ethanporcaro/eric-fulltext-meta huggingface dataset:
Association between Parental and Offspring's Alcohol Use--Population Data from India
Author: Chopra, Anita
Date: 2008-00-00
Type: Journal Articles
Subjects: Drug Abuse,Behavior Disorders,Drinking,Foreign Countries,Fathers,Correlation,Surveys,Parent Child Relationship,Alcohol Abuse,Smoking,Risk,Sons,Intervention

Aim: Authors investigated the association between alcohol use of parents and offspring in data derived from a district based household survey on drug abuse. Methods: Data on 4411 fathers paired with 6884 offspring were available. Alcohol use disorders were diagnosed based on DSM-III-R criteria. Analyses was conducted to contrast 1979 offspring of alcohol using fathers (AU+ [n=1246]) with 4885 offspring of non alcohol using fathers (AU-[n=3170]). Results: 10% of offspring of AU+ fathers used alcohol compared to 3.7%offspring of AU- fathers. The offspring of AU+ fathers had higher odds for alcohol use (OR= 2.9, 95% CI=2.4 -3.6) and tobacco use (OR= 1.5, 95% CI=1.3-1.8) (past 30 days) compared to offspring of AU- fathers. Offspring of AU+ fathers were significantly younger and less educated than offspring of AU- fathers. Conclusions: Offspring of alcohol using fathers are a risk group for alcohol use. There is a need for interventions that address parent alcohol use to mitigate the risk for alcohol use in male offspring. (Contains 2 tables.)
Executive Function in Attention Deficit/Hyperactivity Disorder
Author: Sinha, Preeti
Date: 2008-00-00
Type: Journal Articles
Subjects: Attention Deficit Hyperactivity Disorder,Inhibition,Short Term Memory,Cognitive Processes,Matched Groups,Measures (Individuals),Comparative Analysis,Cognitive Ability,Responses,Experimental Groups,Foreign Countries

Aim: To assess executive functions in medication naive children with attention deficit/hyperactivity (ADHD). Method: Group matched (age and gender) children with ADHD (N=30) and healthy children (N=30) in the age range of 6-14 years were compared on measures of executive functions (response inhibition, working memory, cognitive flexibility, fluency and planning). Results: ADHD children had significant deficits in response inhibition, working memory, cognitive flexibility and design fluency. Conclusions: The results suggest that deficits in executive functions may be a central feature of ADHD. (Contains 3 tables.)
Evaluation across Contexts: Evaluating the Impact of Technology Integration Professional Development Partnerships
Author: Smolin, Louanne
Date: 2011-00-00
Type: Journal Articles
Subjects: Program Evaluation,Technology Integration,Educational Technology,Partnerships in Education,Inservice Teacher Education,Stakeholders,College School Cooperation,Urban Schools,Federal Programs,Evaluation Methods

Professional development is a necessary component for effectively integrating technology into classrooms. Unfortunately, the evaluation of technology integration professional development (TIPD) rarely moves beyond participation satisfaction surveys, nor does it reflect the concerns of the multiple stakeholders participating in technology integration efforts. In this article, the authors discuss collaborative models that hold potential for evaluating TIPD partnerships. They advocate for TIPD partners to define a collaborative and holistic vision of success that can guide the evaluation process. The authors discuss three specific collaborative evaluation models, examine key issues associated with implementing them, and analyze how each model has the potential to strengthen and sustain professional development partnerships. (Contains 2 tables.)
Using Videoconferencing Technology to Enhance Classroom Observation Methodology for the Instruction of Preservice Early Childhood Professionals
Author: Pickering, Lloyd E.
Date: 2011-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Observation,Early Childhood Education,Protocol Materials,Preservice Teacher Education,Teacher Attitudes,Student Attitudes,Teaching Methods,Instructional Effectiveness,Student Surveys,Comparative Analysis,Quasiexperimental Design,Questionnaires,Educational Technology,Internet,Distance Education,Classroom Observation Techniques,Child Caregivers,Caregiver Training,Preschool Teachers,Teleconferencing,Interactive Video,Content Analysis

To learn about and become acclimated to the environment in which they someday plan to work, preservice teachers and pre-professional daycare providers are typically required to conduct onsite observations. Traditionally, these observations require that the pre-professional spend a required number of hours studying the dynamics of the real-world classroom. Although there are clear benefits to this practice, there are also limitations. In one educational program, videoconferencing technology was used as a means to offset these limitations and, more important, to enhance the benefits of this necessary practice. Results from this study indicate that remote video observations were preferred by participants in most aspects over those conducted onsite and produced quantifiably richer and more effective observation experiences. (Contains 4 tables.)
A Technological Reinvention of the Textbook: A Wikibooks Project
Author: O'Shea, Patrick M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Educational Technology,Appropriate Technology,Teaching Methods,Program Descriptions,Education Courses,Student Developed Materials,Educational Philosophy,Teacher Student Relationship,Learning Processes,Textbooks,Educational History,Teacher Education,College Instruction,Instructional Effectiveness,Influence of Technology,Computer Uses in Education,Web Sites,Electronic Publishing

Education traditionally has been defined as a one-way relationship between teacher and learner. However, new technologies are dramatically changing that relationship in a multitude of ways. In this article, the authors describe some of these changes and explore one example of the intersection between technology and pedagogy, describing a college course in which students compose the course text using the wiki platform. The process described proceeds from the premise that the needs and capacity of learners in the information age have been transformed and discusses one way that using an appropriate technology may address them. For this wikibook, the creators of the content become the prime users of the content as well. The authors discuss both the philosophical underpinnings and practical implications of this approach. Evaluation of the project suggests that the methodology produces an active, credible learning process. This study explores the advantages and disadvantages of this wiki process to provide context concerning the efficacy and utility of employing particular types of Web 2.0 tools. The course development rationale points to its potential for radically changing how students and teachers interact with the phenomenon of ubiquitous learning.
Examining Authentic Intellectual Work with a Historical Digital Documentary Inquiry Project in a Mandated State Testing Environment
Author: Swan, Kathy
Date: 2011-00-00
Type: Journal Articles
Subjects: Academic Achievement,High Stakes Tests,Grade 5,Relevance (Education),History Instruction,Program Implementation,Learner Engagement,Film Production,United States History,Elementary School Teachers,Case Studies,Student Projects,Suburban Schools,Rural Schools,Teaching Methods,Instructional Effectiveness,Evaluation Methods,Educational Technology,Computer Assisted Instruction,Multimedia Instruction,Documentaries

Three criteria for meaningful student learning--construction of knowledge, disciplined inquiry, and value beyond school--are assessed as authentic learning outcomes for an implementation of a digital documentary project in two fifth grade history classrooms where teachers' practices are constrained by a high-stakes testing climate. In all three areas, there was ample evidence of student engagement in authentic intellectual work in the student-created movies. Only when teachers are ambitious in looking beyond test score outcomes will students have opportunities for meaningful and authentic intellectual experiences. (Contains 1 table.)
Making the Connection: Moore's Theory of Transactional Distance and Its Relevance to the Use of a Virtual Classroom in Postgraduate Online Teacher Education
Author: Falloon, Garry
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Distance Education,Online Courses,Program Effectiveness,Personal Autonomy,Educational Theories,Graduate Study,Teacher Education Programs,College Instruction,Interviews,Case Studies,Educational Technology,Web Based Instruction,Discussion Groups,Computer Mediated Communication,Instructional Design,Virtual Classrooms,Teleconferencing,Interactive Video,Synchronous Communication,Asynchronous Communication

This study explored the use of the Web-based virtual environment, Adobe Connect Pro, in a postgraduate online teacher education programme at the University of Waikato. It applied the tenets of Moore's Theory of Transactional Distance (Moore, 1997) in examining the efficacy of using the virtual classroom to promote quality dialogue and explored how both internal and external structural elements related to the purpose and use of the classroom affected the sense of learner autonomy. The study provides an illustration of the complexity of the relationship that exists between the elements of Moore's theory, and how the implementation of an external structuring technology such as the virtual classroom, can have both positive impacts (dialogue creation) and negative impacts (diminished sense of learner autonomy). It also suggests that, although Moore's theory provides a useful conceptual &quot;lens&quot; through which to analyse online learning practices, its tenets may need revisiting to reflect the move toward the use of synchronous communication tools in online distance learning. (Contains 1 figure and 4 tables.)
Technological Pedagogical Content Knowledge (TPACK) in Action: A Descriptive Study of Secondary Teachers' Curriculum-Based, Technology-Related Instructional Planning
Author: Harris, Judith B.
Date: 2011-00-00
Type: Journal Articles
Subjects: Instructional Development,Technology Integration,Educational Technology,Pedagogical Content Knowledge,Teaching Methods,Social Studies,Experienced Teachers,Secondary School Teachers,Inservice Teacher Education,Teacher Improvement,Program Descriptions,Learning Activities,Curriculum Development,Interviews,Units of Study,Lesson Plans,Reflection,Teacher Developed Materials

How does teachers' technological pedagogical content knowledge (TPACK) inform their instructional planning? How can this knowledge be enhanced? In an interpretivist study of experienced secondary social studies teachers' planning, we sought to discover clues to the nature and development of these teachers' TPACK-in-action as it was expressed in their planning processes. Comparisons of interview data and planning products before and after engaging in professional development that addressed content-focused, TPACK-based learning activity types (Harris & Hofer, 2009) revealed three primary findings, each supported by participating teachers' oral and written reflections upon their learning. The participating teachers' (a) selection and use of learning activities and technologies became more conscious, strategic, and varied; (b) instructional planning became more student-centered, focusing primarily upon students' intellectual, rather than affective, engagement; and (c) quality standards for technology integration were raised, resulting in deliberate decisions for more judicious educational technology use. (Contains 1 figure and 3 tables.)
Adventure Learning: Motivating Students in a Minnesota Middle School
Author: Moos, Daniel C.
Date: 2011-00-00
Type: Journal Articles
Subjects: Feedback (Response),Adventure Education,Foreign Countries,Educational Technology,Grade 8,Middle Schools,Student Motivation,Teaching Methods,Interviews,Social Studies,Knowledge Level,Computer Uses in Education,Web Sites,Inquiry,Student Attitudes,Self Efficacy,Self Determination

Adventure learning has emerged as a promising technology forum that provides students with opportunities to explore real-world issues through authentic learning experiences. Despite these promises, Adventure learning has received little empirical attention. This study examined how adventure learning affects motivation and learning outcomes with middle school students. As one of their teachers climbed Mt. Kilimanjaro in Africa, 182 seventh and eighth graders learned about social studies. This exploratory mixed-method study utilized the Motivation Strategies for Learning Questionnaire (MSLQ) and an African-knowledge-based questionnaire for quantitative data. Additionally, the researchers collected qualitative data in the form of a semi-structured interview. These data revealed two themes: positive feedback on technology in the classroom and a strong effect of adventure learning on student motivation. (Contains 2 figures and 2 tables.)
A Meta-Analysis Examining the Impact of Computer-Assisted Instruction on Postsecondary Statistics Education: 40 Years of Research
Author: Larwin, Karen
Date: 2011-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Statistics,Teaching Methods,Meta Analysis,Mathematics Instruction,Mathematics Achievement,Research Reports,Educational Research,Literature Reviews,Effect Size,College Instruction,Instructional Effectiveness,Educational Technology

The present meta-analysis is a comprehensive investigation of the effectiveness of computer-assisted instruction (CAI) on student achievement in postsecondary statistics education across a forty year period of time. The researchers calculated an overall effect size of 0.566 from 70 studies, for a total of 219 effect-size measures from a sample of n = 40,125 participants. These results suggest that the typical student moved from the 50th percentile to the 73rd percentile when technology was used as part of the curriculum. This study demonstrates that subcategories can further the understanding of how the use of CAI in statistics education might be maximized. The study discusses implications and limitations. (Contains 2 figures and 2 tables.)
Helping Students Express Their Passion
Author: Mann, Michelle
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Technology,Community Organizations,Global Education,Adolescents,Computer Mediated Communication,Social Action,Youth Programs,Computer Uses in Education,Teamwork,Skill Development,Disadvantaged Youth,Foreign Countries,Access to Computers

Adobe Youth Voices (AYV) is a global educational program sponsored by the Adobe Foundation, the philanthropic arm of software maker Adobe. The education-based initiative teaches underserved kids aged 13-18 how to use digital media to comment on their world, share ideas, and take action on the social issues that are important to them. The AYV mission is to help students &quot;create with purpose&quot; and spark a dialogue for change around the world by harnessing the energy and insight of young people. For years, Adobe has worked closely with educators and community organizations around the world to find out how technology can motivate and empower students to participate more actively in their own education. AYV and its partners are trying to achieve just that by helping educators use digital media to breathe new life into lessons about communication, team collaboration, narrative, analysis, and writing. Today, education is as important as ever in contributing to individual and global well-being. A focus on giving students more opportunities to learn and expand their skills is essential for success in today's global markets. There is ample reason to be optimistic. Many positive, technology-based initiatives, such as AYV, are showing how education can evolve to reach more young people, engage them, and send them on their way to more successful, fulfilling lives.
Not Your Grandmother's Library!
Author: Perez, Lisa
Date: 2011-00-00
Type: Journal Articles
Subjects: School Activities,School Libraries,Information Literacy,Electronic Publishing,Electronic Libraries,Access to Information,Librarians,Educational Technology,Technology Integration

School libraries are an essential part of a complete school program. They provide an equitable, fiscally responsible strategy for sharing resources across grade levels and the curriculum while addressing core reading, information, and technology literacies. Students are still voracious readers of books in print, and now they consume a variety of electronic formats. This makes having a digital age library more important than ever. At no other time in history have students needed such pronounced information literacy to effectively navigate and use vast amounts of information. This article presents examples that highlight the work of a handful of savvy librarians who are leveraging technology to prepare students for a successful future. (Contains 11 online resources.)
Computational Thinking: A Digital Age Skill for Everyone
Author: Barr, David
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Objectives,Computer Science,Thinking Skills,Cognitive Processes,Vocabulary,Problem Solving,Elementary Secondary Education,Technology Uses in Education,Simulation,Definitions,Computers,Information Technology

In a seminal article published in 2006, Jeanette Wing described computational thinking (CT) as a way of &quot;solving problems, designing systems, and understanding human behavior by drawing on the concepts fundamental to computer science.&quot; Wing's article gave rise to an often controversial discussion and debate among computer scientists, cognitive researchers, and educators regarding the nature, definition, and application of CT. In 2009, the National Science Foundation (NSF) funded a project titled Leveraging Thought Leadership for Computational Thinking in PK-12. Led jointly by ISTE and the Computer Science Teachers Association (CSTA), the project is intended to make the concepts of computational thinking accessible to educators by providing an operational definition, a shared vocabulary, and relevant, age-appropriate examples of computational thinking tied to current educational objectives and classroom practices. The NSF/ISTE/CSTA project explores how students learn computational thinking at all grade levels and in all disciplines. The long-term goal is to recommend ways that all students have the opportunity to learn computational thinking skills and to ensure that they can be transferred to different problems and used in different contexts.
The Rasch Model for Evaluating Italian Student Performance
Author: Camminatiello, Ida
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cognitive Tests,Item Response Theory,Mathematics Achievement,Reading Achievement,Science Achievement,Comparative Analysis

In 1997 the Organisation for Economic Co-operation and Development (OECD) launched the OECD Programme for International Student Assessment (PISA) for collecting information about 15-year-old students in participating countries. Our study analyses the PISA 2006 cognitive test for evaluating the Italian student performance in mathematics, reading and science comparing the results of different local governments. For this purpose the most proper statistic methodology is Item Response Theory--IRT--that collects several models, the simplest is Rasch Model--RM (1960). As the items used in the analysis are both dichotomous and polytomous, we apply Partial Credit Model (PCM). (Contains 7 figures and 8 tables.)
Aesthetics, Usefulness and Performance in User--Search-Engine Interaction
Author: Katz, Adi
Date: 2010-00-00
Type: Journal Articles
Subjects: Search Engines,Computer Interfaces,Aesthetics,Usability,Users (Information),Computer Attitudes,User Satisfaction (Information),Undergraduate Students,Foreign Countries

Issues of visual appeal have become an integral part of designing interactive systems. Interface aesthetics may form users' attitudes towards computer applications and information technology. Aesthetics can affect user satisfaction, and influence their willingness to buy or adopt a system. This study follows previous studies that found that users associate aesthetics with other system attributes, e.g. usability. In this study, we asked whether the well-known phenomenon that beautiful things are perceived as good applies to the perception of the system's usefulness. A controlled laboratory experiment tested the relationships between users' perception of aesthetics, usefulness and user performance in tasks performed by participant using an interactive application that surrogated a search engine. We measured users' perceptions of the search engine before and after they used the system to solve information-seeking tasks, and measured user task performance. As expected, significant correlations were found between perceived aesthetics and perceptions of usability and usefulness prior to actual use of the system. We did not find a relation between perceived aesthetics and usefulness after use; and we did not find an expected effect for aesthetic perceptions either on perceived usefulness or on performance. We conclude that there is need for a deeper understanding of aesthetic perceptions; a finer grain perspective of perceived aesthetics that differentiates between aesthetic dimensions may reveal that some aesthetic aspects have greater influence on the relations between aesthetics and usefulness. (Contains 10 tables and 2 figures.)
Productivity Assessment and Improvement Measurement of Decision Making Units--An Application for Ranking Cities in Israel
Author: Hadad, Yossi
Date: 2010-00-00
Type: Information Analyses
Subjects: Foreign Countries,Productivity,Improvement,Efficiency,Municipalities,Organizations (Groups),Measurement,Statistical Analysis

In this paper we will demonstrate how productivity and improvement rate of urban organizational units (called also Decision Making Units--DMUs) may be assessed when measured along several time periods. The assessment and subsequent ranking of cities is achieved by means of the Data Envelopment Analysis (DEA) methodology to determine DMU's efficiency for each period, the Cross Efficiency ranking method to rank DMUs and the Malmquist Index approach which measures changes in productivity relative to a base period. The above combined methodology will be applied to a case study of 70 Israeli cities in years 2006, 2007 and 2008. (Contains 4 tables.)
Getting a Fresh Perspective on School Safety Audits
Author: Folks, Kenneth H.
Date: 2009-06-00
Type: Journal Articles
Subjects: School Safety,Audits (Verification),Academic Achievement,Check Lists

For most people, a safety audit entails the completion of a long list of very routine, relatively mundane tasks because someone, somewhere, thought it was important. They usually comply grudgingly because it is yet another duty that has been added to their already full plate. Safety audits are usually required by insurance companies or some other agency that is removed from the education environment. However, many of those audits, although thorough, are rather lengthy and may be considered a chore rather than the proactive safety initiative for which they were designed. In addition, evidence supporting the effectiveness of safety audits--whether conducted internally or conducted externally by an &quot;expert&quot;--is noticeably missing from the research literature. This article discusses why safety audits are conducted. Many states require safety audits, but even if audits are not a state requirement, school administrators should realize their value and importance. (Contains 1 figure.)