ethanporcaro/eric-fulltext-meta huggingface dataset:
Modeling School Mathematics Teaching in Initial Teacher Training Colleges for Multilingual Classrooms
Author: Chitera, Nancy
Date: 2011-00-00
Type: Journal Articles
Subjects: Mathematics Education,College Mathematics,Focus Groups,Multilingualism,Discourse Analysis,Foreign Countries,Mathematics Teachers,Teacher Educators,Mathematics Instruction,Classroom Observation Techniques,Reflection,Educational Practices,Multilingual Materials,Preservice Teacher Education,Classroom Techniques,Instructional Effectiveness,Teaching Models,Knowledge Base for Teaching,Pedagogical Content Knowledge,Qualitative Research,Interviews,Teacher Attitudes

In this article, the author presents a discussion of how mathematics teacher educators model school mathematics teaching in initial teacher training colleges, as they prepare the student teachers to teach mathematics in multilingual classrooms in Malawi. In particular, the article examines the instructional practices that mathematics teacher educators produce, as they train student teachers who are going to teach mathematics in multilingual classroom. The study subjects were four mathematics teacher educators from two different initial teacher training colleges in Malawi. The research instruments included classroom observations, pre-observation and reflective interviews and focus group discussions. Data were collected during their residential sessions in January and February, 2007. Using three levels of critical discourse analysis (Fairclough, 1989; 2003), the research findings indicate that the mathematics teacher educators demonstrated the procedural discourse in all their instructional practices produced in their college mathematics classrooms. Furthermore, the results showed that some of the discourse practices being displayed in a college mathematics classroom mutually reinforce the discourses that the mathematics teacher educators display for school mathematics teaching in a multilingual mathematics classroom. The study recommends that to assist the student teachers, a certain action needs to be taken by the mathematics teacher educators. [This research was supported by TWOS, NRF through the supervisor Prof. M. Setati and The University of Malawi-The Polytechnic.] (Contains 15 extracts and 1 footnote.)
Developing a Culturally Sensitive Curriculum: Teaching Native American Children about Psychological and Behavioral Health
Author: Warzak, William J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Health Education,Elementary Secondary Education,Needs Assessment,American Indians,Mental Disorders,Science Education,Psychological Needs,Health Behavior,Culturally Relevant Education,Social Values,Workshops,Teacher Workshops,Professional Development,Youth Programs,American Indian Education,American Indian Culture,Likert Scales,Participant Satisfaction,Health Promotion,Health Programs,Mental Health Programs

The SEPA (Science Education Partnership Award) is a NIH (National Institutes of Health) program to provide science education to children K-12. In 2009, the NIH provided a supplement to develop a curriculum to inform students about factors that affect the mental health of native Americans. The goal of the current project was to develop a behavioral health curriculum sensitive to native American values and present these materials in a four-day workshop to educators of native youth. A multi-month effort was required to: (1) develop a needs assessment from local tribal representatives; (2) obtain relevant cultural research; and (3) enlist tribal representatives to deliver portions of the curriculum. The adapted curriculum addressed content sensitive to American Indian cultural issues. These issues and others were addressed within the context of a four-day professional development workshop held on the campus of the University of Nebraska Medical Center, Omaha, N.E.. The workshop focused on two primary content areas: (1) factors related to the development and expression of maladaptive behaviors and mental illness; and (2) factors related to the development of healthy and adaptive behaviors. (Contains 1 table.)
The Chemistry Teaching Program for Developing the Senior High School Students' Entrepreneurial Attitudes
Author: Susianna, Nancy
Date: 2011-00-00
Type: Journal Articles
Subjects: Creativity,Research and Development,Learning Activities,Chemistry,Program Effectiveness,High School Students,Entrepreneurship,Student Attitudes,Scientific Concepts,Questionnaires,Interviews,Science Course Improvement Projects,Teaching Methods,Scientific Literacy,Academic Achievement,Student Evaluation,Developmental Studies Programs

The objectives of this research were to identify the characteristics and effectiveness of chemistry teaching programs that increase students' entrepreneurial attitudes, chemistry concepts understanding and creativity. The research design application refers to the R & D (Research and Development) Design. Seventy-three senior high school students were involved in this research. The research data were collected through questionnaire, test, interviews and field notes. The data analysis used descriptive and inferential statistics. It has been concluded that: (1) the chemistry teaching program consists of laboratory activities, classroom activities, products-making activities, presentations, mind map activities and written tests. These activities are believed to develop students' leadership and self-confidence and direct them to task and result-oriented, future, risk-taking and originality-oriented. The evaluations in this program consist of self-assessment, peer assessment and teacher assessment; (2) the program has developed students' entrepreneurial attitudes, creativity and chemistry concepts understanding; (3) teachers and students responded the program positively; and (4) the implementation of the program shows that it takes much time. Based on the conclusions, it was suggested that: (1) the mind mapping activity should be carried out individually; (2) promotion program should be expanded so that students know the needs of the society; (3) further research should be done to find out whether this program can be conducted on lower grades and other topics of chemistry, biology and physics; and (4) further research should be conducted in various areas, such as in mountainous and beaches, so that the products will use the natural resources of the areas. (Contains 7 figures.)
Democratization of Education as Prerequisite for Social Economic and Cultural Progress in a Multi-Cultural Society
Author: Madumere, S. C.
Date: 2011-00-00
Type: Journal Articles
Subjects: Economic Development,Democracy,Educational Objectives,Prerequisites,Foreign Countries,Educational Policy,Socialization,Cultural Pluralism,Role of Education,Unemployment,Social Organizations

This paper focuses on democratization of education as a prerequisite for social, economic and cultural progress in a multi-cultural society, such as Nigeria. Attempt was made to define and explain the major concepts in the paper. Education was explained as an instrument of democracy and as function of socialization, culture and economic development of Nigeria as a multi-cultural society. Some factors hindering the effective implementation of educational objectives of the nation were identified. The roles of education in the development of various aspects of life were discussed and suggestions were made on how to improve on the current situation of Nigerian economy. (Contains 1 table.)
Supporting Learning in the Digital Age: E-Learning Strategies for NOUN (National Open University of Nigeria)
Author: Nkechinyere, Amadi Martha
Date: 2011-00-00
Type: Journal Articles
Subjects: Electronic Learning,Open Universities,Distance Education,Learning Strategies,Foreign Countries,Educational Technology,Internet,Blended Learning,Influence of Technology,Technological Advancement,Access to Education,Access to Information,Change Strategies,Educational Strategies,Educational Principles,Barriers,Performance Factors,Technology Uses in Education

E-learning has long been celebrated as the solution to access in education. There seems to be a belief worldwide that by including e-learning technologies in learning packages, learners' success and economies of scale will be ensured in ODL (open and distance learning). New innovations like the internet and mobile technologies provide a great opportunity for mass delivery of education information, especially in Africa where governments and institutions are struggling to equip the people with much needed skills for development. Literature suggests that ODL and e-learning delivery are synonymous. In this context, it seems as if the vision of distance education as a means to provide education to whom have been denied that it is being undermined by the overriding enthusiasm with technology. The idea is that if a student is computer literate, he/she will be able to access the world of information that the internet and other electronic media can deliver and thus become educated. It is the writer's contention that blending of e-learning strategies is essential in the delivery and supporting of learning in the digital age and can go a long way in supplementing and enhancing the teachers' work.
Access and Success: The Role of Distance Education in Girl-Child Education in Nigeria
Author: Nkechinyere Amadi, Martha
Date: 2011-00-00
Type: Journal Articles
Subjects: Females,Distance Education,Learning Processes,Foreign Countries,Access to Education,Gender Discrimination,Social Development,Womens Education,Womens Studies,Role of Education,Academic Achievement,Change Strategies,Educational Change,Barriers,Performance Factors,Child Development,Developmentally Appropriate Practices,Success

Education in Nigeria is an instrument par excellence for affecting national development. In spite of the global efforts to broaden opportunities in many schools all over Nigeria, many are not responding adequately to the needs of their students. A large majority of the learners do not acquire even minimal levels of learning due to such factors as poverty, malnutrition and different multi-cultural contexts, and many children still relegated to environments that discourage learning. The Convention on the Rights of the Child recognizes that States Parties shall respect and ensure the rights set forth in the present convention to each child within their jurisdiction without discrimination of any kind. However, in Nigeria, available indicators show that the girl-child is discriminated against from the earliest stages of life, from her childhood and into adulthood. The reasons for the discrepancy include: female genital mutilation, son preference, early marriage, violence against women, sexual exploitation and gender-based educational processes. In supporting girls' education, no developmental strategy is better than one that involves women as central players. It has immediate benefits for nutrition, health, savings and reinvestment at the family, community, and ultimately, country levels. Educating girls is a social development policy that works. It is a long-term investment that yields an exceptionally high return. Gaining access to learning and successful participation in education is becoming essential for all. As a result, most countries have set goals to increase the access to girl-child education for individuals that are under-represented. Among other principles, for equitable access and success in learning global development perspectives in Nigeria, what ODL (open and distance learning) can do in terms of success and access to learning development is the bone of contention for this paper as ODL are balancing inequalities between age groups and extending geographical access to education.
On the Issue of TPD (Teachers' Professional Development) in an OLC (Online Learning Community) as TEL (Technology Enhanced Learning)
Author: Olofsson, Anders D.
Date: 2011-00-00
Type: Journal Articles
Subjects: Computer Uses in Education,Teachers,Faculty Development,Electronic Learning,Communities of Practice,Foreign Countries

It is sometimes assumed that teachers in an informed way shall embrace TEL (technology enhanced learning) in their practices. In this article, it is argued that TPD (teachers' professional development) for this purpose can be a part of their engagement in an OLC (online learning community), and we ask the questions--How can professional development be understood in relation to TEL? For what contents and in what form can TPD in an OLC have a potential to transform teaching? It is suggested that OLCs have the potential to through TEL make teachers implement technology in their practices to enhance learning and that this is an effective form of TPD, since teachers in an OLC at first hand answer to their own demands or that from colleagues. In this article, we elaborate on the possibilities and limitations of the OLC for TPD in terms of content and form. Six different OLCs for TPD are chosen to serve as examples on the diversity of forms and contents possible to focus. (Contains 1 table.)
Teaching with and Learning through ICTs in Zimbabwe's Teacher Education Colleges
Author: Musarurwa, Charles
Date: 2011-00-00
Type: Journal Articles
Subjects: Electronic Learning,Teacher Education Curriculum,Foreign Countries,Teaching Methods,Preservice Teacher Education,Technology Uses in Education,Technology Integration,Educational Resources,Educational Planning,Technology Planning,Reflection,Learning Strategies,Educational Development,Knowledge Base for Teaching,Pedagogical Content Knowledge

The use of ICTs (information and communication technologies) in Zimbabwe's teacher education colleges is of paramount importance. The teacher trainees have a dual role to play: learning through ICTs and also learning how to teach through them. Interestingly, the rate at which schools have embraced the use of ICTs is unprecedented, but this has not been matched with an equal effort by teacher education colleges and hence teacher trainees have been less exposed and trained in using such technologies. Evidently, this has created a mismatch between the need for teachers who are conversant with ICTs and e-learning and their availability. This paper stems from a pilot programme in which the author was an active participant. It reflects on efforts made to integrate ICTs into the teacher education curriculum and evaluates the impact that this programme will have on teacher education in Zimbabwe. (Contains 12 footnotes.)
High School Rugby Players' Perception of Coaching Effectiveness
Author: Broodryk, Retief
Date: 2011-00-00
Type: Journal Articles
Subjects: Likert Scales,Measures (Individuals),Program Effectiveness,High Schools,Teacher Effectiveness,Athletic Coaches,Coaching (Performance),Motivation,Game Theory,Personality Development,Statistical Significance,School Size,Student Attitudes,Teaching Methods,Questionnaires,Athletes

The aims of this study were firstly to determine the players' perceptions of their respective coaches' coaching effectiveness and secondly, determine the difference between big and small schools of the players' perceptions of their respective coaches' coaching effectiveness. Four hundred and seventy six players from 22 schools were asked to fill in the adapted version of the CES (coaching efficacy scale) (Feltz, Chase, Moritz, & Sullivan, 1999). The CES consists of four subscales measuring motivation (seven items), game strategy (seven items), technique (six items) and character building (four items). Each item was rated in a 9-point Likert scale from 0 ("Not at all effective") to 9 ("Extremely effective"). According to the descriptive statistics, players perceive their respective coaches to perform average and below average on the four tested constructs. There are also no practical significant differences between the perceptions of big and small schools players on the effectiveness of their respective coaches. The results of the study might determine and clarify whether volunteer coaches in high schools are effective according to their athletes' perceptions and may also help schools to evaluate their coaches and implement programs to develop more effective coaches. (Contains 3 figures.)
How Does Education Affect Environmental Knowledge: A Survey in Urban and Regional Planning Education
Author: Ergen, Baris
Date: 2011-00-00
Type: Journal Articles
Subjects: Regional Planning,Environmental Education,Science Curriculum,Urban Planning,Knowledge Level,Student Attitudes,Student Surveys,Educational Research,Case Studies,Majors (Students),Ecological Factors,Program Effectiveness,Foreign Countries,Achievement Gains

This paper aims at measuring of environmental knowledge of students who select environmental science course in Urban and Regional Planning Department at Bozok University. This article includes a survey research, with this survey, we can get information about knowledge of environment of students and where they learn them. First briefly, it provides to measure environmental knowledge of students and then it aids to constitute of content of environmental science course. In this manner, we can contribute to improve knowledge of students. At the same time, we can measure our performance. (Contains 2 tables and 2 figures.)
Constructing Culturally Relevant Pedagogy in Chinese Heritage Language Classrooms: A Multiple-Case Study
Author: Wu, Hsu-Pai
Date: 2011-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Academic Achievement,Heritage Education,Qualitative Research,Motivation Techniques,Learning Motivation,Skill Development,Educational Strategies,Teaching Methods,Values Education,Educational Practices,Class Activities,Language Acquisition,Cultural Maintenance,Semi Structured Interviews,Classroom Observation Techniques,Classroom Techniques

Culturally relevant pedagogy uses cultural references to develop students' knowledge and identities thereby empowering them academically, socially and politically. This article examined how four Chinese heritage languages teachers constructed culturally relevant pedagogy in their language instructions. Qualitative cross-case analysis indicated that the teachers used motivational and skill-building strategies to promote academic success. The teachers used individual, plural and progressive methods to transmit and reconceptualize Chinese values. Rather than playing a role as knowledge transmitters, the teachers shared power with students by involving peer discussions and group activities in their classrooms. Their practices lay a foundation to be discussed not only in the Chinese community, but also in the broader field of the US education system.
E-education in Refrigeration Technologies for Students and Technicians in the Workplace
Author: Lenaerts, Marnik
Date: 2011-00-00
Type: Journal Articles
Subjects: Electronic Learning,Blended Learning,Virtual Classrooms,Climate Control,Technical Education,Experiential Learning

The demand for broadly educated engineers, installers and service technicians is growing because of the strong growth in refrigeration, air conditioning and heating. The rapid technological evolution makes it impossible for a school or training centre to invest in all HVAC (heating ventilation and air conditioning) and refrigeration fields. It is here that e-learning, blended learning and virtual labs provide the answer. Students need new forms of learning where the course materials are available anytime, anywhere and are adapted to the needs and prior knowledge of each individual student. This is the reason why, in 2004, we started with the development of e-learning courses, which are all hosted on an open-source learning management system. Six years later, we have 30 interactive e-learning courses on cooling, heating and air conditioning, ranging from the basics to the latest technologies and systems. We are still developing new ones to keep up-to-date with the latest evolutions. But, education is more than just gaining theoretical knowledge. Our blended learning modules unite the theoretical and the practical aspects of education, by combining e-learning with practical sessions in our labs. Each course participant that uses blended learning does not only benefit from the many advantages of e-learning, but also can gain practical experience in this way. By integrating e-learning in virtual reality, we created virtual labs. We made 3D (3 dimensional) models of our labs complete with installations and equipment using 3D modeling software. Instead of looking at an image of an installation inside the e-learning course, a course participant can now walk around in our labs, walk up to an installation and look at real-time data from the actual installation itself, or go into a virtual classroom and take an e-learning course. (Contains 7 figures.)
Coming Together to Calm the Hunger: Group Therapy Program for Adults Diagnosed with Anorexia Nervosa
Author: Ponech, Heather
Date: 2012-03-04
Type: Information Analyses
Subjects: Lesson Plans,Eating Disorders,Psychotherapy,Group Therapy,Adults,Counseling Techniques,Outcomes of Treatment,Literature Reviews,Counseling Effectiveness,Personality Traits,Self Esteem,Emotional Response,Cognitive Processes,Social Isolation,Interpersonal Relationship,Personal Autonomy,Child Abuse,Sexual Abuse,Behavior Disorders,Depression (Psychology),Posttraumatic Stress Disorder,Personality Problems,Counselor Role

This project provides a comprehensive overview of the research literature on anorexia nervosa in female adults and concludes by offering 14 group therapy lesson plans for anorexia nervosa that therapists may use in their practice. There is a remarkable lack of research on the efficacy of treatment designed for individuals diagnosed with anorexia nervosa (Lamoureux & Bottorff, 2005). The overall intent is to provide an applied project that will be useful to counsellors wanting to provide a therapeutic group to female adult clients who are struggling with disordered eating, particularly anorexia nervosa. This project proposes that group therapy is a beneficial treatment format for individuals diagnosed with anorexia nervosa. This project critically explores how group therapy may be beneficial and synthesizes the therapeutic needs of females diagnosed with anorexia nervosa. A literature review that explores the benefits of group psychotherapy, which includes the key therapeutic factors for change and the development and stages of group therapy, is included. This project also identifies what therapeutic factors within group therapy appear to be the most prominent for successful treatment of anorexia nervosa clients. A second literature review explores the characteristics of anorexia nervosa that would be addressed within a group format. The core of this project is the development of 12-session experiential group program manual with a pre-group and post-group lesson, designed as an intervention framework for the facilitation of a group with adult women diagnosed with anorexia nervosa. An appendix contains 14 lesson plans as well as a statement on the use of the group program. (Contains 2 footnotes.)