ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Electronic Storybooks on Struggling Fourth-Graders' Reading Comprehension
Author: Ertem, Ihsan Seyit
Date: 2010-10-00
Type: Journal Articles
Subjects: Animation,Reading Comprehension,State Standards,Statistical Analysis,Inferences,Computer Uses in Education,Educational Technology,Childrens Literature,Elementary School Students,Grade 4,Story Reading,Conventional Instruction,Electronic Publishing,Instructional Effectiveness

This quantitative research examined the differences in struggling readers' comprehension of storybooks according to the medium of presentation. Each student was randomly assigned with one of three conditions: (1) computer presentation of storybooks with animation; (2) computer presentation of storybooks without animation; and (3) traditional print storybooks. 77 participants were selected among fourth-grade students who were reading below current grade level and not meeting Sunshine State Standard as measured by Florida comprehensive Assessment Test (Reading Level one or Reading Level two). Comprehension was measured by using retelling. Analysis of variance (ANOVA) was used to test research question at the 0.05 level of significance. The results of statistical analysis indicated that there was significant difference in the students' comprehension scores. When the student controlled the animation functions of electronic storybooks, the animated illustrations were shown to result in significantly higher improvement of comprehension scores, both in terms of the students' ability to retrieve information and to make inferences from the stories. The results of the research also indicated that electronic storybooks can improve reading comprehension and can be beneficial for struggling readers. (Contains 4 tables and 2 figures.)
The Effect of Web-Based Homework on University Students' Physics Achievements
Author: Demirci, Neset
Date: 2010-10-00
Type: Journal Articles
Subjects: Homework,Standardized Tests,Academic Achievement,Physics,Scores,Internet,Comparative Analysis,Introductory Courses,Electronic Learning,Information Technology,Time Factors (Learning),Foreign Countries

In this study, the effect of web-based homework on university students' physics achievement was compared. One of the two identical sections of introductory physics course students received pen-and-paper homework done in groups while the other received web-based online homework performed individually. And then both groups' homework performance and achievements were compared by homework assignments and standardized test scores (like Force Concept Inventory and Conceptual Survey of Electricity and Magnetism). Although there was not any significant difference in standardized test score results, in the first (fall) semester, pen-and-paper homework group performed better than the web-based group; yet, the web-based homework group did better in the second (spring) semester. (Contains 3 tables.)
The Effects of Integrating Mobile and CAD Technology in Teaching Design Process for Malaysian Polytechnic Architecture Student in Producing Creative Product
Author: Hassan, Isham Shah
Date: 2010-10-00
Type: Journal Articles
Subjects: Architecture,Computer Assisted Instruction,Technology Integration,Correlation,Educational Technology,Foreign Countries,Web Sites,Handheld Devices,Technical Education,Comparative Analysis,Inferences,Teaching Methods,Building Design

The purpose of this research is to examine the effect of integrating the digital media such as mobile and CAD technology on designing process of Malaysian polytechnic architecture students in producing a creative product. A website is developed based on Caroll's minimal theory, while mobile and CAD technology integration is based on Brown and Campione's learning with technology theory. This study utilized a quasi-experimental method. Final semester students of four (4) polytechnics are chosen as a research sample where sixty (60)students are in the treatment group and another sixty (60) students are in the control group. Final product is evaluated by an expert in architecture field using the validated instrument developed by researcher based on Creative Product Analysis Model (CPAM). The inferential statistics namely T-Test and Pearson Correlation Analysis with a significant level p = 0.01 were utilized. Research outcome shows that there is a significant difference between the treatment group product (M = 79.1) and control group product (M = 70.5). This research contributes to the use of real case in the development of an architectural website, in the use of mobile technology as media information sources, the use of CAD technology integration in designing process and in the construction of validated instrument which is used to evaluate creative architectural products. (Contains 7 tables and 3 figures.)
The Influences of the Sixth Graders' Parents' Internet Literacy and Parenting Style on Internet Parenting
Author: Lou, Shi-Jer
Date: 2010-10-00
Type: Journal Articles
Subjects: Parenting Styles,Child Rearing,Foreign Countries,Geometric Concepts,Grade 6,Internet,Computer Literacy,Questionnaires,Correlation,Elementary School Students,Discipline

This study aims to explore the sixth grade students' parents' Internet literacy and parenting style on Internet parenting in Kaohsiung County in Taiwan. Upon stratified cluster sampling, a total of 822 parents from 34 classes in 28 schools participated in this study. The descriptive statistics and chi-square test were used to analyze the responses of the &quot;Internet parenting questionnaire.&quot; The findings of this study include: (1) the current situations of the sixth grade students' parents' behavior of Internet usage, Internet literacy, parenting style, and Internet parenting are explored and analyzed, and (2) there are significant correlations among the students' parents' behavior of Internet usage, parenting style, Internet literacy, and Internet parenting. (Contains 5 tables and 1 figure.)
What Is the Predict Level of Which Computer Using Skills Measured in PISA for Achievement in Mathematics
Author: Ziya, Engin
Date: 2010-10-00
Type: Journal Articles
Subjects: Mathematics Achievement,Academic Achievement,Questionnaires,Computers,Multiple Regression Analysis,Economic Factors,Internet,Word Processing,Prediction,Computer Use,Computer Literacy,Social Influences,Cultural Influences,Self Efficacy,Computer Software,Predictor Variables,Web Sites,Multimedia Materials,Parenting Styles,Parents,Student Evaluation,Foreign Countries,Secondary School Students,Achievement Tests

This study aims at determining the extent to which computer using skills specified in Project for International Students Evaluation (PISA) 2006 predict Turkish students' achievement in mathematics. Apart from questions on mathematics, science and reading competencies, a student questionnaire, a school questionnaire and a parent questionnaire were also given prior to the exam to gather information on various social, cultural and economic factors that might be related to the students' academic achievement. Self-reliance in performing the operations requiring high level of computer skills, self-reliance in performing internet-related operations, using computers for internet and entertainment purposes, and using computers for programme and software purposes were examined as variables affecting mathematical achievement in this research. Multiple regression analysis was conducted so as to determine the degree to which independent variables predicted achievement at mathematics. The analysis results showed that the model constructed was statistically significant (F = 240.45; p less than 0.01). The independent variables accounted for approximately 17.7% of the overall variance. The research findings showed that students' self-reliance in performing the operations requiring high level of computer skills, using the word processor, using electronic tabulating programme in drawing graphs, preparing presentations, preparing multi-media presentations, and designing web pages affected the mathematics achievement scores in a negative way. Based on those results, it might be said that students' using computers in line with their needs, parents' controlling the time their children use computers, the internet and computer for entertainment purposes would be beneficial. (Contains 3 tables.)
Change, Technology and Higher Education: Are Universities Capable of Organisational Change?
Author: Marshall, Stephen
Date: 2010-11-00
Type: Journal Articles
Subjects: Electronic Learning,Higher Education,Universities,Innovation,Organizational Change,Influence of Technology,Educational Technology,Performance Factors,Organizational Climate,Organizational Culture,Organizational Theories,Change Strategies,Technology Uses in Education

Technology and change are so closely related that the use of the word innovation seems synonymous with technology in many contexts, including that of higher education. This paper contends that university culture and existing capability constrain such innovation and to a large extent determine the nature and extent of organisational change. In the absence of strong leadership, technologies are simply used as vehicles to enable changes that are already intended or which reinforce the current identity. These contentions are supported by evidence from e-learning benchmarking activities carried out over the past five years in universities in the United States, the United Kingdom, Australia and New Zealand. (Contains 6 figures.)
Beyond the Yellow Brick Road: Mobile Web 2.0 Informing a New Institutional E-Learning Strategy
Author: Cochrane, Thomas D.
Date: 2010-11-00
Type: Journal Articles
Subjects: Electronic Learning,Technology Integration,Organizational Change,Educational Technology,Change Strategies,Educational Change,Technology Uses in Education,Case Studies,Pretests Posttests,Student Surveys,Teacher Surveys,Feasibility Studies,Communities of Practice,Formative Evaluation,Program Implementation

Mobile learning (m-learning) has moved beyond the realms of fantasy to become a viable platform for contextual learning that bridges formal and informal learning environments. This paper overviews how mobile Web 2.0 has been instrumental in facilitating pedagogical change and informing an institution's new e-learning strategy that focuses upon social constructivist pedagogies. The project developed an intentional community of practice model for supporting new technology integration, pedagogical development, and institutional change. Beginning with a small selection of early adopter trials, the results of the research are now informing a wider integration of wireless mobile computing. (Contains 2 notes.)
The Role of Information and Communication Technologies in Improving Teaching and Learning Processes in Primary and Secondary Schools
Author: Sangra, Albert
Date: 2010-11-00
Type: Journal Articles
Subjects: Information Technology,Learning Processes,Role Perception,Influence of Technology,Instructional Improvement,Technology Integration,Technology Uses in Education,Case Studies,Educational Improvement,Educational Practices,Interviews,Correlation,Teacher Attitudes,Administrator Attitudes

The purpose of this study is to analyse what is happening at schools regarding the integration and use of information and communication technologies (ICT) and to examine teachers' perceptions about what teaching and learning processes can be improved through the use of ICT. A multiple-case-study research methodology was applied. From a previous exploratory research, four different types of schools were determined. Data show there is a widespread view that ICT in teaching favours several teaching and learning processes. In particular, it shows that the contribution of ICT to the improvement of teaching and learning processes is higher in the schools that have integrated ICT as an innovation factor. To attain this highest level implies that a school not only has to modernise the technological tools, but also has to change the teaching models: the teacher's role, issues regarding classroom organisational, the teaching and learning processes, and the interaction mechanisms. (Contains 6 tables.)
He Hui Whakatika: Culturally Responsive, Self Determining Interventions for Restoring Harmony
Author: Bateman, Sonja
Date: 2008-00-00
Type: Journal Articles
Subjects: Pacific Islanders,Ideology,Epistemology,Indigenous Populations,Cultural Influences,Cultural Relevance,Educational Policy,Culturally Relevant Education,Social Justice,Student Behavior,Parent Participation,Foreign Countries

The time has come for kaupapa Maori ideology and epistemology to move from the margins and claim legitimate space within the discipline of education. Kaupapa Maori ideology provides a dynamic framework within which Maori are better able to make meaning of the world and work for change. Increasingly, kaupapa Maori is being used to inform policies and practices across a range of sectors and initiatives. Research carried out by Bevan-Brown and Bevan-Brown (1999), indicates that for special educational policies and practices to be more responsive to and effective for Maori, there is a need to incorporate Maori values and philosophies. Bishop (1996a) contends that the solutions for Maori do not reside within the culture that has traditionally marginalised Maori; rather, the solutions are located within Maori culture itself. An example of one such solution is the hui whakatika process (Hooper, Winslade, Drewery, Monk &amp; Macfarlane, 1999), a process which is underpinned by traditional Maori concepts of discipline, and one which is able to be likened to more recent and contemporary notions of restorative justice. This paper highlights the role of a kaitakawaenga as he works collaboratively with whanau members to seek resolution and restore harmony by facilitating a hui whakatika process. (Contains 28 footnotes.)
The New Multi-Ministry Response to Conduct Problems: A SWOT Analysis
Author: Stanley, Peter
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adolescents,Antisocial Behavior,Social Services,Early Intervention,Social Development,Integrated Services,At Risk Persons,Developmental Stages

&quot;The Inter-agency Plan for Conduct Disorder/Severe Antisocial Behaviour 2007-2012&quot; (Ministry of Social Development, 2007) is assessed according to the SWOT dimensions of strengths, weaknesses, opportunities and threats. The document is one of the most important statements for the social services in New Zealand because of the primacy that it gives to current knowledge about conduct problems and for its endorsement of research-based practices. The plan's limitations include its risk-focused approach, its unsystematic response to 0-2 year-olds in difficult care-giving circumstances, and its lack of reference to adolescent girls with emotional issues who can contribute to the next generation of antisocial young people. As well, the plan might have considered the role of social systems in regard to conduct problems like the school, the neighbourhood, and community values. The implementation of the document could be imperilled by numerous influences, such as contrasting professional perspectives and non-empirical emphases in education.
Schooling for Happiness: Rethinking the Aims of Education
Author: Cavanagh, Tom
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Interpersonal Relationship,Student Behavior,Goal Orientation,Educational Objectives,Socialization,Corporations,Industry,Student Attitudes,Psychological Patterns,Caring,Instruction,Problem Solving,Conflict Resolution,Violence

The release of &quot;The New Zealand Curriculum&quot; causes us to rethink the aims of education. Dr Cavanagh offers an alternative set of aims to the vision outlined in the Ministry of Education document, which is based, at least in part, on socialisation into the corporate industrial world. Dr Cavanagh's position is focused on putting relationships at the centre of who and what we are as schools. He believes if we create a culture of care in schools, students will be happy and flourish. As a result, the two major domains of schooling will be joined together-- student behaviour and teacher pedagogy. This emphasis will help students and teachers to build their capacity to solve problems non-violently by learning how to build healthy relationships and heal broken relationships.
Working Together: An Occupational Therapy Perspective on Collaborative Consultation
Author: Hasselbusch, Andrea
Date: 2008-00-00
Type: Journal Articles
Subjects: Grounded Theory,Qualitative Research,Inclusion,Holistic Approach,Foreign Countries,Comparative Analysis,Occupational Therapy,Pervasive Developmental Disorders,Educational Legislation,Federal Legislation,Consultation Programs,Models,Allied Health Personnel,Educational Environment,Cooperation,Intervention,Interviews

The focus of this study was to explore the occupational therapy consultation process used with students on the autistic spectrum attending their regular school. Individual, in-depth interviews with senior occupational therapists were employed to collect the data. Grounded theory (Glaser &amp; Strauss, 1967; Strauss, 1987; Strauss &amp; Corbin, 1998), a qualitative research methodology, was used to develop a high-level description and conceptual ordering as an initial step towards developing a consultation model. Constant comparative analysis of the data revealed three interactive and interdependent processes, &quot;Joining Up&quot;, &quot;Finding A Way&quot; and &quot;Walking and Talking&quot;. These processes often occur simultaneously and greatly influence each other. The central concept was identified as &quot;Working Together&quot;, which highlights the collaborative nature of the consultation process. The context of the inclusive education environment requires a strong ecological approach as an essential aspect of therapists' practice. The consultation process described uses occupational therapists' day-to-day experience and is grounded within the inclusive education setting in Aotearoa New Zealand. (Contains 1 figure.)
On Children Transitioning to New Cultural and Linguistic Settings: &quot;When in Rome ... It's Okay to Be a Tourist&quot;
Author: Ballam, Nadine
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Minority Groups,Ethnicity,Acculturation,Cultural Differences,Cultural Pluralism,Teacher Attitudes,Perspective Taking,Cultural Influences,Self Concept,Student Attitudes,Bilingual Students

There may be an implicit assumption amongst some New Zealand educators that minority cultures should assimilate wholly into the New Zealand way of life, shedding aspects of their own culture that conflict with the mainstream. Some others assert that encouraging minority students to maintain their culture, including language and traditions, results in positive academic and social achievement. This paper challenges some of the possible covert assumptions that may be prevalent amongst educators; assumptions that prevent these children from transitioning smoothly into our schools. It outlines the importance of valuing cultural differences, promoting a sense of personal identity and encouraging the use of first languages.
Does the Oxford Reading Pen Enhance Reading Accuracy and Comprehension for Students with Reading Difficulties in a Classroom Environment? An Implementation Trial
Author: Johnson, Ian
Date: 2008-00-00
Type: Journal Articles
Subjects: Student Needs,Reading Difficulties,Age,Assistive Technology,Classroom Environment,Reading Comprehension,Computer Software,Information Technology,Dyslexia,Learning Problems,Ethics,Evaluation Methods

This article was undertaken to determine whether the Oxford Reading Pen (ORP) could enable students with reading difficulties to read and comprehend text at their chronological age. A small sample of students with reading difficulties was involved in a trial to ascertain the impact of using the ORP within their classroom reading activities. The results gained were positive and the potential of the ORP as an effective complementary tool for classroom use is discussed. The importance of carefully matching assistive technologies to student needs is highlighted as "one size does not fit all." (Contains 4 figures.)
The Incredible Years Parent Training Programme in Tauranga: A Research Summary
Author: Hamilton, Michelle
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Education,Parent Child Relationship,Young Children,Behavior Problems,Program Evaluation,Facilitators (Individuals),Interviews,Psychologists,Social Work,Researchers,Therapy

The Incredible Years parent training programme is a research-based therapy which aims to help families improve the behaviour of children with conduct difficulties in the early years, while the behaviour is malleable (Webster-Stratton &amp; Reid, 2003). The short-term goals of the programme are to reduce conduct problems in children by increasing parental competence and strengthening families (Webster-Stratton, 2000). The programme was developed by the University of Washington's Parenting Clinic, USA and was introduced to the Tauranga community in 2002, via the research of Lees (2003). Due to the success of the programme trialed in Lees' research, it was rapidly embraced by agencies and community organisations. Hamilton's (2005) research is summarised in this article and was inspired by the rapid expansion of, and enthusiasm for, the Incredible Years parent training programme in Tauranga. Rather than following participants' experiences within the programme, the researcher interviewed the facilitators. The perspective taken was that most of the programme facilitators are highly qualified psychologists and social workers who collectively have an enormous amount of knowledge, experience and insight. The researcher captured the observations and insights of the facilitators who, from their experience working with the programme, made valuable contributions to the identification of the barriers to the programme's success in Tauranga, the appropriateness of this empirically supported manual-based therapy in New Zealand's bicultural environment, and the value of the programme itself. The Incredible Years parent training programme was found to be highly successful in Tauranga as it provided a supportive group environment in which parents could share concerns and ideas, and it was adaptable to different cultural and individual needs.
The Professional Learning Community: A Fulcrum of Change
Author: Hellner, John
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Development,Learning Activities,Models,Interprofessional Relationship,Communities of Practice,Teacher Collaboration,Cooperative Learning,Adult Learning,Educational Change,Heuristics,Attitude Change

Paralleling the accelerating pace of educational change in the last two decades has been the development of a professional learning community (PLC) in schools. Characterised by teacher collaboration and a spirit of enquiry, the PLC represents a response to change and an opportunity to benefit teachers, students and schools, using an approach most suited to adults. The paper undertakes a literature review of various aspects of the PLC: attributes; evolution; benefits; and measurement of the PLC.
With Hindsight: An Overview of the Autism Spectrum Disorder Participatory Action Research Project
Author: Curzon, Joanna
Date: 2008-00-00
Type: Journal Articles
Subjects: Research Projects,Action Research,Foreign Countries,Disabilities,Autism,Teamwork,Reflective Teaching,Teaching Methods,Educational Practices

Much has happened since nine teams across New Zealand engaged in a Ministry of Education-funded participatory action research project looking at effective practice for supporting children and young people with autism spectrum disorder (ASD) in education. Building on earlier discussions, the project ran from 2002 to 2004, and until now the story has never been told in full. This article is intended to provide a background to the project, describe the project from a national perspective, profile the teams and their work, and share some of the achievements and challenges. (Contains 5 footnotes.)