ethanporcaro/eric-fulltext-meta huggingface dataset:
Learning Progressions, Paradigms, and Geographic Thinking in the Anthropocene
Author: Larsen, Thomas Barclay
Date: 2019-00-00
Type: Journal Articles
Subjects: Learning Processes,Geography Instruction,Geography,Mastery Learning,Concept Formation,Environment,Thinking Skills,Climate,Evaluation Methods,Informal Education,School Districts,Teaching Methods,Lifelong Learning,Student Evaluation,Elementary Secondary Education

Learning progression research has the capability to connect thinking in the education sciences and geography. Learning progressions provide a map of the various pathways that students take to master a topic. The aim of this paper is to illustrate significant conceptual ties between learning progressions and disciplinary geography. Two construct paradigms overlap to form an entryway between educational and geographic thought: constructivism from education and possibilism within geography. The learning progression method can form a bridge between the two paradigms. Learning progression research in geography depends on being able to answer two questions. First, which geographic concepts should be tracked? Given the ongoing changes in global human-environmental systems, priority could be dedicated to the topics that stimulate synthesis thinking about the human-environment relationship in the Anthropocene, or &quot;Age of Humans.&quot; Second, how should geographers track advancement in learning about human-environment concepts? Learning progression research provides a method to document multiple aspects of advancement in student learning. But, geographic learning does not exist solely in the confines of the classroom. Furthermore, school districts vary in the amount and quality of geography that they allow. New understandings would come from a mixed-methods approach that addresses geographic understandings by the lifelong learner in the context of both formal and informal geography education. [This paper was delivered in Washington, DC during the National Center for Research in Geography Education's (NCRGE) 2019 AAG Annual Meeting Symposium on Transformative Research.]
Exploratory Factor Analysis for TPACK among Mathematics Teachers: Why, What and How
Author: Zeynivandnezhad, Fereshteh
Date: 2019-04-00
Type: Journal Articles
Subjects: Factor Analysis,Technological Literacy,Pedagogical Content Knowledge,Mathematics Teachers,Multivariate Analysis,Monte Carlo Methods,Computer Software,Educational Research,Correlation

Factor analysis is a statistical technique that is widely used in psychology and social sciences. Using computers and statistical packages, implementation of multivariate factor analysis and other multivariate methods becomes possible for researchers. Exploratory factor analysis and confirmatory factor analysis are applied in different studies; however, exploratory factor analysis as one of the most important data analysis methods is not well understood. Despite the rising number of researchers who understand it many researchers in various fields still have a false view. This paper reviews methods based on reliable sources and provides a practical guide to conduct an exploratory factor analysis. This paper presents step-by-step of different stages of exploratory factor analysis using SPSS and Montecarlo software. This study could pave the way for students, researchers and teachers who want to use heuristic analysis in their studies of different types of questions, purpose, method of analysis and report writing.
Building up European Identity in Primary Education
Author: Borca, Claudia
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Concept,Elementary School Students,Attitude Change,Social Attitudes,Social Values,Citizen Participation,Teacher Competencies,Teaching Methods,Global Approach,Local Issues,Identification (Psychology),Cultural Awareness,Instructional Design,Elementary School Teachers,Grade 3,Grade 4,Knowledge Level,Foreign Countries

Building up the personal identity is a lifelong process, as identity can change, according with the groups of belonging, with new knowledge and changes of beliefs and contexts. There are more stable components of identity, like the values and attitudes, but there are contexts and experiences that sharpen different aspects of the identity. The article argues that education systems in Europe have responsibilities in supporting learners to develop their competences to act as citizens at local, national and European levels and thus have also the legitimacy to contribute to the development of a European identity and of a sense of belonging to Europe. Furthermore, it argues that such a process can and should start already in early ages. Therefore, teachers in primary school need appropriate competences to foster a positive identification of children with Europe and European values. They need to master intercultural competence, appropriate pedagogical and methodological approaches, they need to reflect on how to design teaching and learning contexts meant to stimulate, in a joyful, playful, attractive and consistent manner the building up of a European identity. The article mirrors the training needs of primary school teachers of 3rd and 4th grade in Western Romania, to develop these competences and be able to foster such process. The assessment of the training needs of primary school teachers involved covered all aspects of the competence, including values, attitudes, as well as the knowledge about EU, and their reflection on their teaching practices. The conclusions of the analysis can be useful for further training programs and reconceptualization of (initial) teacher education.
Revisiting the Unified Theory of Acceptance and the Use of Technology (UTAUT) Model and Scale: An Empirical Evolution of Educational Technology
Author: Wedlock, Brad C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Beliefs,Adoption (Ideas),Educational Technology,Technology Uses in Education,Theories,Attitudes,Motivation,Behavior,Computer Use,Educational Innovation,Social Cognition,Innovation,Performance,Expectation,Models

Over the years, the Unified Theory of Acceptance and Use of Technology (UTAUT) model has been widely adopted for technology research dealing with intention and behavior. More currently, with the advancement of educational technology, the constructs embedded in this model and survey instrument can be easily applied to this setting. The UTAUT draws upon eight previously validated models: the theory of reasoned action; the technology acceptance model; the motivational model; the theory of planned behavior; the theory of planned behavior; the model of PC utilization; innovation diffusion theory; and social cognitive theory. This paper revisits the constructs of the UTAUT model and scale examining its conceptualization and validation. While doing so, users are presented with a historical evolution of technology research that can be used to further examine educational technology.
Determination of Map Literacy of Undergraduate Geography Students
Author: Aksoy, Bülent
Date: 2019-00-00
Type: Journal Articles
Subjects: Map Skills,Geography Instruction,Knowledge Level,Preservice Teachers,Student Interests,Foreign Countries,Public Colleges,Predictor Variables,Student Behavior

The purpose of this study was to determine the level of map literacy of pre-service geography teachers. The research was carried out using the relational survey model. The data collection tool used in the research was the map literacy scale. The research was conducted on 391 undergraduate geography students in 2016-2017 academic year. Multiple linear regression analysis technique was applied in solving the sub problems of the research. According to the findings of the research; when the correlations between the predictive variables and the dependent variable were examined, a positive and moderate correlation was seen between the level of map literacy of geography pre-service teachers and variables such as competence in the frequency of using map, the frequency of activity by maps, and the level of interest in geography. When the partial correlations between the predictive variables and the dependent variable were examined, it was determined that the undergraduate geography students had a positive and weak relationship between map literacy levels and the frequency of using map and the frequency of activity by maps variables. On the other hand, it was determined that undergraduate geography students had a positive and moderate relationship between map literacy levels and the level of interest in geography variable. In addition, under graduate geography students had a moderate and meaningful relationship with their map literacy level together with the frequency of using map, the frequency of activity by maps, and the level of interest in geography variables. According to the results of the research, it is seen that the activities that geography undergraduate students perform with the maps are a moderate predictor of map literacy. For this reason, it is suggested that emphasis should be given to the courses and practices that will develop the map skills in the geography undergraduate programs.
Discovery Learning Strategy in Geographical Education: A Sample of Lesson Design
Author: Ilhan, Ali
Date: 2019-00-00
Type: Journal Articles
Subjects: Discovery Learning,Learning Strategies,Geography Instruction,Lesson Plans,Foreign Countries,Learning Activities,Grade 6,Middle School Teachers,Visual Aids,Geology

The practice and activity examples are quite limited regarding how the learning-teaching processes, which are offered by the teaching program of geography lesson prepared in 2005, updated in 2011 and amended comprehensively in 2017, can be achieved. There is not any teachers' guide analyzing the teaching program's approach and how it should be conducted is available in this matter, indeed. For this reason, the application of the program is completely under the initiative of teachers. This research aims at analyzing the discovery learning strategy, one of the strategies made use of in geography teaching, preparing an example lesson plan as to how the discovery learning strategy can be transferred to classrooms and developing suggestions in order to fill the gap in the literature even a little and increase the number of model applications. The reason why the discovery learning strategy is chosen in the research is the fact that it is in compliance with the student-centered approach proposed by the geography teaching program in effect because it is essential in the discovery learning strategy that students are centered and teachers act as guides. The research was conducted by means of descriptive analysis method. Within this frame, the discovery learning strategy was examined; the importance of planning the teaching activities was explained and a lesson template was created. With reference to the mentioned template; a lesson plan example based on the subject &quot;Interior Structure of the Earth&quot; was prepared in order to offer an example regarding how the discovery learning strategy can be moved to classrooms. The research results are anticipated to be useful for geography and other branch teachers and to constitute a basis for prospective academic studies.
Out-of-School Learning to Achieve the Spatial Perception Skills: A Case Study
Author: Seyhan, Ayse
Date: 2019-00-00
Type: Journal Articles
Subjects: Spatial Ability,Informal Education,Learning Processes,Social Studies,Science Education,Outdoor Education,Preservice Teachers,Student Attitudes,Case Studies,Learning Activities,Content Analysis,Foreign Countries

The cognitive depiction and comprehension of the structure, existence and relations of a place and its reflection and restructuring in the mind of a place is called spatial perception. Individuals' perceptions of place vary according to their environmental awareness, knowledge and impressions. The ability of individuals to perceive their surroundings, adapt to the places they are in and regulate their lives better depends on the sophistication of their perceptions of spatial. In order to develop the ability to perceive spatial, spatial skills such as spatial depiction, spatial representation, spatial analysis, and spatial evaluation need to be developed. The fact that the characteristics of the spatial give an idea of how the place can be perceived and the interaction of the individual with the place is important in developing the perception skills of the spatial brings to the fore out-of-school learning. The aim of this study is to examine the effects of the activities of a social studies education project carried out within the scope of TÜBITAK 4004 Nature Education and Science Schools Support Program on the ability to perceive spatial and the use of outdoor school places in the teaching of this skill. The study was conducted with a case study, one of the qualitative research types. The study group consisted of 30 teacher candidates selected by criterion sampling. The data obtained by open-ended questionnaire and document analysis were evaluated by content analysis. The research also shows that the activities applied according to the findings are effective in teaching the perception of spatial and the ability to perceive place. Teacher candidates have stated that they are able to recognize the place, objects and assets around them through activities outside the school and improve their perception skills by applying them.
Assessing the Learned Learner When Using a Concept Curriculum in Nursing Education
Author: Norris, Norman Dale
Date: 2019-00-00
Type: Journal Articles
Subjects: Nursing Education,Nontraditional Students,Barriers,Adult Students,Career Choice,Core Curriculum,Adult Learning,Cognitive Style,Student Characteristics,Nursing Students

This position paper is intended to examine an assessment dilemma that is problematic to adult teaching in general but particularly problematic for the non-traditional learner wishing to enter the nursing profession. It is the position of this report that such dilemma is particularly problematic for the adult/non-traditional learner who enters the nursing education arena subsequent to post-secondary, collegiate education and particularly graduate/ professional school. Such problems that are going unaddressed by current faculty (1) create unnecessary barriers to entry / progression into the nursing profession; (2) create undue work and burden on nursing faculty; and (3) create unnecessary strain on entire nursing programs that can be eliminated with some foresight and re-thinking on the part of nursing faculty. The methodology utilized for this report was a combination of (1) an extensive literature review spanning several decades leading up to the emergence of the concept curriculum in nursing education; (2) an analysis of literature review in relation to what is known as best practices in teaching and learning, focused on the relation to nursing education; and (3) an analysis of current literature relative to conceptual teaching both in general and nursing education.
How Do Undergraduate Students Choose Their Field Course and How Satisfied Are They with Their Fieldwork Experience?
Author: Racasan, Bianca Sorina
Date: 2020-02-00
Type: Journal Articles
Subjects: Undergraduate Students,Preferences,Geography Instruction,Field Trips,Graduation Requirements,Student Satisfaction,Student Motivation,Student Experience,Field Experience Programs,Foreign Countries,Peer Relationship

The same way that motivation is responsible for guiding and stimulating people in general and students, in particular, to accomplish their goals and projects, satisfaction ensures the pleasure derived from these activities whether they are needs, wishes or expectations determined by themselves or by living in today's society. The purpose of this paper was two-fold: firstly, to determine why students from Faculty of Geography prefer stationary fieldwork over itinerant field trip when it comes to choosing one that fulfills their commitments towards the Bachelor's degree program as part of their professional development that they are aiming at through higher education; and, secondly, to study students' satisfaction level towards the main components of a fieldwork in terms of both learning and social environment. In order to achieve an accurate understanding of the real motivation for this type of field trips and satisfaction with the pedagogical design, not only that students were asked to fill in a questionnaire focused on rating correspondent aspects of their overall experience on a scale of 1-5, but they were also invited to participate at a focus group discussion (FGD) within which additional information emerged. Thus, data collection and analysis methods and procedures involved quantitative methods that were reinforced by qualitative ones supporting all the answers to the questions from the questionnaire with specific examples that were obtained during the FGD, enabling a set of results and conclusions according to which the idea of spending some quality time in valuable interactions with others -- either with friends and peers, both in professional and social contexts, or with unknown people (locals, tourists, specialists) willing to interact as well -- turned out to be the main force and factor to ensuring successful experiences in the opinion of most participants to the fieldwork.
Teachers&apos; Opinions on Using Photographs to Study Natural Sciences
Author: Antal, Maria Irina
Date: 2020-02-00
Type: Journal Articles
Subjects: Teacher Attitudes,Elementary School Teachers,Teaching Methods,Photography,Visual Aids,Science Instruction,Natural Sciences,Environmental Education,Internet,Learning Motivation,Retention (Psychology),Skill Development,Educational Benefits,Media Selection,Selection Criteria,Foreign Countries

This research aimed at investigating, within a focus group, the primary grades teachers' opinions concerning the use of photographs in Natural Sciences lessons. We asked teachers to answer nine questions on: the contents of the used photographs, their sources, the circumstances/reasons they took into account when selecting the photographs, the lesson stages when they used them, the used methods, the context in which they had got information about the manner in which photographs should have been used, the pupils' interest in using photographs during learning activities in Natural Sciences, which are the disadvantages/risks for pupils if photographs were not used, and on the challenges the teachers had to cope with when using photographs during Natural Sciences lessons. At the end of our study, we noticed the diversity of the topics and lesson stages when photographs had been used, teachers' preference for the Internet as a source of photographs although Internet connection in school was poor, and that teachers appreciated photographs as significant for pupils' motivation, to focus their attention, enabling perception and understanding of natural and human induced processes, to form their representations and enable knowledge retention in pupils' memory, to develop thinking, language, imagination, and creativity. They pointed out that in the absence of photographs for learning Natural Sciences, pupils would run the risk of not understanding or less understand the topics, and of making misleading representations.
A Counternarrative or Merely a Narrative? Pre-Service Teachers Understandings of Counternarrative Children&apos;s Literature
Author: Jordan, Valin S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Whites,Preservice Teachers,Case Studies,Student Attitudes,Racial Attitudes,Gender Differences,Books,Clubs,Childrens Literature,Group Discussion,Critical Theory,Teacher Characteristics,Discourse Analysis,Student Characteristics,Teacher Education Programs,Graduate Students,Masters Programs,Elementary School Teachers

This research utilized case study methodology to explore the ways in which White women pre-service teachers' perceptions of race and gender were informed by their reading of four counternarratives about Black girls and their participation in a book club. This study focused particularly on White women pre-service teachers as they make up the majority of the teaching force in the United States. Additionally, focus was given to White women pre-service teachers as the literature shows that White women tend to use &quot;white talk&quot; -- or ways of talking about race that allows them to protect themselves from having a conversation about race, in turn performing Whiteness. Through interviews and four book club sessions focused on counternarrative children's literature, the pre-service teachers had an opportunity to discuss their perceptions of race and gender. The findings show that while counternarratives are typically thought to be utilized to undo dominant thinking, the pre-service teachers did not experience the counternarratives as counternarratives -- the study highlights the conscious and unconscious moves made by the White pre-service teachers to find themselves in counternarrative material.
Disrupting the Pipeline: An Investigation into Suspension in South Louisiana&apos;s Rural Public Schools
Author: Loveall, Jonathan
Date: 2018-00-00
Type: Journal Articles
Subjects: Suspension,Rural Schools,Public Schools,Elementary School Students,Secondary School Students,Elementary School Teachers,African American Teachers,Incidence,Correlation,African American Students

Previous research indicates that exclusionary discipline practices such as suspension lead to negative outcomes for students and disproportionately impact Black students, even though there is no evidence that Black students misbehave at rates greater than their peers. This study was conducted to examine suspension rates in rural public schools in Louisiana by comparing elementary and secondary schools and analyzing the relationship between the proportion of Black teachers and suspension rates. The data showed that suspension rates were higher in secondary schools than elementary schools and that a higher proportion of Black teachers was associated with lower suspension rates. These results indicate that more research is necessary into the factors impacting secondary suspension rates and that increasing a school's rate of Black teachers may be one tool for reducing suspension rates.
Ensuring High-Quality Dual Language Immersion Education: Louisiana&apos;s Certified Foreign Language Immersion Program Rubric
Author: Haj-Broussard, Michelle
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Quality,Bilingual Education Programs,Immersion Programs,Second Language Learning,State Legislation,Program Effectiveness,Program Implementation,Teacher Effectiveness,Scheduling,Scoring Rubrics,Teacher Education,Advocacy,Faculty Development,Second Language Instruction

At the time of the demise of bilingual education in California via Proposition 227, Chueng and Drabkin (1999) discussed the unchecked prevalence of poorly run bilingual programs and the apathetic administrators who provided inadequate oversight in terms of ensuring program quality. Proponents of dual language immersion programs hope to avoid this apathy and poor implementation. Program effectiveness depends on the quality of its implementation (Li, Steele, Slater, Bacon, &amp; Miller, 2016). While immersion practitioners and researchers are acutely aware of the list of non-negotiables that are the cornerstone of a successful immersion pathway (Fortune, 2009, de Jong, 2016), they often encounter difficulties in engendering respect of these principles among site administrators. These administrators are confused by some of the counterintuitive aspects of the immersion model. In Louisiana, Louisiana Act 196 (Session 2014) was the solution found for this issue. Louisiana Act 196 requires that the state design a template reflecting these non-negotiables, create a review rubric, attach a state certification to it, and make it mandatory for schools to obtain their certification by 2016-17. This literature review examines the rationale for each element of the immersion state site certification rubric.