ethanporcaro/eric-fulltext-meta huggingface dataset:
Social Skills Deficits in Autism: A Study among Students with Austim Spectrum Disorder in Inclusive Classrooms
Author: Yeo, Kee Jiar
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Autism,Pervasive Developmental Disorders,Interpersonal Competence,Inclusion,Special Education,Student Needs,Outcomes of Education,Behavior Rating Scales,Statistical Analysis,Scores,Behavior Problems,Affective Behavior,Affective Measures

Students with Autism Spectrum Disorder (ASD) who lack of social skills have been hindered from being included in IE classrooms. The purpose of this study was to identify the most frequently occurring social skills deficits area among students with ASD in IE classrooms so that the mainstream teachers will be ready and well prepared to cater to their special educational needs (SEN) accordingly in order to yield more effective educational outcomes. A total of 34 teachers in three schools with inclusive classrooms in Johor state, Malaysia were involved in this study. The instrument used in the current study was adapted from TRIAD Social Skills Assessment (TSSA) by Vanderbilt Kennedy Center. The instrument was adapted and consisting of a 41-items survey form which assess the knowledge and skills of students with ASD in three areas, namely cognitive, behavioral and affective. The findings showed the most observed social skills deficits fall under behavioral and affective areas. Comparison of the three areas in social skills using repeated measures analyses indicated that there was a significant difference among the scores of three areas among the students with ASD. The implications of practice were discussed.
The Prevalence of Cyberbullying and the Views of 5-12 Grade Pupils and Teachers on Cyberbullying Prevention in Lithuanian Schools
Author: Baraldsnes, Dziuginta
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Bullying,Computer Mediated Communication,Prevention,Elementary Secondary Education,Student Behavior,Student Surveys,Student Attitudes,Teacher Surveys,Teacher Attitudes,Aggression,Peer Relationship,Age Differences,Place of Residence,Likert Scales

This article analyses the views of cyberbullying prevention among 5-12 grade pupils and teachers in Lithuanian schools. It defines the concept of cyberbullying in the context of school pupils, and analyses the theoretical grounds for prevention of this form of bullying. The article also presents the results of the survey (which was conducted in 2009-2010) and reveals the views of 2064 pupils of 5 -12 grade and their 1062 teachers towards the prevention of cyberbullying. Based on the empirical research, it could be concluded that efforts to prevent cyberbullying among 5-12 grade pupils in school must be consistent, and permanent, and involve the whole school community. From the perspective of the pupils, the most effective measures to prevent cyberbullying should be oriented toward psychological conditioning (to strengthen pupil's self-esteem and to outline the consequences for pupils who are involved in cyberbullying).
Mathematical Modelling Approach in Mathematics Education
Author: Arseven, Ayla
Date: 2015-00-00
Type: Journal Articles
Subjects: Mathematical Models,Mathematics Education,Mathematics Activities,Constructivism (Learning),Mathematics Instruction,Problem Solving,Elementary School Mathematics,Secondary School Mathematics

The topic of models and modeling has come to be important for science and mathematics education in recent years. The topic of &quot;Modeling&quot; topic is especially important for examinations such as PISA which is conducted at an international level and measures a student's success in mathematics. Mathematical modeling can be defined as using mathematics to explain and define the events in real life, to test ideas and to make estimations about real life events. Theoretical basis of the mathematical modelling approach, &quot;model&quot;, &quot;mathematical modelling&quot; and &quot;modeling activity&quot; concepts are explained in this study and examples of these concepts are given. The importance of mathematical modeling, importance and the place of modeling topic in primary school, secondary school and high school (secondary education) mathematic programs based on social constructive approach, which were developed in 2005 and modified in 2013 by the Ministry of National Education (MNE) in Turkey, and how the modeling activities are included in the program are also presented in this study. It is considered that this study will contribute to the mathematical program development studies by MNE which are developed based on the constructive approach in Turkey.
Friend Not Foe: The Role of Curriculum Committee in Supporting the Development of Curriculum at Royal Roads University
Author: Young, Michael G.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Curriculum Development,Advisory Committees,Role,Teaching Models,Educational History,Decision Making,Quality Assurance,College Curriculum

Curriculum Committee at Royal Roads University (RRU) is mandated with ensuring that program and course curricula are of sufficient high academic integrity, consistent with other academic institutions, delivered in a manner consistent with program outcomes, and align with the recently adopted Learning and Teaching Model. Yet, the apparent simplicity of the committee's role is overshadowed by much confusion about what the committee does, how and why it does what it is intended to do and whether it is effective in fulfilling its mandate. This paper explores the role of Curriculum Committee at RRU regarding the tensions that the committee encounters fulfilling its role. It begins with an historical review of Curriculum Committee, which is followed by a look at some of the factors that influence decision-making during committee meetings. Next, it examines the tensions posed by trying to strike a balance between form, function and the context of curriculum proposals. The paper concludes with an observation that Curriculum Committee continues to evolve as it incorporates the lessons learned from ongoing self-reflection and feedback from faculty members and the broader university.
Insights from a Learner Corpus as Opposed to a Native Corpus about Cohesive Devices in an Academic Writing Context
Author: Ersanli, Ceylan Yangin
Date: 2015-00-00
Type: Journal Articles
Subjects: Academic Discourse,Computational Linguistics,English (Second Language),Second Language Learning,Second Language Instruction,Essays,College Freshmen,Advanced Courses,Writing Instruction,Foreign Countries,Connected Discourse,Native Speakers,Contrastive Linguistics,Language Teachers,Teacher Education,Majors (Students),Statistical Analysis

This study reports on the insights from an EFL learner corpora (a total of 151 essays and 49,690 words) generated from essays collected over the years in a Turkish state university from freshmen students enrolling in the Advanced Writing course. The comparison of cohesive devices in the non-native corpus (NNC) with those in a native corpus (NC) reveals the overuse and misuse of some cohesive devices by Turkish EFL learners. The study specifically aimed to show the use of cohesive devices in learner essays. The frequency counts of cohesive devices in both the NNC and NC were compared to draw conclusions about the macrostructure of the collected essays. Finally, this study makes some suggestions for improvement in the organisation of essays by non-native EFL learners.
How Do Kindergarteners Express Their Mathematics Understanding?
Author: Johns, Kyoko
Date: 2015-00-00
Type: Journal Articles
Subjects: Kindergarten,Mathematics Instruction,Comprehension,Oral Language,Freehand Drawing,Written Language,Nonverbal Communication,Communication Strategies,Classroom Communication,Teacher Role,Young Children,Mathematical Concepts,Concept Formation,Observation,Interviews,Journal Writing,Audio Equipment,Rural Schools,Qualitative Research

This article describes how kindergarten students represent their understanding of mathematical knowledge. The study examines the students' use of oral expressions, drawings, written language, and gestures when communicating mathematically with their classmates and teacher.
Factors Leading to Students' Satisfaction in the Higher Learning Institutions
Author: Siming, Luo
Date: 2015-00-00
Type: Journal Articles
Subjects: Higher Education,Participant Satisfaction,Performance Factors,Questionnaires,Educational Quality,Educational Improvement,Action Research,Teacher Student Relationship,Teacher Qualifications,Educational Resources,Student Experience,Educational Facilities,Foreign Countries

There is an increasing need to understand factors that affect satisfaction of students with learning. This study will explore the relationship between student satisfaction and teacher-student relationship, teacher preparedness, campus support facilities and experiences provided by the institute to the students. Study is a necessary activity that most people must engage in for much of their lives to support themselves and their families; however, motivation and student satisfaction vary for students. Some students are motivated by a sense of accomplishment, some by helping others, and others by personal fulfillment. Some students get satisfied by personality grooming, personal values, and psychological needs fulfillment. The data was collected through questionnaire from the students of selected universities. This study focuses on factors that influence student satisfaction for the purpose of improving quality and thereby better performance.
Developmental Mathematics Success: Impact of Students' Knowledge and Attitudes
Author: Benken, Babette M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Developmental Programs,Remedial Mathematics,College Freshmen,Mathematics Instruction,College Mathematics,Mathematics Achievement,Required Courses,Prior Learning,Predictor Variables,Readiness,Success,Outcomes of Education,Student Attitudes,Mathematics Skills,Self Efficacy,Attitude Change,Algebra,State Universities,Regression (Statistics),Student Characteristics,Mathematics Curriculum,Intervention,Statistical Analysis,Qualitative Research,Interviews,Likert Scales,Surveys

In order to improve student success within developmental programs, we conducted a study of 1st year students taking required, developmental mathematics courses at a large, urban public university. Findings suggest that merely the number of years of mathematics that students take in high school is not a precise indicator of student readiness and that passing courses in high school does not necessarily imply that students are prepared for the level of rigor expected in postsecondary institutions. Furthermore, results advocate for the re-evaluation of developmental mathematics courses to include student outcomes that focus on attitudes about mathematics in addition to content and skills.
Investigating Academic Literacy Expectations: A Curriculum Audit Model
Author: Armstrong, Sonya L.
Date: 2015-00-00
Type: Journal Articles
Subjects: College Readiness,Career Readiness,Expectation,Literacy,College Students,Remedial Reading,Developmental Studies Programs,Models,Student Attitudes,Questionnaires,College Faculty,Focus Groups,Teacher Surveys,Online Surveys,Readability,Community Colleges,Two Year College Students

Although much research has examined students' readiness levels as they prepare to transition from high school to college, little published research exists on the specific literacy expectations students will face in their early college experiences. This article provides an overview of a model for determining the reading demands and expectations in such early-college courses. The evaluative model allows faculty teams to examine the academic literacy expectations for introductory-level general education and career technical courses and simultaneously explore the curricula in developmental reading courses. Using the model, evaluators can determine the degree of alignment of text difficulty levels, expectations for student literacy competencies, and standard literacy practices within and across courses.
Teacher-Based Scaffolding as a Teacher Professional Development Program in Indonesia
Author: Rahman, Bujang
Date: 2015-11-00
Type: Journal Articles
Subjects: Faculty Development,Pedagogical Content Knowledge,Experimental Groups,Program Descriptions,Developing Nations,Scaffolding (Teaching Technique),Models,Foreign Countries,Program Evaluation,Comparative Analysis,Mathematics Instruction,Pretests Posttests,Statistical Analysis,Curriculum Development,Secondary School Teachers,Mathematics Teachers,Language Teachers,Indonesian,English (Second Language),Second Language Instruction,Scores,Teacher Effectiveness,Correlation,National Competency Tests

Improvement of teachers' content knowledge has long been regarded as a priority in Indonesian school systems, and has been the goal for many teacher professional development programs. In this paper we report the evaluation of a professional development program to improve content knowledge for 147 Indonesian teachers. The teachers were divided into three experimental groups, and each group was treated to one of the three professional development models frequently used in developing countries. The results showed that all three models led to improvement in the teachers' content knowledge; however, the teacher-based scaffolding model proved to be the most effective. In our account of why this program of teacher-based scaffolding was successful, we compared it with other studies.
Promoting Online Students' Engagement and Learning in Science and Sustainability Preservice Teacher Education
Author: Tomas, Louisa
Date: 2015-11-00
Type: Journal Articles
Subjects: Online Courses,Experiential Learning,Guidelines,Teaching Methods,Educational Quality,Student Attitudes,Sustainability,Blended Learning,Science Education,Learning Experience,Best Practices,Preservice Teacher Education,Foreign Countries,Case Studies,Program Descriptions,Rating Scales,Student Evaluation,Environmental Education,Place Based Education,Inquiry,Student Surveys,Mixed Methods Research,Semi Structured Interviews

At James Cook University, a core first-year subject within the Bachelor of Education, Foundations of Sustainability in Education (FSE), sees students investigate the underlying science and complexity of socioecological challenges through inquiry, place-based learning, experimentation and consideration of classroom practice. Given that this subject is delivered across modes, a blended learning approach that encompasses an innovative use of learning technologies and careful consideration of pedagogy provides opportunity for both on-campus and online students to engage in active, learner-centred, collaborative, experiential and praxis-oriented learning experiences (Wals &amp; Jickling, 2002). In this paper, we draw upon Pittaway's (2012) engagement framework and Herrington, Herrington, Oliver, Stoney and Willis's (2001) guidelines for quality online courses to explore students' perceptions and experiences of FSE. We investigate how a blended learning design can support the development of a robust foundational knowledge base in science and sustainability education, and engagement in active, experiential and praxis-oriented learning experiences for first year online students. This paper furthers the discussion around best pedagogical practice and blended learning design for science and sustainability education in online preservice teacher education, and in other disciplines in teacher education that call for hands-on learning experiences in an online environment.
Teacher Attrition and Retention Research in Australia: Towards a New Theoretical Framework
Author: Mason, Shannon
Date: 2015-11-00
Type: Journal Articles
Subjects: Teacher Persistence,Foreign Countries,Models,Educational Research,Social Capital,Human Capital,Correlation,Guidelines,Labor Turnover,Research Methodology,Futures (of Society),Literature Reviews,Content Analysis

During the last decades, the search to try to understand why Australian teachers prematurely leave their jobs has become an increasing focus of research interest. This article yields significant insights into the history and potential future of the teacher attrition research field. Using a thematic content analysis methodology, a study of the Australian literature reveals that the field in this country is still in its infancy, and is dominated by small-scale, qualitative exploratory studies. Furthermore, it shows the lack of consistency amongst studies discussing teacher attrition, as well as the need for a theoretically informed framework that acknowledges the complex nature of teacher attrition. To fill this void, the authors propose a new theoretical model, arguing that teacher attrition is a complex phenomenon, a product of the interaction of elements from social capital, human capital, positive psychological capital and structural capital intersecting.
Relationship of Non-Verbal Intelligence Materials as Catalyst for Academic Achievement and Peaceful Co-Existence among Secondary School Students in Nigeria
Author: Sambo, Aminu
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Academic Achievement,Intelligence Tests,Nonverbal Tests,Comparative Analysis,Scores,Correlation

This paper examines students' performance in Non-verbal Intelligence tests relative academic achievement of some selected secondary school students. Two hypotheses were formulated with a view to generating data for the ease of analyses. Two non-verbal intelligent tests viz: Raven's Standard Progressive Matrices (SPM) and AH[subscript 4] Part II Non-verbal Reasoning Tests were compared vis-à-vis the academic achievements in order to determine the differences in students' academic achievement. The non-verbal intelligence tests mainly measured the general intelligence as in accuracy of discrimination, establishing logical relations, permutations, visual acuity and perceptual speed among others. The findings revealed that there was no significant relationship in students' performance in Standard Progressive Matrices (SPM) and academic achievements of students; while significant relationship was established between AH[subscript 4] Part II Nonverbal Reasoning Test. The findings therefore recommend that non-verbal intelligence test could be utilized to predict achievements especially where language problem seems to be prominent, thus, peaceful co-existence will prevail among student by streamlining their abilities in multi-dimensional approach. [This paper was presented at the Multi-cultural African Conference: Repositioning Education for Access, Quality and Peaceful Co-existence (2nd, Faculty of Education, Ahmadu Bello University, Zaria-Nigeria, August 12-16, 2014).]
A Panoramic View of Some Challenges Inhibiting Access to Higher Education in Developing Countries
Author: Obielumani, Obielumani Ifakachukwu
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Developing Nations,Higher Education,Access to Education,Financial Support,Educational Finance,Endowment Funds,Educational Quality,College Admission,College Curriculum,Predictor Variables,Educational Attitudes,Ethics,Antisocial Behavior,Deception

In spite of all the dialectics as to whether education is a social or investment good, there is no doubt that it is a universal good which man should strive to receive as a life long venture. Adequate investments in education facilitate the achievement of most other development goals and increase the probability that progress will be sustained. However, the various challenges being faced by higher education in most countries of the world especially in the area of effective, efficient productive function, widening of access and participation, have dwarfed the various visions and missions of these institutions. The funding dilemma; &quot;massification&quot; of higher education; curriculum and pedagogical deficiencies; quality assurance bottlenecks; out-dated technologies for learning teaching and research; lack of academic freedom and autonomy; weak knowledge creation; limited access and regional disparities; corruption and inefficiency; political interference among other problems, have ambushed higher education and held it hostage in most countries of the world especially in Sub-Saharan Africa and Asia. This paper observes that the aforementioned problems have negatively impacted on access and meaningful participation of citizens in higher education. In a globalized-knowledge based economy therefore, templates for action plans geared towards strategizing higher education for optimal performance should be instituted. These action plans include making enough funds available to fast-track developments in the system, including the provision of physical facilities and cutting-edge technologies for learning, teaching and research; removal of all impediments affecting the widening of access and participation in higher education; and a deliberate effort put in place to ensure quality assurance, curriculum and pedagogical harmonization, relevance of programmes to national economics and sustainability.
Discourse as Medium of Knowledge: Transmission of Knowledge by Transmission of Discourse People Live
Author: Hassen, Rukya
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Informal Education,Discourse Analysis,Language Styles,Discourse Communities,Social Change,Speech Communication

This is a study on discourse as medium of knowledge. Informal education is a system of transmission of knowledge by transmission of discourse people live by. In the humanities and social sciences, the term discourse describes a formal way of thinking that can be expressed through language. Discourses are seen to affect our views on all things; it is not possible to avoid discourse. Discourses is a way of representing aspects of the world--the processes, relations and structures of the material world, the mental world of thoughts, feelings, beliefs, and the social world. Like elsewhere, in the traditional Ethiopian cultures, there are many social practices that govern conscience. There are many rules of thumb that people agree to govern their lives with. Different discourses from various social practices in the traditional Ethiopian community that are transmitted through oral discourse were taken for analysis. The result of the study shows that knowledge through informal education is transmitted through discourse. Discourse has become both the means and the end of knowledge and its transmission. Discourse is shaped by many factors such as culture, language, participant, and history. It, in turn, shapes them back. Discourse shapes and reshapes the thought and practice of the speech community who owns it. It is a replicator, re-constructer and preserver of social change. Discourse facilitates specific changes. It is an agent of social change. Social changes are changes in discourse. Discourses are reinforced by existing systems of education and the media. There is no place to stand outside such systems. Discourse takes the role of building, producing, accumulating, reinforcing, constructing, resisting, legitimizing, criticizing and transmitting knowledge. Informal education is all about learning community discourse. In the discourse is embedded the society's cultural performances, beliefs, social practices, norms, rituals, and social rules required for continued existence. Hence, discourse plays the role of mediating knowledge transmission.