ethanporcaro/eric-fulltext-meta huggingface dataset:
The Degree of Adherence to Educational Values by the Students of the University of Jordan--In Their Point of View
Author: Al-Serhan, Khaled Ali
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Moral Values,Student Attitudes,Student Behavior,Student Surveys,Statistical Significance,Gender Differences,Measures (Individuals),Statistical Analysis

The study aimed to probe the degree of adherence by students of the University of Jordan to moral values. To achieve this, a survey was prepared and distributed to a random sample of 1769 students in the second semester of the 2013-2014 school year. The study showed a high degree of adherence to religious, social and behavioral values, and a moderate degree of adherence to emotive and mental values. The results revealed statistical significant variations in the degree of adherence to moral values within the sample, attributed to gender, and skewed towards females. There were no statistically significant variations found across students of different faculties.
Developing a Numerical Ability Test for Students of Education in Jordan: An Application of Item Response Theory
Author: Abed, Eman Rasmi
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Item Response Theory,Numeracy,Reliability,Test Construction,Correlation,Validity,Factor Analysis,Statistical Distributions,Mathematics Skills,Education Majors,College Students

The purpose of the present study is developing a test to measure the numerical ability for students of education. The sample of the study consisted of (504) students from 8 universities in Jordan. The final draft of the test contains 45 items distributed among 5 dimensions. The results revealed that acceptable psychometric properties of the test; items parameters (difficulty, discrimination) were estimated by item response theory IRT, the reliability of the test was assessed by: Cronbach's Alpha, average of inter-item correlation, and test information function (IRT), and the validity of the test was assessed by: arbitrator's views, factor analysis, RMSR, and Tanaka Index. The numerical ability test can be used to measure the strength and weaknesses in numerical ability for educational faculty students, and the test can be used to classify students on levels of numerical ability.
Measurement of Learning Process by Semantic Annotation Technique on Bloom's Taxonomy Vocabulary
Author: Yanchinda, Jirawit
Date: 2016-00-00
Type: Journal Articles
Subjects: Agricultural Occupations,Rural Population,Scientific Literacy,Technological Literacy,Knowledge Level,Sustainable Development,Learning Processes,Semantics,Measurement Techniques,Taxonomy,Science Instruction,Experimental Groups,Control Groups,Achievement Gains,Knowledge Management,Models,Tutoring,Research Methodology,Case Studies,Statistical Analysis,Foreign Countries

A lack of science and technology knowledge understanding of most rural people who had the highest education at elementary education level more than others level is unsuccessfully transferred appropriate technology knowledge for rural sustainable development. This study provides the measurement of the learning process by on Bloom's Taxonomy vocabulary to prove the effectiveness of tutorial science ontology improving the learning process of non-science and technology educated farmers. The result showed that (i) experimental sample group who additional social science ontologies significantly improve learning process of throughput domain knowledge. (ii) The experimental group reaches analysis level while the control group without ontology input meets apply level. The experimental group cognitive level improves one step further of the control group.
The Influence of Leadership Styles, Work Environment and Job Satisfaction of Employee Performance--Studies in the School of SMPN 10 Surabaya
Author: Chandra, Teddy
Date: 2016-00-00
Type: Journal Articles
Subjects: Leadership Styles,Work Environment,Job Satisfaction,Job Performance,Statistical Analysis,Influences,Occupational Surveys,Multiple Regression Analysis,Industrial Psychology,Employee Attitudes,Foreign Countries,Questionnaires

This research aims to know and test the influence of leadership styles, work environment and job satisfaction of employees on performance. Research methods with the use of a quantitative approach, the population in this study as many as 45 people while the sample in this research is 45 people. In this study the researchers data analysis using SPSS Statistical computer program version 20.0. The results of this research is the leadership style has an impact on performance, the work environment also have an impact on performance, job satisfaction has an impact on performance, and leadership style, work environment and job satisfaction of influential performance significant.
Principle Elements of Curriculum in the Preschool Pattern of Montessori
Author: Bahmaee, Azizollah Baboli
Date: 2016-00-00
Type: Journal Articles
Subjects: Montessori Method,Educational Principles,Preschool Curriculum,Educational Philosophy,Fundamental Concepts,Heuristics,Teacher Role,Student Role,Teaching Methods,Independent Study,Criticism,Testing,Self Evaluation (Individuals)

Montessori the physician and educational philosopher was probably one of the most prominent and famous education theorizer in the field of preschool education. Current research attempts to extract and clarify the major elements of curriculum by reliance on Montessori viewpoints. In this paper first the philosophical basics of preschool education from viewpoint of Montessori is discussed and then the key concepts of education in this theory is analyzed and the descriptive-analytical method is used for this analysis. Finally the fundamental elements of preschool curriculum are examined from its viewpoint. Montessori has considered the main objective of preschool education as development and growth of independence and acquiring individual and social skills and she proposed self-teaching, self-assessment and self-improvement for achieving this goal.
Students' Learning Assessment Practices Used by Jordanian Teachers of Mathematics for Grades (1-6)
Author: Abed, Eman Rasmi
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Evaluation,Elementary School Students,Elementary School Teachers,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5,Grade 6,Questionnaires,Homework,Tests,Alternative Assessment,Validity,Reliability,Statistical Analysis,Gender Differences,Statistical Significance,Mathematics Teachers,Statistical Distributions

This study aims to investigate the students' learning assessment practices used by Jordanian teachers of mathematics for grades (1-6) in Amman. The sample of the study consists of (402) teachers. A questionnaire of (72) items are developed on four domains, namely: questions, homework, exams, and alternative strategies. Validity and reliability are established. Results of the study show that the mean of the scores for the four domains and the entire items are medium, the highest was on exams and the lowest on the homework. ANOVA analysis show that there were no statistically significant differences related to number of courses and gender. On the other hand, there are statistically significant differences on the scientific qualification in favor of postgraduate studies. As for the type of school, the results are in favor of government schools. In regard to the number of experience years, the results are in favor of category (5-10) years on homework domain only
Mathematical Modeling: A Bridge to STEM Education
Author: Kertil, Mahmut
Date: 2016-00-00
Type: Journal Articles
Subjects: STEM Education,Mathematical Models,Integrated Curriculum,Teacher Competencies,Active Learning,Student Projects,Mathematics Activities,Preservice Teachers,Fused Curriculum,Foreign Countries

The purpose of this study is making a theoretical discussion on the relationship between mathematical modeling and integrated STEM education. First of all, STEM education perspective and the construct of mathematical modeling in mathematics education is introduced. A review of literature is provided on how mathematical modeling literature may contribute to theoretical conceptualization of STEM education by specifically addressing the professional competencies that teachers need. The discussion followed on how mathematical modeling activities and project-based learning contexts contribute to integrated STEM education by providing two research-based experiences, one of which is the model rocketry project carried out by pre-service physics teachers and the other one of which is a mathematical modeling activity solved by pre-service mathematics teachers.
Evaluation of Learning Gains through Integrated STEM Projects
Author: Corlu, Mehmet Ali
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,STEM Education,Academic Achievement,Student Projects,Self Evaluation (Individuals),Peer Evaluation,Achievement Gains,Science Process Skills,Tests,Integrated Curriculum,Active Learning,Competition,Mixed Methods Research,Correlation,Predictor Variables

New approaches to instruction are needed in all educational levels in order to develop the skills suited to the twenty-first century (i.e., inquiry, problem solving, innovation, entrepreneurship, technological communication, experimental design, and investigativeness). This research evaluated the outcomes of an approach aiming to develop such skills based on students' assessments of themselves and their peers with regard to investigative projects and course grades. The study is chiefly based on a quantitative paradigm with a multi-method approach. Data were primarily collected using a form to evaluate scientific investigation skills and learning gains; students' project reports and examination papers were the other data sources, which were evaluated both quantitatively and qualitatively. The results revealed a low-to-moderate level of improvement in skills. In addition, the authors discovered that students were overestimating their gains, and that peer-evaluations seemed to function better than self-evaluations.
Lessons Learned: Authenticity, Interdisciplinarity, and Mentoring for STEM Learning Environments
Author: Ayar, Mehmet C.
Date: 2016-00-00
Type: Journal Articles
Subjects: STEM Education,Instructional Design,Science Education,Student Role,Student Responsibility,Learning Activities,Goal Orientation,Intentional Learning,Data Collection,Participant Observation,Field Studies,Notetaking,Focus Groups,Interviews,Learning Strategies,Memorization,Science Activities,Interdisciplinary Approach,Science Process Skills,Mentors,Foreign Countries,Comparative Education,Middle School Students,Undergraduate Students,Ethnography

In this paper, we discuss the individuals' &quot;roles&quot;, &quot;responsibilities&quot;, and &quot;routine activities&quot;, along with their &quot;goals&quot; and &quot;intentions&quot; in two different contexts--a school science context and a university research context--using sociological lenses. We highlight the distinct characteristics of both contexts to suggest new design strategies for STEM learning environments in school science context. We collected our research data through participant observations, field notes, group conversations, and interviews. Our findings indicate that school science practices were limited to memorizing and replicating science content knowledge through lectures and laboratory activities. Simple-structured science activities were a means to engage school science students in practical work and relate the theoretical concepts to such work. Their routine activities were to succeed in schooling objectives. In university research settings, the routine activities had interdisciplinary dimensions representing cognitive, social, and material dimensions of scientific practice. Such routine activities were missing in the practices of school science. We found that the differences between school and university research settings were primarily associated with individuals' &quot;goals&quot; and &quot;intentions&quot;, which resulted in different social structures. In school settings, more authentic social structure can evolve if teachers trust their students and allow them to share the social and epistemic authorities through establishing mentorship. We do not expect school science students to perform the tasks of scientists in the same manner, yet the desired school science activities should include mentorship roles and interdisciplinary perspectives and encourage school science students to pursue unanswered questions without looking for the right answer.
Moving STEM beyond Schools: Students' Perceptions about an Out-of-School STEM Education Program
Author: Baran, Evrim
Date: 2016-00-00
Type: Journal Articles
Subjects: STEM Education,Grade 6,After School Education,Disadvantaged,Learning Activities,Qualitative Research,Integrated Activities,Program Implementation,Skill Development,Achievement Gains,Program Effectiveness,Program Evaluation,Participant Satisfaction,Foreign Countries

Recent reports call for reformed education policies in Turkey in accordance with the need to develop students' knowledge and skills about STEM education and improving STEM workforce in the country. This research implemented an integrated out-of-school STEM education program for 6th grade students who come from disadvantaged areas in a large urban city in Turkey. The study investigated students' perceptions about the STEM activities implemented in the program. Forty 6th grade students (15 female) studying in public schools participated in the study. The data source used in this study was the activity evaluation forms completed by the students at the end of each activity. The evaluation forms were qualitatively analyzed to identify students' perceptions on the content and skills gained, the challenges and limitations faced and suggestions for improvement. The results present recommendations on the implementation of integrated out-of-school STEM education programs.
STEM Images Revealing STEM Conceptions of Pre-Service Chemistry and Mathematics Teachers
Author: Akaygun, Sevil
Date: 2016-00-00
Type: Journal Articles
Subjects: STEM Education,Preservice Teachers,Science Teachers,Mathematics Teachers,Chemistry,Student Teacher Attitudes,Phenomenology,Learning Modules,Coding,Preservice Teacher Education,Foreign Countries,Role of Education,Intellectual Disciplines,Attitude Change

Science, technology, engineering, and mathematics (STEM) education has been an integral part of many countries' educational policies. In last decade, various practices have been implemented to make STEM areas valuable for 21st century generation. These actions require reconsideration of both pre- and in-service teacher education because those who touch students in and out of the class settings are the teachers. In this respect, this phenomenograhic study aimed to investigate how STEM conceptions of pre-service chemistry and mathematic teachers' (N = 38) evolve as they work together through a STEM module, Collaboratively Learning to Teach STEM (CLT-STEM), depicted by the posters they prepared in groups before and after the implementation. The posters were analyzed with respect to two aspects; conceptions of STEM as a whole, and conceptions of each STEM area individually. For the conceptions of STEM, the codes emerged from data were used; whereas for the conceptions of each STEM area, definitions of these areas were referred. The results of the analyses revealed that the STEM conceptions of the majority of pre-service chemistry and mathematics teachers improved from a lower to a higher level of conception. In terms of the conception of each STEM areas individually, pre-service teachers refined their conception of each area by representing less detail, rather a more comprehensive and integrated view. Therefore, this study may encourage implementing STEM education in preservice science and mathematics teacher education.
Through Biodiversity and Multiplicative Principles Turkish Students Transform the Culture of STEM Education
Author: Capraro, Robert M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,STEM Education,Biodiversity,Educational Change,Graduate Students,Student Projects,Research Projects,Student Research,Educational Innovation,Educational Research,Educational Researchers,Scholarship,Cultural Capital

In this article the principle investigators of the various projects that comprise Aggie STEM at Texas A&amp;M University discuss the impact and cross pollination of having graduate students from Turkey working and conducting their research as part of the multi-college Aggie STEM project. Turkish students have been engaged in instrumental roles since the inception of Aggie STEM and its growth as a tightly intertwined multi-national and ubiquitous STEM entity. The influence of Turkish students has spanned the entire gamut, from app development, which preceded the trend at the beginning of the new millennium, to innovative curricula and pedagogies that became enculturated into everyday life. Perhaps the greatest contribution offered by the scholars is that, as students, they engaged broadly in research, published prolifically and continue in these activities as they assumed the mantle of leadership as tenure track professors, administrators, policy makers, and program officers in the U.S. and throughout the world.
What We Learned about Mentoring Research Assistants Employed in a Complex, Mixed-Methods Health Study
Author: Weeks, Lori E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Mentors,Research Assistants,Mixed Methods Research,Foreign Countries,Chronic Illness,Special Health Problems,Cohort Analysis,Surveys,Focus Groups,Research Methodology,Qualitative Research,Longitudinal Studies,Case Studies,Semi Structured Interviews,Training Methods,Role Perception,Expectation,Rewards,Peer Teaching,Program Effectiveness,Employees

We investigated the experiences of research assistants in their dual role as both employees and trainees, when they were employed in a complex, mixed-methods, Canadian study on the everyday experience of living with and managing a chronic condition. A total of 13 research assistants participated in one or more components of this study: a survey (n = 11), focus group interview (n = 7), and/or individual interview (n = 13). Thematic analysis identified two key themes: what faculty mentors should provide to research assistants before they begin their work, and what faculty mentors need to know in order to effectively offer ongoing support to research assistants. Our results provide valuable insights for new and experienced faculty members who employ research assistants and for research assistants employed in funded research projects. Our results can inform the development of regulations to ensure that research assistants have greater protection as both trainees and employees.
Characters with Exceptionalities Portrayed in Contemporary Canadian Children's Books
Author: Emmerson, Jean
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Childrens Literature,Literary Devices,Disabilities,Ethnic Studies,Barriers,Realism,Fantasy,Constructivism (Learning),Content Analysis,Qualitative Research,Trend Analysis,Picture Books,Novels,Young Adults,Children

This article examines the ways in which exceptionality is addressed in Canadian children's literature, offering critical literacy as an avenue toward social justice. A content analysis (Berg, 2009) of 134 Canadian children's books offers a wide scope of contemporary titles to include in classrooms. We developed conceptual categories to explore patterns and trends through a qualitative interpretive stance (Seidman, 2006). Our findings include the following results: (1) ethnically diverse characters with exceptionalities, (2) authentic characters with real-world challenges, and (3) fantasy blended with other genres. As narratives that include exceptionalities become more authentic and abundant, we can become more appreciative of diversity, further affecting inclusive schools and communities. [A bibliography is included.]
Economic Benefits of Studying Economics in Canada: A Comparison of Wages of Economics Majors with Wages in Other Fields of Study, Circa 2005
Author: Akbari, Ather H.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Economics Education,Education Work Relationship,Wages,Majors (Students),Comparative Analysis,Economic Impact,Professional Personnel,Finance Occupations,Undergraduate Study,Graduate Study

We compared the wages of economics degree holders with of those in 49 other fields of study using data from the 2006 Canadian population census. At the undergraduate level, economics majors earned the sixth highest average wage in 2005. When demographic controls were applied, they ranked ninth on the salary scale. When we compared the wages in 15 fields that require students to take math courses, economists ranked in the middle, as they also did when working as managers and professionals. When working as business and finance professionals, economists had wages surpassed only by finance majors. At the graduate level, economics majors had a greater wage advantage over all of the other fields except for business majors. These results are useful for Canadian university economics departments that have been experiencing declining enrollments over the past few years. In addition, we hope they will enable students to make more informed choices regarding their academic discipline. The results also highlight the need to direct greater policy attention towards developing mathematical skills among incoming university students as a prerequisite for them to build analytical skills, the demand for which in the labour market has been demonstrated in some Canadian and US studies.
Embracing Diversity: The Dual Role of Gay-Straight Alliances
Author: Stonefish, Twiladawn
Date: 2015-00-00
Type: Journal Articles
Subjects: Homosexuality,Social Attitudes,Sexual Orientation,Sexual Identity,Advocacy,Activism,Consciousness Raising,Foreign Countries,Social Bias,Clubs,Educational Environment,Social Change,High School Students,School Safety,School Policy,Bullying

The social landscape has changed regarding public knowledge, perception, and acceptance of &quot;alternative&quot; sexual lifestyles. In recent years, public and political discourse around issues of non-heterosexual orientations has shifted significantly. Despite many legal milestones, society has not realized complete inclusion of individuals whose sexual orientations do not conform to the mainstream, heterosexual majority. Non-heterosexual Canadians still experience negative repercussions of heterosexism in both social and institutional realms. This article discusses one important avenue of advocacy--gay-straight alliances--and takes the position that these alliances serve a dual role: education and social activism.