ethanporcaro/eric-fulltext-meta huggingface dataset:
Is the &quot;Health and Physical Education&quot; Curriculum in South Australia Enough? A Critical Review of the SACSA Framework and the New SACE Curriculum
Author: Talukdar, Joy
Date: 2012-05-00
Type: Journal Articles
Subjects: Health Education,Adolescents,Foreign Countries,Sexually Transmitted Diseases,Communicable Diseases,Disease Control,Acquired Immunodeficiency Syndrome (AIDS),Health Promotion,Physical Education,Disease Incidence,Age Groups,Young Adults

Sexually transmitted diseases as well as the major hepatides, hepatitis A, B and C are on the rise in South Australia, specifically among the adolescents and young adults' age group. Adolescents rely much on school programs for their health-related information. Accordingly, the present review provides critical insights into the existing &quot;Health and Physical Education&quot; Learning Area under the &quot;SACSA Framework&quot; and &quot;new SACE&quot; in South Australia. It highlights the drawbacks and also addresses the gaps in the aforesaid Learning Area, insinuating towards the need of a comprehensive curriculum in an effort to effectively combat the spread of these diseases.
On the Bilingual Teaching in College Mathematics
Author: Yu, Berlin
Date: 2012-05-00
Type: Journal Articles
Subjects: Mathematics Instruction,College Mathematics,Bilingual Education,Language of Instruction,Textbooks,Student Characteristics,Foreign Countries,Teaching Methods,Mathematics Tests,English (Second Language),Scores,College Students

In this paper, after a brief discussion of historical background of the bilingual teaching in college mathematics, we analyze the difficulties in bilingual teaching of college mathematics firstly. Various approaches and methods that have been put into our bilingual teaching practice to overcome those difficulties are explored in detail. Finally, grades of students indicate that our reform attempts are effective.
The SQL Server Database for Non Computer Professional Teaching Reform
Author: Liu, Xiangwei
Date: 2012-05-00
Type: Journal Articles
Subjects: Databases,Computer Science Education,Teaching Methods,Educational Change,Change Strategies,Instructional Innovation,Nonmajors

A summary of the teaching methods of the non-computer professional SQL Server database, analyzes the current situation of the teaching course. According to non computer professional curriculum teaching characteristic, put forward some teaching reform methods, and put it into practice, improve the students' analysis ability, practice ability and innovation ability, obtained the good teaching effect.
Examining the Place of English Language Learners within the Teacher Education Curriculum
Author: Baecher, Laura
Date: 2012-00-00
Type: Journal Articles
Subjects: English Language Learners,Teacher Education Curriculum,Relevance (Education),Curriculum Evaluation,Schools of Education,Beliefs,Student Experience,Teaching Experience,Delivery Systems,Instructional Effectiveness,Educational Improvement,Teacher Education Programs,Needs Assessment,Questionnaires,Course Descriptions,Behavioral Objectives,Teacher Surveys,Student Surveys,Preservice Teachers,College Faculty

Preparing teachers to support effective instruction of English language learners (ELLs) is an important dimension of today's teacher education programs, yet often difficult to enact. This paper reports on a comprehensive curriculum analysis of a range of teacher preparation programs at one urban college of education. This contributed to a comprehensive understanding of the needs of faculty and candidates in their beliefs and experiences with ELL pedagogy. Implications for modifying the delivery of programs to strengthen more effective instruction for ELLs is discussed.
Effective School-Community Relations as a Key Performance Indicator for the Secondary School Administrator in Aba South District, Nigeria
Author: Abraham, Nath. M.
Date: 2012-00-00
Type: Journal Articles
Subjects: School Community Relationship,Performance,Academic Achievement,Foreign Countries,Administrators,Community Role,Secondary School Teachers,Principals,Secondary School Students,Educational Indicators,Questionnaires

This study investigates Effective School-Community Relations as a key Performance Indicator (KPI) of Secondary Schools Administrator in Aba South District, Nigeria. Descriptive survey method was adopted. All the 248 teachers made up the population and sample in a purposive sampling technique representing 100% of the entire population as sample. A two-part, 10-item, 4-point scale instrument known as &quot;School-Community Relations Performance Questionnaire&quot; (SCRPQ) was used to generate data for answering two research questions and for testing two null hypotheses. The instrument was validated by a team of experts at the Department of Educational Management, University of Port Harcourt, Nigeria, and a reliability value of 0.82 established using Pearson's Product Moment Correlation Co-efficient. Mean was used to answer the research questions while t-test was used to test the null hypotheses at 0.05 level of significance. Findings reveal among others that communities employ teachers in core subjects, build library and donate land for building school facilities and concluded that effective school-community relation is a key performance indicator for the administrator. It was recommended that efforts be made to encourage community active participation in ensuring adequate academic performance of students.
A Critical Examination of the Teaching Methodologies Pertaining to Distance Learning in Geographic Education: Andragogy in an Adult Online Certificate Program
Author: Schultz, Richard B.
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching Methods,Distance Education,Geography,Geography Instruction,Geographic Information Systems,Andragogy,Adult Education,Adult Students,Adult Learning,Case Studies,Educational Certificates,Spatial Ability,Active Learning

Differences between student audiences are an important aspect not only of traditional learning in higher education, but also in the distance learning environment. Facilitators of distance learning coursework must be cognizant of the differences which adult students bring to the classroom and their varying expectations and reasons for learning. Taking these differences into account, the facilitator can better serve their remote adult and traditional students in the online setting. Case in point is an adult online GIS certificate program at a traditional liberal arts-based institution, which accommodates adult learning modalities and provides for adult learners to have ownership in their learning while providing a practical reason to learn while implementing geospatial concepts into their current job. Based on Malcolm Knowles theories of adult learning, adult online learners require certain aspects of andragogy which complement the content in an adult online experience. These include, but are not limited to: adults needing to know the reason for learning something; adult learners bringing life experiences to the classroom which are different from traditional undergraduate students; adults needing to be responsible for their decisions on education; adults being involved in the planning and evaluation of their instruction; adults being interested in learning subjects having immediate relevance to their work and/or personal lives; adult learning being problem-centered rather than content-oriented; and adult learners responding better to internal versus external motivators. This paper offers a case study of an online adult-oriented GIS certificate program at a traditional liberal art-based college whereby Knowles' principles of andragogy are employed to offer adult students a rich online learning experience as a technical introduction to the geospatial technologies industry.
Place, Sustainability and Literacy in Environmental Education: Frameworks for Teaching and Learning
Author: Green, Monica
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Sustainability,Literacy,Environmental Education,Elementary Education,Geographic Location,Geography,Teaching Methods,Curriculum,Food,Ecology,Place Based Education,Semi Structured Interviews,Elementary School Teachers,Gardening,Outdoor Education

The &quot;ecologisation&quot; of Australian primary schools brings new opportunities for curriculum expansion and renewal for sustainability education. My contribution to the broader discussion of place, geography, sustainability and literacy stems from an interest in how children are brought into contact with sustainability discourses via sensory and embodied learning in local school ground landscapes. In this paper I am interested in identifying the emergent pedagogies and new literacies that inform and shape the implementation of sustainability curriculum. The paper draws on research that uses theories of place inhabitation, relationships to food, place ecologies, and place-based pedagogies to examine the educational value of food gardens and related environmental and health initiatives in primary (elementary) schooling in Australia. Using research data from two schools, the paper illustrates how school ground settings, curriculum and pedagogy generate spatial, temporal and geographical literacies that support children's meaning making. These multimodal literacies are vital curriculum ingredients that effectively educate for sustainability.
Use of Mobile Devices for Spatially-Cognizant and Collaborative Fieldwork in Geography
Author: Chatterjea, Kalyani
Date: 2012-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Geography Instruction,Field Studies,Computer Oriented Programs,Data Collection,Data Analysis,Undergraduate Study,Educational Technology,Technology Uses in Education,Research Methodology,Foreign Countries,Natural Resources

Fieldwork is an essential component in Geography education. Learning through research in Geography involves generating substantial data and data manipulation. In order to make geographical inquiry a worthwhile learning experience, researchers require a seamless system that allows data collection and analysis without being distracted by the multiple methods and equipment used. NIEmGeo is a mobile application that is developed with an aim to support integrative geographic learning, both during fieldwork and during subsequent data analysis. The system has been used successfully by more than 100 students in several undergraduate courses. The paper discusses the salient features of the application, analyses the usage of field researchers, and discusses the viability of the application as a field and post-field support system for field-based learning in Geography. Some observed limitations and future research directions are also discussed.
Integrating Opportunities: Applied Interdisciplinary Research in Undergraduate Geography and Geology Education
Author: Kubiatko, Milan
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Student Attitudes,Educational Attitudes,Geography,Gender Differences,Instructional Program Divisions,Age Differences,Relevance (Education),Questionnaires,Likert Scales,Statistical Analysis

Pupils' perception of any science subject significantly influences their achievement. Identification of perception of some subject is essential part of educational research. This study is focused on finding out differences in the four dimensions of geography perception (1. Geography as a school subject; 2. Geography and environment; 3 Importance of geography; 4. Relevance of geography lessons to pupils life) between gender and grade level of lower secondary school pupils. The research tool was questionnaire with 27 Likert type items; the data were obtained from 540 lower secondary pupils from Czech Republic. The data were analyzed by the method of descriptive (mean score, standard deviation) and inductive (analysis of variance) statistics. The gender had got significant influence in the first dimension and grade level in the fourth dimension. Results are discussed in the conclusion part and there is information about the possibility of future research.
Call for an Agenda and Center for GIS Education Research
Author: Baker, Thomas R.
Date: 2012-00-00
Type: Journal Articles
Subjects: Geographic Information Systems,Educational Research,Agenda Setting,Student Educational Objectives,Faculty Development,Spatial Ability

Despite nearly 20 years of intensive investment by higher education, industry, primary and secondary teachers, youth and community leaders, government agencies, and non-profits organizations in Geographic Information Systems (GIS) in education around the world, a GIS education research agenda has yet to be developed. This paper provides a rationale and a broad background for a GIS education research agenda and describes what that agenda should include. This agenda identifies research progress made in: (1) student learning and outcomes; (2) instructor professional development; and (3) technical development, to identify where major gaps still exist. In so doing, it is hoped that this agenda will serve as a focal point of communication for the GIS education research community and encourage additional and deeper research into these and related topics so that future directions in GIS education will have a sound research base on which to build.
The Representation of Islam in the Hungarian Geography Textbooks
Author: Császár, Zsuzsu M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Geography Instruction,Textbooks,Islam,Textbook Content,Qualitative Research,Statistical Analysis,Elementary Secondary Education,Economics,Islamic Culture,Geographic Location

This research has been seeking an answer to the question about what kind of image of the Islam is conveyed by the most popular and densely used textbooks to students. In the course of analysis, primary and secondary schools textbooks were examined via quantitative and qualitative methods. The objective demonstration of the research results aims to show a remarkable insight into this peculiar segment of Geography education in Hungary.
Let&apos;s Plan the School Garden: A Participatory Project on Sustainability in a Nursery School in Padua
Author: Rocca, Lorena
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gardening,Outdoor Education,Sustainability,Early Childhood Education,Student Participation,Ecology,Community Involvement,Citizenship Responsibility,Student Projects,Urban Areas,Student Attitudes,Freehand Drawing,Photography,Observation,Creativity,Self Evaluation (Individuals),Case Studies

The increasing complexity of urban regions and the lack of green areas in the neighborhoods have turned the cities less and less child-friendly. In order to locally face these situations, the project &quot;Small steps of Agenda 21,&quot; which promoted a participatory planning experience for children focused on the green area of their school, was realized in the nursery school &quot;J. Mirò&quot; in Padua. During the project the children had the opportunity to be real protagonists of the improvement on the school garden while growing the awareness of the importance of discussion and participation in the local community. Results show that children improved their sense of inclusiveness and responsibility and prove that Agenda 21 processes are possible also in the nursery school.
From Spatial Intelligence to Spatial Competences: The Results of Applied Geo-Research in Italian Schools
Author: Sarno, Emilia
Date: 2012-00-00
Type: Journal Articles
Subjects: Spatial Ability,Intelligence,Cognitive Ability,Cognitive Processes,Competence,Geography,Teaching Methods,Elementary School Students,Foreign Countries,Elementary Education,Learning Activities,Action Research,Geographic Regions,Grade 2,Grade 3,Grade 4,Observation,Case Studies

This contribution explains the connection between spatial intelligence and spatial competences and by indicating how the first is the cognitive matrix of abilities necessary to move in space as well as to represent it. Indeed, two are principal factors involved in the spatial intelligence: orientation and representation. Both are based on a close interaction between spatial thought and movement in space. I show the basic features of spatial intelligence through the analysis of specialist literature. This point, however, requires a further step to be taken into consideration: how can spatial intelligence be strengthened together with the related spatial competences? Moreover, which branch of knowledge is the most suitable to do so? By referring to the existing literature on the subject, we would like to indicate that geography has a pre-eminent role in dealing with the connection between man and space and as such it is the most suitable academic discipline to aid the development of spatial abilities through a series of precise didactic activities. The second part of this paper presents an experimental prototype of this kind of targeted teaching activity following the research-action method, an approach where theory and practice meet allowing a systematic collection of data. In effect, the stages of an experimental framework which has allowed the spatial intelligence of primary school children to be developed has been described and the methods of monitoring the results have also be illustrated.
Using Technology for Geography Teacher Education: Web-Based Professional Development
Author: Frazier, Cheryl A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Qualitative Research,Faculty Development,Web Based Instruction,Educational Technology,Technology Uses in Education,Geography Instruction,Video Technology,Workshops,Environmental Education,Teacher Attitudes,Program Effectiveness,Secondary School Teachers,Natural Resources,Grade 9,Questionnaires

This qualitative study explores the perceived value of a video-based online workshop in Geography, &quot;Watershed Management,&quot; part of the Geography: Teaching with the Stars series, a 22 program professional development series for teachers of geography, social studies, and environmental science. Results indicated that teachers reported satisfaction with the online professional development approach and its usefulness for enhancing and supplementing traditional the traditional face-to-face approach to professional development.
A Geospatial Online Instruction Model
Author: Rodgers, John C., III
Date: 2012-00-00
Type: Journal Articles
Subjects: Spatial Ability,Models,Online Courses,Distance Education,Geography Instruction,Computer Software,College Students,Video Technology,Teaching Methods,Teacher Effectiveness,Student Surveys,Electronic Learning,Geographic Information Systems,Geography

The objective of this study is to present a pedagogical model for teaching geospatial courses through an online format and to critique the model's effectiveness. Offering geospatial courses through an online format provides avenues to a wider student population, many of whom are not able to take traditional on-campus courses. Yet internet-based teaching effectiveness has not yet been clearly demonstrated for geospatial courses. The pedagogical model implemented in this study heavily utilizes virtual classroom software. Short lecture video segments coupled with lecture presentation files and textbook readings are effective tools for teaching geospatial theory. Detailed laboratory instructions, video clips and screen captures of important laboratory exercise steps, and discussion board posts about laboratory steps can substitute face-to-face interactions that occur in an on-campus geospatial course laboratory environment and can help the online student understand complex geospatial analyses. Analysis of student tracking on the virtual classroom suggests that the proposed pedagogical model is an effective, satisfying, and rewarding learning strategy. The distance learning model is disadvantageous to the instructor because more work is needed up front. However, once the course has begun the instructor benefits by having a more flexible teaching schedule.
Distance Education and Spatial Citizenship in Africa--Challenges and Prospects
Author: Kanwischer, Detlef
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Geographic Information Systems,Distance Education,Web 2.0 Technologies,Spatial Ability,Citizenship Education,Indigenous Populations,Educational Technology,Technology Uses in Education,Correlation,Meta Analysis,Elementary Secondary Education,Access to Computers,Telecommunications,Handheld Devices,Postsecondary Education,Geographic Regions,Barriers,Governance,Citizen Participation

The relevance of GIS for sustainable development in Africa is undisputed. One web 2.0 application which plays a particularly strong role within local governance structures in Africa is PGIS (Participatory Geographical Information System). In fact, Spatial Citizenship education is the basis for the empowerment of the indigenous capacity for using PGIS. This article will introduce the concept of Citizenship and address the question: What are the conditions in Africa that enhance Spatial Citizenship through distance education? Consequently, the relationship between ICT, distance education, e-government, geographic information technologies, and PGIS in Africa is of central interest. These interrelationships have been studied within the context of a meta-analysis of already published data and qualified studies of these topics. One of the results of this investigation is that there is no lack of distance education materials for GIS and PGIS; even so, all are being developed for the post-secondary education sector and not for primary and secondary education. In addition, online-based distance learning is not accessible for all African citizens due to a lack of skills, technical equipment, and financial means. As a solution for this problem, m-learning approaches need to be advanced.
Effective Online Practices for International Learning Collaborations
Author: Ray, Waverly C.
Date: 2012-00-00
Type: Journal Articles
Subjects: Online Courses,International Education,International Cooperation,Material Development,Geography Instruction,Pretesting,Electronic Learning,Intercultural Communication,Feedback (Response),Knowledge Level,Achievement Gains,Pretests Posttests,Higher Education,Best Practices,Questionnaires,Teacher Surveys,Foreign Countries

The Association of American Geographers' Center for Global Geography Education aims to internationalize geography in higher education by providing materials and activities to support international learning collaborations. From 2007-2011, geographers in different countries collaboratively developed online learning materials and trialed these materials in their courses. This research examines the student learning outcomes for international trials in seven countries in order to develop effective practices for the implementation of online, cross-cultural curricula. Facilitators require competencies--from flexibility in teaching methods to an awareness of &quot;teachable&quot; moments--to coordinate meaningful online and off-line student intercultural communications.