ethanporcaro/eric-fulltext-meta huggingface dataset:
The Teaching Resources Center: The Application of Practical Teaching Methods for Lifelong Learning
Author: Chien, Chiying
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Centers,Teaching Methods,Lifelong Learning,Writing Evaluation,Computer Assisted Testing,Recreational Reading,Universities,Student Motivation,English (Second Language),Second Language Learning,Writing (Composition),Independent Study,Workshops,Conferences (Gatherings),Educational Research,Individualized Instruction,Mixed Methods Research,Program Implementation,Program Effectiveness,Teacher Attitudes,Needs Assessment,Questionnaires,Action Research,Student Attitudes,Evaluation Criteria,College Faculty,College Students

The Teaching Resources Center (TRC) was developed at the university as an integrated project funded by the Ministry of Education. The focus of the TRC is not only on enhancing students' motivation in self-access study and written English, but also on providing the resources for research and information to develop lifelong learners and independent researchers. The teaching and learning goals were realized by the project's three sub-programs: (1) several workshops and a symposium were held on the methodology of providing and using resources in teaching research; (2) the Adaptive Instruction Program was assisted by outside reading; (3) a Teaching Resources Center was established to integrate resources to enhance an environment for practicing written English. Data was collected using qualitative and quantitative methods and used to analyze the effectiveness of implementation. Generally, it was shown that teachers want to take part in quantitative, practical, hands-on research in the hope of understanding specific examples. Similarly, many teachers are positive about outside reading and online written evaluations, whereas students' attitudes need further encouragement and support from teachers to implement future lifelong learning.
Level of Intercultural Competence of International Students at Kocaeli University
Author: Günçavdi, Gizem
Date: 2016-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Foreign Students,Measures (Individuals),Turkish,Translation,Intercultural Communication,College Students,Student Attitudes,Language Proficiency,Foreign Countries,Student Surveys,Statistical Analysis

The concept of intercultural competence has gained importance recent years because of some factors, such as globalization and technological improvements. This concept can be defined as an individual's ability to understand other cultures, and to be able to communicate easily with people from those cultures. In order for a person to be interculturally competent, s/he should have intercultural knowledge, attitude, skill and awareness. The aim of this study is to determine Kocaeli University's international students' level of intercultural competence. The population of this study consists of 650 international students in Kocaeli University. The sample of this study includes 230 international students chosen through convenience sampling method. This study is in descriptive survey model. As the data collection tool, &quot;Intercultural Competence&quot; scale developed by Fantini [11] is used. The scale was originally English. Before conducting the scale, researchers adapted it into Turkish. It has been found that international students' level of intercultural competence is high. Also it has been seen that international students' level of intercultural skills, intercultural attitude, intercultural knowledge and intercultural awareness, which are sub-dimensions of intercultural competence, are high. Moreover, it has been found out that the level of intercultural competence differs depending on whether international students got some information about Turkey before coming here, the continents in which international students' home countries are, and international students' level of Turkish language proficiency.
Principals' and Teachers' Practices about Parent Involvement in Schooling
Author: Erdener, Mehmet Akif
Date: 2016-00-00
Type: Journal Articles
Subjects: Principals,Parent Participation,Foreign Countries,Mixed Methods Research,Teacher Administrator Relationship,Teacher Attitudes,Administrator Attitudes,Public Schools,Elementary Secondary Education,Elementary School Teachers,Secondary School Teachers,Middle School Teachers,Factor Analysis,Multivariate Analysis,Research Methodology,Causal Models,Child Rearing,Statistical Analysis,Phenomenology,Likert Scales

Parent involvement has an influence on children's educational engagement for all school levels. The objective of this study was to examine public school principals' and teachers' practices for improving parent involvement in schooling. This study used a mixed method to identify the school administrators' and teachers' perceptions about parent involvement in schooling. Data was collected from 64 public schools' administrators and teachers of elementary, middle and high schools. Six hundred and sixty one (55%) of surveys returned from 28 elementary schools, 27 middle schools, and 9 high schools. Data was analyzed with Confirmatory Factor Analysis (CFA) and Multivariate Analysis of Variance (MANOVA) using the Statistical Package for Social Sciences (SPSS). For qualitative part, phenomenological research method was used to investigate principals' and teachers' experiences to promote parent involvement. Findings indicated that school levels and teachers' education levels had a statistically significant impact on combined factors of parent involvement. No significant differences were found in parent involvement among principals and teachers who are from different major, gender, and seniority groups. This study showed that educator' attitudes is the most significant factor on parental involvement in schooling. Additionally, this study claimed when principals offer different time schedule for parent and teacher meetings, parent involvement is increased. One of parents is selected by Parent Teacher Organization for each grade so parents might use social media for all of meetings, offers, events, and announcements.
The Big Crunch: A Hybrid Solution to Earth and Space Science Instruction for Elementary Education Majors
Author: Cervato, Cinzia
Date: 2013-05-00
Type: Journal Articles
Subjects: Elementary Education,Preservice Teachers,Distance Education,Online Courses,Space Sciences,Elementary School Teachers,Education Majors,Conventional Instruction,Web Based Instruction,Blended Learning,College Students,Comparative Analysis,Earth Science

We describe the rationale and process for the development of a new hybrid Earth and Space Science course for elementary education majors. A five-step course design model, applicable to both online and traditional courses, is presented. Assessment of the course outcomes after two semesters indicates that the intensive time invested in the development of the course results in a manageable workload during the semester for faculty with an already full teaching load. We also found that average scores in proctored online exams for this cohort of students are identical to the average scores of students from the same major enrolled in a face-to-face (F2F) course. Exam scores significantly improved in the second semester after adjustments to the workload and the introduction of explicit test-taking tips at the beginning of the semester. We found that our students, at all stages of their studies, were not used to the self-guided instruction required for success in online courses, and were often not as comfortable using Web-based technology for instruction as we expected.
Measuring Student Knowledge of Landscapes and Their Formation Timespans
Author: Jolley, Alison
Date: 2013-05-00
Type: Journal Articles
Subjects: Time,Geology,Scientific Concepts,Test Construction,Test Validity,Knowledge Level,Science Tests,Self Esteem,Undergraduate Students,Protocol Analysis,Test Reliability,Computation,Foreign Countries

Geologic time is a crucial component of any geoscientist's training. Essential knowledge of geologic time includes rates of geologic processes and the associated time it takes for geologic features to form, yet measuring conceptual thinking abilities in these domains is challenging. We describe development and initial application of the Landscape Identification and Formation Test (LIFT), a concept inventory for measuring abilities to identify landscapes and their formation timespans. Test development included careful choice of concept questions followed by a cycle of validation steps involving student and expert think-aloud interviews. We then administered the test, together with eight validated questions about geological time, to 96 university students in second year and fourth year geoscience courses. Results showed that students' abilities and confidence were more closely aligned with their general knowledge about geologic time than with the level of the course in which they were enrolled. Students were better at identifying landscapes than estimating how long they take to form, and both students and experts had the most difficulty with intermediate formation timespans. Details about students' errors, including common landscape misidentifications and systematic errors in estimating formation timespans, can help instructors prioritize the content and pedagogy of their courses. The LIFT is a validated concept inventory that is available for anyone to use as a pre-post, diagnostic, progress, or end-of-degree assessment that can provide valuable feedback about knowledge and learning to students, instructors and program administrators.
Alternative Conceptions Concerning the Earth's Interior Exhibited by Honduran Students
Author: Capps, Daniel K.
Date: 2013-05-00
Type: Journal Articles
Subjects: Foreign Countries,Scientific Concepts,Misconceptions,Earth Science,Qualitative Research,Freehand Drawing,Interviews,Preadolescents,Early Adolescents,Science Education,Elementary School Students

Although multiple studies of misconceptions in Earth science have been completed using samples of North American and European students and teachers, little research has been conducted on alternative Earth science conceptions in developing countries. The current study was conducted in 5th- and 6th-grade classrooms in eastern Honduras, Central America. The goal of the study was to gather data documenting Honduran students' conceptions of the Earth's interior. This qualitative study used participant-generated drawings and interviews to access students' conceptions of the Earth's interior. Results suggest that Honduran students, ages 9-14 y, express varying levels of understanding regarding this science concept. Many exhibit alternative conceptions, including nonconcentric layers in the Earth; the presence of physical objects, such as houses, inside the Earth; and the existence of mythical creatures within the Earth. This study provides data relevant to geoscience education in Honduras, has implications for geoscience education in tectonically active regions where Earth science is not a major part of the curriculum, and offers suggestions for teaching abstract Earth science concepts to concrete learners. The study also provides information for educators that teach students who are recent immigrants from Honduras and for those who teach students of limited language and/or reading proficiency.
The Texas Earth and Space Science (TXESS) Revolution: A Model for the Delivery of Earth Science Professional Development to Minority-Serving Teachers
Author: Ellins, K. K.
Date: 2013-05-00
Type: Journal Articles
Subjects: Faculty Development,Grade 12,Earth Science,Space Sciences,Science Instruction,Best Practices,Teaching Methods,Technology Uses in Education,Consortia,Evaluation Methods,Workshops,Leadership Training,Science Teachers,Elementary Secondary Education,Secondary School Science,Program Evaluation

The Texas Earth and Space Science (TXESS) Revolution was a 5-y teacher professional development project that aimed to increase teachers' content knowledge in Earth science and preparing them to teach a 12th-grade capstone Earth and Space Science course, which is new to the Texas curriculum. The National Science Foundation-supported project was designed around six principles that proved to be critical in its success: (1) model best practices in workshop presentations, (2) use authentic Earth science data and cybertechnology to teach up-to-date content, (3) provide ongoing training to cohorts of learners over a 2-y period, (4) involve geoscience consortia and programs that can provide proven content for classrooms, (5) use ongoing evaluations to guide future workshops, and (6) provide opportunities for leadership development through participation in research and curriculum development projects. The project served 177 science teachers by supporting them with the pedagogical, technological, and scientific tools to teach modern geoscience. TXESS Revolution teachers directly impacted more than 29,000 students, of which about 69% are nonwhite, by exposing students in Texas to the geosciences and planting the seeds for them to pursue geoscience as a field of study. Using a train-the-trainer approach, TXESS Revolution teachers shared their professional development with other Texas teachers, strengthening Earth science education at all K-12 levels throughout the state, an impact that extends beyond preparation in Earth and space science.
The Importance of a Laboratory Section on Student Learning Outcomes in a University Introductory Earth Science Course
Author: Forcino, Frank L.
Date: 2013-05-00
Type: Journal Articles
Subjects: Earth Science,Introductory Courses,Science Laboratories,Outcomes of Education,Hands on Science,Inquiry,Active Learning,College Science,Lecture Method,Acceleration (Education),Foreign Countries,Statistical Analysis,Pretests Posttests,College Students

Laboratory sections of university Earth science courses provide hands-on, inquiry-based activities for students in support of lecture and discussion. Here, I compare student conceptual knowledge outcomes of laboratory sections by administering an independent concept inventory at the beginning and end of two courses: one that had a lecture and a laboratory section, and one that had only a lecture. Students in both courses demonstrated a significant increase in inventory scores over the course of the semester. The mean increase in score for the course with a laboratory was 33% greater (43% greater for matched-identification score analysis) than for the lecture-only course. One notable difference between the two courses was that the course without the lab was also a time-shortened course, while the course with a lab spanned a full, traditional-length academic term. Because a great deal of research exists demonstrating that time-shortened, intensive university courses produce the same increase in student concept knowledge as traditional-length courses, the inclusion of the laboratory section most likely led to the greater student learning gains in the full-length course. This study demonstrates the importance of having a laboratory component of an introductory-level, university Earth science course.
Teaching High-Accuracy Global Positioning System to Undergraduates Using Online Processing Services
Author: Wang, Guoquan
Date: 2013-05-00
Type: Journal Articles
Subjects: Accuracy,Undergraduate Students,Geographic Information Systems,Teaching Methods,Geology,Measurement,Users (Information)

High-accuracy Global Positioning System (GPS) has become an important geoscientific tool used to measure ground motions associated with plate movements, glacial movements, volcanoes, active faults, landslides, subsidence, slow earthquake events, as well as large earthquakes. Complex calculations are required in order to achieve high-precision positions and thereby high-accuracy displacement measurements. It is difficult to familiarize undergraduates with the complex data processing within a period of one semester. Several national organizations offer free online GPS processing services. Using these online services, a GPS beginner can bypass the complex aspect of data processing and focus on applications of the high-accuracy GPS technology. This paper introduces the author's experience using Online Positioning User Service, provided by the National Geodetic Survey (NGS) and Automatic Precise Positioning Service, provided by the Jet Propulsion Laboratory (JPL) in teaching two undergraduate courses, Applications of GPS in Geosciences and Geological Hazards, at the University of Puerto Rico at Mayaguez. Two class projects, &quot;Where is My House?&quot; and &quot;GPS Landslide Monitoring,&quot; were designed to practice GPS data collection, processing, and analysis. The enrollments of the two courses were about 10 senior undergraduate students. Online GPS data processing helped both the instructor and students in teaching and learning the intricacies of GPS data processing, understanding different reference frames and coordinate systems, and familiarizing local permanent reference stations. Students who had taken the GPS classes often help professors in the geology department and other departments to survey field sites with centimeter-level accuracy.
Conceptual Understanding of Geological Concepts by Students with Visual Impairments
Author: Wild, Tiffany A.
Date: 2013-05-00
Type: Journal Articles
Subjects: Middle School Students,High School Students,Visual Impairments,Summer Programs,Geology,Curriculum,Teaching Methods,Earth Science,Outdoor Education,Experiential Learning,Active Learning,Concept Formation,Scientific Concepts,Misconceptions,Qualitative Research,Interviews,Program Effectiveness

Eighteen middle and high school students with visual impairments participated in a weeklong field-based geology summer camp. This paper reports the curriculum, strategies, and what the students learned about Earth science by climbing in and out of caves, collecting fossils, exploring a bog, and interacting with experts in the field. Students were encouraged to be active learners outside of their normal comfort zone to develop understandings about geology through reading the landscape. Initially, few of the students held scientifically accurate Earth science concepts, but by the end of the week most had developed a medley of scientific and unique inaccurate understandings that have never been documented before. A week of intensive first-hand experiences was sufficient for the students to acquire some scientific knowledge, but not enough to eliminate inaccurate understandings. The duality of their science understandings suggests that additional informal experiences paired with formal classroom instruction will be necessary to clarify concepts. Some previously undocumented misconceptions were exhibited by the students, such as water pressure influencing plate tectonics and lifecycles of animals impacting Earth systems.
It's Not a Math Lesson--We're Learning to Draw! Teachers' Use of Visual Representations in Instructing Word Problem Solving in Sixth Grade of Elementary School
Author: Boonen, Anton J. H.
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Problem Solving,Visual Stimuli,Elementary School Teachers,Freehand Drawing,Knowledge Base for Teaching,Mathematics Skills,Modeling (Psychology),Visualization,Foreign Countries,Video Technology

Non-routine word problem solving is an essential feature of the mathematical development of elementary school students worldwide. Many students experience difficulties in solving these problems due to erroneous problem comprehension. These difficulties could be alleviated by instructing students how to use visual representations that clarify the problem structure and the relations between solution-relevant elements (so-called visual-schematic representations). Research shows that instructional effectiveness depends largely on teachers' mathematical knowledge for teaching. Teachers' knowledge of visual representations is therefore essential to instructing word problem comprehension in this way. As there is little to no literature investigating teachers' practices in this area, the goal of the present study is to examine teachers' use of visual representations to support non-routine word problem solving. Eight mainstream elementary school teachers implemented an innovative approach focused on the use of visual-schematic representations. After a short training, teachers were able to produce these representations during instruction. However, some teachers seemed unclear about what these representations comprise and what function they serve within the word problem solving context. Teachers seemed to base their use of representations on personal preferences rather than on an optimal fit with the word problem characteristics. These aspects need to be addressed in teacher training and professional development programs. This study makes an unique contribution to research in the important and problematic area of word problem solving in regular classrooms. The results of this study are relevant for educational researcher, teachers, and teacher educators who deal with difficulties in instructing mathematical word problems.
Within-Students Variability in Learning Experiences, and Teachers' Perceptions of Students' Task-Focus
Author: Malmberg, Lars-Erik
Date: 2016-00-00
Type: Journal Articles
Subjects: Learning Experience,Teacher Attitudes,Structural Equation Models,Individual Differences,Longitudinal Studies,Questionnaires,Motivation,Learning Processes,Foreign Countries,Grade 4,Grade 5,Elementary School Students

In order to advance our understanding of educational processes, we present a tutorial of intraindividual variability. An adaptive educational process is characterised by stable (less variability), and a maladaptive process is characterised by instable (more variability) learning experiences from one learning situation to the next. We outline step by step how we specify a multilevel structural equation model of state, trait and individual differences in intraindividual variability constructs, which can be appropriately fitted to intraindividual data (e.g., time-points nested in persons, intensive longitudinal data). In total 285 primary school students' (Years 5 and 6) completed the Learning Experience Questionnaire using handheld computers, on average 13.6 learning episodes during one week (SD = 4.6; Range = 5-29; nepisodes = 3,433). We defined mean squared successive differences (MSSD) for each manifest indicator of task difficulty, competence evaluation and intrinsic motivation. We also demonstrate how to specify multivariate models for investigating convergent validity of the variability constructs. Overall, our study provides support for intraindividual variability as a construct in its own right, which has the potential to provide novel insight into students' learning processes.