ethanporcaro/eric-fulltext-meta huggingface dataset:
What Has Changed in the World Regional Geography Teaching in Turkey: A Syllabus-Based Assessment
Author: Sahin, Vedat
Date: 2021-00-00
Type: Journal Articles
Subjects: World Geography,Geography Instruction,Teaching Methods,Secondary School Students,Course Descriptions,Educational History,Foreign Countries,Curriculum,Reliability,Validity

During the Republican period in Turkey, various arrangements were made regarding the world regional geography syllabi. In this context, with the curriculum of 2005, which forms the overall structure of the geography curriculum in today's secondary education, the understanding of world regional geography has greatly changed. This study is descriptive as well as qualitative data model and document analysis in terms of data gathering techniques. The main objective of the study is to explain the historical development process of countries' geography teaching in the secondary education in Turkey and to set forth the current state of the countries' geography teaching. The study revealed that the current teaching of countries' geography in secondary education has been renewed. In this context, it is revealed that the manner with which the topics related to countries' geography were delivered was aiming to analyse the geographic information, and to achieve progress in an innovative sense.
Elementary School Counselors&apos; Level of Knowledge of Attention Deficit Hyperactivity Disorder: The Case of the North Border Region of Saudi Arabia
Author: Alshammari, Nawaf Abbas
Date: 2020-00-00
Type: Journal Articles
Subjects: School Counselors,Counseling Effectiveness,Knowledge Level,Attention Deficit Hyperactivity Disorder,Students with Disabilities,Elementary Schools,Children,Clinical Diagnosis,Symptoms (Individual Disorders),Outcomes of Treatment,Incidence,Foreign Countries

School counselors play a critical role in the identification and management of students with attention deficit hyperactivity disorder (ADHD). In order for the counselors to effectively help students with this condition, it is important that they have knowledge about this disorder. Therefore, the aim of this study was to assess the level of knowledge that elementary school counselors on the Northern Border of Saudi Arabia have (ADHD). The Knowledge of Attention Deficit Disorder Scale (KADDS) was used to evaluate the counselors. The KADDS scale has three sub-scales that test general knowledge, diagnosis and symptoms, and treatment of ADHD. The study sampled 89 of approximately 200 school counselors working at elementary schools across the Region. The study data was analyzed using Statistical Packages for Social Sciences. The counselors got 31% of the questions in the general knowledge sub-scale correct while 43% were answered incorrectly, and 26% answered, &quot;don't know.&quot; In the diagnosis/symptoms sub-scale 63% of the questions were answered correctly, 21% were answered incorrectly, while 16% answered: &quot;don't know.&quot; In the treatment sub-scale, 38% of questions were answered correctly, 26% were answered incorrectly while 36% answered: &quot;don't know.&quot; Overall, 41% of the questions were answered correctly, 32% were answered incorrectly, while 27% answered: &quot;don't know.&quot; Based on these findings, the researcher concluded that the school counselors in the Northern Border Region of Saudi Arabia do not have sufficient knowledge of ADHD. This lack of knowledge invariably inhibits their ability to help children with ADHD.
IUPAC Nomenclature of Higher Alkanes -- Innovative Mnemonics
Author: Das, Arijit
Date: 2021-00-00
Type: Journal Articles
Subjects: Mnemonics,Morphemes,Prediction,Concept Formation,Time Management,Chemistry,Science Instruction,Teaching Methods,Scientific Concepts,Classification,Numbers,Vocabulary

IUPAC nomenclature of lower alkanes (1C to 10C) is quite common and digestible. But students face problems remembering and predict IUPAC word-root during IUPAC nomenclature of higher alkanes (C &gt;11). Here in this innovative article, I have tried to focus IUPAC nomenclature of higher alkanes (11C to 90C) through the prediction of IUPAC word root by using innovative mnemonics to make the concept unambiguous, simpler, time economic, and interesting.
ICT: Didactic Strategy Using Online Simulators for the Teaching Learning of the Law of Conservation of Matter and Its Relationship to Chemical Reactions in Higher Middle Education
Author: Barocio, Yvonne Rodriguez
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Computer Simulation,Teaching Methods,Chemistry,Science Instruction,Scientific Concepts,Concept Formation,Equations (Mathematics),Foreign Countries,Secondary School Science,Instructional Effectiveness,Secondary School Students

It is imperative that a profound transformation be carried out in the traditional way in which we teach science subjects, so it is necessary that the role of student change from being a mere recipient of information to being the main player in the construction of his knowledge. One of the strategies to achieve this is to make use of ICT, within which are educational simulators, as a support resource to facilitate the teaching-learning processes taught in the classroom. The didactic strategy developed in this work was carried out with the PhET (https://phet.colorado.edu) simulator was used to improve the learning teaching of the law of conservation of the subject matter and its relationship with chemical reactions. To evaluate the learnings acquired by students, the Hake factor was determined. In terms of the implementation of this didactic strategy, students demonstrated greater recognition, understanding and appropriation of the knowledge gained about the importance of this law in chemical reactions. This teaching strategy is useful for higher middle-level schools that do not have a school science lab.
Absenteeism and Parental Involvement in Home and School among Middle School Students of Public School in Northern Mindanao, Philippines: Basis for Intervention
Author: Cepada, Charry Mae P.
Date: 2020-00-00
Type: Journal Articles
Subjects: Attendance Patterns,Parent Participation,Middle School Students,Public Schools,Foreign Countries,Intervention,Educational Attainment,Student Attitudes,Parent Attitudes,Predictor Variables

Educational attainment is an important determinant of one's success. Yet, absenteeism among adolescents jeopardizes chances of achieving their educational goals. Absenteeism can lead to an increasing disinterest in school and the chance of dropping out in school. Thus, this study determined how parental involvement affects absenteeism among 60 Middle school students of a public school. Specifically, it tested the extent of absenteeism of the respondents and the extent of parental involvement in school. Also, this study correlates students' absenteeism and parental involvement both at home and school. This study used descriptive--correlational method. A validated researcher-made questionnaire was used to determine the extent of absenteeism, extent of parental involvement and the respondents' perception towards parental involvement. Further, frequency, weighted mean, Pearson R correlation, and t-test for Two Independent Means were used as statistical tools in analyzing the gathered data. The study disclosed that parents were greatly involved at home but were moderately involved in school which contributed to the absenteeism of the students. Parental involvement in school was deemed important in terms of giving support and monitoring their children's attendance and performances in school. The findings revealed that parental involvement in school had a strong negative relationship with absenteeism. This meant that as parental involvement decreased, absenteeism among students increased. With a=0.05, there was a significant relationship between parental involvement and absenteeism both at home and in school. Conversely, there was no significant difference on how the students and their parents perceived parental involvement. As gleaned in the data, both parents and students considered parental involvement as one of the important factors that enabled the students to pursue their studies. This study concludes that parental involvement in school and at home is correlated with absenteeism of the Middle school students in a public school. Parental involvement at home enables the parents to take good care of their children and show support in the learners' academic endeavors. Parental involvement in school also provides a big impression to the students. The presence of the parents in school boosts self-esteem and self-worth among their children.
Exploring the Use of Touchscreen Devices for Children with Special Educational Needs and Disabilities: Digital vs Traditional
Author: Durgungoz, Fatma Canan
Date: 2021-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Educational Technology,Technology Uses in Education,Handheld Devices,Teaching Methods,Attention,Telecommunications,Interaction,Time,Success,Computer Oriented Programs,Foreign Countries,Special Education,Young Children,Private Schools,Instructional Materials

This research explores the use of touchscreen devices with children with special educational needs and disabilities (SEND) regarding their engagement with schoolwork. The participant children's attention, interaction and success with tablet computers and traditional materials were evaluated to fulfil the research aims. The study was conducted in a special needs education institution in Turkey. Video recording and observation were used to collect data. Seven students with different special needs participated in this study. Four sessions were held with each child; two sessions were held with traditional materials, and the other two sessions were held with the touchscreen device. Paired Sample T-Test was used to assess children's attention and interaction time within two different conditions. Wilcoxon Test was used to analyse the success of children. The results show that the participants' attention time was longer with the touchscreen device. Children's interaction time and their success with the device were related to the mobile application. Observation data indicated that not all aspects of the applications were suitable for the students, which negatively affected their learning experience. This study concludes that although an increase of interest in introducing a new tool might have a primary role in the participants' engagement, digital mobile devices could become indispensable for children with SEND. Therefore, more efforts should be canalised into developing mobile software that is carefully tailored for specific disabilities and individual needs.
Mere Engagement: Reflections about the Connections between Online Learning, Student Agency, and Student Engagement. Issue Brief
Author: Avery, Laureen
Date: 2021-01-00
Type: Reports - Descriptive
Subjects: Learner Engagement,Electronic Learning,Personal Autonomy,Distance Education,COVID-19,Pandemics,Teacher Student Relationship,Web Based Instruction,Computer Mediated Communication,Asynchronous Communication,Synchronous Communication,Technology Uses in Education,Competency Based Education,Family School Relationship,Parent Participation

Circles of family and friends in education are submerged in the academic, safety, and security efforts of continuing a school year like no other in recent history. Teachers, administrators, support staff, and families are thinking about the physical layout of classrooms, hand-washing, masks, temperature-taking, and closing learning gaps. Essential school shopping now includes custom-made masks with sports teams, popular movie characters, or cartoon logos. The big things compete for attention: most importantly, the wellbeing of all students, adults, and families in the everyday operation of school. Big things also include technical support required for transitioning instruction and assessment to online platforms like Google Classroom, as well as somehow creating and delivering learning support materials to each child's home. Once things become operational, however, the issues linked to the &quot;mere engagement&quot; of students looms large. Without considering issues associated with student agency and student engagement, all the work to prepare may be in vain. Engagement has not yet moved to the front burner. Given the reality of the current environment, it can be helpful to take the experiences of last spring, both weak and strong, and share lessons learned. This brief invites readers to share in reflections about connections between online learning, student agency, and student engagement.
How GPE Drives Gender Equality
Author: Global Partnership for Education (GPE)
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Sex Fairness,Equal Education,Access to Education,Foreign Countries,Developing Nations,Educational Opportunities,Barriers,Educational Strategies,Womens Education,International Organizations

Education drives gender equality which is key to creating a more peaceful, prosperous, healthy and sustainable world. But for education to fulfill its potential, both girls and boys must equally benefit from it. This brief provides information on the gender equality challenge, the Global Partnership for Education (GPE) approach, why gender equality in education matters, and closing the gender gap in Afghanistan.
A Meta-Analysis of the Impact of Problem Posing Strategies on Students&apos; Learning of Mathematics
Author: Kul, Ümit
Date: 2020-09-00
Type: Journal Articles
Subjects: Meta Analysis,Problem Solving,Learning Strategies,Mathematics Skills,Mathematics Education,Mathematics Achievement,Effect Size,Outcomes of Education,Mathematics Instruction,Teaching Methods

This is a review of experimental research in which students have been taught to pose mathematical problems as a means of developing their learning. Hence, the aim of the research is to combine the empirical evidence regarding the functionality of problem posing strategies and to explore the aspects which could influence the integration of problem posing in mathematical education. In this direction, a meta-analysis approach was utilized in this study. 20 experimental research published between years of 2000 and 2020 are contained in this research and 31 effect sizes were computed. According to random effects model, it was found that problem posing strategy has significant impact on learners' problem-solving skills, mathematics achievement, level of problems posed, and attitudes towards mathematics (ES = 1.328; 1.142; 1.152; 0.643; p=0.05). These effects also were analyzed according to methodological and instructional variables. The findings obtained in the research was discussed in the light of the literature and suggestions were made for the future studies.
Increasing Community College Graduation Rates: A Synthesis of Findings on the ASAP Model from Six Colleges across Two States
Author: Miller, Cynthia
Date: 2021-02-00
Type: Reports - Research
Subjects: Community Colleges,Program Effectiveness,Associate Degrees,Bachelors Degrees,College Transfer Students,Student Characteristics,Institutional Characteristics,Time to Degree,Academic Support Services,At Risk Students,Barriers,Academic Advising,Intervention,Student Financial Aid,Student Personnel Services,Enrollment,Management Information Systems,Scheduling,Enrollment Rate,Tutoring,Student Attitudes,Educational Attainment,Graduation Rate

This paper presents new estimates of the effects of the City University of New York (CUNY) Accelerated Study in Associate Programs (ASAP) model, evaluated using a randomized controlled trial first in New York and later through a replication in Ohio. It describes longer-term effects of CUNY ASAP in New York, showing that the program's effects on associate's degree receipt persisted through eight years and likely represent a permanent increase in degree receipt. The paper also offers an analysis from the pooled study samples in New York and Ohio. The findings indicate that the program has consistent effects on degree receipt across different states but also for somewhat different levels of service contrast, such as the number of additional advising visits.
Private Sector: Working Together for Effective Partnership
Author: Global Partnership for Education (GPE)
Date: 2021-02-01
Type: Reports - Descriptive
Subjects: Private Sector,Partnerships in Education,Expertise,School Business Relationship,Industry,Business,Professional Associations,Educational Change,Educational Innovation,Educational Quality,Accountability,Developing Nations,Foreign Countries

The global learning crisis continues to threaten the future of millions of children and derail economic progress in low-income countries. While noteworthy progress has been made and significantly more children are in school and learning, the learning crisis is increasing due to population growth, education system challenges, natural disasters and pandemics. Partnership with the business community can make a pivotal difference in resolving education sector bottlenecks that prevent the delivery of quality education to every child. The Global Partnership for Education (GPE) is well positioned to leverage private sector expertise and give the sector a stronger voice in country policy and planning processes as well as through engagement in global forums and multi-stakeholder initiatives. Industry partnerships, business associations and individual businesses are encouraged to share their expertise and resources to help transform education systems for the 21st century and to identify innovative solutions to advance quality learning opportunities for all children. This report looks at what it means to be a GPE partner by presenting the following topics: (1) How the private sector contributes to an effective partnership; (2) The role played by the private sector in GPE's country-level work; (3) Private sector accountability; and (4) Private sector engagement in practice and how to get involved. A list of resources is included.
The GPE Match: A 1:1 Match for Investments in Education in the World&apos;s Poorest Countries
Author: Global Partnership for Education (GPE)
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Educational Finance,Investment,Foreign Countries,Developing Nations,Private Financial Support,Philanthropic Foundations,Womens Education,Equal Education,Sex Fairness

Global Partnership for Education (GPE), the largest global fund dedicated to transforming education, now offers the GPE Match. Through the GPE Match, GPE will double qualifying philanthropic investments made in education in GPE partner countries by the business community or private foundations. That doubles the impact on getting more girls and boys in school and learning. The GPE Match opens up new opportunities for investment in education. It matches qualifying financial or in-kind contributions for partners to scale up or start programs on the ground. It matches financial contributions to GPE's new Girls' Education Accelerator. The GPE Match can be triggered in two ways, which are described in this report: (1) The GPE Multiplier; and (2) Girls' Education Accelerator.
Monitoring the Future National Survey Results on Drug Use, 1975-2020: Overview, Key Findings on Adolescent Drug Use
Author: Johnston, Lloyd D.
Date: 2021-01-00
Type: Reports - Research
Subjects: National Surveys,Drug Use,College Students,High School Graduates,Adults,Older Adults,Trend Analysis,Intervention,Policy Formation,Grade 8,Grade 10,Grade 12,Substance Abuse,Student Surveys,COVID-19,Pandemics,Student Attitudes,Cocaine,Lysergic Acid Diethylamide,Smoking,Stimulants,Incidence,Alcohol Abuse,Risk,Futures (of Society),Adolescents

Monitoring the Future (MTF) is a long-term study of substance use and related factors among U.S. adolescents, college students, and adult high school graduates through age 60. It is conducted annually and supported by the National Institute on Drug Abuse. MTF findings identify emerging substance use problems, track substance use trends, publish many scientific findings, and help to inform policy and intervention strategies. The key findings regarding use of various substances by 8th, 10th, and 12th graders surveyed across the coterminous U.S. in 2020 are summarized. The year 2020 was an unusual year for the study in that data collection was halted earlier than usual, in March of that year, as a result of the emerging COVID-19 epidemic. This resulted in smaller samples being obtained that year. How the authors dealt with this disruption (as well as the disruption that occurred in the 2019 study, the transition from students using paper and pencil questionnaires to using electronic tablets) to the ongoing series is described. It should be noted that the 2020 data collection occurred early in 2020, so it does not cover most of the period of the pandemic, nor of its effects. [For &quot;Monitoring the Future National Survey Results on Drug Use, 1975-2019: Overview, Key Findings on Adolescent Drug Use,&quot; see ED604018.]
Girls&apos; Education: The Path to Progress
Author: Global Partnership for Education (GPE)
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Females,Access to Education,Sex Fairness,Economic Development,Poverty,Educational Attainment,Enrollment Trends,Elementary Secondary Education,Barriers,Partnerships in Education,Educational Finance,Foreign Countries

Although more girls than ever go to school today, 129 million girls worldwide are still denied an education. Educating girls generates huge dividends for economic prosperity, gender equality, climate resilience, public health, and lasting peace and stability. GPE believes that all girls should be educated, healthy and safe, and it has taken bold steps to realize this vision by: (1) Hardwiring gender equality into everything we do; (2) Investing in girls; (3) Putting gender equality at the heart of education systems; and (4) Putting girls' education on the world stage.
Working Together for Effective Partnership: Government/Ministry of Education
Author: Global Partnership for Education (GPE)
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Partnerships in Education,Government (Administrative Body),International Cooperation,Educational Change,Educational Quality,Grants,Educational Finance,Accountability,Government Role,Educational Development

Partner country governments play a critical role in the Global Partnership for Education, both at global level through representation in the constituency-based Board and at country level as the primary policy makers and funders of education systems. GPE emphasizes the importance of government leadership and inclusive, consultative policy dialogue. Coordinated efforts among all stakeholders will help to meaningfully transform education and provide all children with a quality education. While GPE's grant funds can be of great value to partner countries, the latter can achieve even greater impact if the partnership aspect of GPE is effectively leveraged.