learner-centered environments that incorporate digital-based literacies, foster personalization of content, and build technological competencies through opportunities that increase linguistic and cultural knowledge and enhance technical skills. This paper identifies applications that can be used in PK-12 instruction to support Second Language Acquisition. Three appendixes present: (1) Student Survey; (2) Teacher Survey: Educator Apps and Software Evaluation; and (3) application/software comparison chart. (Contains 3 tables.)
The Effect of Mozart's Music on Social Learning Behavior of High School Students
Author: Pelayo, Jose Maria G., III
Date: 2010-03-00
Type: Dissertations/Theses - Masters Theses
Subjects: High School Students,Classical Music,Student Behavior,Learning,Interpersonal Relationship,Academic Achievement,Classroom Environment,Social Environment,Foreign Countries

The researcher acknowledges the importance of creativity and innovation in terms of discovering more methods or strategies on improving intellectual growth of an individual. In this case, the researcher focuses on the Social Learning Behavior of high school students. About 15 years ago, a professor of psychology stirred up the music world with the idea that listening to Mozart could make you smarter. Before the decade was out, the work of Dr. Frances H. Rauscher, professor of psychology at the University of Wisconsin Oshkosh, had brought forth a veritable flood of pop-psych books, tapes, and CDs promising in newspaper inserts and on television infomercials to boost your brain. One enterprising author even went so far as to trademark the phrase &quot;The Mozart Effect.&quot; Albert Bandura believed in &quot;reciprocal determinism,&quot; that is, the world and a person's behavior cause each other, while behaviorism essentially states that one's environment causes one's behavior. Bandura, who was studying adolescent aggression, found this too simplistic, and so, in addition, he suggested that behavior causes environment as well. Based on the results of the study, it is appropriate to infer that because Mozart's music created an environment conducive for learning in the academic setting and therefore it may lead to high academic performance of students. Since continuous exposure to Mozart's music in the academic setting conditioned students to elicit high percentages in behavior leading to learning, eventually Mozart's music may lead to high academic performance of students. The following are appended: (1) The Effect of Mozart's Music on the Social Learning Behavior of High School Students, Research Data Form; and (2) Systems Plus College Foundation, Office of the High School Counselor, Student Achievement Data Form. A bibliography is included. (Contains 1 figure, 8 graphs, and 17 footnotes.)
Social and Emotional Dynamics of College Students with Musical Intelligence and Musical Training: A Multiple Case Study
Author: Pelayo, Jose Maria G., III
Date: 2013-05-00
Type: Reports - Research
Subjects: College Students,Music Education,Multiple Intelligences,Personality,Interpersonal Relationship,Social Behavior,Psychological Patterns,Student Attitudes,Self Esteem,Self Concept,Communication (Thought Transfer),Questionnaires,Foreign Countries

Music has been in its formal existence for so many years now and it has also been utilized to enhance, relax and help man's meditation. This study focused on how music can or may influence an individual. The researchers investigated and described the influence of Howard Gardner's theory on Multiple Intelligence (specifically, musical intelligence). The study is a qualitative investigation on the respondents' social and emotional dynamics in relation to musical intelligence and music training. The study aimed to determine any significant changes or developments among the students' personality, social and emotional dynamics such as social relations, social interactions, social perceptions, social behavior, social identity, expression of emotions, emotional perceptions, moods, attitudes, self-esteem, self-confidence, and self-identity that may be attributed to musical intelligence. It is a pilot survey in this particular area.
Educational Directory, 1916-17. Bulletin, 1916, No. 43
Author: Department of the Interior, Bureau of Education (ED)
Date: 1917-00-00
Type: Historical Materials
Subjects: Libraries,Organizations (Groups),Government Libraries,Superintendents,Parochial Schools,Presidents,Public Officials,Public Agencies,Boards of Education,Administrators,Public Libraries,Counties,Urban Schools,Allied Health Personnel,School Health Services,College Presidents,Deans,Trustees,Colleges,Professional Education,Schools of Education,Principals,Kindergarten,Vocational Education,Blindness,Special Schools,Deafness,Museums,Librarians,Summer Schools,Churches,Catholics,Jews,International Organizations,Community Organizations,Clubs,Females,Mothers,Periodicals,Foreign Countries

This bulletin provides a directory of officials in education, related institutions and organizations nationwide, as well as some international, and educational periodicals, including: (1) The United States Bureau of Education; (2) Principal State school officers; (3) Executive officers of State boards of education; (4) Executive officers of State library commissions; (5) County superintendents of schools; (6) Superintendents of public schools in cities; (7) Assistant and district superintendents of schools in cities of over 25,000 population; (8) Business managers in larger cities; (9) Chief medical inspector or school health officer in cities of over 25,000 population; (10) Colleges and universities--presidents and heads of departments of education; (11) Officers of boards of trustees of universities and colleges; (12) Presidents and deans of professional schools; (13) Principals of normal and kindergarten training schools; (14) Vocational education; (15) Schools for the blind; (16) Schools for the deaf; (17) Schools for the feeble-minded; (18) Summer-school directors; (19) Directors of museums; (20) Librarians of public and society libraries; (21) Directors of library schools; (22) Educational boards and foundations; (23) Church educational boards and societies; (24) Superintendents of Catholic parochial schools; (25) Jewish educational organizations; (26) International associations of education; (27) American educational associations; (28) Learned and civic organizations; (29) State federation of women's clubs; (30) Mothers' congresses; (31) Educational periodicals; and (32) Foreign countries--chief officers of education, 1914-15. [Best copy available has been provided.]
The District Agricultural Schools of Georgia. Bulletin, 1916, No. 44
Author: Lane, C. H.
Date: 1916-00-00
Type: Historical Materials
Subjects: Educational Facilities,Educational History,School Districts,Agricultural Education,High School Students,Rural Areas,Equipment,Home Economics,Economics Education,Rural Economics

In most of the States some attempt is made to teach agriculture and rural domestic economy to boys and girls of high school age and over, whose advancement in the ordinary school subjects is of high school grade or less. In some States the attempt has be made to do this work only in the regular county, township, district, and village high schools, modifying or adding to their traditional courses of study as has seemed necessary to adapt them to this purpose. In other States separate schools have been established in which these subjects are made the center of the course of study, and all other subjects are organized around them or are counted merely incidental. The separate high school of agriculture and rural domestic economies has been tried out on a larger scale in Georgia than elsewhere in this country, with one State-supported school in each congressional district. These schools, opened in 1907 and 1908, have now been in session long enough to make the history of their work and their results worthy of careful study. This bulletin embodies the results of a study made at the Department of Agriculture, and includes three parts: (1) Historical--summary of the Georgia agricultural schools; (2) School plant and equipment--description of a typical school, outside relations, and other district agricultural schools; and (3) Courses of study--detailed description of the course in agriculture and domestic science. Appended are statistical data and the 1906 authorizing legislation. (Contains 1 footnote.) [Best copy available has been provided.]
Kindergarten Legislation. Bulletin, 1916, No. 45
Author: Schofield, Louise
Date: 1917-00-00
Type: Historical Materials
Subjects: Kindergarten,Public Education,State Legislation,Educational Legislation,Enrollment,Program Development,Compulsory Education

According to a recent estimate, out of more than four million children between 4 and 6 years of age, less than half a million are enrolled in kindergartens. This condition may be attributed in general to a lack of knowledge of the practical, ethical, and social value of kindergarten education; to the expense of installing a system whose advantages are not always obvious to the minds of school authorities; and to a need for better kindergarten legal enactments in practically every State of the Union. This bulletin provides a brief summary of legislation in regard to the establishment and maintenance of kindergartens in the several States and suggestions for obtaining new legislation on this subject, for the benefit of persons interested in the extension of the kindergarten as a part of the system of public education in the States. Appended are tables presenting States with the constitutional and statutory provisions for the establishment, maintenance, and control of kindergartens, and those without such provisions; and the California Kindergarten Law, enacted in 1913 and amended in 1915. (Contains 10 footnotes and 1 table.) [Best copy available has been provided.]
Recent Movements in College and University Administration. Bulletin, 1916, No. 46
Author: Capen, Samuel Paul
Date: 1917-00-00
Type: Historical Materials
Subjects: Higher Education,Academic Freedom,College Faculty,College Administration,Public Service,Educational Researchers,Statistical Analysis,School Surveys,Universities,College Admission,Required Courses,Retirement Benefits,Insurance

The field of higher education has, until very recently, seldom been invaded by the educational researcher. Efficiency tests and statistical measurements have been applied to the work of lower schools, and the literature recording the results with increasing frequency. The literature of higher education however, is still predominantly of the philosophical order. This bulletin treats subjects that are of interest not only to administrative officers, but also to college professors and students of education in general and to the taxpayers by whom many of these institutions are supported. Sections include: (1) University surveys; (2) College entrance requirements; (3) A study of pensions and insurance for college teachers; (4) Training for public service; (5) The proposal for a State university in Massachusetts; and (6) Academic freedom. (Contains 8 footnotes and 3 figures.) [Best copy available has been provided.]
Report on the Work of the Bureau of Education for the Natives of Alaska, 1914-15. Bulletin, 1916, No. 47
Author: Department of the Interior, Bureau of Education (ED)
Date: 1917-00-00
Type: Historical Materials
Subjects: American Indian Education,Foreign Countries,Physicians,Nurses,Alaska Natives,Access to Health Care,Public Health,Reservation American Indians,Educational Legislation,Indigenous Populations,Transportation,Industry,Superintendents,School Districts,State Legislation

This bulletin documents the personnel, activities and conditions at the schools, medical facilities and cooperative stores in Alaska, and legislation pertaining to the work of the Bureau of Education in Alaska. Part I, General Summary, presents: (1) The Alaska field force; (2) Medical Relief; (3) Cooperative stores; (4) Reservations; (5) Regulations for Metlakatlan colony, Annette Island; (6) Legislation affecting Alaskan natives; (7) Summarized statistics of the reindeer service; (8) Exportation of reindeer meat; (9) Extension of reindeer enterprise on the Aleutian Islands and into southeast Alaska; (10) List of persons in the Alaska school service; (11) List of schools and teachers and enrollment; (12) Summary of expenditures; and (13) General statistics of reindeer service. Part II, Detailed Reports, provides supporting documents: (1) Reports by superintendents of the northwestern, upper Yukon, southwestern, and southeastern districts; (2) Reports by physicians and nurses stationed in Kanakanak, Russian Mission, Nulato, Kotzebue, and Nome; (3) Reports by teachers in schools at Wales, Deering, Shungnak, Sinuk, Akiak, Eagle, Klukwan, and Hydaburg; (4) Report of the first reindeer fair; and (5) Recent acts of the Alaska Territorial Legislature of importance to the natives of Alaska. (Contains 17 plates.) [Best copy available has been provided.]
Education and Service Conditions of Teachers in Scandinavia the Netherlands and Finland. Bulletin, 1940, No. 9
Author: Lindegren, Alina M.
Date: 1941-00-00
Type: Historical Materials
Subjects: School Organization,Foreign Countries,Educational Change,Cultural Differences,Educational Development,Teacher Education,Teacher Selection,Teacher Salaries,Teacher Placement,Educational History,Elementary Education,Secondary Education,Tests,Schools of Education,Philosophy,History Instruction,Mathematics Instruction,Science Instruction,Language Arts,Professional Development,Teacher Education Programs

This study deals with a special phase of the education systems of five small nations that have contributed much to the advancement and civilization of mankind. These countries include Denmark, Norway, Sweden, the Netherlands, and Finland. They are highly literate peoples accustomed to self-government and capable of carrying it on effectively, a capability that is due in great measure to their good schools. As near neighbors they have many common racial, cultural, and linguistic inheritances and have passed through much the same political and social development, facing similar dangers, sharing the same hopes and aspirations, and basing their lives on principles that they and other folk of culture believe to be fundamental. Those principles they are handing on to their children and are educating their teachers to help do it. Yet each of these nations has its peculiar characteristics of language, literature, culture, and form of government and in the field of education has set up a distinctive system worked out through centuries and decades for its special purposes. Those differences make it necessary to present for each country a separate account of the education of teachers and to explain the school organization and the kinds of schools in which they work. (Contains 39 tables and 5 graphs.) Individual sections contain footnotes and bibliography. [Best copy available has been provided.]
Expressions on Education by Builders of American Democracy. Bulletin, 1940, No. 10
Author: Federal Security Agency, US Office of Education (ED)
Date: 1941-00-00
Type: Historical Materials
Subjects: Educational History,Role of Education,Educational Philosophy,Educational Principles,Public Education,Democracy,Democratic Values,Presidents,Public Officials,United States History,Speeches,Personal Narratives,Educational Policy,Public Policy,Citizenship Education,Leaders,Higher Education,Elementary Secondary Education,Politics of Education

In 1913, the Office of Education published as Bulletin, 1913, No. 28, &quot;Expressions on Education by American Statesmen and Publicists,&quot; collected and compiled by Henry R. Evans. The 1913 bulletin has been long out of print. Since such a publication is as desirable today as it was over a quarter of a century ago, it was considered advisable that it be revised and reprinted. About half of the material in the former publication has been used in the revision. To this have been added quotations from other sources. In the new compilation, sentiments regarding education are included from all the Presidents of the United States. In addition to quotations from the Presidents the revision contains statements from Americans of the past, who have been outstanding leaders in various fields of professional and business life. The arrangement of authors is chronological by date of birth, except in the case of the Presidents of the United States, where the order of term of office is followed. [Best copy available has been provided.]
Placement Services in Colleges and Universities. Bulletin, 1940, No. 12
Author: Anderson, Lulu B.
Date: 1941-00-00
Type: Historical Materials
Subjects: Student Placement,Employment,Graduates,Career Guidance,Universities,Colleges,Job Placement,Employment Services

Colleges and universities may no longer merely turn out graduates with degrees, thinking thereby to have fulfilled their obligation to the student. Recent economic and technological changes have narrowed certain fields of employment while opening up others. Future changes will continue to affect opportunities for employment. Because there is so much uncertainty, students and graduates alike feel the need for vocational guidance and assistance in becoming established in the world of work. Placement is therefore being thought of as an integral part of the responsibility which the college should assume if the student is to become a happy, well-adjusted person with the ability to make a constructive contribution to society. This study was undertaken in the belief that an analysis of reports and a description of what is being done by placement services in a few representative colleges and universities throughout the country would provide a partial basis upon which other colleges might appraise their placement procedures and plan for future improvement with regard to this important phase of personnel work. A bibliography is included. (Contains 14 figures.) [Best copy available has been provided.]