ethanporcaro/eric-fulltext-meta huggingface dataset:
Not beyond Our Reach: Collaboration in Special Collection Libraries
Author: Dekydtspotter, Lori
Date: 2014-00-00
Type: Journal Articles
Subjects: Library Materials,Library Services,Librarian Teacher Cooperation,Primary Sources,Medieval Literature,Elementary School Teachers,Elementary School Curriculum,Outreach Programs,Educational Practices,Archives,Special Libraries

Based on a three-year collaboration with elementary school instructors, this paper discusses a creative approach to introducing younger students to the historical aspects and unique structure of the medieval book as a physical object. Through incremental activities, students learn to contextualize primary sources in both original and digital surrogates through the use of medieval manuscripts. The methods outlined can be repurposed for use with a variety of subject areas.
Engaging Professionals: Investigating in Service Teachers Use of Formative Classroom Assessment
Author: Tariq, Muhammad Arshad
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Formative Evaluation,Feedback (Response),Questionnaires,Elementary School Teachers,Measures (Individuals),Reliability,Validity,Statistical Distributions,Homework,Academic Achievement,Statistical Analysis

This study examined in-service teachers use of formative classroom assessment (FCA) approach. The research aimed at to achieve following three major objectives: (a) to identify in-service teachers' comprehension of determining the purpose of formative classroom assessment, (b) to investigate teachers' use of process and techniques of assessment in classroom, and (c) to examine ways in-service teachers provide feedback and report on students' performance. The questionnaire based on literature review was distributed to the elementary school teachers for gathering data. Validity of the questionnaire was evaluated by experts. The instrument reliability coefficient was 0.71. Descriptive statistics percentage, mean and standard deviation were used to analyze the data. It was found that teachers (92.1%) assigned homework; (82.3%) gave teacher-made tests and (88.2%) assessed students after completing the lessons as effective techniques of FCA. Teachers (82.4%) provided oral feedback to students and (74.5%) reported results to students than other stakeholders of students' learning. It was also found that FCA developed the learning of students and improved the practice of teaching in the classroom. Further study may be carried out to explore the problems faced by teachers during using the formative classroom assessment approach through qualitative method of research.
Evaluation of Programs: Reading Carol H. Weiss
Author: Msila, Vuyisile
Date: 2013-00-00
Type: Journal Articles
Subjects: Program Evaluation,Evaluation Methods,Evaluation Research,Research Methodology,Organizational Change,Organizational Theories,Politics of Education,Financial Support,Donors,Interprofessional Relationship,Partnerships in Education,Experimenter Characteristics,Change Strategies,Evaluation Utilization,Institutional Cooperation

Carol Weiss did much to enhance the role of evaluation in her writings. Her work shows evaluators what affects their roles as they evaluate programs. Furthermore, her theory of change spells out the complexities involved in program evaluation. There are various processes involved in the evaluation of programs. The paper looks at some of the aspects that inform this process. Effective evaluation of programs can lead to improvement of programs and good delivery of projects in future. It is Weiss who stated that evaluation should have an influence on policy and practice. Amongst other themes explored here are the politics of evaluation as well as the crucial role of the evaluator within the complexity of evaluation of programs.
Moral Intelligence: An Antidote to Examination Malpractices in Nigerian Schools
Author: Olusola, Olayiwola Idowu
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Moral Development,Moral Values,Predictor Variables,Gender Differences,Family Structure,Student Surveys,Measures (Individuals),Questionnaires,Correlation,Student Attitudes,Cheating,Tests,Demography,Social Influences,Statistical Analysis,Comparative Analysis

Moral intelligence is the capacity to apply moral principles to one's own values, goals and actions (or the ability to see what is right and integrate it into one's life and actions) It is considered as the individual capacity to understand right from wrong, to have strong ethical convictions and to act on them to behave in the right and honourable. This study examined the level of moral intelligence among senior secondary school students in Osun State. It also investigated whether there is a relationship between moral intelligence and students' perception of examination malpractice as well as examined the influence of variables such as students' gender and family structure on their moral intelligence. The study adopted survey method. The sample size was 240 Senior Secondary School class two students (Mean Age =15.62, SD =1.26) in Ife North Local Government Area of Osun state, Nigeria . Two instruments were used to collect data for the study. They were: Students' Moral Intelligence questionnaire adapted from Moral Competency Inventory (MCI) by Martin and Austin (2008) and Students Perceptions of Examination Malpractice in the Society (SPEM) which was adapted from Ejide (2005). Data collected were analyzed using descriptive statistics of frequency and percentage, Pearson Product Moment Correlation Test, t-test and ANOVA. The results showed that 2.6% of the students had low level of moral intelligence, 12.6% of them had moderate level, 38.7% of them had high level while 46.1% of the students had very high level of moral intelligence. Result also showed that moral intelligence significantly correlated with students' perception of examination malpractices (N = 230, r = -0.371 p &lt; 0.05). Also, significant difference were found in male (M = 86.27, SD = 14.144) and female students (M = 80.87, SD = 16.61; t (228) = 2.637, p = 0.009) moral intelligence while there was also a statistically significant difference at the p &lt; 0.05 level in moral intelligence scores for students under the five different living arrangement: F (4, 221) = 3.90, p = 0.004. The result of Post-hoc comparisons using the Turkey HSD test indicated that the mean score for students living with mother only (M =77.18, SD = 19.81) was significantly different from those living with father and mother together (M = 85.89, SD = 14.39). Mean score for students living with father only (M = 73.69, SD = 18.79) was significantly different from those living with father and mother together (M = 85.89, SD = 14.39). It therefore concludes that moral intelligence enhancement training could have positive and an enduring impact on their decision making process regarding involvement in examination malpractices.
Cyberbullying: A Review of the Literature
Author: Notar, Charles E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Bullying,Literature Reviews,Information Security,Child Safety,Definitions,Victims of Crime,Role Perception,Statistical Data,Etiology,Gender Differences,Internet,Online Systems,Social Networks,Computer Mediated Communication

The article is a literature review on cyberbullying from 2007-2013. Topics covered in the review have been categorized starting with definition of cyberbullying; roles of persons involved and statistics of who is being targeted; reasons for cyberbullying; differences between traditional bullying and cyberbullying; and gender comparisons related to cyberbullying. This introduction to cyberbullying will provide a foundation for developing a cyberbullying intervention/prevention program.
International Literacy Research Projects at Kecskemét College Teacher Training Faculty, Hungary
Author: Szabó, Ildikó
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,International Education,Literacy,Research Projects,Preservice Teacher Education,Inservice Teacher Education,Communicative Competence (Languages),Interpersonal Competence,Content Area Reading,Effective Schools Research,Reading Difficulties,Improvement Programs,Best Practices,Educational Cooperation,Educational Improvement,Adolescents,Program Proposals,Program Descriptions,Educational Change,Educational Strategies,Educational Research,Capacity Building

Reading and understanding texts of all kinds form a basic competence for participating in social and cultural life and for being successful on a job. Although most European adolescents have adequate reading competences at their disposal by the end of school, about a quarter of them cannot meet the minimal standards. The urgency of this societal problem has induced the European Commission to invite tenders to find reasons for this phenomenon and give ideas how to handle and solve the problem. Kecskemét College Teacher Training Faculty entered the first international project in the field in 2006 (ADORE) looking for good school practices all over Europe. It was followed by designing and implementing an in-service teacher training course (BaCuLit), of which follow-up is an international association to promote this knowledge among PhD-students (ISIT). At the moment we are in the process of writing a proposal of European Literacy Network (EuLit).
The Learning Strategist Teaches First-Year Undergraduates: Embedding Learning Strategies and Metacognitive Dialogue into Course Content
Author: Moukperian, Sharon
Date: 2013-00-00
Type: Journal Articles
Subjects: Learning Strategies,Metacognition,Prior Learning,Undergraduate Students,Lecture Method,Teaching Methods,Test Preparation,Foreign Countries,History Instruction,Questioning Techniques

Using self-study methodology, we describe one professor's efforts to support students' academic learning by integrating three, evidence-based learning strategies and associated metacognitive dialogue about their use in a first-year, lecture-based course. Learning strategies included the activation/provision of prior knowledge, narratives and recursive question answering. Strategies were presented in an explicit format, with students provided with metacognitive information related to their use. Strategy use also was reinforced as part of an exam review. We advocate for the continued modeling and discussion of evidence-based learning strategies as part of undergraduate lectures while discussing limitations associated with the present study and directions for future research.
In Search of the Epiphany of Homework Assignments: A Model of Evaluating Local Schools' Homework Practices
Author: Saam, Julie
Date: 2013-00-00
Type: Journal Articles
Subjects: Homework,Evaluation,Models,Student Attitudes,Parent Attitudes,Student Surveys,Parent Surveys,Middle School Students,Middle School Teachers,Educational Practices,Time on Task,Student Motivation,Positive Attitudes,Mathematics,Coordination

Some parents and students perceived demanding homework assignments as a frequent source of grievance, particularly for those high performing students who want spare time for independent study and cultivation of talents through extracurricular activities. Teachers tended to perceive homework assignments as a meaningful extension of instruction time and a media of communication between school and home. Cognizant of the possible conflicts about homework practices between school and home, the current study investigated homework issues from the students' and their parents' perspective while maintaining the integrity and information provided by the teachers of those students. The overarching goal of the current study was to establish a conceptual and applicable model for evaluating homework practices in local schools. Data collected included student and parent surveys, teacher homework philosophies, sample homework assignments, and homework hallway charts. The survey results were analyzed inductively and six key issues were identified pertinent to homework assignments in a well performing middle school in a Mid-western state in the United States of America. The six prominent factors identified include: grade-level homework coordination, positive perception about homework, homework as academically engaged time, motivation of doing homework, uniqueness of math homework, and ability-matching of homework. Some implications for parents and educators were articulated.
Educational Games for Learning
Author: Noemí, Peña-Miguel
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Technology,Educational Games,Video Games,Teaching Methods,Technology Uses in Education,Student Motivation,Tutoring,Simulation,Vocabulary Development,Number Concepts,Mathematics Skills,Spanish,English,Concept Formation,Skill Development,Foreign Countries,Program Evaluation,Instructional Effectiveness,Languages,College Students,Vocational Education

The introduction of new technologies in society has created a need for interactive contents that can make the most of the potential that technological advances offer. Serious games as educational games are such content: they can be defined as video games or interactive applications whose main purpose is to provide not only entertainment but also training in areas such as health, marketing, education, etc. This paper reviews various cases of successful serious games and their influence on the learning process, looks at tutoring as the key to guiding the learning process throughout serious games and considers what kind of abilities and skills can be achieved via such games. At this time of financial, economic and social crisis citizens must be prepared to confront the challenges of the future, and the individual values of each citizen must be joined to those of society as a whole. Serious games are the perfect tool for achieving these aims, and for transmitting contents and values attractively and efficiently.
Theories and Research in Educational Technology and Distance Learning Instruction through Blackboard
Author: Ouyang, John Ronghua
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Technology,Educational Research,Educational Theories,Distance Education,Delivery Systems,Teaching Methods,Instructional Innovation,Courseware,Computer Software,Meta Analysis,Educational Equipment,Technology Uses in Education,Educational Practices

Educational technology is a fast-growing and increasingly developed subject in education during the past 50 years. The focus of the development of its theories and research is oriented into the methods and effectiveness of its implementation. This presentation is reviewing various educational technology related theories, exploring and discussing up-to-date theoretical research and applications. The related theories not only cover those mainstream and influential ones, such Behaviorism, Cognitivism, Constructivism, and Multiple Intelligence, but also include those extended and popular theories: Anchored Instruction, Cognitive Flexibility, Diffusion of Innovations, Elaboration Theory, Experiential Learning Theory, Script Theory, Situated Cognition and Symbol Systems Theory. The application is mainly to discuss the related theories and research in educational technology and pedagogy of DL instruction through blackboard. The pedagogy of DL instruction includes the course designing, module delivery and objective-oriented assessment strategies.
Role of Academic Advisors in the Success of Engineering Students
Author: Khalil, Adeel
Date: 2014-00-00
Type: Journal Articles
Subjects: Engineering Education,Success,Academic Advising,Counselor Role,Student Surveys,Role Perception,Computer Mediated Communication,Counseling Services,Student Needs,Career Education,Counselor Attitudes,Student Attitudes,Best Practices,College Programs,Academic Achievement,Interviews,College Students

The role of an academic advisor is emphasized in this study. There is only one academic advisor in the School of Engineering at the Southern Polytechnic State University (SPSU). The academic advisor addresses the advising needs of more than 1,200 engineering students. The importance of professional advising and the need for higher advisor-student ratio is highlighted. Both advisor and student perspectives are addressed in this paper. Student data is collected through a survey to analyze their understanding of the difference between academic and faculty advisors. The survey also reveals the importance of an academic advisor for the retention, progression and graduation success of the engineering students.
The Principles of Designing an Expert System in Teaching Mathematics
Author: Salekhova, Lailya
Date: 2013-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Secondary School Mathematics,Algebra,Grade 8,Expertise,Artificial Intelligence,Teaching Methods,Simulated Environment,Educational Technology,Models,Educational Benefits,Academic Achievement

This study reveals general didactic concepts of the Expert Systems (ES) development process in the educational area. The proof of concept is based on the example of teaching the 8th grade Algebra subject. The main contribution in this work is the implementation of innovative approaches in analysis and processing of data by expert system as well as the development of the step-by-step algorithm to build a table of dependencies between subjects in a course, known as Concept-Effect Relationship (CER) model, which is introduced in this research work. The CER model is the core component of the ES, based on which the system builds the individual educational strategy for a pupil. The problem of building a table of dependencies between subjects in a course has been a significant obstacle when using this approach in real life due to its time complexity and a demand for significant efforts from multiple experts. Our novel approach introduces a general algorithm for building a dependency table with no linking to a specific subject, thus making CER model implementation easier in real-life educational practice.
Providing Exemplars in the Learning Environment: The Case For and Against
Author: Newlyn, David
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Practices,Best Practices,Academic Achievement,Academic Standards,Evaluation Criteria,Models,Educational Assessment,Student Evaluation,Feedback (Response),Student Improvement,Role Models,Plagiarism

Contemporary education has moved towards the requirement of express articulation of assessment criteria and standards in an attempt to provide legitimacy in the measurement of student performance/achievement. Exemplars are provided examples of best or worst practice in the educational environment, which are designed to assist students to increase their understanding of particular skills, content or knowledge in any given situation and articulate established criteria and standards. This article examines both the case for and the case against their use in any learning environment and includes issues such as students' desire for exemplars and the concern that the use of exemplars can lead to copying or plagiarism.
E-Business Curricula and Cybercrime: A Continuing Error of Omission?
Author: Fusilier, Marcelline
Date: 2013-00-00
Type: Journal Articles
Subjects: Internet,Crime,Business Administration Education,College Curriculum,Masters Programs,Comparative Analysis,Computer Security,Ethics,Laws,Educational Change,Courses,Foreign Countries

The growth of e-business has been accompanied by even faster increases in losses from security breaches, legal problems, and cybercrime. These unnecessary costs inhibit the growth and efficiency of e-business worldwide. Professional education in e-business can help address these problems by providing students with coursework aimed at them. The present study extends research begun in 2007 on course coverage of law, security, and ethics in e-business master's programs. Data were collected from university web sites in 2010 on 104 e-business master's curricula worldwide and compared with 2007 data. Results suggest no significant coverage changes and a majority of program curricula still lack courses in law, security, or ethics. Coverage of these topics did not apparently increase from 2007 to 2010 despite the rapid acceleration of cybercrime during the same period. However the change in coverage of topics related to cybercrime varied by region of the world in which e-business degree programs are based.
Bystanders Are the Key to Stopping Bullying
Author: Padgett, Sharon
Date: 2013-00-00
Type: Journal Articles
Subjects: Bullying,Victims,Peer Relationship,Audiences,Literature Reviews,Role,Prevention,Social Influences,Intervention,School Culture,Educational Environment

Bullying is the dominance over another. Bullying occurs when there is an audience. Peer bystanders provide an audience 85% of instances of bullying. If you remove the audience bullying should stop. The article is a review of literature (2002-2013) on the role of bystanders; importance of bystanders; why bystanders behave as they do; resources to help bystanders, parents, and schools to combat bullying; and established anti bullying programs with a bystander component are discussed.
Overview of Assistive Technology Possibilities for Teachers to Enhance Academic Outcomes of All Students
Author: Akpan, Joseph P.
Date: 2013-00-00
Type: Journal Articles
Subjects: Assistive Technology,Special Needs Students,Computers,Technology Integration,Physical Disabilities,Learning Disabilities,Intervention,Communication Disorders,Speech Communication,Reading Comprehension,Acoustics,Audio Equipment,Computer Software,Augmentative and Alternative Communication

Despite enormous improvements in AT devices and services in American classrooms, the number of students with special needs, and the complexity of needs that they and their families experience continues to be sky rocketed nationwide. In response to these urgent needs, more advanced and specialized assistive technologies have been developed that educators can use to revamp and redefine education of individuals with special needs, multiple learning styles, and physical challenges. AT helps students with special needs develop independent thinking skills, maintain self-reliance, increase autonomy, develop problem-solving skills, facilitate a sense of continuity in living conditions as much as possible, and become more actively involved in their educational activities at home, schools and communities. It allows teachers to reach out to all children at home, in the classroom, workplace, and community through outreach programs. AT, both high and light provide enormous potential for students with special needs to capitalize on their strengths and by bypassing, or compensate for loss of function, making the most out of their educational experiences. This article investigates the potential of AT to revamp education of students with special needs. In addition, this paper will help make educators and the learning community aware of AT availability and the use of and benefits afforded by AT devices.
Analysis of a Thin Optical Lens Model
Author: Ivchenko, Vladimir V.
Date: 2011-00-00
Type: Journal Articles
Subjects: Science Instruction,Physics,Optics,Scientific Concepts,Geometric Concepts,Models,Statistical Analysis,Water,Structural Elements (Construction),Secondary School Science,High Schools,College Science,Computation,Equations (Mathematics)

In this article a thin optical lens model is considered. It is shown that the limits of its applicability are determined not only by the ratio between the thickness of the lens and the modules of the radii of curvature, but above all its geometric type. We have derived the analytical criteria for the applicability of the model for different types of lenses. Quantitative estimations were made for practically important cases ?f a glass lens in air and air lens in water.