ethanporcaro/eric-fulltext-meta huggingface dataset:
Structural-Functional Model of Designing Individual Educational Path of Teacher's Professional Development in Conditions of Information Educational Environment
Author: Sharifzyanova, Kadriya Sh.
Date: 2015-00-00
Type: Journal Articles
Subjects: Faculty Development,Teacher Competencies,Teacher Qualifications,Educational Research,Educational Environment,Program Effectiveness,Instructional Design,Hypothesis Testing,Educational Theories,Models,Statistical Analysis,Research Methodology

Actuality of studied problem is due to constant modernization of teacher's professional development which depends on many factors and conditions aimed at identifying the reserve possibilities of professional qualified and competitive specialist. In this context, this article aims to develop structure the content of structural-functional model of designing individual educational path of teacher's professional development in conditions of Information educational environment. Leading techniques of studying this problem are theoretical analysis of the subject and the object of study; systematic analysis, psycho-pedagogical, methodological and scientific and technical literature on the areas of research; modeling and pedagogical experiment. The model presented in the article includes conceptual, technological assessment and effective units, as well as information component of the educational environment of teacher's professional development. The results of experimental work confirm the effectiveness of developed structural-functional model of designing individual educational path of teacher's professional development. Article submissions are of practical value for managers and employees of Centers of professional development when designing individual educational path of teacher's professional development.
Comparing Students' Individual Written and Collaborative Oral Socioscientific Arguments
Author: Knight, Amanda M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Oral Language,Written Language,Persuasive Discourse,Scientific Concepts,Science Education,Urban Schools,Middle School Students,Cooperative Learning,Video Technology,Language Skills,Writing Skills,Secondary School Science,Social Influences,Comparative Analysis,Science and Society,Observation

Constructing and critiquing scientific arguments has become an increasingly important goal for science education. Yet, the differences in the ways students construct collaborative oral and individual written socioscientific arguments are not well established. Our research with one middle school class in an urban New England school district addresses the following question: What are the similarities and differences between students' collaborative oral and individual written scientific arguments? Data sources consisted of transcripts from three videotaped lessons and associated student work. The sophistication of both the collaborative oral and individual written argument products were analyzed using a proposed learning progression. Results suggest that the students' collaborative oral arguments tended to be of lower sophistication whereas the individual written arguments tended to be of higher sophistication; however both modalities tended to include inappropriate justifications. Moreover, in the written arguments it was easier for students to include a rebuttal than limit their argument to using only appropriate justifications. These findings suggest that there are both commonalities and differences across the expressive modalities that can be targeted in an effort to strengthen the quality of students' arguments.
Examining Practice in Secondary Visual Arts Education
Author: Mitchell, Donna Mathewson
Date: 2015-10-31
Type: Journal Articles
Subjects: Foreign Countries,Educational Practices,Visual Arts,Secondary Education,Theory Practice Relationship,Art Education,Research Methodology

Teaching in secondary visual arts classrooms is complex and challenging work. While it is implicated in much research, the complexity of the lived experience of secondary visual arts teaching has rarely been the subject of sustained and synthesized research. In this paper, the potential of practice as a concept to examine and represent secondary visual arts teaching is investigated. A range of practice theories are first examined to identify common themes and principles. From this conceptual foundation, four theoretical principles are developed as a framework to consider the classroom-based complexities of secondary visual arts teaching. A methodological design is then derived from this conceptual foundation. In conclusion, the potential of applying this practice-based framework to the study of secondary visual arts classrooms is considered in relation to empirical research undertaken with teachers as co-researchers.
Re-Engaging At-Risk Youth through Art -- The Evolution Program
Author: Brown, Robert
Date: 2015-09-15
Type: Journal Articles
Subjects: At Risk Students,Community Programs,Visual Arts,Mental Health Programs,Community Education,Outreach Programs,Youth Opportunities,Youth Programs,Pretests Posttests,Participation,Interviews,Observation,Workshops,Attendance,Program Effectiveness,Program Evaluation,Continuation Students,Foreign Countries

Many studies have highlighted the capacity of community arts programs to re-engage those young people considered at-risk of disconnection from future education and/or employment. &quot;Evolution&quot; is an artist-guided visual arts program established for young people challenged by mental health and social issues that aims to foster re-engagement in education and training. It was founded by a community-based youth arts studio, Signal, and in a partnership with a youth support service, has developed into an effective, strength-based model of practice that focuses on the young people's existing capacities and positive qualities rather than setting out to improve perceived deficits. Central to the success of this program has been the commitment to relationship-building, mediated through art practice, and the opportunities afforded to connect positively with others. This paper reports on research during the formative years of this initiative and outlines the conditions that framed and impacted upon participant engagement in the Evolution Program.
Something Happens in Room 13: Bringing Truths into the World
Author: Grube, Vicky
Date: 2015-10-12
Type: Journal Articles
Subjects: Studio Art,Children,Qualitative Research,Artists,Childrens Art,Foreign Countries,Elementary School Students,Elementary Schools,At Risk Students,Interpersonal Relationship,Art Activities,Ethics

This qualitative study looks at how an art studio run by children in crisis impacts what we can learn about art and relationships. Room 13, an art studio on school grounds managed by children ages 7-11 years old, began in Scotland in the 1980's and is now worldwide. Room 13 young artists manage the studio, raise funds, and even hire an adult studio artist. In Room 13, the children's art making is expected to be experimental and self driven. West Rise Junior School and Hareclive Primary School in England both each have a Room 13 as well as a large population of children at risk. This research study explores how art can serve such a population.
Egocentrism and Development of Students' Identity (On the Example of Studying of Future Teachers)
Author: Gromova, Chulpan R.
Date: 2015-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Self Concept,Preservice Teachers,Personality Traits,Research Methodology,Comparative Analysis,Student Characteristics,Competence,College Students,Identification,Correlation

Relevance of the studied problem is that the nature of interrelation between an index of an egocentrism and characteristics of identity isn't studied. Secondly, special trainings of decentration for students--future teachers are not developed. The article is directed to study the structure of the first-third year students' identity, connection between an index of egocentrism and characteristics of identity. The leading method of research of this problem is projective methods (Kuna-Makpartlend's method &quot;Who I am?&quot;, the projective test of egocentric associations), allowing to reveal the levels of an egocentrism and structure of identity. On the basis of theoretical research the place of identity, an egocentrism in structure of identity is revealed. In the article comparative research results of the personal identity structure of the first-third year students--future teachers are given. During empirical research differences in structure of identification characteristics of students of different courses are revealed. The conducted research allowed to reveal a number of contradictions in structure of identity, in manifestations of egocentrism of the modern student. These contradictions should be considered at the organization of educational process. The connection between an index of an egocentrism and characteristics of identity was found. According to study results the program of the psychological and pedagogical practical work aimed at the development of role flexibility, ability to self-control was developed. Approbation results of this practical work were generalized. Materials of article can be useful for development of psychological and pedagogical practical trainings, because ability to flexibly react, to consider positions of other people is very important competence for many professions.
Modeling Environmental Literacy of Malaysian Pre-University Students
Author: Shamuganathan, Sheila
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Bound Students,Environmental Education,Knowledge Level,Models,Literacy,Student Attitudes,Beliefs,Structural Equation Models,Conservation (Environment),Maximum Likelihood Statistics,Questionnaires,Likert Scales

In this study attempt was made to model the environmental literacy of Malaysian pre-university students enrolled in a matriculation college. Students enrolled in the matriculation colleges in Malaysia are the top notch students in the country. Environmental literacy of this group is perceived important because in the future these students will be joining a work force that requires important decision making. Environmental Literacy Model of these students is explained using environmental attitude, belief, conservation knowledge and Responsible Environmental Behavior (REB) with knowledge as a mediator. For this purpose data has been collected from 384 students (114 male and 270 female) and analyzed using covariance based structural equation modeling (CB-SEM) approach. The result shows that REB is influenced by the students' attitude and belief towards performing REB and knowledge about the environmental issues. On the other hand, students' belief towards the environment does not influence the formation of REB. Furthermore students' knowledge also does not mediate the influence of belief on the REB. These findings imply that individual who possess certain desirable attitude, belief and conservation knowledge have more tendencies to engage in REB. The results suggest that the matriculation colleges should integrate approaches that could promote attitude, belief and conservation knowledge into the mainstream of education.
International Peer Collaboration to Learn about Global Climate Changes
Author: Korsager, Majken
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Climate,Environmental Education,Science Education,Science Instruction,Online Courses,Learning Modules,Inquiry,Cooperative Learning,International Programs,Student Attitudes,Attitude Change,Scientific Concepts,Perspective Taking,Instructional Effectiveness,Outcomes of Education,High School Students,Qualitative Research,Statistical Analysis,Science Process Skills

Climate change is not local; it is global. This means that many environmental issues related to climate change are not geographically limited and hence concern humans in more than one location. There is a growing body of research indicating that today's increased climate change is caused by human activities and our modern lifestyle. Consequently, climate change awareness and attention from the entire world's population needs to be a global priority and we need to work collaboratively to attain a sustainable future. A powerful tool in this process is to develop an understanding of climate change through education. Recognizing this, climate change has been included in many science curricula as a part of science education in schools. However, teaching such a complex and global topic as climate change is not easy. The research in this paper has been driven by this challenge. In this paper, we will present our online science module called Global Climate Exchange, designed with inquiry activities for international peer collaboration to teach climate change. In this study, we engaged 157 students from four countries (Canada, China, Sweden, and Norway) to collaborate in Global Climate Exchange. To explore the opportunities that international peer collaboration in Global Climate Exchange gives, we have analyzed how students develop their explanations about climate change issues over time. Our analysis showed that the students increased the proportion of relevant scientific concepts in relation to the total number of words in their explanations and that they improved the quality of links between concepts over a six-week period. The analysis also revealed that the students explained more perspectives relating to climate change issues over time. The outcomes indicate that international peer collaboration, if successfully supported, can be an effective approach to climate change education.
Feminism and Cultural Studies in Composition: Locating Women and Men in College Writing Courses
Author: Perry, Merry G.
Date: 2006-00-00
Type: Journal Articles
Subjects: Feminism,Cultural Education,Writing (Composition),College Students,Writing Instruction,Gender Issues,College English,Rhetoric,Power Structure,Definitions,Socialization,Undergraduate Study,Social Class,Race,Ethnicity,Sexuality,Expectation,Self Concept

Merry Perry teaches English courses (both writing and literature) where the majority of the students are white, middle class, and conservative. Perry begins the article by saying that in such an academic environment, her most challenging task is not teaching grammar, punctuation, or editing skills, but challenging these students to think about and understand the powerful effects of rhetoric (spoken, written, and visual) on how humans think, speak, and interact with one another. Perry writes that after ten years of teaching college English she has found that one of the most useful ways to frame her classroom discussions is to use the concept of &quot;location.&quot; Feminist geographers use this term and also &quot;space&quot; and &quot;place&quot; to discuss how gendered identity affects a person's position within society, in ways that reflect power and knowledge. Perry wants students to understand that their identity categories (gender, race, ethnicity, social class, sexuality, education, age, disability, etc.) determine their &quot;location&quot; in American culture, affecting their current and future access to privileges and opportunities. Perry further asserts that the place one occupies within the cultural hierarchy makes a difference in terms of one's access to resources and privileges. Thus Perry perceives her major classroom goal as teaching students (and learning from them) how to consider the political effects on one's life and access to resources. To accomplish this goal, Perry uses a feminist cultural studies approach to composition. Explaining that &quot;cultural studies&quot; and &quot;feminism&quot; are defined in a variety of ways, she offers her own definition of each term, and outlines her own approach to writing instruction. Perry offers her theoretical rationale for such an approach by addressing some of the arguments against it then concludes with some pedagogical suggestions for incorporating it into composition courses.
Student's Research Work as the Condition of Continuity of General and Professional Education
Author: Vedishenkova, Marina V.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Research,Research Projects,Student Development,Developmental Continuity,General Education,Professional Education,Secondary Education,Higher Education,Student College Relationship,Secondary School Students

The problem in question is necessitated by the contradictions between requirements of successive educational process of general and professional education and the absence of new mechanisms of providing the continuity of education which is effective under modern conditions. The aim of the article in question is to provide the potential of the research activity of students as a factor of integration of general and professional educational activities. Theoretical analysis and synthesis are used as the method of investigation for the basis of continuity of education, modeling of the integral pedagogical system, university-school and pedagogical experiment in checking the interdependent process of development of research activity of schoolchildren and students and providing the continuity of general and professional education. The article also describes the structure of research activity and appropriateness of its development with school-children and students, and explains its integral character which provides the subjective development of a personality of a student that, in its turn comprises the inner structure of educational continuity. The article is of scientific value both for teachers-researches, studying the problem of successive education and for practicing teachers, who want to provide effective educational process.
The Climate Change Attitude Survey: Measuring Middle School Student Beliefs and Intentions to Enact Positive Environmental Change
Author: Christensen, Rhonda
Date: 2015-00-00
Type: Journal Articles
Subjects: Climate,Attitudes,Likert Scales,Middle School Students,Student Surveys,Test Validity,Factor Analysis,Intention,Test Reliability,Conservation (Environment),Test Construction,Statistical Analysis,Student Attitudes,Science Education,Environmental Education

The Climate Change Attitude Survey is composed of 15 Likert-type attitudinal items selected to measure students' beliefs and intentions toward the environment with a focus on climate change. This paper describes the development of the instrument and psychometric performance characteristics including reliability and validity. Data were gathered from 1,576 middle school students from across the United States in 2014 to validate the instrument and establish the measurement properties of the instrument's scales. Factor analysis revealed two stable constructs representing beliefs and intentions, which were reconfirmed through multidimensional scaling and hierarchical cluster analysis techniques. Internal consistency reliability was found to be respectable for the survey as a whole as well as the two separate scales. The Climate Change Attitude Survey was created to fill a void in the measurement of middle school students' affective responses to the environment and climate change. Educators may find this survey useful for assessing pre- to post intervention attitude changes as well as for identifying differences in selected groups of students. Further development is targeted to include adding new constructs as well as testing the instrument with different population subgroups.
Teacher Beliefs toward Using Alternative Teaching Approaches in Science and Mathematics Classes Related to Experience in Teaching
Author: Isiksal-Bostan, Mine
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teaching Methods,Science Instruction,Mathematics Instruction,Correlation,Inquiry,Conventional Instruction,Technology Uses in Education,Self Efficacy,Teaching Experience,Elementary School Teachers,Questionnaires,Statistical Analysis,Beliefs,Educational History,Educational Change,Likert Scales,Multivariate Analysis,Foreign Countries

The purpose of this study was to examine the relationships among Turkish classroom, science and mathematics teachers' beliefs toward using inquiry-based approaches, traditional teaching approaches, and technology in their mathematics and science classrooms; their efficacy beliefs in teaching those subjects; and years of experience in teaching in consideration of curriculum movements. The analysis was based on 258 teachers who had been working in elementary schools in Ankara, Turkey. The Teacher Beliefs toward Instructional Approaches Questionnaire-Revised Scale was used as a measuring instrument. Conducting descriptive statistics, it was found that the teachers had strong beliefs in using inquiry-based instructional approach. The results of two-way MANOVA showed no statistical difference between teachers' beliefs regarding alternative teaching approaches with respect to their branches. Similarly, no significant difference was reported on their beliefs regarding traditional and technology-enhanced instructional approaches in terms of years of experience in teaching. On the other hand, the teachers with an experience of more than 16 years had significantly more favorable beliefs on using inquiry-based instructional approaches than the teachers with an experience of 6-10 years. The results of path analysis revealed that teachers' experience in teaching had a significant and positive relation to their beliefs in using traditional teaching approaches and their teaching efficacy, but negative relation to their beliefs in using technology-enhanced teaching approaches. No significant relationship between these teachers' experiences and their beliefs in using inquiry-based approaches was reported. It was also shown that beliefs in using inquiry-based approaches were positively associated with beliefs in using technology-enhanced approaches.
Diverse Lessons (Undergraduate Program at Texas A&amp;M)
Author: Kerschbaum, Stephanie L.
Date: 2007-00-00
Type: Journal Articles
Subjects: College Programs,Writing (Composition),Undergraduate Study,Rhetoric,College Faculty,College Curriculum,College English,English Departments

The number of first-year writing and writing­-across-the-curriculum programs has been increasing at institutions across the United States, but a similar rise has not been seen in the growth of concentrations in rhetoric and writing as an undergraduate major or minor. In this program profile, the authors describe how the Discourse Studies faculty at Texas A&amp;M University has worked to develop a concentration in rhetoric that stretches across the undergraduate curriculum, offering the opportunity for undergraduate English majors and minors to select rhetoric as one of their areas of specialty. Students specialize in rhetoric by choosing to follow what is called a concentration in &quot;Rhetoric, Writing, and Culture.&quot; This profile addresses the emergence of rhetoric in the English Department's undergraduate curriculum, discusses the faculty's efforts to expand and revise course offerings for a rhetoric program that better draws on the teaching and research strengths in the department as well as the unique needs of the students, and finally, points to some of the challenges in assessing the program's success.