ethanporcaro/eric-fulltext-meta huggingface dataset:
U.S. Institutional Research Productivity in Major Science Education Research Journals: Top 30 for 2000's
Author: Barrow, Lloyd H.
Date: 2013-00-00
Type: Journal Articles
Subjects: Science Education,Educational Research,Periodicals,Productivity,College Faculty,Faculty Publishing,Universities

VonAalst (2010) used Google Scholar to identify the top four science education research journals: &quot;Journal of Research in Science Teaching,&quot; &quot;Science Education,&quot; &quot;International Journal of Science Education,&quot; and &quot;Journal of Science Teacher Education.&quot; U.S. institutional productivity for 2000-2009 for the above journals was the data for the study. The major domestic science education programs were identified for raw and weighted counts. For the top 10, there was a 100% agreement with different ranks while there was only a 60% agreement among the bottom 10. These results demonstrated that dominant science education faculty published their research in multiple empirical journals.
Japanese EFL Students' Reading Processes for Academic Papers in English
Author: Hijikata, Yuko
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Academic Discourse,Language Proficiency,Reading Strategies,Rhetoric,Video Technology,Protocol Analysis,Notetaking,Interviews,Content Area Reading,Literary Genres,Undergraduate Students,Language Tests

Academic reading has been less emphasized compared with academic writing as a site of research inquiry. Although some studies have examined reading strategy use in academic reading (e.g., Block, 1986; Plakans, 2009), these studies used short passages only, and there have been a few studies that have focused on the mental representation constructed while we read research papers (e.g., Wyatt et al., 1993). Considering that academic discourse has a particular, distinct structure (e.g., Swales, 1990), it is necessary to examine the process of reading academic papers separately from that of reading in general, focusing on the rhetorical particularities of academic discourse. Against this research background, we investigated how Japanese EFL students read English academic papers, focusing on the interactions among L2 proficiency, reading strategies, and the rhetorical features of the papers. We used the following methods: video observation, the &quot;think-aloud protocol,&quot; document analysis of notes taken by the participants while reading, and a post-reading interview. The reading strategies identified on the basis of the think-aloud protocol were categorized into local, global, and metacognitive strategies. The main results were as follows. First, the Japanese EFL readers had difficulty recognizing academic discourse. Therefore, they could not read the papers efficiently. Second, the students focused on understanding formulas and figures presented in the documents. Third, although the students used local and global strategies frequently, their purposes in using these strategies varied depending on their L2 competence, their background knowledge about the topic of the paper, and their familiarity with the discipline-specific academic discourse.
Action Research in a Non-Profit Agency School Setting: Analyzing the Adoption of an Innovation after Initial Training and Coaching
Author: Sandoval-Lucero, Elena
Date: 2013-00-00
Type: Journal Articles
Subjects: Action Research,Nontraditional Education,Organizational Development,Nonprofit Organizations,Human Services,Program Development,Program Improvement,Participatory Research,Cooperative Learning,Inquiry,Communities of Practice,Training Objectives,Coaching (Performance),Teacher Collaboration,Special Education,Morale,Motivation,Teacher Participation,Semi Structured Interviews

Action research is a method of organizational development and improvement often used in educational settings. This study implemented an action research process in an alternative school that serves students with significant special needs. The action research process was implemented by classroom teams who developed a research question, collected and analyzed data, and made decisions about how to improve their current practices based on the data. The action research training project consisted of three stages: training in the protocol of action research, follow-up coaching and on-site assistance to participants, and a follow-up study. There were eleven instructional teams, made up of teachers, paraprofessionals, and therapists that took part in the training. One year after the initial training, one-on-one interviews were conducted with sixteen participants for the follow-up study. Eleven people reported that they were continuing to use action research in their classrooms and five people reported they were not. Teacher leadership to implement the process, viewing action research as part of their daily job duties, valuing the collaborative aspect of the process, and valuing the opportunity to serve students better contributed to continued use of action research. Staff turnover, lack of time, and lack of motivation contributed to discontinued use.
Programming Language Use in US Academia and Industry
Author: Ben Arfa Rabai, Latifa
Date: 2015-00-00
Type: Journal Articles
Subjects: Programming Languages,Language Usage,Higher Education,Industry,Computer Science Education,School Surveys,Comparative Analysis,Courses,Adoption (Ideas)

In the same way that natural languages influence and shape the way we think, programming languages have a profound impact on the way a programmer analyzes a problem and formulates its solution in the form of a program. To the extent that a first programming course is likely to determine the student's approach to program design, program analysis, and programming methodology, the choice of the programming language used in the first programming course is likely to be very important. In this paper, we report on a recent survey we conducted on programming language use in US academic institutions, and discuss the significance of our data by comparison with programming language use in industry.
Effective Transitional Plan from Secondary Education to Employment for Individuals with Learning Disabilities: A Case Study
Author: Cheong, Loh Sau
Date: 2013-00-00
Type: Journal Articles
Subjects: Case Studies,Secondary School Students,Special Education Teachers,Parents,Employers,Supported Employment,Self Advocacy,Career Guidance,Transitional Programs,Vocational Education,Cooperative Planning,Foreign Countries,Intellectual Disability,Down Syndrome,Mild Intellectual Disability,Autism,Interviews,Observation,Skill Development,Training,Professional Personnel,Sheltered Workshops,Job Placement

One of the major goals in the education and training of individuals with special needs is to prepare them for independence. However, in the Malaysian context, parents who have special adolescents are in doubt as to what would be the future of their children soon after they have finished the vocational training. This case study explores the transitional needs and subsequently to develop an effective transitional plan from secondary education to employment for Malaysian individuals with special needs. The sample comprises two high school special educators and four persons with learning disabilities who are at work. The findings were triangulated among five co-ordinators of Non-Governmental Organisation, as well as parents for the four persons with learning disabilities and their employers. The findings reveal that transitional needs of individuals with special needs includes collaborative support system, job coaching, self-advocacy skills training, career guidance and transition assessment, vocational training, trained transition personnel and transition services. The transition process would be a collaborative process between the government and non-governmental sector. From the findings, an effective transitional plan from secondary education to employment for students with learning disabilities was drawn. Several implications have been drawn from this study.
Creating Realistic 3D Graphics with Excel at High School--Vector Algebra in Practice
Author: Benacka, Jan
Date: 2015-00-00
Type: Journal Articles
Subjects: Spreadsheets,High School Students,Secondary School Mathematics,Algebra,Teaching Methods,Computer Graphics,Questionnaires,Student Surveys,Mathematical Concepts,Student Attitudes,Student Motivation,Computer Uses in Education,Simulation

The article presents the results of an experiment in which Excel applications that depict rotatable and sizable orthographic projection of simple 3D figures with face overlapping were developed with thirty gymnasium (high school) students of age 17-19 as an introduction to 3D computer graphics. A questionnaire survey was conducted to find out whether the students acquired the principles of the projection, found the lessons interesting and contributing to their technological knowledge, and found the topic motivating enough to continue with more complicated models. The results are discussed.
Exploring the Integration of Disability Awareness into Tertiary Teaching and Learning Activities
Author: Hale, Leigh
Date: 2013-00-00
Type: Journal Articles
Subjects: Disabilities,Attitudes toward Disabilities,Literature Reviews,Action Research,Workshops,College Faculty,Consciousness Raising,Teacher Attitudes,Teacher Behavior,Inclusion,Foreign Countries,Curriculum Development,Attitude Change,Program Evaluation,Questionnaires,Program Effectiveness

A desire to have every student attending our University be aware of, and reflect on, disability in their studies and future careers, initiated our project to explore how to enhance disability awareness within all our University's papers. In this project we systematically reviewed pertinent literature and ran an action research workshop for staff. Strategies to enhance disability awareness identified in the literature and workshop were presented and verified at an interactive conference presentation. Embedding disability awareness into curricula is challenging; staff considered themselves powerless to bring about change in their departments, but thought that one way to do so would be by modelling inclusive behaviour and by introducing subtle inclusive practices into papers taught. The identified strategies may be of use to others contemplating similar curricular modifications.
Discourse Markers in College English Listening Instruction: An Empirical Study of Chinese Learners
Author: Zhang, Jianfeng
Date: 2012-03-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Listening Comprehension,Second Language Instruction,Majors (Students),Liberal Arts,Teaching Methods,Correlation,Speech Acts,Language Proficiency,Discourse Analysis,College Students,Asians,Foreign Countries,Pretests Posttests,Questionnaires,Student Attitudes,Observation,Interviews

Discourse markers can clearly indicate the organization of discourse, remind the hearer of the preceding and the following contents, and express clearly the concrete speech acts. The aims of this study are to explore the relationship between the discourse-marker-based model and listening comprehension as well as the different effects of such a kind of instruction on liberal arts and science students. 120 Chinese college students of non-English major, who are from two different departments of Xi'an University of Science and Technology, are the research subjects. An experiment has been carried out by applying the theory of discourse markers to enhance the English listening skill proficiency. Based on the results of the data analysis, the conclusion can be drawn that discourse-marker-based listening instruction can improve students' listening comprehension of non-English major and liberal arts students benefit more from discourse-marker-based listening instruction.
Testing Algorithmic Skills in Traditional and Non-Traditional Programming Environments
Author: Csernoch, Mária
Date: 2015-00-00
Type: Journal Articles
Subjects: Information Science Education,Mathematics,Mathematics Skills,Programming,Mathematics Tests,College Freshmen,Problem Solving,Computers,Computation,Exit Examinations,Self Evaluation (Individuals),Foreign Countries

The Testing Algorithmic and Application Skills (TAaAS) project was launched in the 2011/2012 academic year to test first year students of Informatics, focusing on their algorithmic skills in traditional and non-traditional programming environments, and on the transference of their knowledge of Informatics from secondary to tertiary education. The results of the tests clearly show that students start their studies in Informatics with underdeveloped algorithmic skills, only a very few of them reaching the level of extended abstract. To find reasons for these figures we have analyzed the students' problem solving approaches. It was found that the students, almost exclusively, only consider traditional programming environments appropriate for developing computational thinking, algorithmic skills. Furthermore, they do not apply concept and algorithmic based methods in non-traditional computer related activities, and as such, mainly carry out ineffective surface approach methods, as practiced in primary and secondary education. This would explain the gap between the expectations of tertiary education, the students' results in the school leaving exams, and their overestimation of their knowledge, all of which lead to the extremely high attrition rates in Informatics.
Self-Assessing of the Emotional Intelligence and Organizational Intelligence in Schools
Author: Dagiene, Valentina
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Evaluation (Groups),Emotional Intelligence,Schools,Change,Theories,Action Research

The paper presents the results of an evaluation of the Emotional Intelligence (EI) and Organisational Intelligence (OI) competences self-assessment tools developed and applied by the IGUANA project. In the paper Emotional Intelligence and Organisational Intelligence competences are discussed, their use in action research experiments to assess and support the development of innovation in schools is presented, together with the results of these experiments. The paper also discusses how innovation support in schools was linked to a &quot;Theory of Change&quot; approach in the IGUANA project and applied to support innovation plans developed by Portuguese and Lithuanian schools. Finally, the results of the use of the Theory of Change approach are discussed.
Instructional Supervisory Practices and Teachers' Role Effectiveness in Public Secondary Schools in Calabar South Local Government Area of Cross River State, Nigeria
Author: Sule, Mary Anike
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Supervision,Supervisory Methods,Teacher Role,Teacher Effectiveness,Public School Teachers,Secondary School Teachers,Principals,Questionnaires,Classroom Observation Techniques,Correlation,Lesson Plans,Notetaking

The study investigated the relationship between instructional supervisory practices and teachers' role effectiveness in public secondary schools in Calabar South Local Government Area of Cross River State. Two null hypotheses were formulated to guide the study. Ex-post facto research design was adopted for the study. The population of the study comprises all public secondary school principals and teachers in the study area. There are a total of six (6) principals and four hundred and thirty-three (433) teachers. Simple random sampling technique was used to select one hundred and ninety-five (195) teachers from six (6) public secondary schools. A well structured questionnaire tagged &quot;Instructional Supervisory Practices Questionnaire (ISPQ) and Teachers' Role Effectiveness Questionnaire (TREQ)&quot; were used for data collection. The results of the analysis revealed that there was a significant positive relationship between instructional supervisory practice of classroom observation and teachers' role effectiveness. The result also revealed that, there was a significant positive relationship between instructional supervisory practice of checking of teachers' lesson notes and teachers' role effectiveness. It was concluded that a closer, regular and continuous instructional supervisory practice rather than snappy, unscheduled and partial supervision is what is urgently needed especially now that a lot of changes have been introduced into the school curriculum. It was recommended among others that Government through the Ministry of Education should organize training programmes for principals as well as teachers on the need for effective instructional supervision.
Fostering an English Teaching Environment: Factors Influencing English as a Foreign Language Teachers' Adoption of Mobile Learning
Author: Jung, Hee-Jung
Date: 2015-00-00
Type: Journal Articles
Subjects: Telecommunications,Educational Technology,Handheld Devices,Technology Uses in Education,English (Second Language),Second Language Instruction,Technology Integration,Teaching Methods,Teacher Attitudes,Language Teachers,Structural Equation Models,Hypothesis Testing,Foreign Countries,Middle School Teachers,High Schools,Secondary School Teachers,Questionnaires,Teacher Characteristics

The role of mobile technology has significantly increased and been emphasized in English education. However, research investigating EFL teachers' attitudes and behaviors related to mobile technology has been limited in descriptive aspects of the technology, leading to misunderstandings about EFL teachers' needs. Furthermore, many prior studies have examined various aspects of electronic learning (e-learning) and technological developments of mobile learning (m-learning) in English education from the learners' perspective. Therefore, this study proposed a research model that empirically examines behaviors of EFL teacher's' m-learning acceptance by using Fred Davis's Technology Acceptance Model (TAM) as the research framework. As external variables, this research model includes instant connectivity, compatibility, interaction, content enrichment, and computer self-efficacy, influencing the perceived usefulness of TAM. Structural Equation Modeling (SEM) with the data of 189 EFL teachers was used to analyze causal relationships between external variables and TAM variables. The results provide evidence that supports the tested hypotheses. The implications of the findings suggest a new direction for future studies on m-learning.
Gender Difference among Social Studies Teachers' Competences in the Use of the Inquiry Method in South-South Nigeria
Author: Clifford, Ogheneakoke Edore
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Teacher Competencies,Inquiry,Teaching Methods,Secondary School Teachers,Public School Teachers,Surveys,Observation,Hypothesis Testing,Gender Differences,Statistical Analysis

The study assessed social studies teachers' competences in the use of the inquiry method in secondary schools. The target population for the study consisted of 1,110 social studies teachers from all the public secondary schools in Edo, Delta and Bayelsa states of Nigeria. The sample size was 600 social studies teachers drawn from 300 junior secondary schools through stratified random sampling techniques. The local governments were randomly selected from all the senatorial districts in the three states. The study utilized the survey and observational methods. The instrument for the study was the Social Studies Teachers' Competences Inquiry Method Rating Scale (SSTC1MRS). The data collected were analyzed with the use of inferential and nonparametric statistics. The research question was answered using mean and standard deviation, while the hypothesis was tested using t-test. The finding revealed that there is no significant difference between male and female social studies teachers' competences in the use of the inquiry method in upper basic schools. The male and female social studies teachers demonstrated the same level of competence. Based on the finding, it was recommended that both male and female teachers should be exposed to the inquiry teaching skills through workshop and seminars. Regular visits by Ministry of Education supervisors should be encouraged
The Comprehensive Evaluation of Electronic Learning Tools and Educational Software (CEELTES)
Author: Karolcík, Štefan
Date: 2015-00-00
Type: Journal Articles
Subjects: Electronic Learning,Educational Technology,Courseware,Evaluation Methods,Instructional Materials,Instructional Material Evaluation,Appropriate Technology,Quality Assurance,Quality Control,Evaluation Criteria,Test Items,Design Requirements,Test Construction,Online Courses,Usability

Despite the fact that digital technologies are more and more used in the learning and education process, there is still lack of professional evaluation tools capable of assessing the quality of used digital teaching aids in a comprehensive and objective manner. Construction of the Comprehensive Evaluation of Electronic Learning Tools and Educational Software (CEELTES) tool was preceded by several surveys and knowledge obtained in the course of creation of digital learning and teaching aids and implementation thereof in the teaching process. The evaluation tool as such consists of sets (catalogues) of criteria divided into four separately assessed areas--the area of technical, technological and user attributes; the area of criteria evaluating the content, operation, information structuring and processing; the area of criteria evaluating the information processing in terms of learning, recognition, and education needs; and, finally, the area of criteria evaluating the psychological and pedagogical aspects of a digital product. The specified areas are assessed independently, separately, by a specialist in the given science discipline. The final evaluation of the assessed digital product objectifies (quantifies) the overall rate of appropriateness of inclusion of a particular digital teaching aid in the teaching process.
The School Counsellor and Students' Career Choice in High School: The Assessor's Perspective in a Ghanaian Case
Author: Amoah, Samuel Asare
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Counselors,High School Students,Career Choice,Counselor Role,Counselor Client Relationship,Mixed Methods Research,Career Guidance,Career Exploration,Vocational Interests,Interest Inventories,Correlation,Student Attitudes,Student Surveys,Interviews

School counsellors play significant role in the total development of students in respect to career choices. In view of that career development interventions are provide to support the provision of information to guide students make well informed choices in personal, academic and social aspects. This study thus, aimed to examine whether the role of the school counsellor has any influence as well as guide students in their bid to choose career. Using the mixed method approach the study sought answers to; what specific role the school counsellor play to assist SHS students' career choice and also whether there is any significant relationship between the role played by school counsellors and students' choice of career. Results from the study showed that students strongly agreed that career guidance and counselling, career goal identification, organization of career days and conferences, administration of occupational interest inventory on students were among career intervention roles by the school counsellor influence their choice of career. Further, there was a positive correlation between the role of the counsellor and its influence on students choice of career. it is thus recommended that frequent intervention programmes need to be provided to support students make well informed choices.