ethanporcaro/eric-fulltext-meta huggingface dataset:
Parent Involvement in Urban Charter Schools: New Strategies for Increasing Participation
Author: Smith, Joanna
Date: 2011-00-00
Type: Journal Articles
Subjects: Charter Schools,Middle Class,Self Efficacy,Parent Participation,Family Involvement,Parent School Relationship,Qualitative Research,Innovation,Incentives,Advertising,Information Technology,Educational Strategies,Participative Decision Making

Decades of research point to the benefits of parent involvement in education. However, research has also shown that White, middle-class parents are disproportionately involved. Charter schools, as schools of choice, have been assumed to have fewer involvement barriers for minority and low-income parents, but a 2007 survey of charter leaders found that parent involvement remains a significant challenge. This qualitative study utilizes Epstein's model of family involvement to examine parent involvement programs at twelve charter schools across six U.S. states. Findings suggest that parent involvement "activities" in the study sample of urban charter schools fit Epstein's typology fairly well. However, the "strategies" used to implement these activities and to attract hard-to-reach parents are fairly innovative: Study schools offered wrap-around services, incentives, and contracts to enhance and ensure participation; utilized technology for advertising parent volunteer opportunities; and involved parents in the decision-making and governance of the school. Overall, these strategies were linked with increasing parents' self-efficacy and comfort level in participating in their children's education. (Contains 1 endnote and 3 tables.)
Preparing Urban Teachers to Partner with Families and Communities
Author: Warren, Susan R.
Date: 2011-00-00
Type: Journal Articles
Subjects: Graduate Students,Urban Teaching,Teacher Education Programs,Community Involvement,Semantic Differential,Teacher Certification,Student Teacher Attitudes,Attitude Change,Parent Teacher Cooperation,Knowledge Base for Teaching,Teaching Skills,School Community Relationship,Teacher Student Relationship,Partnerships in Education,Interviews,Course Evaluation

This study explored how graduate coursework can impact urban teachers' knowledge, skills, and dispositions regarding family and community involvement. (Note: California requires graduate work for teacher certification.) Specifically, the research investigated how teacher attitudes toward family and community involvement changed after taking a graduate level course taught at two separate universities. The study utilized mixed methods combining a semantic differential study of graduate student attitudes with a qualitative analysis of the students' perceptions of their experience in the course. Results from the semantic differential (p less than 0.05) and qualitative data indicate a significant change in teachers in three global areas: (a) their professional knowledge and skills, (b) their professional dispositions, and (c) their authentic relationships with students, their families, and the community. The findings from this study can be used by teacher education programs, university professors, and school districts as they structure and implement programs that support and encourage teachers in interfacing with their students' families and communities. (Contains 5 tables and 1 figure.)
Building Community Partnerships: Learning to Serve while Learning to Teach
Author: Baker, Pamela Hudson
Date: 2011-00-00
Type: Journal Articles
Subjects: Service Learning,Special Education Teachers,Skill Development,Special Education,Teaching Methods,Teacher Education,Graduate Students,Undergraduate Students,Outcomes of Education,Preservice Teachers,After School Programs,Elementary Schools,Educational Opportunities,Partnerships in Education,School Community Relationship

Service learning is a well researched pedagogical approach to the scholarship of teaching and learning. This essay describes two special education teacher preparation approaches that successfully linked candidate learning outcomes together with service to the community. One approach attached undergraduate teacher candidates in special education with an elementary school to facilitate the delivery of an afterschool learning program for students in need of additional skill development. The other approach connected graduate candidates with community partners in support of the development and implementation of specific projects of value to the community agency. Each of these collaborative learning opportunities created a win for the community partner and a win for the teacher candidates, as each of these opportunities better prepared these candidates to build a strong sense of community from within their school and also by reaching beyond the walls of their own setting.
Case Studies of School Community and Climate: Success Narratives of Schools in Challenging Circumstances
Author: Parker, Darlene Ciuffetelli
Date: 2011-00-00
Type: Journal Articles
Subjects: Focus Groups,Educational Change,Foreign Countries,Case Studies,Content Analysis,Interviews,School Visitation,Elementary Education,Effective Schools Research,Organizational Climate,Educational Environment,Poverty Programs,Partnerships in Education,Collegiality

This paper reports on a Canadian qualitative case study project funded by the Elementary Teachers' Federation of Ontario. The paper describes success stories of students and communities affected by poverty from a diverse sample of eleven elementary schools throughout the province of Ontario. Over the period of one school year (2007-2008) and through school visits, interviews, focus groups, and document analysis, researchers developed narratives that describe the ways that adult members (teachers, parents, administrators, and community groups/partners) in the sample schools thought about and shaped their work with students living in challenging socioeconomic circumstances. The paper illustrates examples from the project that draw on themes related to: commitment to high-quality collaboration, teacher mentorship, and community building; parent and community partnerships; and administrative leadership and the culture of leading.
Faith, Hope, Tolerance, and Sense of Community
Author: Johnson, Diane E.
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Experience,Student Attitudes,Educational Environment,College Preparation,Focus Groups,Questionnaires,Student Diversity,Trust (Psychology),Racial Relations,Ethnic Diversity,Socioeconomic Influences,Social Psychology,Beliefs,Spiritual Development,Interpersonal Relationship

The challenge of racial, ethnic, and socioeconomic diversity has inspired new trends in community research. New models eschew an emphasis on conformity to open communities up to difference, both among members, and between members and an ever more complex social world. The data here are taken from a student-experience study of a diverse post-secondary preparatory academy for high schoolers. The paper examines student reports of the changes they experienced as they progressed through the Academy, building faith, faith in each other and in themselves, hope, necessary to support long-term investment, and tolerance, sufficient to find in their diversity the resources they need to fulfill their dreams. The analysis relies on David McMillan's (1996) sense of community to develop a thick description of student experience in this school community.
A Game-Based Learning Approach to Improving Students' Learning Achievements in a Nutrition Course
Author: Yien, Jui-Mei
Date: 2011-04-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Achievement,Grade 3,Nutrition Instruction,Educational Games,Computer Assisted Instruction,Quasiexperimental Design,Experimental Groups,Control Groups,Comparative Analysis,Pretests Posttests,Student Surveys,Instructional Effectiveness,Student Attitudes,Learning Motivation,Learning Activities,Conventional Instruction,Gender Differences

The aim of this study was to explore the influence of applying a game-based learning approach to nutrition education. The quasi-experimental nonequivalent-control group design was adopted in a four-week learning activity. The participants included sixty-six third graders in two classes of an elementary school. One of the classes was assigned to be the experimental group and the other was the control group. The experimental group learned with computer games, while the control group learned with the traditional teaching approach. The result showed that the learning achievement of the students in the experimental group was significantly better than that of the students in the control group. Similar results were obtained in terms of the learning interest of the students. Moreover, most of the students revealed quite positive attitudes toward the use of the game-based learning approach in nutrition education. An in-depth analysis showed that there was no significant difference between genders in terms of nutrition knowledge and learning attitudes. (Contains 6 tables and 5 figures.)
A Joyful Classroom Learning System with Robot Learning Companion for Children to Learn Mathematics Multiplication
Author: Wei, Chun-Wang
Date: 2011-04-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Strategies,Constructivism (Learning),Experiential Learning,Mathematics Instruction,Multiplication,Learning Motivation,Student Motivation,Educational Experiments,Elementary School Students,Computer Assisted Instruction,Experimental Groups,Control Groups,Comparative Analysis,Instructional Effectiveness,Student Attitudes,Telecommunications,Instructional Design,Handheld Devices,Computer Peripherals,Robotics,Computer System Design,Computer Software Evaluation,Computer Software,Interviews,Questionnaires,Observation

This research demonstrates the design of a Joyful Classroom Learning System (JCLS) with flexible, mobile and joyful features. The theoretical foundations of this research include the experiential learning theory, constructivist learning theory and joyful learning. The developed JCLS consists of the robot learning companion (RLC), sensing input device, mobile computation unit, mobile display device, wireless local network and operating software. The aim of this research is to design and evaluate the JCLS, which is implemented by using robot and RFID technologies. The developed JCLS system has been applied in real world for supporting children to learn mathematical multiplication. Both pilot experiment and formal experiment were conducted and the results showed that the JCLS can provide learners with more opportunities for hands-on exercises and deepening their impressions about the learning contents. Having many opportunities for hands-on exercises, learners can have more thinking time for knowledge construction. Using robot to design RLC can simultaneously increase learners' motivations and offer a more joyful perception to learners during the learning process. On the other hand, the JCLS can support instructors to immediately acquire the learning statuses of every learner for adjusting his/her in-class instructional strategy and giving after-school assistances. (Contains 7 tables and 8 figures.)
A Small Scale Experimental Study: Using Animations to Learn Vocabulary
Author: Kayaoglu, M. Naci
Date: 2011-04-00
Type: Journal Articles
Subjects: Foreign Countries,Experimental Groups,Control Groups,Student Attitudes,Scores,Vocabulary Development,College Students,Printed Materials,English (Second Language),Second Language Instruction,Second Language Learning,Computer Assisted Instruction,Comparative Analysis,Pretests Posttests,Instructional Effectiveness,Animation,Multimedia Instruction

This study attempts to investigate whether a difference exists between learning vocabulary via animation and via traditional paper-based method. This small scale study was conducted at Karadeniz Technical University in academic year 2009-2010. Two pre-intermediate classes were randomly selected as the experimental group (n = 17), and control group (n = 22) as each class accommodated that number. Results obtained from the data gathered with a pre-test and a post-test applied to each group was analyzed using t-test in SPSS 16.00 version. The findings show that although there is no statistically significant difference between post-tests of each group, there was an increase in the post-test scores of animation group as compared to the pre-test scores. This increase implies that using multimedia such as animations contribute to students' achievement in vocabulary learning. Besides, the teachers' observations and students' opinions indicate that there were relatively positive attitudes towards using such kind of animations in vocabulary learning. They were useful since they address more senses than using paper-based texts; however, they can be distractive if teachers do not pay attention to the proficiency level of students and the content presented. The study supports the idea that multimedia applications can be integrated into language classes not as an alternative way but as an additional way to contribute positively to the atmosphere of class and motivation of students. (Contains 3 tables and 1 footnote.)
A Web-Based Assessment for Phonological Awareness, Rapid Automatized Naming (RAN) and Learning to Read Chinese
Author: Liao, Chen-Huei
Date: 2011-04-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Fluency,Phonological Awareness,Grade 6,Chinese,Internet,Reading Tests,Printed Materials,Comparative Analysis,Ideography,Syllables,Reading Rate,Computer Assisted Testing,Predictor Variables

The present study examined the equivalency of conventional and web-based tests in reading Chinese. Phonological awareness, rapid automatized naming (RAN), reading accuracy, and reading fluency tests were administered to 93 grade 6 children in Taiwan with both test versions (paper-pencil and web-based). The results suggest that conventional and web-based versions were equally predictive of Chinese reading measures. However, the equivalency of the two testing mediums was found with RAN only. (Contains 6 tables and 6 figures.)
Attitudes of Saudi Universities Faculty Members towards Using Learning Management System (JUSUR)
Author: Hussein, Hisham Barakat
Date: 2011-04-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Differences,Intellectual Disciplines,Faculty Development,Educational Needs,College Faculty,Teacher Attitudes,Attitude Measures,Computer System Design,Questionnaires,Integrated Learning Systems,Electronic Learning

The research aims to identify the Attitudes of faculty members at Saudi Universities towards using E-learning Management System JUSUR, which follows the National Center for E-learning. A descriptive analysis was used as a research methodology. Ninety participants in this research were asked to complete a 5-point Likert scale questionnaire, which consists of 34 items, classified in three main categories, and 2 items as probe statements. Validity and reliability of the questionnaire were ensured. Statistical treatments such as percentages, means, frequencies, and analysis of variance ANOVA were conducted. The results showed a positive Attitudes of the members of the faculty at Saudi University towards E-learning management system JUSUR, although it has not activated in a sufficient way yet, the results showed how their needs for training in using the system and in particular learning content management and file sharing, forums, and Questions Bank. Moreover, results showed no difference in attitudes towards using the system among the faculty members regarding gender or the types of colleges humanitarian, scientific and health. (Contains 10 tables and 3 figures.)
Determination of Perceptions of the Teacher Candidates Studying in the Computer and Instructional Technology Department towards Human-Computer Interaction and Related Basic Concepts
Author: Kiyici, Mubin
Date: 2011-04-00
Type: Journal Articles
Subjects: Man Machine Systems,Computer Software,Educational Technology,Phenomenology,Fundamental Concepts,Human Factors Engineering,Student Teacher Attitudes,Courseware,Foreign Countries,Computer System Design,Teacher Education Programs,Knowledge Base for Teaching

HCI is a field which has an increasing popularity by virtue of the spread of the computers and internet and gradually contributes to the production of the user-friendlier software and hardware with the contribution of the scientists from different disciplines. Teacher candidates studying at the computer and instructional technologies department are individuals to take office in the field of instructional programs and software development. Acquaintance of teacher candidates studying at the computer and instructional technologies department with the HCI and its findings will enable such candidates to design usable websites and the achievement of message and interface design conforming to the rules. This research was conducted by using the phenomenological research method in order to determine the descriptions and perceptions of teacher candidates studying at the computer and instructional technologies department in respect of the human-computer interaction and respective basic concepts. Data gathered from the candidates by means of an open-ended question form were analyzed using descriptive analysis. According to the research results, it was seen that teacher candidates described the human-computer interaction and related basic concepts approximately close to the truth. (Contains 5 tables.)
Developing and Validating a Media Literacy Self-Evaluation Scale (MLSS) for Elementary School Students
Author: Chang, Chiung-Sui
Date: 2011-04-00
Type: Journal Articles
Subjects: Foreign Countries,Media Literacy,Elementary School Students,Measures (Individuals),Factor Analysis,Ethics,Mass Media,Test Construction,Self Evaluation (Individuals),Gender Differences,Age Differences,Test Validity,Educational Technology,Computer Uses in Education

The arrival of new media technology has the potential to radically change education. It has become important for both academics and practitioners to understand the behavioural intentions of students towards media technology. Many scales have been developed to measure the attitudes of secondary students towards the usage of media technology. However, few scales have been developed to assess media literacy in primary school students. To develop a validated scale for the media literacy of elementary school students, the Media Literacy Self-assessment Scale (MLSS) was adopted and modified in this study and then validated using a sample (N = 594) of students from Taiwan. The MLSS is a two-factor scale that measures learning with media (LWM) and media communication &amp; ethics (MCE); these components have been proposed to constitute the multidimensional constructs. A confirmatory factor analysis was performed on a proposed nine-item model of the MLSS, and it was found the model provides a good fit. Gender and grade comparisons of the results are discussed. Educational implications and suggestions for future research are also provided. (Contains 8 tables.)
Developing Computational Fluency with the Help of Science: A Turkish Middle and High School Grades Study
Author: Corlu, M. Sencer
Date: 2011-04-00
Type: Journal Articles
Subjects: Foreign Countries,Statistical Significance,Scores,High School Students,Teaching Methods,Middle School Students,Computation,Mathematics Instruction,Science Instruction,Mathematics Skills,Interdisciplinary Approach,Intervention,Pedagogical Content Knowledge,Mathematical Concepts,Experimental Groups,Control Groups,Comparative Analysis,Pretests Posttests,Drills (Practice)

Students need to achieve automaticity in learning mathematics without sacrificing conceptual understanding of the algorithms that are essential in being successful in algebra and problem solving, as well as in science. This research investigated the relationship between science-contextualized problems and computational fluency by testing an instructional method that was implemented as a non-traditional drill exercise. The study employed a quantitative analysis of pre- and post-test scores of Turkish middle and high school students after two interventions. The questions addressed were: Do the science-contextualized drill practices (SCP) improve students' computational fluency better than traditional drill practices (TP)? Is there any statistical significance between middle and high school students in terms of their benefit from SCP? This study showed that science-contextualized drill exercises produced higher gains for both middle and high school students' computational fluencies than the traditional context-free drill exercises. (Contains 3 figures and 1 table.)
Effect of Self-Worth and Parenting Style on the Planned Behavior in an Online Moral Game
Author: Hong, Jon-Chao
Date: 2011-04-00
Type: Journal Articles
Subjects: Ethical Instruction,Parenting Styles,Child Rearing,Intention,Least Squares Statistics,Foreign Countries,Learning Laboratories,Moral Values,Internet,Moral Development,Self Concept,Teaching Methods,Self Control

This idea of integrating moral education to digital gaming platform had been discussed since digital and online approaches were used in teaching. Online interactive instruction was one of moral teaching forms to assist moral instruction. However, most moral-related interactive online games lacked functions for players to explore themselves while game playing, that resulted in less participation in deeper learning and decrease understanding of moral values. Therefore, we, digital game-based learning lab of National Taiwan Normal University, developed the interactive moral online game, named &quot;To do or not to do&quot;, to help students explore and establish appropriate moral values. Results of Partial Least Squares (PLS) analyses indicated that behavioral intention was significantly influences by behavioral control, self-worth, attitude toward the game, subjective norm and parenting style. (Contains 1 figure and 2 tables.)
EFL Students' Perceptions of Learning Vocabulary in a Computer-Supported Collaborative Environment
Author: Lin, Chih-Cheng
Date: 2011-04-00
Type: Journal Articles
Subjects: Student Attitudes,Computer Assisted Instruction,Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Vocabulary Development,Cooperative Learning,Grade 8,Pretests Posttests,Questionnaires,Language Tests,Interviews

The present study was intended to explore EFL students' perceptions of learning vocabulary collaboratively with computers. We recruited 91 eighth-graders from three intact classes in a junior high school in Taiwan, assigning one class to learning individually without computers, another learning collaboratively without computers and the other learning collaboratively with computers. All participants took a pretest before three sets of vocabulary exercises in three periods; after each set, they took an immediate posttest; and, a month after the experiment, all took a delayed posttest. The computer group also completed a questionnaire and six students were interviewed. The quantitative data showed that students, learning collaboratively with computers, were not outperformed in vocabulary tests designed for individual study; however, they showed better retention, outperforming the others in the delayed posttest. From the qualitative data, more than 70% of the participants in the computer group reported a positive attitude and anticipation to learning vocabulary in such an environment. A further analysis found the nature of tasks, sharing of computers and grouping effective to their approaches to learning. Finally this study agrees that success is not guaranteed but deliberate design needs to be considered before learners are engaged in a computer-supported collaborative learning environment. (Contains 3 tables, 1 footnote, and 2 figures.)