ethanporcaro/eric-fulltext-meta huggingface dataset:
Using an Infusion Based Approach to Enrich Prescribed and Test-Driven Curricular Practices
Author: Renzulli, Joseph S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Gifted Education,Enrichment Activities,Educational Strategies,Curriculum,Academic Standards,Early Childhood Education,Elementary Education,Middle Schools,High Schools,Technology Uses in Education,Problem Based Learning

One of the biggest challenges facing gifted education is how to balance the need to provide students with enrichment opportunities within the context of an overly prescribed or required curriculum. The emergence of standards in individual states and the new Common Core State Standards coupled with the almost overpowering influence of standardized testing has had the effect of squeezing highly engaging enrichment activities out of the curriculum. Many teachers have become so accustomed to requirements for &quot;teaching-the-text&quot; and overusing worksheets to grind up standardized test scores that they no longer have the opportunity or, in some cases, the know-how to deviate from prescribed material. Few would argue that standards-driven curriculum is not important; however, research has clearly and unequivocally shown that high engagement enrichment experiences do in fact, contribute to higher achievement scores &quot;and&quot; they also make school more meaningful and enjoyable for students (Dotterer &amp; Lowe, 2011; Greenwood, 1991; Reyes et al., 2012, &amp; Wang &amp; Holcombe, 2010). In this article we present a strategy that teachers can use for achieving some balance between the required curriculum and a way of infusing enrichment activities into standards driven material. Teachers who have used this technique have commented about how it has made them feel more creative about their teaching and more like professionals rather than mere purveyors of other people's material. Some examples of exciting ideas developed by teachers are provided to illustrate how the technique has been used.
&quot;We Are All Relations&quot;: An Indigenous Course Requirement (ICR) Experience
Author: Friesen, Helen Lepp
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,College Faculty,Experience,Interdisciplinary Approach,Indigenous Populations,Program Effectiveness,Course Content,Teaching Methods,Interpersonal Relationship,Consciousness Raising,Barriers,Minority Group Students,Racial Bias,Ethnicity,Ethnic Stereotypes,Cultural Awareness,School Personnel,Attitudes

This mixed-methods study asked students, faculty, and staff what their experiences were with an interdisciplinary Indigenous Course Requirement (ICR) in its initial implementation in the 2016/17 academic year at The University of Winnipeg. Although participants had suggestions for how to improve course content, development, delivery, and support, there were more positive reactions to the ICR experience than negative. Themes that emerged from the positive learning experiences were the importance of relationships, respect, and a desire to work together towards reconciliation. Challenges that participants indicated were the pressure on Indigenous students to take on the role of token authority, lack of support systems and training for engaging in sensitive issues. There was consensus that racism and lack of knowledge exists and that education and relationships are key to changing stereotypes. A major challenge will be continued student opposition to ICRs.
Upper Primary Students&apos; Views vis-à-vis Scientific Reasoning Progress Levels in Physics
Author: Abate, Tsedeke
Date: 2021-00-00
Type: Journal Articles
Subjects: Grade 8,Student Attitudes,Scientific Literacy,Science Process Skills,Thinking Skills,Logical Thinking,Scientific Principles,Science Instruction,Physics,Active Learning,Inquiry,Science Achievement,Prior Learning,Developing Nations,Foreign Countries

The purpose of this study was to explore grade eight students' views in terms of different scientific reasoning progress levels. To explore students' views, phenomenographic study was used. The qualitative analysis of students' interviews elicited three major themes of students' views about scientific reasoning progress levels: naïve, mixed, and scientific, along with the underlying ways of reasoning patterns. It was revealed that students think that scientific knowledge is static, fixed, universal, certain, and unchangeable. It is recommended that a need to consider an inquiry-based teaching in combination with the contextualized approach of nature of science in school science curriculum and classroom instruction to promote students' scientific views on the nature of science and higher scientific reasoning abilities.
Advantages and Disadvantages of Using e-Learning in University Education: Analyzing Students&apos; Perspectives
Author: Al Rawashdeh, Alaa Zuhir
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,Technology Integration,Affordances,Barriers,Student Attitudes,College Students,Skill Development,Computer Mediated Communication,Teacher Student Relationship,Foreign Countries

The architecture of a learning system implies a heavy task for e-learning to be integrated into a complicated system that is flexible, time scalable, and capable of lasting, even though there are many diverse tools. Currently, higher education in United Arab Emirates is experiencing a major transformation, considering increased accessibility. Therefore, the study aims to identify the advantages and disadvantages of e-learning in university education in United Arab Emirates. A descriptive study design was used to randomly select students from Ajman university, who were enrolled in 2018/2019 academic year. A close-ended structured questionnaire was constructed to collect data from students. Frequencies and percentages were used to analyse the data collected. 81% students stated that e-learning provides scientific material in an interesting way. Similarly, 80% students have responded that e-learning increases the possibility of contact between students among themselves and between the students and the teacher. 73% students indicated that due to increasing social isolation, they spend more time in front of the technical means of social interaction account and face-to-face with others. 70% students have indicated that there is a presence of electronic illiteracy among parents, which reduces their ability to follow their children electronically. It is essential for potential e-learners to understand the differences between an e-learning classroom setting and a conventional classroom setting as there are both advantages and disadvantages of e-learning to both environments that can probably influence their overall performance as a student.
Webbed Understanding: A Conversation for Understanding
Author: Harpaz, Yoram
Date: 2018-00-00
Type: Journal Articles
Subjects: Comprehension,Teaching Methods,Learning,Curriculum Design,Student Motivation

Teaching for understanding is an important educational theory and practice that has generated an enormous body of theoretical and practical literature in recent decades. To give structure to the concept and facilitate its application in the classroom, the present article resolves the concept of teaching for understanding into three distinct, key questions and addresses each separately. What is the essence of understanding? Which content is worth understanding? How should we teach for understanding? The answers to these questions are addressed in a dialogic style that explores the concepts of understanding in terms of making correct and systematic relationships, the meaning and role played by &quot;big ideas,&quot; and how these considerations impact the development of curriculum geared towards developing understanding. To support application of these ideas in the classroom, the concepts are graphically illustrated in tables and with concrete examples of curriculum design.
Moodle and Problem-Based Learning: Pedagogical Designs and Contradictions in the Activity System
Author: Ørngreen, Rikke
Date: 2021-00-00
Type: Journal Articles
Subjects: Integrated Learning Systems,Problem Based Learning,Instructional Design,Foreign Countries,Instructional Effectiveness,Higher Education,Learning Activities

This paper presents an empirical study and related activity system analysis regarding the implementation and use of Moodle specifically, and learning management systems in general, in problem-based learning. The research involved an exploration of the characteristics that defined use of Moodle at a Danish university, the reasons why Moodle was or was not used in specific contexts and the way in which Moodle use was perceived by students. Some of the obstacles and challenges identified through this study highlighted the need for a deeper analysis of the elements that characterised the activity system(s) and their contradictions in this contextual setting, leading to a consideration of possible implications for change processes. The investigation consisted of a literature review, a survey of 345 students regarding their experiences with Moodle in conjunction with a nomination for the best Moodle course, an analysis of the 178 nominated courses and interviews with four university teachers about their use of Moodle. This examination revealed that many existing Moodle activities at Aalborg University focus more on sharing information and teaching materials and less on the students' problem-based learning activities and projects. This finding is intriguing, as use of Moodle does not reflect that problem-based learning comprises the pedagogical foundation of Aalborg University's academic programme. The investigation uncovered several reasons for the lack of focus on problem-based learning in Moodle structures and content and explored them through the contradictions identified within the activity systems and between the double contextual frame surrounding the interacting activity system.
Pathways to a Knowledge Society: A Proposal for a Hierarchical Model for Measuring Digital Literacy among Israeli Pre-Service Teachers
Author: Peled, Yehuda
Date: 2021-00-00
Type: Journal Articles
Subjects: Technological Literacy,Preservice Teachers,Foreign Countries,Validity,Measures (Individuals),Factor Analysis,Computer Software,COVID-19,Pandemics,Online Courses,Teaching Methods,Teacher Education Programs,Instructional Materials,Teamwork,Integrity,Social Responsibility,Teacher Attitudes

This paper presents the results of an empirical study on validation of performance statements for an inventory of the digital literacy skills required for learning. These skills are used to determine digital readiness of pre-service teachers. The paper reports on validation of an adjusted set of 54 performance statements which were categorized into seven digital learning domains. The seven digital learning domains were validated based on structural equation modelling which was then confirmed by factor analysis using AMOS software. The results of the analysis indicate the existence of a multi-layered model where all digital learning domains are positively connected to each other. Our findings therefore suggest a strong statistical validity of the performance statement inventory. The findings also point to the fact that pre-service teachers are in a transit phase from digital immigrants to digital natives. That, in the context of COVID-19 pandemic, implies the need to invest in appropriate preparation and training of pre-service teachers to teach in an online environment. The inventory for measuring digital literacy can be used to assess teachers' digital readiness on a regular basis, thereby enabling them to adjust the teaching materials and pedagogy to achieve the required level of digital readiness, as defined by the school. [The page range on the .pdf (p118-132) is incorrect. The correct page range is p118-133.]
Australian Early Childhood Teachers&apos; Training in Language and Literacy: A Nation-Wide Review of Pre-Service Course Content
Author: Weadman, Tessa
Date: 2021-02-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Teachers,Preservice Teacher Education,Course Content,Oral Language,Emergent Literacy,Content Analysis,Teacher Role

Early childhood teachers are well-positioned to maximise preschoolers' development in oral language and emergent literacy; both of which are vital predictors of academic success at school. Research investigating their pre-service training in language and emergent literacy remains limited. This issue is addressed in the present study, with the first nation-wide review of the oral language and emergent literacy course content across all 84 Australian early childhood teacher pre-service courses. Qualitative Content Analysis was employed to gain an overview of language and emergent literacy teaching content reported in publicly available course documents. Study findings demonstrated large variation in the oral language and emergent literacy course content reported. The results showed that course content on the structure of language and code-related skills including phonological awareness and concepts of print, do not feature prominently across pre-service course documents. Further, course content on evidence-based strategies to foster children's oral language and emergent literacy development, such as dialogic book reading, and intentional adult-child interactions were also limited. Findings are discussed with respect to their implications for preparing early childhood teachers to support the oral language and emergent literacy growth of preschoolers.
Conceptual Knowledge OR Procedural Knowledge OR Conceptual Knowledge AND Procedural Knowledge: Why the Conjunction is Important for Teachers
Author: Hurrell, Derek P.
Date: 2021-02-00
Type: Journal Articles
Subjects: Concept Formation,Knowledge Level,Mathematical Concepts,Mathematics Instruction,Mathematics Teachers,Pedagogical Content Knowledge,Definitions,Concept Teaching

The terms conceptual knowledge and procedural knowledge are often used by teachers and never more so than when discussing how teachers teach, and children learn mathematics. This paper will look at literature regarding conceptual and procedural knowledge and their place in the classroom, to offer teachers and teacher educators' advice on some of the more pressing issues and understandings around them. A thorough synthesis of extant and seminal literature will provide advice to teachers and teacher educators on how a deeper insight into conceptual and procedural knowledge could improve the quality of mathematics teaching.
A Decade of Positive Education and Implications for Initial Teacher Education: A Narrative Review
Author: White, Mathew A.
Date: 2021-03-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Educational Change,Values Education,Well Being,Psychology,Criticism,Program Effectiveness,Theory Practice Relationship

This narrative review addresses a notable gap in initial teacher education research by exploring the impact of positive education--a growing international change initiative--in schools. Launched in 2009, positive education is defined as education for both traditional skills and happiness. This narrative review examines how positive education has contributed to a change in schools and related curriculum issues. It draws on various studies from the past decade to evaluate positive education definitions, examine two periods in positive education research from 2009-2014 and 2015-2020. The review argues that positive education concepts may enrich initial teacher education discourse and enhance teacher professional practice; but, the term may be too narrow. Finally, the review recommends adopting the more inclusive term wellbeing education. This term may guide future research of culturally diverse case studies, thereby supporting the greater integration of wellbeing science with teaching theory and practise in initial teacher education.
Free Reading Activities at Village Institutes: Why and How?
Author: Kizilhan, Pinar
Date: 2021-00-00
Type: Journal Articles
Subjects: Rural Schools,Foreign Countries,Reading Instruction,Reading Programs,Recreational Reading,Educational History,Reading Material Selection

In this study, it was aimed to discuss the free reading activities (FRA) practised for 1 hour at 21 different Village Institutes in Turkey in pedagogical respects. In this regard, FRA, applied within the scope of an extra programme, was analysed in terms of content and method on the basis of cognitive and affective learning. When the findings of this research were evaluated, it was seen that raising literary readers is a part of the educational activities at the institute. The FRA is a programme design supporting the enrichment of intellectual, emotional, social and aesthetic developments. The main purpose of education in the village is the problem of selecting and preparing the books to be read during free reading hours in a well manner. The educators of the period implementing the FRAs created an original model of education appropriate to the social reality of the people and in accordance with their educational needs.
Graduate Students&apos; Perceptions of and Recommendations Pursuant to Saudi Arabia&apos;s COVID-19 &quot;Stay-at-Home&quot; Initiative
Author: Alghamdi, Amani Khalaf
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Graduate Students,Females,Student Attitudes,School Closing,Disease Control,Psychological Patterns,Fear,Educational Technology,Technology Uses in Education,Program Effectiveness,Economic Impact,Values,Beliefs,Distance Education,Innovation

The global spread of COVID-19 has prompted countries worldwide to design initiatives and measures to ensure public health and safety. Saudi Arabia launched a &quot;Stay-at-Home&quot; initiative in March 2020 involving all sectors of society. This exploratory study employed a qualitative research design using written journal reflections to discern the views and opinions of Saudi female graduate students at a large public university in the Eastern Province. The research posed three questions: (1) What were participants' perspectives of the impact of the &quot;Stay-at-Home&quot; initiative; (2) What values did participants manifest during the initiative; and, (3) What were participants' recommendations and innovative solutions to deal with the initiative's effects? Findings reveal that boredom and loneliness, fear of infection, and financial concerns dominated students' perceptions of the impact of the initiative. Participants further identified divine protection and global unity as two key values that were heightened to deal with the initiative and the pandemic. Finally, innovative solutions to mitigate the effects of the initiative were categorized into 13 sub-themes organized around two main spheres of Saudi life -- public (governmental/societal) and private (family/home).
Accommodating Learning Disabilities in the English Language Classroom
Author: Sowell, Jimalee
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Disabilities,English (Second Language),Second Language Instruction,Language Teachers,Teacher Competencies,Student Needs,Teacher Attitudes,Training,Disability Identification,Teacher Role,Inclusion,Notetaking,School Schedules,Fatigue (Biology),Teaching Methods,Direct Instruction,Learning Activities,Access to Education,Learner Engagement,Evaluation Methods,Scaffolding (Teaching Technique),Peer Teaching

It is estimated that ten percent of learners have some sort of learning disability; on average, this is two or three students per classroom (Butterworth and Kovas 2013). This means that, inevitably, all English language instructors will encounter students with learning disabilities in their classrooms and could encounter students with learning disabilities in each class. In 2018, we, the authors of this article, conducted a pilot study on learning-disability training for English as a foreign language (EFL) teachers. All the participants in our study had previously taught or were currently teaching English in EFL contexts. The majority of respondents in our survey (83 percent) indicated they were not confident about their abilities to assist students with learning disabilities. Among the study participants who had received training, the majority (52 percent) indicated their training had been relatively brief--lasting a day or less (Sowell and Sugisaki 2020). This article is a response to the need to provide more information about learning disabilities to English language teachers.
One of These Does Not Belong: Creating Interesting Multiple-Choice Questions for Teaching and Testing
Author: Miklas, Matthew
Date: 2021-00-00
Type: Journal Articles
Subjects: Multiple Choice Tests,Teacher Made Tests,Web Based Instruction,Test Construction,Learner Engagement,English (Second Language),Second Language Learning

With the increase in online teaching sessions, instructors face the need to engage and challenge their students in new ways. Online quiz sites provide teachers with a cost-free means of gaining immediate feedback on their students' progress. However, students can become bored if multiple-choice quizzes do not vary and are used too often. This article describes a simple means of writing multiple-choice questions--which most often comprise a stem (the question) and four answer choices--to make them more engaging and challenging for learners of all levels and teaching contexts, online or off-line.
Indonesian Teachers&apos; Emotional Exhaustion and Commitment to Teaching: A Correlational Study
Author: Werang, Basilius R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Burnout,Teacher Persistence,Catholic Schools,Elementary School Teachers,Emotional Response

This study intends to explain whether or not emotional exhaustion and organisational commitment of Catholic primary school teachers in Merauke regency correlate prospectively. This study was guided by one research question: 'Does the Catholic primary school teachers' emotional exhaustion and organisational commitment correlate significantly negatively?' To answer the research question, two survey questionnaires were disseminated to 157 teachers. Employing the SPSS programme version 21, the study shown a significant negative correlation among the surveyed research variables. The findings may be authoritative for the Catholic primary school leaders and the Chief of the Catholic Foundation for Education in Merauke regency, Indonesia, to take major efforts to eliminate emotional exhaustion of teachers in order to foster the organisational commitment of teachers at the Catholic primary schools to teaching the youth.
Targeted Teacher Education to Improve Primary Preservice Teachers&apos; Knowledge and Understanding of UV and Effective Sun Protection Measures for Children
Author: Scott, Joseph J.
Date: 2021-03-00
Type: Journal Articles
Subjects: Preservice Teachers,Undergraduate Students,Student Attitudes,Knowledge Level,Skill Development,Self Efficacy,Workshops,Intervention,Elementary Education,Children,Health Behavior,Health Promotion,Risk,Cancer,Radiation,Safety Education,Foreign Countries

Teachers are responsible for children at school during peak ultraviolet (UV) times of the day. It is paramount that teachers have knowledge and understanding of UV to effectively protect themselves and their students. The aim of this pilot study was to investigate the effect of a short intervention on preservice teachers' sun protective behaviours, knowledge and perceived skill to teach sun safety. Participants (n =161; median age=20 years) attended a 45-minute preservice teacher sun safety intervention and completed pre- and post-test surveys. Post-intervention, most participants indicated they felt: (1) more informed about the dangers of UV and risks of developing skin cancer (93.3%); (2) more knowledgeable about the importance of sun protection (92%); and (3) more skilled to teach sun safety (87.4%). Our findings indicate that the targeted preservice teacher sun safety education intervention improved understandings of UV, effective sun-protective practices, and their perceived skills to teach sun safety.