ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining Teacher Actions Supportive of Cross-Disciplinary Science and Literacy Development among Elementary Students
Author: Norton-Meier, Lori A.
Date: 2013-01-00
Type: Journal Articles
Subjects: Elementary School Students,Elementary School Teachers,Teaching Methods,Elementary School Science,Literacy,Interdisciplinary Approach,Persuasive Discourse,Inquiry,Mixed Methods Research,Longitudinal Studies,Socialization,Writing Across the Curriculum,Grade 3,Learner Engagement,Student Motivation

The purpose of this study was to identify and describe teaching actions--embedded in the &quot;Science Writing Heuristic approach,&quot; a systematic teaching approach that integrates literacy instruction and argument-based inquiry learning of science--supportive of the cross-disciplinary literacy expectations necessary to compete in the 21st century. This article reports on qualitative findings from a mixed method longitudinal study conducted with 32 elementary teachers and over 700 students. The analysis of multiple layers of data identified two essential teaching action categories supportive of cross-disciplinary literacy skills development among students: (a) building an inquiry-based literacy community of social learning and (b) purpose setting, with a gradual shift of responsibility from the teacher to the student. A model is presented that emerged from the data and visually illustrates how teachers and students explore the purpose, function, mode, and audience within critical science-literacy events while engaging in science content learning. (Contains 2 figures and 2 tables.) [Additional funding for the project featured in this paper was provided by the State of Iowa through a Math-Science Partnership.]
Science and Technology Teachers' Views of Primary School Science and Technology Curriculum
Author: Yildiz-Duban, Nil
Date: 2013-01-00
Type: Journal Articles
Subjects: Evaluation,Teaching Methods,Science Education,Elementary Schools,Foreign Countries,Elementary School Teachers,Elementary School Curriculum,Elementary School Science,Science Curriculum,Sampling,Reliability,Goal Orientation,Educational Objectives,Educational Assessment,Constructivism (Learning),Interviews,Validity

This phenomenographic study attempts to explicit science and technology teachers' views of primary school science and technology curriculum. Participants of the study were selected through opportunistic sampling and consisted of 30 science and technology teachers teaching in primary schools in Afyonkarahisar, Turkey. Data were collected through an open-ended question form, and content analyzed. The reliability was computed as 97%. Findings revealed that there are four themes generated; &quot;a glance at the goals of primary school science and technology curriculum&quot;, &quot;a glance at the content of primary school science and technology curriculum&quot;, &quot;a glance at the teaching-learning process of primary school science and technology curriculum&quot; and &quot;a glance at the evaluation process of primary school science and technology curriculum&quot;. Participants' views were discussed under these themes. (Contains 5 tables.)
Transfer of Learning in Mathematics, Science, and Reading among Students in Turkey: A Study Using 2009 PISA Data
Author: Shelley, Mack
Date: 2013-04-00
Type: Journal Articles
Subjects: Science Achievement,Mathematics Achievement,Reading Achievement,Foreign Countries,Foreign Students,Transfer of Training,Science Instruction,Mathematics Instruction,Reading Instruction,Predictor Variables,Scores,Secondary School Students,Socioeconomic Influences,Urban Areas,Rural Areas

Using Program for International Student Achievement (PISA) 2009 data we study the transfer of knowledge among reading, mathematics, and science among Turkish students. Both Science and Reading are significant predictors of Mathematics scores, although clearly Science is a much stronger predictor; the transfer from Science to Mathematics is much greater than is the transfer from Reading to Mathematics. SCHOOLID is the single strongest predictor of Mathematics outcomes, likely reflecting the importance of socioeconomic and regional or urban/rural differences in the quality of education available to students. Both Mathematics and Reading are significant predictors of Science scores, although Mathematics is a stronger predictor; the transfer from Mathematics to Science is greater than is the transfer from Reading to Science. SCHOOLID is a weaker predictor of Science outcomes than are Mathematics scores, suggesting that the importance of socioeconomic and regional or urban/rural differences in the quality of education available to students may have slightly less consequence for Science outcomes than does the transfer effect from Mathematics to Science. Both Science and Mathematics are significant predictors of Reading scores, but the transfer from Science to Reading is much more robust than the transfer from Mathematics to Reading. SCHOOLID and Science are nearly identically strong predictors of Reading outcomes, suggesting that the importance of socioeconomic and regional or urban/rural differences in the quality of education available is on a par with the Science transfer to Reading. Implications of these findings are discussed. (Contains 3 tables.)
Representations of Fundamental Chemistry Concepts in Relation to the Particulate Nature of Matter
Author: Kirbulut, Zubeyde Demet
Date: 2013-04-00
Type: Journal Articles
Subjects: Chemistry,Fundamental Concepts,Scientific Concepts,Science Instruction,High School Students,Secondary School Science,Concept Formation,Interviews,Phenomenology

This study investigated high school students' understanding of fundamental chemistry concepts - states of matter, melting, evaporation, condensation, boiling, and vapor pressure, in relation to their understanding of the particulate nature of matter. A sample of six students (four females and two males) enrolled in a second year chemistry course at a midwestern high school in the USA was interviewed about their conceptions of states of matter, melting, evaporation, condensation, boiling, and vapor pressure. Interviewees were also asked to apply these concepts to explain everyday phenomena. Purposeful typical case sampling method was used to identify the students who were interviewed for this study. Evidence from these interviews indicates that multiple representations of the particulate nature of matter by students contribute to their understanding of the aforementioned fundamental concepts. Sample interview questions are appended. (Contains 1 table.)
Hybrid-Mentoring Programs for Beginning Elementary Science Teachers
Author: Bang, EunJin
Date: 2013-01-00
Type: Journal Articles
Subjects: Video Technology,Mentors,Beginning Teachers,Science Teachers,Elementary School Science,Communities of Practice,Models,Science Instruction,Educational Technology,Computer Simulation,Beginning Teacher Induction,Handheld Devices,Questionnaires,Case Studies,Interaction,Inquiry,Teacher Collaboration

This study examines four induction models and teacher changes in science teaching practices, as a result of several mentoring programs. It explores three different computer-mediated mentoring programs, and a traditional offline induction program--in terms of interactivity, inquiry-based teaching, and topics of knowledge. Fifteen elementary science teachers--eleven new teachers and four experienced science teachers--were assigned to and participated in, one of the four induction programs for five months: a Virtual Reality (VRG), a Wiki (WKG), a hand-held digital device (HDG), and a general group (GG). Data was collected by archiving written dialogues, snapshots and field notes of avatar interactions, monthly open-ended questionnaires, weekly journal reflections, science lesson plans, mentor/teacher field notes, student artifacts, and video-recording science teaching in classrooms. Using a case study through a time-order display strategy and utilizing situated learning framework, the findings indicate that the beginning teachers in each induction program had their own unique way of professionally interacting with their mentors. Except for the teachers in the GG, the new teachers were able to establish their own platforms for inquiry-based, student-centered teaching, improving not only their pedagogical content knowledge but also their confidence in teaching science. This study further discusses the importance of meaningful social engagements between mentors and mentees, as well as how these social engagements benefit new teachers becoming inquiry-based teachers and developing healthy communities of practice. (Contains 1 figure and 1 table.) [This study was partially supported by the Iowa State University College of Human Sciences Seed Grant Program, and was also supported by the Iowa Mathematics and Science Education Partnership (IMSEP).]
A Case Study of E-Tutors' Teaching Practice: Does Technology Drive Pedagogy?
Author: Chuang, Hsueh-Hua
Date: 2013-04-00
Type: Journal Articles
Subjects: Teaching Methods,Teaching Experience,Computer Mediated Communication,Online Courses,Social Influences,Teacher Student Relationship,Educational Technology,Language Skills,Second Language Instruction,English (Second Language),Interviews,Internet,Foreign Countries,Low Income Groups,Access to Computers,Elementary School Students

This article presents a case study of e-tutoring teaching practice during a 20-week e-tutoring program aimed at improving the English proficiency of targeted students. The study revealed what and why certain online tools were used by e-tutors and investigated how different technological proficiency and face-to-face (f2f) teaching experience shaped e-tutors' teaching practices in cyberspace. Data were collected through transcriptions of each recorded synchronous Skype teaching session, interviews of e-tutors, project artefacts, and e-tutors' weekly memos. Results showed that use of Skype establishes a social presence in e-tutor and e-tutee instructional relationships and that online broadcasting is often equivalent to online teaching for e-tutors who are comfortable and familiar with face-to-face teaching environments. In addition, technology has shaped the teaching practice of e-tutors. This finding implies an adapted framework of technological pedagogical content knowledge for e-tutors to maximise the benefits of the designed online tutoring environments. (Contains 1 figure and 1 table.)
iPads as a Literacy Teaching Tool in Early Childhood
Author: Beschorner, Beth
Date: 2013-01-00
Type: Journal Articles
Subjects: Preschool Education,Preschool Children,Handheld Devices,Literacy Education,Preschool Teachers,Role,Educational Technology,Information Technology,Teaching Methods,Developmentally Appropriate Practices,Socialization,Case Studies

Considering the increased influence of digital technologies on daily life (Fallows, 2004) and young children's increased use of interactive technologies (Children Now, 2007), early childhood educators are beginning to think about the role of technology in their classrooms. Many preschool programs are beginning to purchase iPads, or similar tablets, for classroom use. Thus, it is important to consider how iPads, or similar tablets, can be used in a developmentally appropriate manner with young children. To this end, this article describes the use of iPads in two preschool classrooms of four and five year-old children. (Contains 2 figures.)
Integrated Programs for Science and Mathematics: Review of Related Literature
Author: Kurt, Kursat
Date: 2013-04-00
Type: Information Analyses
Subjects: Mathematics Instruction,Science Instruction,Integrated Curriculum,Barriers,Academic Achievement,Knowledge Base for Teaching,Pedagogical Content Knowledge,Preservice Teachers,Experienced Teachers

This study presents a review of literature on the integration of science and mathematics, focusing on the dominant trends in the related studies. Majority of the studies conclude that the concept of the integration between science and mathematics is still vogue. On the other hand, there are various methods, techniques and models to achieve this integration. Although these distinct models, methods and techniques are employed in the integration efforts, the results are the same. The integration improves the student achievement. However, there are also some barriers in these efforts. One of such problems is the lack of teachers' and pre-service teachers' content knowledge and pedagogical content knowledge. The other deficiency is about the fact that teachers do not have sufficient experience for delivering integration programs since their pre-service education do not provide them with the opportunity to use it.
The SERIOL2 Model of Orthographic Processing
Author: Whitney, Carol
Date: 2013-06-07
Type: Reports - Research
Subjects: Visual Stimuli,Word Recognition,Models,Orthographic Symbols,Data Processing,English,Semitic Languages,Dyslexia,Alphabets,Visual Perception,Neurological Organization,Accuracy

The SERIOL model of orthographic analysis proposed mechanisms for converting visual input into a serial encoding of letter order, which involved hemisphere-specific processing at the retinotopic level. As a test of SERIOL predictions, we conducted a consonant trigram-identification experiment, where the trigrams were briefly presented at various retinal locations. The accuracy data exactly matched the SERIOL predictions. To further test the SERIOL model, we conducted the trigram experiment in the Hebrew alphabet (read from right to left) with native Hebrew speakers. However, the SERIOL predictions were not fully confirmed for Hebrew. Therefore we revised the SERIOL model, resulting in the SERIOL2 model presented here. SERIOL2 re-specifies how the retinotopic representation is transformed into a serial encoding of letter order. We present spiking-neuron simulations to illustrate how SERIOL2 accounts for the trigram data. Parameter values are provided in an appendix. (Contains 2 tables, 14 figures, and 1 footnote.)
Organized Health Work in Schools with an Account of a Campaign for School Hygiene in Minnesota. Bulletin, 1913, No. 44. Whole Number 555
Author: Hoag, Ernest Bryant
Date: 1913-00-00
Type: Historical Materials
Subjects: Disabilities,Hygiene,School Health Services,School Nurses,Supervision,Teachers,Access to Health Care,Rural Schools,Administrators,Clinics,Physicians,Child Health

A few years ago the public schools made no provision for the education of the blind, crippled, or mentally deficient, but now in New York City alone there are more than 100 classes for mentally peculiar children, while arrangements are rapidly making for the care of crippled and other classes of physically handicapped children. It was only as recently as 1909 that the first open-air school for tuberculous children was opened in Providence, but to-day such schools may be found in something over 40 cities. The special study of the mentally deficient child has engaged the attention of public-school educators for a period of less than three years, but at present plans are rapidly making in many progressive towns and cities for the careful study of such children by the employment of exact psychological methods. All these facts are interesting and significant, it must not be forgotten that no uniform methods of health organization in schools have been evolved, and that there still exist the most widely divergent beliefs and practices in this respect. Health work in schools needs standardization. The experiences of cities already organized in school health matters ought to be studied by other places attempting such organization for the first time. This bulletin discusses how organized health work in schools evolved. It contains the following parts: (1) Organization for Health Supervision; and (2) State Organization of School Hygiene in Minnesota. Appendix includes: Blanks and form for records, parents, notices, etc. A bibliography is included. Individual sections contain footnotes. [Best copy available has been provided.]
Monthly Record of Current Educational Publications. Bulletin, 1913, No. 45. Whole Number 556
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1913-11-00
Type: Historical Materials
Subjects: Publications,Educational History,Teaching Methods,Educational Psychology,Child Psychology,Curriculum,Kindergarten,Elementary Schools,Rural Education,Secondary Education,Teacher Education,Teacher Certification,Higher Education,Educational Administration,Governance,Architecture,School Buildings,Hygiene,Sanitation,Sex Education,Physical Education,Play,Playgrounds,Social Development,Child Welfare,Moral Values,Values Education,Religious Education,Medical Education,Extension Education,Vocational Education,Agricultural Education,Home Economics,Industry,Business Education,Professional Education,Womens Education,African American Education,American Indian Education,Access to Education,Libraries

The following is a selection of especially significant books and articles of the past month. Of the publications listed in this bulletin, only those named in the section headed "Bureau of Education: Recent publications" are available for free distribution by this office. All others may ordinarily be obtained from their. respective publishers, either directly or through a dealer, or in the case of an association publication, from the secretary of the issuing organization. Books, pamphlets, etc., intended for inclusion in this record should be sent to the library of the Bureau of Education, Washington, D. C. This bulletin contains the following: (1) Introductory notes; (2) Publications of associations; (3) General reference works; (4) Current educational conditions;  (5) Pedagogies and didactics; (6) Educational psychology, Child study; (7) Special methods of instruction; (8) Special subjects of curriculum; (9) Kindergarten and primary school; (10) Rural education; (11) Secondary education; (12) Teachers: Training and professional status; (13) Higher education; (14) School administration; (15) School management; (16) School architecture; (17) School sanitation and hygiene; (18) Sex hygiene; (19) Physical training; (20) Play and playgrounds; (21) Social aspects of education; (22) Child welfare; (23) Moral and religious education; (24) Manual and vocational training; (25) Agricultural education; (26) Home economics; (27) Medical education; (28) Education of women; (29) Negroes and Indians; (30) Education extension; (31) Libraries and reading; (32) Bureau of education: Recent publications; and (33) Periodicals indexed in this number. [Compiled by the Library Division of the Bureau of Education, under the direction of John D. Wolcott. Best copy available has been provided.]
Educational Directory, 1913. Bulletin, 1913, No. 46. Whole Number 557
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1913-00-00
Type: Historical Materials
Subjects: Public Officials,State Departments of Education,Public Agencies,Federal Government,State Government,Organizations (Groups),Libraries,College Faculty,Schools of Education,Blindness,Special Schools,Deafness,Art Education,Summer Programs,Administrators,Boards of Education,Churches,Jews,Museums,Superintendents,Educational Change,Parochial Schools,College Presidents,Summer Schools,International Programs,Mothers,Clubs,Females,Periodicals

This 1913 educational directory published by the United States Bureau of Education covers the following categories: (1) Officers of the United States Bureau of Education; (2) Principal State school officers; (3) Officers of State boards of education; (4) Executive officers of State library commissions; (5) Superintendents in cities and towns of 4,000 population and over; (6) County superintendents; (7) Division, township, and district superintendents; (8) Officers of boards of trustees of universities and colleges; (9) University and college presidents; (10) Professors of pedagogy and heads of departments of pedagogy in universities and colleges; (11) Presidents and deans of professional schools; (12) Principals of normal schools; (13) Superintendents of schools for the blind; (14) Superintendents of schools for the deaf; (15) Superintendents of schools for the feeble-minded; (16) Directors of schools of art; (17) Summer school directors; (18) Directors of museums; (19) Educational boards and foundations; (20) Church educational boards and societies; (21) Superintendents of Catholic parochial schools; (22) Jewish educational organizations; (23) International associations of education; (24) American educational associations--national, sectorial, and State; (25) Mothers' Congresses; (26) State federation of women's clubs; and (26) Educational periodicals. Individual sections contain footnotes. [Best copy available has been provided.]
Teaching Material in Government Publications. Bulletin, 1913, No. 47. Whole Number 558
Author: Noyes, Frederick K., Comp.
Date: 1913-00-00
Type: Historical Materials
Subjects: Foreign Countries,Educational History,Instructional Materials,Government Publications,Educational Resources,Library Materials,Annotated Bibliographies,Agriculture,Economics,Hygiene,Physical Environment,Outdoor Education,Geography,History,Home Economics,Federal Government,Public Agencies,Elementary Secondary Education

For the purposes of this bulletin, teaching material is defined as follows; (1) Any publication suitable for text use; (2) Any publication containing pictures or facts which may be serviceable in illustrating or supplementing the texts already in use. Such a publication may be useful as collateral reading or may furnish the basis in whole or in part for a supplementary talk by the teacher; (3) Any publication which may add to the value of a library in the course of accumulation by school or teacher; such publications, for instance, as source documents, annuals, works of reference, or reports of detailed investigations, the results of which are likely to stand for some time. But publications of this kind which are too voluminous, technical, or expensive are generally excluded. This bibliography is intended to be suggestive of the vast stores of teaching material which lie embedded in Government documents, many of which give no indications from their titles, or their value for education purposes. It remains for other lists, compiled for special localities or covering special topics or courses, to go more into detail. Individual sections contain footnotes. [Best copy available has been provided.]
The Farragut School: A Tennessee Country-Life High School. Bulletin, 1913, No. 49. Whole Number 560
Author: Monahan, A. C.
Date: 1913-00-00
Type: Historical Materials
Subjects: Rural Schools,Agricultural Occupations,Community Schools,Educational Development,Educational History,School Buildings,Equipment,Teaching Methods,School Community Relationship,Industrial Education,Team Sports,Home Economics,Laboratories,Science Education,Agricultural Education,Vocational Education,Water,Energy,High Schools,Elementary Schools

Farragut School is an example of a successful attempt to adapt the organization, work, and ideas of a country school to the needs of country life. It is located in the open country near the village of Concord, Know County, Tennessee. Through 10 years of varied success this school has demonstrated the fact that the work of the rural school may be adjusted to meet the practical needs and requirements of country life without losing any of its value for discipline and culture. The community served by this school is not rich. It is just an ordinary American farming community. What it has done other farming communities may do without greater effort and expense than any American community should be willing to make of the education of its children. The people of this community have learned already that the larger expenditure necessary for the school of better type is its best investment. This bulletin gives a brief account of the origin, growth, and work of this school and its relation to the life of the community. Appendix includes: Industrial equipment of the Farragut High School. (Contains 11 plates and 1 footnote.) [Best copy available has been provided.]