ethanporcaro/eric-fulltext-meta huggingface dataset:
Implementation of Modeling Instruction in a High School Chemistry Unit on Energy and States of Matter
Author: Jenkins, Judith L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Chemistry,Secondary School Science,Units of Study,Energy,Scientific Concepts,Student Centered Learning,Active Learning,High School Students,Teaching Methods,Instructional Effectiveness,Mastery Learning,Retention (Psychology),Modeling (Psychology),Concept Formation,Conventional Instruction,Academic Standards,Disadvantaged Schools,Elective Courses,Performance Based Assessment,Student Attitudes,Misconceptions

Interest in student-centered active learning pedagogies is widespread, but discipline-specific examples of implemented instructional approaches are needed to bridge the gap between pedagogical ideas and their enactment. One of these approaches, Modeling Instruction, is an active, student-centered approach wherein students learn through construction and application of conceptual particle models to understand, interpret, and predict observable phenomena. Here, we demonstrate implementation of Modeling Instruction to teach concepts from an Energy and States of Matter unit in high school chemistry. This preliminary study allowed us to begin to understand the connections between the method, student learning, and student attitudes. Analyses of pre-test, unit exam, and final exam questions provide qualitative support of the method's efficacy. For the two objectives examined here, over 60% of students demonstrated mastery by the end of a unit taught through Modeling Instruction. Semester-long improvements in exam scores suggest that Modeling Instruction facilitates content mastery and retention more effectively than traditional instruction. Finally, anecdotal evidence, particularly insights into student mindset, shows that Modeling Instruction positively impacts the ways students think about their own learning.
Social Inequality in Early Childhood Care and Education Provision in Nigeria: A Review of Literature
Author: Hannah Olubunmi Ajayi
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Differences,Equal Education,Early Childhood Education,Educational Indicators,Enrollment Trends,Gender Differences,Early Childhood Teachers,Access to Education,Teacher Supply and Demand

Early childhood care and education (ECCE) programme has been identified as a strong tool to break the cycle of poverty and effective means to establish the basis for further learning, prevent school drop-out, increase equity of outcomes and overall skill levels; hence all nations of the world call for effective investment in ECCE. Nigeria embraced the idea of ECCE and made it a national agenda by incorporating it into the national policy. The essence is to establish access and equality for children all over the country, irrespective of gender, ethnicity, socio-economic transfer. Looking at the trend or the status of the ECCE for some years, it is as if there are lapses in the provision of early childhood education in the country. The study therefore examined existing research in early childhood education in Nigeria between 2013 and 2017 (which are pre and post Millennium Development Goals documents) to highlight the indicators of enrolment in ECCE, sex, and personnel to determine whether there is equality or inequality in the provision and identify the areas of inequality if there be any. The findings showed that inequality still exists in the provision of the ECCE programme in Nigeria. The enrolment in the programme is still low as compared to other educational levels. Employment of personnel into the programme is also very low to the number at the primary level. There was no visible data on the educational programme as from 2017. It is recommended that the government should show more commitment to the educational level.
A Case Study of Teacher Engagement in Partisan Politics and It&apos;s Influences on Students Learning and Classroom Practices: Perspective on Bangladesh
Author: Shiddike, Mohammad Omar
Date: 2019-00-00
Type: Journal Articles
Subjects: Case Studies,Teacher Participation,Academic Achievement,Foreign Countries,Classroom Techniques,Higher Education,Politics,Citizenship,Political Attitudes,College Faculty,Influences

The main purpose of this study is to uncover the various ways in which teacher engagement in partisan politics goes ahead to influence the delivery of the teacher in the classroom as well as the learning of the students in higher education institutions in Bangladesh. The sole approach to the study focuses on two higher education institutions in Bangladesh as the study focused on how teacher engagement in partisan politics goes ahead to affect the learning of the students as well as the professional output of the teachers. Through the framework provided by the literature review, the qualitative study went ahead to explore both individuals as well as collective opinions which went to show that indeed partisan politics did indeed affect the professional duties of the teachers leading to implications to the students as well.
The Degree at Which Administrative Leaderships in Tafila Technical University Practice the Requirements of Organizational Excellence from the Perspective of the Faculty Members
Author: Al-Amarat, Mohammad Salem
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Teacher Attitudes,Instructional Leadership,Administrators,Leadership Effectiveness

This study aimed at identifying the degree at which administrative leaderships in Tafila Technical University practice the requirements of organizational excellence from the perspective of the faculty members. The researcher used the descriptive approach as well as the questionnaire for data collection, after verifying its validity and reliability. The study sample consisted of (107) faculty members. The results showed that the degree at which administrative leaderships in the University practice the requirements of organizational excellence was medium, with a mean of (2.71). the results also revealed that there are statistically significant differences at (a=0.05) due to the variable of faculty in favor of the humanitarian faculties, while there are no statistically significant differences at (a=0.05) due to the variables of academic rank and years of experience. In the light of the results, the study recommended a number of recommendations.
Paternalism and the Justification of Education
Author: Giesinger, Johannes
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Educational Theories,Power Structure,Theory Practice Relationship,Educational Practices,Personal Autonomy,Ethics

The problem of paternalism, widely discussed in moral and political philosophy, has not received much attention in the philosophy of education. Yet Johannes Drerup claims that paternalism should be considered 'an indigenous concept' of educational theory, and 'the indigenous model of justification' in education. This essay explores Drerup's claim, considering conceptual and normative aspects of paternalism and education. The first idea put forward in this essay is that, in the search for 'indigenous' educational concepts, we should focus on education, not paternalism. In a second step, however, this essay makes clear that the debate on paternalism might inspire conceptual and normative discussions in the philosophy of education. In this vein, a core notion of educational practice (as educational address in asymmetric constellations) is sketched, and it is outlined what it means to justify education. The idea is that certain forms of educational address require a specific form of (quasi-paternalistic) justification that goes beyond the justification of educational aims.
The Problem of Student Disengagement: Struggle, Escapism and Nietzsche&apos;s Birth of Tragedy
Author: Yacek, Douglas W.
Date: 2019-00-00
Type: Journal Articles
Subjects: Learner Engagement,Philosophy,Psychological Patterns,Culture,Development,World Views,Student Motivation

Numerous studies have shown that secondary and college students are increasingly apathetic and disengaged from their schooling. The problem of student disengagement is not confined to under-represented socioeconomic groups; it is found across the country: in cities, suburbs, and rural communities; in wealthy schools and poor schools; in public schools and charter schools; in majority white schools and those composed largely of students of color. In this essay, we argue that Friedrich Nietzsche's Birth of Tragedy contains crucial pedagogical and conceptual resources for responding to this widespread problem. In particular, the conception of &quot;Dionysian pessimism&quot; Nietzsche advances in this early work and its relationship to the escapist, &quot;Alexandrianism&quot; he observes in late 19th century German education are relevant to the contemporary problem of student disengagement because they address head on the reality of struggle in students' academic experiences and can potentially explain the disengagement they experience when they fail to acknowledge, accept and even embrace the struggle of education. When struggle is seen as something to be avoided and endured only for the sake of later academic and career success, as it often is, Nietzsche argues that apathy, disengagement, and even resentment can result. Thus, while Nietzsche's diagnosis is rooted in an analysis of his own culture and time, this essay hopes to show that it has the potential to speak to important practical issues in contemporary education.
Understanding Teacher Trainees&apos; Reasoning Patterns about the Formation and Description of Chemical Compounds
Author: Hanson, Ruby
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Chemistry,Diagnostic Teaching,Constructivism (Learning),College Freshmen,Physics,Teacher Education Programs,Foreign Countries,Misconceptions,Scientific Principles,Concept Formation,Worksheets,Retention (Psychology),Science Equipment,Instructional Materials,Thinking Skills,Student Motivation,Instructional Effectiveness

In this study, diagnostic worksheets adopted from the Royal Society of Chemistry and microscale chemistry activities were employed to investigate teacher trainees' understanding of chemical compounds. The framework for the study was hinged on the constructivist theory. Participants in this study were 36 1st-year undergraduate teacher trainees of the Departments of Chemistry and Physics Education in the University of Education, Winneba. One group was taught through the use of worksheets, while the other was engaged through traditional exercises, but all participated in microscale activities. A pre-test to assess homogeneity of the groups showed a common performance entry point. It revealed that trainees had language-based problems, conceptual misunderstanding, and poor interpretation of chemical formula. Post-test and retention test showed significant differences between groups. The group that used the worksheets, though simple, outperformed the traditional group. Thus, the study concluded that the use of diagnostic worksheets affects trainees' understanding of principles required for the formation of chemical compounds and enhances retention (t = 20.6; ? ?0.05). This study was significant because trainees must gain exposure on how to develop sound scientific concepts through innovative ways to help their own students to break the vicious cycle of chemical misconceptions.
Preparation of Out-of-School Learning Environment Based on Science, Technology, Engineering, and Mathematics Education and Investigating Its Effects
Author: Altan, Esra Bozkurt
Date: 2019-00-00
Type: Journal Articles
Subjects: STEM Education,Science Education,Technology Education,Engineering Education,Mathematics Education,After School Programs,21st Century Skills,Foreign Countries,Secondary School Students,Educational Environment,Program Effectiveness,Student Interests,Student Attitudes,Pretests Posttests,Grade 6,Grade 7,Grade 8

This research aimed at preparing an out-of-school Science, Technology, Engineering, and Mathematics (STEM) education program for secondary school students and investigating the effects of the program on students' interest in STEM fields. As part of this investigation, this study sought the students' awareness of a career in these fields as well as their comments on the process and the contribution of the process to the 21st century skills. The research was conducted with a mixed methods research design. The participants of the research consisted of 24 secondary school students. The data were collected through STEM career interest survey, STEM perception test, participants' STEM diary, observation, and field notes. The study's out-of-school STEM education program lasted 8 days. This study's findings include students had an increased awareness and perception of building a career in the fields of STEM. It was confirmed that students had fun during the activities, and during the entire process, they made positive comments. Implications from this research highlight how this type of activity may improve the 21st century skills of the students.
Thai Science Educators&apos; Perspectives on Students&apos; Prior Knowledge: A Documentary Research
Author: Ladachart, Luecha
Date: 2019-00-00
Type: Journal Articles
Subjects: Prior Learning,Science Instruction,Science Teachers,Foreign Countries,Teacher Attitudes,Teacher Student Relationship,Educational Change,Constructivism (Learning),Scientific Attitudes,Scientific Concepts,Misconceptions

According to constructivist theory, learning is a construction of new knowledge based on prior knowledge. As a consequence, science teachers are encouraged to take students' prior knowledge into account. It is evident in many cases that although students' prior knowledge is often not consistent with scientific knowledge, they may have some potential to be developed. Thus, science teachers should not consider only the limitations of students' knowledge but also its potential. Science educators should model how to advance students' prior knowledge. However, research is lacking in this concern as specifically related to science educators. This research uses a documentary analysis of 78 empirical studies and academic articles to examine the perspectives of Thai science educators regarding students' prior knowledge. The results reveal that Thai science educators tend to perceive and approach students' prior understandings as a learning obstacle rather than as a cognitive resource with which science teachers can work to facilitate students' learning. An implication is that Thai science educators may need to be made aware of their perspectives on students' prior knowledge to appropriately communicate to and model for science teachers.
A Study of the Effectiveness of Edmodo on Preservice Classroom Teachers&apos; Views of Web-Assisted Collaborative Learning Environments, Sense of Classroom Community, and Perceived Learning
Author: Hamutoglu, Nazire Burcin
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Cooperative Learning,Educational Environment,Sense of Community,Foreign Countries,Internet,Web Based Instruction,Pretests Posttests,Classroom Environment,Educational Technology,Instructional Effectiveness,Electronic Learning

This study explored the effectiveness of using web-assisted collaborative learning (COL) environments on the sense of classroom community and perceived learning (PL) using a learning platform Edmodo to enhance face-to-face learning within the framework of a community of inquiry. This study utilized pre-experimental quantitative research approaches based on a single group, pre-, and post-test model. To establish the effectiveness of the intervention, pre- and post-tests were conducted. To support the findings, independent sample t-test was used to compare the differences within groups such as gender. The findings of this study underline the importance of fostering the interaction of students with each other as well as content and instructors in online COL environments to enhance traditional classroom teaching and learning. The results show the effectiveness of the deployment of web-assisted COL environments on a sense of community of classroom and PL.
Influence of Principals&apos; Leadership Styles on Senior Secondary School Students&apos; Achievement in Chemistry
Author: Achimugu, Lawrence
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Leadership Styles,Principals,Secondary School Students,Science Achievement,Chemistry

The study explored the influence of principals' leadership styles on senior secondary school students' achievement in chemistry in the Kogi State of Nigeria. It was guided by one research question and three hypotheses. Correlation survey research design was used. The target population was Senior Secondary Class Three chemistry teachers and students in all the public secondary schools in Kogi State. The sampling technique used was multiple stage samplings which included purposive and simple random sampling techniques. Based on the sampling technique, 42 teachers of 264 and 420 students of 4100 were selected. Two instruments were used to collect data, namely a questionnaire titled &quot;Principals' Leadership Style Questionnaire&quot; (r = 0.88), and a pro forma designed to collect student's results from the principal's offices. Data were analyzed using mean, standard deviation, and Pearson product moment correlation coefficient. The results revealed that authoritarian leadership was the dominant leadership style used by the senior secondary school principals in Kogi State. In addition, chemistry students under the leadership of democratic principles performed better than their counterparts under authoritative and laissez-faire principals. It is recommended, among others, that principals of senior secondary schools adopt a democratic leadership style and that principals should be given orientation on the use of democratic leadership.
From &apos;Disordered&apos; to &apos;Diverse&apos;: Defining Six Sociological Frameworks Employed in the Study of Dyslexia in the UK
Author: Macdonald, Stephen
Date: 2019-00-00
Type: Journal Articles
Subjects: Models,Dyslexia,Foreign Countries,Learning Disabilities,Social Theories,Research and Development,Theory Practice Relationship,Comparative Analysis,Neurological Impairments

This article discusses six theoretical frameworks of disability which dominate studies of dyslexia: (1) the biomedical, (2) the biopsychosocial, (3) the social model, (4) the critical realist, (5) the post-structuralistic, and (6) the neurodivergent approach. The aim of this paper is to demonstrate how models of disability alter our understandings of dyslexia within research and practice. This paper suggests that the biomedical model has traditionally dominated debates regarding this condition. Yet there has been a recent shift to expand/reject this pathological approach, and to incorporate the social and psychological aspects of dyslexia. The author identifies two distinct ideological frameworks, referred to as the psychomedical and socio-cultural perspectives, which dominate debates in the field. From a psycho-medical perspective, the biomedical and biopsychosocial models are defined and applied to dyslexia. These will be compared with a socio-cultural perspective by outlining: the social model; the social relational model; and the affirmation model. The article will conclude by referring to the recent theoretical occurrence of neuro-diversity. From this standpoint, the previous five models of disability are rejected due to their association with the concept of 'disability', which, from a neurodiversity perspective, constructs dyslexia from a 'deficit' approach. The author aims to clearly define the parameters of these theoretical frameworks to reveal the ideological assumptions that conceptualize dyslexia as a biological, psychological and social phenomenon
Playing the Good Behavior Game during a Peer-Tutoring Intervention: Effects on Behavior and Reading Fluency of Tutors and Tutees with Behavioral Problems
Author: Spilles, Markus
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Behavior,Tutors,Peer Teaching,Behavior Problems,Games,Positive Behavior Supports,Intervention,Outcomes of Education,Reading Fluency,Tutoring,Elementary School Students,Foreign Countries,Learner Engagement,Grade 2,Grade 3,Inclusion

Children with externalized behavioral problems (BP) are at increased risk of being affected by a lack of social skills and academic engagement, and reading difficulties can frequently occur. Peer-tutoring (PT) interventions demonstrably promote both positive behavior and academic outcomes. To foster these effects, using interdependent group-reward contingencies appears to be a promising approach -- especially for children with BP. In the current single-case study, a paired and repeated reading strategy was supplemented with the German version of the Good Behavior Game (GBG). A multiple-baseline design was used for evaluation. The study examined how the academic engagement, respectful behavior, disruptive behavior and reading fluency of four tutors and four tutees with BP (second and third grades) developed when the GBG was played in addition to PT. The results reveal that the tutors and tutees showed more academic engagement and less disruptive behavior. With regard to the tutees' reading fluency, significant small to medium effects can be attributed to the GBG.
The Effect of Teacher Feedback on the Simple Past Tense Acquisition in Senior High School Students&apos; English Writing
Author: Zhong, Qin
Date: 2019-00-00
Type: Journal Articles
Subjects: Morphemes,Feedback (Response),English (Second Language),Second Language Learning,Second Language Instruction,Writing (Composition),Student Attitudes,Teacher Student Relationship,Teaching Methods,Writing Instruction,Error Correction,High School Students,Foreign Countries

Teacher feedback is an essential part which can not be overlooked in English writing teaching. Whether teacher feedback is effective and which type of feedback is more effective in improving learners' writing proficiency have attracted more and more researchers' attention. Direct feedback is the feedback that teachers correct students' errors directly under the form or the right using habit of target language. Indirect feedback is the feedback that teachers only mark out or point out students' errors but not correct errors. This study explores the effects of two different kinds of feedback (direct feedback and indirect feedback) on the acquisition of English simple past tense in high school students' writing. And it attempts to answer the following three questions: 1) Do teachers' direct and indirect feedback in English writing influence senior high school students' acquisition of simple past tense? 2) If so, which kind of feedback (direct or indirect feedback) has the greater influence on improving students' acquisition of simple past tense in English writing? 3) What perceptions do students have towards teachers' direct and indirect feedback in English writing? The result showed that the two kinds of feedback have an influence on the acquisition of the target structure, however, there is no significant difference between direct and indirect feedback group, which states that indirect feedback class was not better than direct feedback class.