ethanporcaro/eric-fulltext-meta huggingface dataset:
Schema-Based Text Comprehension
Author: Ensar, Ferhat
Date: 2015-09-23
Type: Journal Articles
Subjects: Text Structure,Reading Comprehension,Knowledge Representation,Concept Mapping,Story Grammar,Reader Text Relationship

Schema is one of the most common terms used for classifying and constructing knowledge. Therefore, a schema is a pre-planned set of concepts. It usually contains social information and is used to represent chain of events, perceptions, situations, relationships and even objects. For example, Kant initially defines the idea of schema as some natural structures that enable us to comprehend nature. According to the perspective of Kant who is a strong nativist, the provided opportunities of human mind help us to comprehend temporal relations and their components. In the 1930s, a content of schema idea similar to Kant's was represented again in a more planned and intentional way by Bartlett from Cambridge University in his study &quot;Remembering: A Study in Experimental and Social Psychology (1932/reprint,1950)&quot; Therefore, it is vital for readers to compute information using textual or discourse-related means and integrate their background information in the boundaries of textual content and context. Although it is related to the past, Bartlett's approach &quot;[s]chema is an active organization of past experience and reactions. Environmental stimulus contribute to these organized schema&quot; is successful to protect its effects even in today thanks to abstraction of linguistic ideas (cognitive psychology and language), language processing and examination of memory in its natural context. Considering that children who attend elementary school constantly live in close contact with &quot;verbal or written discourse products&quot;, the only certainty for all these efforts to comprehend is that it is necessary to continue to produce data for all grade levels until a more integrated approach, supported by more comprehensive and reliable data, is developed. Considering that the research on text interpretation processes have not yet provided an applicable, stand alone alternative, it is evident that such an alternative must benefit from a versatile and interdisciplinary network of information. Furthermore, it is known in the literature on the subject that countless discussions have been and will be held around the scope in question. For instance, despite all the scientific discussions, no assumptions on the nature and processes of text interpretation independent of statements of other fields can be developed.
The Effect of Recycling Education on High School Students' Conceptual Understanding about Ecology: A Study on Matter Cycle
Author: Ugulu, Ilker
Date: 2015-08-23
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Ecology,Recycling,Environmental Education,Concept Formation,Comprehension,Grade 10,Quasiexperimental Design,Pretests Posttests,Control Groups,Experimental Groups,Comparative Analysis,Predictor Variables,Semi Structured Interviews,Content Analysis

The objective of this study is to analyze and determine whether a developed recycling education program would lead to a positive change in the conceptual understanding of ecological concepts associated with matter cycles by high school students. The research was conducted on 68 high school 10th grade students (47 female and 21 male students). The research has been contextualized as a quasi-experimental design model with pretest-posttest control group and the EECUT Test was applied to the students in the research group prior to and after providing them with the respective courses with an aim to determine the effects of the Recycling Education Program (REP) on the conceptual understanding of ecological concepts by high school students. Based on the results a significant difference in the conceptual understanding of the students included in the respective experimental and control group was identified in the answers given to the EECUT WC and EECUT CC questions.
A Development of Participation of Primary School Students in Conservation of School Environments
Author: Klongyut, Somsak
Date: 2015-09-23
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Conservation (Environment),Student Attitudes,Student Behavior,Knowledge Level,Tests,Questionnaires,Comparative Analysis,Grade 6,Grade 5,Gender Differences,Age Differences,Student Participation,Predictor Variables,Statistical Analysis,Multivariate Analysis

This study aimed to investigate and compare knowledge, attitudes and participating behaviors of students who participated in a training session. A training manual based on the participatory process was used. The sample consisted of 30 grade 5 students and 30 grade 6 students using a voluntary sampling technique. Research instruments included 1) a training manual for participation in environmental conservation, 2) a test on knowledge about environment, 3) scale on attitudes towards participation in environmental conservation, and 4) a questionnaire about participatory behaviors in environmental conservation. The major findings revealed that the developed training manual had an effectiveness index of 0.586. The students as a whole and as classified according to sex and grade level showed gains in knowledge, attitudes and behaviors before participating in the training session. The female students indicated more knowledge as a whole and in 3 aspects: garbage and sewage disposal, water conservation, and chemical usage than the male students. The grade 6 students evidenced more knowledge in the aspect of energy conservation than the grade 5 students. But these two groups of the students did not indicate attitudes and behaviors differently. Also, the statistical interactions of sex with grade level on knowledge and behaviors were found to be significant.
Developing Local Curriculum Framework on Water Resource and Disaster Course for Enhancing Students' Learning Achievements in the Basic Educational System
Author: Chunrasaksakun, Chunwadee
Date: 2015-08-23
Type: Journal Articles
Subjects: Foreign Countries,Curriculum Development,Water,Natural Resources,Emergency Programs,Secondary School Teachers,Control Groups,Experimental Groups,Comparative Analysis,Grade 9,Interviews,Guidelines,Pretests Posttests,Questionnaires,Correlation,Statistical Significance,Academic Achievement,Core Curriculum

The aim of the paper was to administer and prepare teachers for management to their students' learning achievements within the curriculum framework of water resource and disaster management. This course was compared to manage learning into different school sizes with the sample size in the lower secondary education schools with two groups of 28 controlled teachers, who managed teaching of 68 students in 3 classes, and other group was 28 experimental teachers who managed teaching of 79 students in 3 other classes at grade level 9 too. The procedure of methodology included curriculum framework; unstructured selection interviews and conservational guidebooks were used. Most of teachers were trained with a new curriculum of learning units and training local curriculum. Associations between teachers' satisfaction of pre- and post- test questionnaires were differenced, developing the curriculum was indicated that it has revealed problems and students' needs indicated as high responses on introduction, and purpose of recapitulating development. Teachers were passed the assessment test as high quality ability impacts and satisfactions for making learning units to students' responsibilities. Statistically significance of students' achievements were differences between the controlling and experimental groups at 0.01 confidence level, correlatively, and comparisons between using this local curriculum frame work in school sizes as non significant differently.
Development of the Inner Wisdom Development Programs with Buddhist Doctrines to Improvement of Self-Mindedness for Bachelor Educational Students
Author: Phusopha, Janphen
Date: 2015-08-23
Type: Journal Articles
Subjects: Foreign Countries,Buddhism,Undergraduate Students,Bachelors Degrees,Religious Education,Preservice Teachers,Preservice Teacher Education,Developmental Programs,Perception,Metacognition,Attention Control,Student Teacher Attitudes,Cognitive Processes,Psychological Patterns,Knowledge Level,Religious Factors,Statistical Significance,Intelligence,Control Groups,Experimental Groups,Satisfaction,Training Methods,Skill Development,Student Evaluation,Program Development,Program Effectiveness,Outcomes of Education,Help Seeking,Scores,Pretests Posttests,Psychotherapy,Statistical Analysis,Questionnaires,Focus Groups,Qualitative Research,Content Analysis

To investigate inner wisdom development programs with Buddhist doctrines of 508 educational students and 104 lecturers, a wisdom test, diary short note, interview, and observation were used. The principle of Specific Conditionality; the 5-Aggregates, Rule of 3-Characteristics, and practice of 4- Foundations of Insight Meditation were needed. Inner wisdom skills perceived greater actual students considered with the student's views. The mindfulness practice and meditation increased gradually, distracted, bad-tempered to serene, relaxed, relieved, physically fatigued to fresh and active activities worthwhile of students were higher of students' satisfaction. The knowledge aspect, students gained knowledge in 4-Elements and 5-Aggregates, understanding changes and emerges, existing and ceasing causes of their feeling aspect. Students' participations were too happiness, warmness, relief to their awareness and thinking distraction and concentration, controlling their temperament of their inner wisdom training program was at excellent level. Regarding students at the moderate's condition, problems and needs, lecturers' opinion toward inner wisdom based on Buddhist principles were provided. Statistically significances were differentiated between the pre- and post-training intelligence and the inner wisdom of the control and experimental groups revealed at the 0.01 level, and the relationships to the overall satisfaction of students toward their training program for developing inner wisdom was found.
Students with Learning Disabilities' Satisfaction, Employment, and Postsecondary Education Outcomes
Author: Rabren, Karen
Date: 2013-00-00
Type: Journal Articles
Subjects: High School Graduates,Learning Disabilities,Student Attitudes,Outcomes of Education,Satisfaction,Postsecondary Education,Employment Experience,Surveys,Statistical Analysis,Training

This study investigates the construct of satisfaction as a post-school outcome for students with learning disabilities (LD). More specifically, the effects of postsecondary education or training as well as employment are examined as they contribute to the overall satisfaction of young people with LD, one year after they exit high school. The rationale for this approach is that examining individuals' with LD satisfaction with their post-school outcomes will take into consideration their perspectives and provide an indication of whether or not they are engaged in post-school activities of their preference and also provides a broader approach to measuring post-school outcomes. Results of this study suggest that both education or training and employment are importantly influential in postsecondary satisfaction among individuals with learning disabilities as they transition from school to post-secondary activities.
The Impact of Teaching Academic Education Course of Children with Special Needs in the Ordinary Schools on Students' Attitudes toward Inclusion of Disabled Children
Author: Salem, Abdelbaky Arafa
Date: 2013-00-00
Type: Journal Articles
Subjects: Inclusion,Disabilities,Mainstreaming,Regular and Special Education Relationship,Attitudes toward Disabilities,Foreign Countries,Student Attitudes,Interviews,Questionnaires,Preservice Teachers,Parent Attitudes,Attitude Change,Pretests Posttests

The present study aimed at identifying the attitudes of the teacher student towards including students with special needs with the ordinary ones. Also, to determine whether there are statistically significant differences between students who have studied the academic education course of children with special needs in the ordinary schools and the students who have not studied this course in the Department of Special Education, Majmaah University for the academic year 1432-1433 AH. The study concluded that there are statistically significant differences between the children of the fifth level who have studied the academic education course of children with special needs in the ordinary schools and the children of the fourth level who have not studied this academic course. Also, the study concluded that both of the students of Level IV and V have a positive attitudes towards inclusion of disabled students in the ordinary schools.
Merging Large-Scale Assessment Data for Secondary Analysis: Experiences with EQAO's Data
Author: Sarwar, Gul Shahzad
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Databases,Programming Languages,Data Analysis,Educational Assessment,Data

This paper is a narrative of our experience in analyzing and merging data files provided to us by the Education Quality and Accountability Office (EQAO). In the paper, we propose a scheme of merging data files by means of Structured Query Language (SQL, pronounced as &quot;sequel&quot;). Although, the narrative of our experiences using this merging scheme could have been extended to any number of data files, the aim of this work was to merge only three EQAO data files. Via this merge process, we were able to gain meaningful information and facilitate the analysis of EQAO data to answer our research questions. By using SQL queries, our approach was not only to analyze the available data files but also to construct a narrative about viewing and handling data contained in the files.
Practical Teaching &amp; Learning Model: A Modern Dimension for Business Management Schools
Author: Kolachi, Nadir Ali
Date: 2013-00-00
Type: Journal Articles
Subjects: Business Schools,Business Administration Education,Teaching Methods,Teaching Models,Qualitative Research,Learning Strategies,Case Studies,Case Method (Teaching Technique),Educational Practices,Instructional Innovation

Purpose: The purpose of this research is to evaluate and investigate the most suitable model required for teaching business Management curriculum. The paper will report a new dimension of Business Management Teaching. For this purpose, a Practical teaching &amp; Learning Model has been prepared and will be discussed through qualitative research approach. The research proposed a model for Practical Teaching named PTLM (Practical Teaching &amp; Learning Model). The model explains the ways for Business Management Faculty &amp; Students in order to learn more during studies. Research Design: The study reports on a practical qualitative case study limited to business management domain. The choice of this approach was convenient &amp; suitable. Practical implications: The practical implication of this study is to identify the parameters of Business Management Teaching mentioned in the proposed model named PTLM. The paper is academic based on practical case study approach and will benefit students, teachers, researchers and corporate trainers from business management fields.
Comparing Student Engagement in Online and Face-to-Face Instruction in Health and Physical Education Teacher Preparation
Author: Butts, Frank
Date: 2013-00-00
Type: Journal Articles
Subjects: Learner Engagement,Undergraduate Students,Majors (Students),Health Education,Physical Education,Online Courses,Conventional Instruction,Lecture Method,Comparative Analysis,Summer Programs,Likert Scales,Student Attitudes,Teacher Education Programs,Statistical Analysis

Purpose: The purpose of this study was to see if there was a significant difference in engagement among undergraduate health and physical education majors when comparing online instruction to traditional lecture format. Method: Participants in this study were 22 undergraduate health and physical education majors enrolled in the summer semester, in a three-hour class. Two sections of the course were offered to the students. One section was delivered online and the other was delivered by traditional lecture in a face-to-face setting. The course curriculum and assignments were identical for the online and face-to-face courses. Analysis: Thirty-four Likert-scaled questions were used to determine student perception of engagement in the course. Difference in responses of the two study groups were examined using the Mann-Whitney Test (p = 0.05). Results: The results of this study showed no significant difference in 33 of the 34 variables used to measure engagement. Conclusions: It seems clear from this study that students in undergraduate physical education teacher preparation courses can be engaged in course content, whether that content is offered completely online, or in a traditionally-based face-to-face format.
High School Students' Time Management Skills in Relation to Research Anxiety
Author: Akcoltekin, Alpturk
Date: 2015-08-23
Type: Journal Articles
Subjects: Foreign Countries,Time Management,Student Attitudes,Correlation,Demography,Predictor Variables,Anxiety,High School Students,Grade 12,Statistical Analysis,Statistical Distributions

This study aimed to determine the opinions of high school students relating to time management and present a correlation of their time management skills with demographic variables, as well as examining the relation between their level of research anxiety and time management skills. The study group composed 270 12th-grade students (127 males and 143 females) from the same socio-economic level attending seven state high schools in Ardahan province, Turkey. Pearson coefficient of correlation, t-test, and weighted mean and standard deviation values were used. Results showed a meaningful relation in the negative correlation (r = -0.188**, p &lt;0.01) between time management skills and research anxiety level, and there was a meaningful relation between time attitudes, the second factor on the time management scale, and research anxiety in the negative direction (r = -0.210**, p &lt;0.01). We conclude that as students' time management skills improve, their research anxiety level decreases.
A Conceptual Model for School-Based Management Operation and Quality Assurance in Nigerian Secondary Schools
Author: Ayeni, Adeolu Joshua
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Quality,Quality Assurance,Secondary Schools,Attendance,Outcomes of Education,Foreign Countries,Governance,Curriculum Implementation,School Administration,Financial Support,Incentives,Academic Achievement,Low Achievement,Cooperation,Principals,Instructional Leadership

This paper examined the School-Based Management Committee's (SBMC) involvement and effectiveness in school governance, curriculum implementation and students' learning outcomes in Nigerian secondary schools; the major challenges facing effective operation of SBMCs were identified as low capacity of key members of the SBMCs; poor attendance of members at meetings due to lack of incentives and financial support from the government; lack of cooperation from the schools; and PTA's resistance to the SBMC initiatives; these resulted in ineffective school management and low level of students' academic achievement. It was concluded that a conceptual model of inter-relatedness be adopted to strengthen the operational capacity of SBMCs for efficient service delivery and quality learning outcomes in secondary schools.
Different Worlds, Mutual Expectations: African Graduate Student Mothers and the Burden of U.S. Higher Education
Author: Lobnibe, Jane-Frances Y.
Date: 2013-00-00
Type: Journal Articles
Subjects: Graduate Students,Mothers,Womens Education,Foreign Students,Student Experience,Educational Environment,Cultural Influences,Social Influences,Student Adjustment,Whites,Racial Differences,African Culture,Student Attitudes,Student Behavior,School Policy,Social Bias,Foreign Countries,Questionnaires,Focus Groups,Social Attitudes,Barriers,Social Support Groups,Interaction

In the United States, colleges use the internationalization of their student body as a conduit to achieving greater diversity. Not only has the attraction of international students become a priority for many universities regardless of size or location, universities administrators are often also quick to point to the increasing number of international students as evidence of their commitment to diversity efforts. This paper explores African student mothers' experiences with the US higher education system by examining both the structural environments and the socio-cultural burdens and constructs that affect and shape their learning and adjustment challenges in predominantly white US universities. It argues that while individual behaviors and attitudes may present serious challenges to the adjustments and full integration in US colleges, it is largely the structural and institutional arrangements and policies (both written and unwritten) that often prove difficult to navigate. Drawing on the experiences of twenty-three women from a predominantly white Midwestern university, it demonstrates that policies and arrangements that place the distribution of material, social and academic resources on students' ability to network in unequal social environments often place extra burden on the African graduate student mother studying in US higher institution; how these students in turn respond, interpret and negotiate their experiences will be highlighted.
Perspectives of Prospective Elementary School Teachers on Feedback in the Mathematics Instruction I and II Courses
Author: Kögce, Davut
Date: 2015-08-23
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Feedback (Response),Surveys,Qualitative Research,Mathematics Instruction,Teaching Methods,Peer Relationship,Student Attitudes,Teacher Education Programs,Foreign Countries,Validity,Reliability

The purpose of this study was to examine prospective elementary teachers' views on the feedback provided by the instructor and their peers during the courses, Mathematics Instruction I and II, and its contribution to their learning. Forty participants were regularly given feedback by the instructor and their peers while they were taking Mathematics Instruction I and II in the 2013-2014 academic year. At the end of the academic year, a survey form was administered to them. The form contained open-ended questions designed for this study. The form contained open-ended questions designed for this study. The data, which were analyzed qualitatively, showed that prospective elementary teachers consider the feedback provided by the instructor as mostly descriptive, whereas the peer feedback as mostly evaluative. In addition, the former made a more positive contribution to the participants' performance, since it offered more guidance.
Teaching Benchmark Strategy for Fifth-Graders in Taiwan
Author: Yang, Der-Ching
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 5,Benchmarking,Teaching Methods,Learning Strategies,Fractions,Experienced Teachers,Mathematics Instruction,Comparative Analysis,Pictorial Stimuli,Problem Solving,Instructional Effectiveness,Academic Achievement

The key purpose of this study was how we taught the use of benchmark strategy when comparing fraction for fifth-graders in Taiwan. 26 fifth graders from a public elementary in south Taiwan were selected to join this study. Results of this case study showed that students had a much progress on the use of benchmark strategy when comparing fraction after the experiment. This indicated that an experienced teacher played a key role and knew how to help their children lean the use of benchmark appropriately when comparing fraction.