ethanporcaro/eric-fulltext-meta huggingface dataset:
The Opportunities and Challenges for ICT in Science Education
Author: Savec, Vesna Ferk
Date: 2017-00-00
Type: Journal Articles
Subjects: Science Education,Information Technology,Technology Uses in Education,Technological Literacy,Pedagogical Content Knowledge,Science Teachers,Self Efficacy,Gender Differences,Teaching Experience,Teacher Attitudes,21st Century Skills

This article examines the opportunities and challenges for the use of ICT in science education in the light of science teachers' Technological Pedagogical Content Knowledge (TPACK). Some of the variables that have been studied with regard to the TPACK framework in science classrooms (such as teachers' self-efficacy, gender, teaching experience, teachers' beliefs, etc.) are reviewed, and variations of the TPACK framework specific for science education are expounded upon. In the conclusion, some of the aspects of TPACK in science education that need to be addressed in future are indicated, including the development of subject specific ICT-based resources and e-learning platforms; training to develop science teachers' integrated skills for the implementation of ICT in their subject teaching; the importance of the continuous encouraging of science teachers' for their participation in inservice training related to the use of ICT; and the examination of the role of science teachers' TPACK in the developing of students' 21st century trans-disciplinary skills.
Supporting Academic Growth of English Language Learners: Integrating Reading into STEM Curriculum
Author: Maarouf, Saoussan A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Academic Achievement,English Language Learners,STEM Education,Reading Instruction,Common Core State Standards,Standardized Tests,English (Second Language),Second Language Learning,Language Proficiency,Achievement Gap,Art Education,Integrated Curriculum,Instructional Effectiveness,Elementary Secondary Education,Teaching Methods

English Language Learners (ELLs) in the U.S. have recently received growing attention in educational research because of their struggle in academic performance, especially after the launch of the Common Core State Standards (CCSS) and assessments in 2009. Unfortunately, ELL students are required to take these standardized tests in English language regardless of their proficiency level in reading. Despite increased focus and resources of implementing STEM (Science, Technology, Engineering, and Math) curriculum in K-12 education, there is a strong evidence that ELL students do not attain commensurate performance when compared to their native English-speaking peers. The integration of Art into STEM disciplines has evolved STEM into STEAM. Lately, there has been much discussion in the educational field that the acronym STEAM should be further evolved into STREAM by integrating Reading. The purpose of this study is to investigate the efficacy of integrating STEM and Reading curriculum in K-12 education to reduce the achievement gap between ELL and non-ELL students. Practical classroom strategies for classroom teaching and instruction are discussed.
A Corpus-Driven Analysis of Explicitness in English as Lingua Franca
Author: Önen, Serap
Date: 2019-00-00
Type: Journal Articles
Subjects: Computational Linguistics,English (Second Language),Second Language Learning,Official Languages,Speech Communication,Discourse Analysis,Audio Equipment,Foreign Students,Student Mobility,International Cooperation,Educational Cooperation,Second Languages,Student Attitudes,Phrase Structure,Language Variation,Grammar,Vocabulary,Language Usage,College Students,Cultural Background,Language of Instruction,Foreign Countries,Interaction Process Analysis,Intercultural Communication,Educational Policy

This paper examines explicitness in English as lingua franca (ELF) spoken interactions. Using a conversation analysis procedure, about 11h of audio-recorded naturally occuring ELF interactions of 79 incoming Erasmus students were analyzed for this purpose. The corpus was compiled by means of 54 speech events, 29 interviews and 25 focus group meetings and the participants represented 24 mother tongues. Research into ELF reveals that ELF speakers tend to use various &quot;explicitness strategies&quot; (Mauranen, 2007) in order to enhance intelligibility. The findings of this study show that there are indeed variations from standard ENL forms with respect to the degree of explicitness in spoken interactions. There is a tendency among ELF speakers to make the meaning more explicit for the listeners. Repetitions of same expressions in subsequent sentences, use of over-explicit forms, use of an extra subject following a relative clause and use of emphatic reference are the emerging patterns observed in this study.
Students&apos; Attitudes towards Learning, a Study on Their Academic Achievement and Internet Addiction
Author: Meral, Sert Agir
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Academic Achievement,Internet,Addictive Behavior,Public Schools,High School Students,Foreign Countries,Grade 9,Grade 10,Grade 11,Information Technology,Computer Games,Correlation,Computer Uses in Education

Examining attitudes of students towards learning, their academic achievements and internet addictions is the main focus of this study. With the institution permission obtained from the Provincial Directorate of National Education of Istanbul Governorship dated: 21.04.2016 and No: 59090411-20-E.4519158, a descriptive study in relational screening model was conducted. By evaluating the data of 355 students (158 male and 176 female), from 370 students studying in the 9th, 10th, and 11th grades attending public high schools in the region of Kadiköy, Istanbul during 2015-2016 academic year the outcome results were obtained. &quot;Personal Information Form&quot;, &quot;Attitudes Towards Learning&quot; and &quot;Computer Addiction for Adolescents&quot; scales were used in order to collect research data. By analyzing the data with t test, one-way variance analysis (ANOVA) and correlation statistical research techniques in the SPSS 22.0 program, findings were obtained. A significance level of 0.05 was taken as the basis in the applied statistics. As per the findings, a difference was found in terms of internet addiction according to gender, academic achievement, homework habits, family activity frequency variables. Furthermore, a negative relationship was found according to the correlation analysis result between students' attitudes towards learning and internet addiction. In conclusion, in the light of the the research findings, it is possible to express that differentiation of students' attitudes towards learning can support effective and efficient use of information technologies. However, the negative differentiation of the attitudes towards learning can generate Internet addiction as a result of inefficient use of the information technologies.
The Relationship between the Study Habits and Attitudes and Metacognitive Reading Comprehension Self-Awareness, Reading Comprehension, Reading Attitudes
Author: Memis, Aysel Demiroglu
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Study Habits,Metacognition,Reading Comprehension,Reading Attitudes,Self Concept,Reading Skills,Study Skills,Grade 5,Public Schools,Foreign Countries

The aim of the study is to analyze the correlation between study habits and attitudes and metacognitive reading comprehension self-awareness, reading comprehension and reading attitude of fifth-grade students. 313 students (193 female, 188 male) consisted the sample group of the study using relational screening model. SSHA-Survey of Study Habits and Attitudes, Form C&quot;, &quot;Metacognitive Reading Comprehension Self-Awareness Scale&quot;, &quot;Reading Comprehension&quot; and, &quot;Reading Attitudes Scale&quot; were used. Moreover, students' level of Turkish course success has been identified by their grades from school reports of the first term of fifth grade. As the result of the study, it was found that the study orientation scores of the students were higher than the average and that their study attitudes were higher than their studying habits. There was a mid-scale, positive and significant correlation between the sub-dimensions of their studying attitudes and habits. The levels of correlation between students' success in Turkish course and their study orientation; between their metacognitive awareness of reading comprehension, reading comprehension and studying habits with their studying orientation; between their metacognitive awareness of reading comprehension, reading comprehension and reading attitude with study orientation, and between their metacognitive awareness of reading comprehension and reading attitude with their study attitudes was found to be positive, mid-scale and significant. However, the level of correlation between their metacognitive awareness of reading comprehension and reading comprehension was found to be positive, low-scale and significant.
A Second-Class Workforce: How Neoliberal Policies and Reforms Undermined the Educational Profession
Author: Ali, Sunni
Date: 2019-00-00
Type: Journal Articles
Subjects: Neoliberalism,Educational Change,Educational Policy,Social Justice,Culturally Relevant Education,Critical Theory,Race

Years of professional neglect, scrutiny, and inequitable pay have forced educators across the country to fight for improved policies and reforms. A public, in some circles, that views educators undeserving of their salaries due to the unpreparedness of the American youth to succeed in the economy and the continued societal problems emanating from the profession. Neoliberalism, as a school policy plan, was designed to retool and establish improved schooling opportunities, especially for children of color located in poor residential environments. Instead, what it created was a more divided, tiered school arrangement that expelled black-and-brown teachers from education while closing down the schools they worked in primarily situated in urban America (Lipman, 1998; Watkins, 2011; Apple, 2018). The methodology for this research diagnosed and assessed key aspects of contemporary literature along with applying an auto-ethnographic lens to evaluate school reform challenges. The critical race theoretical approach was adopted to indicate how neoliberalism affects new teachers entering the profession along with teachers and children of color existing within school structures. Despite the paper identifying the various milestones achieved in the newly constructed schools, it is also clear that charter-and-contract school designs pay teachers less for their work, reduces the employment attrition rate, and consummates an over testing industry that regulates and controls how teachers instruct and are evaluated. More troubling, fewer people were interested in pursuing this profession as a career (Walker, 2019; Ravitch, 2016). To fix this challenge, educators are in the streets, the school board rooms, and on Capitol Hill to demand their profession receive the types of reforms necessary to sustain its existence. Such activism ensures education will continue to make great strides improving the lives of children, every day, while also working to sustain communities in need of hope and progress.
Development of an Inventory for Alternative Conception among Students in Chemistry
Author: Eggen, Per-Odd
Date: 2017-00-00
Type: Journal Articles
Subjects: Chemistry,Misconceptions,Scientific Concepts,Science Tests,Foreign Countries,College Students,Pretests Posttests,Test Items,Difficulty Level,Test Reliability

A chemistry concept inventory (Chemical Concept Inventory 3.0/CCI 3.0) has been developed for assessing students learning and identifying the alternative conceptions that students may have in general chemistry. The conceptions in question are assumed to be mainly learned in school and to a less degree in student's daily life. The inventory presented here aims at functioning as a tool for adjusting teaching practices in chemistry and is mainly designed for assessing the learning outcome during university general chemistry courses. Used as a pre-test the inventory may also give information about student's starting point when entering university's first year chemistry courses.The inventory also aims at functioning as a tool for adjusting teaching practices in chemistry. It has been administered as a pre- and post-test in general chemistry courses at the Norwegian University of Science and Technology (NTNU), and evaluated using different statistical tests, focusing both on item analysis and the on the entire test. The results indicate that the concept inventory is a reliable and discriminating tool in the present context.
Investigation of Affinity towards Social Media and Expectations for Success of University Students
Author: Ercoskun, Nilay Celik
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Media,Student Attitudes,College Freshmen,College Seniors,Expectation,Academic Achievement,Teacher Education Programs,Theological Education,Literature,Science Education,Gender Differences,College Faculty,Grade Point Average,Foreign Countries

The aim of this study is to investigate university students' affinity towards social media and expectations for success. This research is a descriptive study of general survey. Universe of the study includes first grade students from the faculties of Education, which training teachers, Literature, Science and Theology, where the students receive the pedagogical formation program. Criteria sampling method, one of the purpose sampling methods, was used in the research and 1450 students were included in freshman and senior students studying at these faculties making the sample of the research. It is seen when the study results are considered that university students' affinity in social media differ significantly in terms of gender, faculty, use of social media, and frequency of using social media while there is no significant difference between class grade and general point average. While university students' expectations for success were significantly different according to the variables of gender and general point average; faculty, class grade, use of social media and frequency of using social media did not differ significantly. It was found in the study that there is no significant relationship between university students' affinity towards social media and expectations for success. [Paper presented at the International Conference on Educational Sciences (27th, Antalya, Turkey, Apr 18-22 2018).]
Effect of Adapted Game-Aided Physical Education Program on the Motor Skills of Children with Autism Spectrum Disorders: Longitudinal Case Study
Author: Akin, Sinan
Date: 2019-00-00
Type: Journal Articles
Subjects: Games,Physical Education,Psychomotor Skills,Children,Autism,Pervasive Developmental Disorders,Performance Tests,Quality of Life,Motor Development

The aim of this study is to reveal the effect of long term adapted game aided physical education intervention program conducted on an individual with ASD and to conserve the achieved skills. The participant was fourteen years old during study and was fifteen years old when research was completed. The study took 15 months in total including 12 months of implementation process and 3 months of interval before retention test conducted on the participant. The Short Form of 2nd version of Bruininks-Oseretsky Motor Proficiency Test (BOT-2 SF) was used as a measuring set. Obtained data were evaluated graphically. According to the obtained data, we determined a development but BOT-2 SF started in different periods in 8 sub-dimensions under the title of fine and gross motor skills. When permanency test was obtained after an interval of 3 months for examined intervention program, it was clear that all skills except power sub-dimension were conserved. There was a decrease in a certain amount only in power sub-dimension. In the light of all these consequences, we can say that even though it is late, adapted intervention programs conducted on the individuals with ASD affect motor skill levels positively and it can be said that this development will be effective in increasing life quality of the individuals with ASD.
How Did You Solve It? -- Teachers&apos; Approaches to Guiding Mathematics Problem Solving
Author: Kojo, Aura
Date: 2018-00-00
Type: Journal Articles
Subjects: Problem Solving,Mathematics Instruction,Teacher Guidance,Teacher Behavior,Grade 4,Elementary School Teachers,Teacher Student Relationship,Active Learning,Instructional Effectiveness,Questioning Techniques,Foreign Countries

This case study focuses on teachers' actions during problem-solving lessons. The aim of this study was to find out how teachers guide students during mathematics problem-solving lessons: What kinds of questions do teachers ask? How do students arrive at solutions to problems? The dataset contained videotaped fourthgrade math lessons in which students solved a mathematical problem. The research reveals that teachers can guide students in numerous ways and possibly in ways that prevent students from searching for their own solution strategies. For this reason, problem-solving exercises alone are not sufficient for teaching problem solving for students, teachers must also be instructed in how to properly guide students. In the conclusion section, we discuss the types of questions that enable teachers to promote active learning in students, which should be the goal of instruction according to the constructive learning theory.
Beyond the Books: Teacher Practices and Perceptions of Teaching Caring and Curiosity
Author: Nadelson, Louis S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Caring,Personality Traits,Empathy,Student Development,Elementary School Teachers,Secondary School Teachers,Preschool Teachers,Teaching Methods,Values Education,Evidence Based Practice

Caring and curiosity are fundamental to learning and working well with others. Individuals who are both caring and curious have empathetic curiosity and want to know about other people and take the initiative to learn about perspectives, needs, and goals of those around them. Empathetic curiosity can be enhanced through activities in schools. The goal of our project was to determine teachers' perceptions and practices associated with teaching and learning caring and curiosity. The data we collected from 183 K-12 teachers revealed positive perceptions of teaching caring and curiosity. We found that the instructional methods used to teach caring shifted with the curricular content. Our research also revealed that the focus of curiosity changed when the teaching concentrated on content rather than the instruction method. The teachers relatively limited focus on caring for others when teaching caring suggests that they may not be considering empathetic curiosity as a learning goal. Based on our findings we interpret our results and provide implications for teaching and learning.
An Examination of Student Club Activities from the Perspective of School Principals and Teachers
Author: Çinar, Ikram
Date: 2019-00-00
Type: Journal Articles
Subjects: Clubs,High School Students,Foreign Countries,Community Services,Principals,High School Teachers,Administrator Attitudes,Teacher Attitudes,Interpersonal Competence,Democracy,Recreational Activities

In this study, the effects of student club activities in high schools in Kars province, Turkey on the development of students' social skills, democracy and governance skills, recreation education and community service skills were examined. The qualitative research technique was used in the study and data were collected with the semi-structured interview technique. The data were obtained from 8 school principals and 12 club advisors from different school types determined with the maximum variation sampling method. According to the results, the educators in the sample concluded that the student clubs achieved their objectives in the theme of democracy and governance skills but were not effective in the other themes. The reasons for this ineffectiveness emerged as deficiencies in the physical environment in the schools, lack of time allotted for activities, excessive numbers of students in the clubs and unwillingness of teachers with regard to club activities. It was suggested that if the choice of whether or not to engage in club activities is left to students, the activities in clubs will become more attractive and thus their effectiveness will increase.
The Impact of Teacher Characteristics on Educational Differentiation Practices in Lower Secondary Mathematics Instruction
Author: Ekstam, Ulrika
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Characteristics,Individualized Instruction,Secondary School Mathematics,Secondary School Teachers,Secondary School Students,Mathematics Instruction,Teacher Certification,Teaching Experience,Self Efficacy,Special Education Teachers,Mathematics Teachers,Foreign Countries,Team Teaching

This study aimed to investigate how teachers' certification status, experience in instruction, and teachers' efficacy beliefs for teaching lower secondary students in mathematics are related to differentiated instruction practices. A total of 42 mathematics teachers and 27 special education teachers answered an electronic questionnaire regarding mathematics teaching efficacy beliefs and their frequency of use of differentiation practices. The results indicated that teachers' efficacy beliefs were related to differentiation in content, flexible examination models, and co-teaching. Neither certification status nor teacher experience in instruction was related to the frequency of use of differentiation practices. As teacher efficacy beliefs seem to have an effect on the use of differentiation practices, and especially on co-teaching, it should be important for teacher education to focus on developing pre-service teachers' efficacy beliefs as well as implementing a strong collaboration between different teacher groups.
Parental Engagement in Children&apos;s STEM Education. Part I: Meta-Analysis of the Literature
Author: Milner-Bolotin, Marina
Date: 2018-00-00
Type: Journal Articles
Subjects: Parent Participation,Children,STEM Education,Informal Education,Science Process Skills,Skill Development,Child Development,Communication Skills,Hands on Science,Science Activities,Clubs,Science Teaching Centers,Museums,Science Careers

This paper presents a meta-analysis of the literature on parental engagement with children's formal and informal science, technology, engineering and mathematics (STEM) education. Five recurrent themes have emerged from the literature review: The challenges of supporting parents with children's STEM education; STEM education as a bridge between school and family; STEM education as a gateway for children's future economic success; STEM education as a vehicle for promoting student communication skills; and, the role of hands-on inquiry-based activities in enhancing student engagement. We also outline some international informal STEM education initiatives, their scope, challenges, and impact. [For &quot;Parental Engagement in Children's STEM Education. Part II: Parental Attitudes and Motivation,&quot; see EJ1227641.]
Teachers&apos; Influence on the Quality of Pupils&apos; Written Explanations -- Third-Graders Solving a Simplified Arithmagon Task during a Mathematics Lesson
Author: Laine, Anu
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Influence,Elementary School Teachers,Elementary School Students,Grade 3,Problem Solving,Content Area Writing,Elementary School Mathematics,Teacher Behavior,Foreign Countries

The aim of this study is to find out whether there is a connection between teacher's request and guidance for written explanation and third-graders' achievements in solving a non-standard problem. Pupils' task was to solve a simplified arithmagon and to explain their solution. The lessons of seven teachers were recorded and their actions were examined and categorized during a problem-solving lesson. Also pupils' solutions were checked and classified. The teacher's behavior seems to have a crucial role in the quality of pupils' written explanations. The third-graders had difficulties in writing their reasoning for solving the problem.