ethanporcaro/eric-fulltext-meta huggingface dataset:
The Development of Laboratory Safety Questionnaire for Middle School Science Teachers
Author: Akpullukcu, Simge
Date: 2017-09-00
Type: Journal Articles
Subjects: Test Construction,Questionnaires,Laboratory Safety,Secondary School Science,Science Teachers,Middle School Teachers,Foreign Countries,Validity,Reliability,Likert Scales,Science Laboratories,Multivariate Analysis,Factor Analysis,Scores

The purpose of this paper is to develop a &quot;valid and reliable laboratory safety questionnaire&quot; which could be used to identify science teachers' understanding about laboratory safety issues during their science laboratory activities. The questionnaire was developed from a literature review and prior instruments developed on laboratory safety issues. To address content validity, the questionnaire was examined by experts from the field of science education. The questionnaire consists of 36 Likert-type items related to chemicals, usage of glassware equipment, fire and electrical control, personal protection, biological hazards, and emergency. The study was carried out with 127 teachers who have experience in science laboratories and work in middle schools in Turkey. The instrument was found to be internally consistent with high reliability scores. Significance value shows that the data come from a multivariate normal distribution and are suitable for factor analysis. The factor analysis indicates that the items in the questionnaire accumulate around a single dimension named as safety issues. The results provide evidence that the instrument is valid for further implementation on a wider scale and in larger samples. The results of this study showed that the questionnaire has an appropriate scale to determine the middle school science teachers' understanding toward laboratory safety issues.
Avoidance and Overuse of Indonesian Language among Balinese Children
Author: Pageyasa, Wayan
Date: 2017-10-00
Type: Journal Articles
Subjects: Indonesian,Language Usage,Second Language Learning,Malayo Polynesian Languages,Transfer of Training,Qualitative Research,Teaching Methods,Native Language,Second Language Instruction,Cultural Awareness,Prior Learning,Student Needs,Linguistic Theory,Grammar,Foreign Countries

The use of Indonesian language by children who speak the Balinese language, especially for children who live in rural areas is quite difficult. This is because their Balinese language is much different from Indonesian language. If they speak Indonesian language, they have to fall back to the language first. That is, language transfer process will take place from Balinese language to Indonesian language. This research aims to describe two phenomena of the language transfer process, namely avoidance and overuse (excessive use). Qualitative data were obtained from one Balinese child, namely Gede. Gede's daily conversations were recorded to be analyzed. The researcher also used field notes. The results show that there is indeed avoidance and overuse in the use of Indonesian language by Gede. The teachers must be aware of the student's avoidance and overuse of Indonesian language, then the teacher can choose a contextual teaching method that best fits their students' need in order to enable them to cope with the avoidance and overuse in learning the second language. In conclusion, the Balinese child's avoidance and overuse, displayed in his use of Indonesian Language, is a consequence of his prior knowledge of his first language (L1) as well as his cultural awareness. Teachers should facilitate their students' second language (L2) learning by being aware of their L1 prior knowledge and culture.
Evaluation of Certified Teachers&apos; Performance at SMPN 6 Luwuk Banggai Regency, Indonesia
Author: Salingkat, Suhartini
Date: 2017-10-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Competencies,Lesson Plans,Planning,Teaching Skills,Evaluation,Qualitative Research,Decision Making,Teacher Qualifications,Performance Based Assessment,Interviews,Observation,Documentation

This study investigated certified teachers' performance at SMPN 6 Luwuk of Banggai Regency, with a focus on the teachers' performance in planning the lesson, implementing the lesson, and conducting the lesson evaluation. It lasted for nine months, from March to December 2011. Qualitative method was used. More specifically, the evaluation research method was followed which involves collecting, analyzing, and interpreting data for decision making. The evaluation system used in this study was based on the quality of the certified teachers' performances. The real condition in the field is that many of the certified teachers are still unable to design lessons and implement them professionally as expected from certified teachers. Currently there are many teachers in need of trainings. This study showed that the quality of the performance of the certified teachers in SMPN 6 Luwuk in planning the lesson was low. This could indicate that the certification process has not yet resulted in an increase in the quality of performance of the certified teachers, particularly as long as the quality of their performance in planning lessons is concerned.
Three-Dimensional Interpretation of Sculptural Heritage with Digital and Tangible 3D Printed Replicas
Author: Saorin, José Luis
Date: 2017-10-00
Type: Journal Articles
Subjects: Sculpture,Visual Aids,Art Education,High School Students,Foreign Countries,Cultural Background,Computer Uses in Education,Comparative Analysis,Manipulative Materials,Grade 11,Computer Peripherals,Surveys

Spatial interpretation features as a skill to acquire in the educational curricula. The visualization and interpretation of three-dimensional objects in tactile devices and the possibility of digital manufacturing with 3D printers, offers an opportunity to include replicas of sculptures in teaching and, thus, facilitate the 3D interpretation of the sculptural heritage. In this research, an open access 3D educational resource is created for teaching in the aim of Art and drawing subjects. In Santa Cruz de Tenerife, Spain, fifteen students of &quot;High School&quot;, worked in a traditional 2D environment and in a 3D environment with sculptural heritage replicas in digital and tangible versions. The three-dimensional interpretation of the sculptures is evaluated with a 3D viewing test created for this experiment, to verify whether the material used does indeed facilitate the 3D interpretation. The results show a greater difference using 3D representations compared with the 2D versions in the three ambits analysed. In modularity, the percentage of correct answers in the 3D viewing test are 84% with 3D technologies, versus 40% with 2D representations, in volumetry, 90,7% versus 72%, but in orthogonal views is where the biggest difference is with a 76,7% of correct answers in the 3D viewing test using 3D technologies versus 0% using 2D versions.
Promoting Information Literacy of Pre-Medical Students through Project-Based Learning: A Pilot Study
Author: Saliba, Reya
Date: 2017-10-00
Type: Journal Articles
Subjects: Mixed Methods Research,Learning Activities,Metacognition,Critical Thinking,Librarian Teacher Cooperation,Information Literacy,English for Academic Purposes,Semitic Languages,Second Language Learning,Second Language Instruction,Focus Groups,Medical Education,Student Projects,Active Learning,Role,Foreign Countries,Surveys,Premedical Students

This study describes the implementation of information literacy (IL) skills through the use of the project-based learning (PjBL) method in an English for Academic Purposes (EAP) course. Participants were Arabic speaking students enrolled in the Foundation Program that prepared them for the pre-medical curriculum in a U.S. medical college in the State of Qatar. A mixed methods approach consisting of a survey, three focus groups, and instructors' observations was used to gather the needed data. The results showed a significant increase in students' advanced research skills. This study emphasizes the benefit of using the PjBL method to develop students' IL skills. It also reinforces the vital role of faculty-librarian partnership in designing learning activities that engage students, foster their critical thinking, and develop their metacognitive skills.
Novice Teachers&apos; Knowledge of Reading-Related Disabilities and Dyslexia
Author: Washburn, Erin K.
Date: 2017-00-00
Type: Journal Articles
Subjects: Knowledge Level,Reading Difficulties,Dyslexia,College Students,Teacher Education Programs,Symptoms (Individual Disorders),Mixed Methods Research,Reading Skills,Cognitive Ability,Teacher Surveys

Current understandings about the nature of persistent reading problems have been influenced by researchers in numerous fields. Researchers have noted that a current and accurate understanding of reading disabilities, such as dyslexia, can be helpful in assessing, teaching and supporting individuals with persistent reading problems. The purpose of this exploratory study was to examine novice teachers' knowledge about characteristics of reading disability and dyslexia and whether or not certification type, certification grade level and/or exposure to reading content predicted teacher knowledge. Participants (n = 271) were enrolled in undergraduate and graduate teacher preparation programs across the United States, and were asked to identify characteristics of reading disability and dyslexia. Responses were analyzed qualitatively and quantitatively. Findings revealed that teachers had accurate understandings when asked about reading disability, but misconceptions when asked about dyslexia. Certification type, certification grade level, and exposure to reading content did not predict accurate understandings of reading disability or dyslexia; however, certification grade level did predict misconceptions about dyslexia.
The Relationship between Classroom Environment and EFL Learners&apos; Academic Self-Efficacy
Author: Daemi, Masoumeh Naghsh
Date: 2017-10-00
Type: Journal Articles
Subjects: Correlation,English (Second Language),Second Language Learning,Second Language Instruction,Advanced Students,Self Efficacy,Educational Environment,Classroom Environment,Academic Ability,Measures (Individuals),Statistical Analysis,Cooperative Learning,Student Attitudes,Foreign Countries,Questionnaires

The present study sought to examine the relationship between classroom environment and English as a Foreign Language (EFL) learners' academic self-efficacy. To this end, a sample of 200 advanced EFL learners (146 females and 54 males) completed the &quot;What is Happening In This Class?&quot; (WIHIC) which consists of seven scales including Student Cohesiveness, Teacher Support, Involvement, Investigation, Task Orientation, Cooperation, and Equity that help to measure classroom learning environment. The &quot;Self-Efficacy for Learning Form&quot; (SELF-A) was also administered to gauge the participants' academic self-efficacy. In order to analyze the data, Spearman rank-order correlation was run. The results revealed that there was a significant relationship between EFL learners' classroom environment and their self-efficacy (rho = 0.438). The findings reflected that the highest relationship was between &quot;task orientation&quot; and self-efficacy (rho = 0.433) followed by the relationship between &quot;student cohesiveness&quot; and self-efficacy (rho = 0.353). However, the lowest relationship was found between &quot;cooperation&quot; and self-efficacy (rho = 0.199). Overall, the results highlight the relationship between classroom environment and academic self-efficacy.
Initial Validation of the Usage Rating Profile-Assessment for Use within German Language Schools
Author: Briesch, Amy M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Usability,German,Foreign Countries,Validity,Elementary School Teachers,Factor Analysis,Language Usage,Secondary School Teachers,Measurement Techniques,Behavior Problems,Child Behavior,Questionnaires,Screening Tests,Reliability,Parent School Relationship,Teacher Attitudes,Learning Problems,Response to Intervention,Decision Making,Learning Disabilities,Likert Scales

Modern attempts to explain why some assessment tools are readily adopted by school-based personnel whereas others are not have focused on the concept of usability. Usability encompasses not only the degree to which consumers find an assessment tool to be acceptable, but also the degree to which it is well-understood, believed to be feasible, consistent with local norms, and supported within the larger school environment. The purpose of the current study was to conduct an initial validation of a German-language version of the Usage Rating Profile-Assessment (URP-A), a measure designed to assess the multiple influences on assessment usage. Participants included 101 1st-through 6th-grade teachers in Western Germany. Although findings from an exploratory factor analysis of URP-A items differed somewhat from results found for the original English-language measure, results of the current study suggest that the German URP-A may actually be used to reliably assess multiple dimensions of usability with a fewer number of items.
The Affordances of Fiction for Teaching Chemistry
Author: Yerrick, Randy K.
Date: 2017-09-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,Teaching Methods,Science Fiction,Reading Materials,Films,Control Groups,Experimental Groups,Action Research,Pretests Posttests,Achievement Tests,Interviews,Scores,Observation,Journal Writing,Teacher Attitudes,Secondary School Science,High School Students,Quasiexperimental Design

As science fiction has a way of capturing the human imagination that few other genres can rival, this study sought to investigate the effects of using science fiction on the performance and interest of high school chemistry students. An action research approach was used to guide the first author's practice as she studied two college preparatory chemistry classrooms. One class was used as a control group and received traditional chemistry instruction through lecture and labs. The second class was provided with supplemental excerpts of science fictional reading and film. Student scores on a pre-assessment and post-assessment achievement test items were analyzed and supplemented with student interviews and field note observations, and a teacher reflective journal was used to complement achievement data and inform findings regarding the effectiveness of including fiction as a pedagogical choice. Implications for this study on teaching tools, methodologies, and curriculum development are discussed.
The Actualization of Literary Learning Model Based on Verbal-Linguistic Intelligence
Author: Hali, Nur Ihsan
Date: 2017-10-00
Type: Journal Articles
Subjects: Verbal Ability,Teaching Methods,Literature,Outcomes of Education,Language Aptitude,Multiple Intelligences,Models,Story Telling,Foreign Countries,Learning Activities,Children,Young Children

This article is inspired by Howard Gardner's concept of linguistic intelligence and also from some authors' previous writings. All of them became the authors' reference in developing ideas on constructing a literary learning model based on linguistic intelligence. The writing of this article is not done by collecting data empirically, but by developing and constructing an existing concept, namely the concept of linguistic intelligence, which is disseminated into a literature-based learning of verbal-linguistic intelligence. The purpose of this paper is to answer the question of how to apply the literary learning model based on the verbal-linguistic intelligence. Then, regarding Gardner's concept, the author formulated a literary learning model based on the verbal-linguistic intelligence through a story-telling learning model with five steps namely arguing, discussing, interpreting, speaking, and writing about literary works. In short, the writer draws a conclusion that learning-based models of verbal-linguistic intelligence can be designed with attention into five components namely (1) definition, (2) characteristics, (3) teaching strategy, (4) final learning outcomes, and (5) figures.
Integrating Literacy and the Content Curriculum to Support Diverse Learners
Author: Fenty, Nicole S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Special Education,Preservice Teacher Education,Literacy Education,Student Diversity,Interdisciplinary Approach,Elementary School Students,At Risk Students,Learning Disabilities,Reading Difficulties,Student Teacher Attitudes,Barriers,Content Area Reading,Mixed Methods Research,Focus Groups,Lesson Plans,Elementary School Teachers,Pretests Posttests,Questionnaires,Observation,Interviews

This study explored the impact of training special education teacher candidates to implement content literacy strategy instruction on the teacher candidates' feelings of self-efficacy, beliefs, and practice. The study also explored the impact of implementing content literacy interventions on the content knowledge of elementary age students with or at risk for learning disabilities in reading. Results indicated that teacher candidates believed that despite barriers such as time, content literacy instruction promotes student interest and engagement. Analysis of teacher candidates' lesson plans indicated a focus on integrating comprehension and vocabulary skills across content areas. Student content assessment data indicated overall increases in content knowledge based on average pre- and postassessment scores. Social validity data revealed that students believed the project increased their knowledge and interest in their respective content areas. A discussion surrounding implications for teacher education, limitations, and future research is also included.
Learning Science: Putaiao in an Indigenous School--A Review of the Theory and Practice
Author: Smallbone, Catherine
Date: 2017-09-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Indigenous Knowledge,Indigenous Populations,Literature Reviews,Science Education,Teaching Methods,Learning Strategies,Secondary School Students,Science Activities,Barriers,Educational Practices,Educational Strategies,Elementary Secondary Education,Foreign Countries,Case Studies

This paper presents a literature review of theory and briefly presents insight from a case study. The literature review attempts to explain what Putaiao is, how it is being taught, and the learning of Putaiao. It also investigates the Putaiao curriculum and the challenges currently being faced. The literature covers students from early childhood, primary, and secondary school, and in this review, it is mainly limited to Maori immersion classrooms and schools. Further work is needed focusing on teacher education and professional development of Putaiao teachers. Putaiao as a subject is facing several challenges that may be combated through more specific interventions - rather than studies investigating Kura as a whole. Despite the challenges faced, the literature overall has a positive outlook in which Putaiao is enjoyed by students who see it relates to their own knowledge and culture. The case study took place in a Maori medium school that caters for year 9-13 students. Two teachers from a Maori medium school (Kura) who had no background in science and their year 9 and 10 classes voluntarily participated in this research. Through support to teachers in the form of upskilling themselves and learning along with the students, teachers gained confidence and began to teach Putaiao. Teachers willingly learn new vocabulary to pass it on to their students. In addition, among mainstream schools, many of the studies had positive impacts by raising awareness among teachers of how to teach Maori students, and how to incorporate some of the values that are fundamental to Putaiao.
Use of Computer-Based Learning Multimedia at English Departement of Universitas Sembilanbelas November Kolaka
Author: Kadaruddin, Kadaruddin
Date: 2017-10-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Language Proficiency,Multimedia Instruction,Student Characteristics,Teaching Methods,College Students,Foreign Countries,Questionnaires,Evaluators,Multimedia Materials,Instructional Material Evaluation

In an attempt to help the students of the English Study Program in Universitas Sembilanbelas November improve their English proficiency, the researcher used computer-based learning multimedia. The objective of the treatment was to overcome the students' low performance in English by creating an enjoyable atmosphere. To investigate how computer-based learning multimedia improve the students' English students' performance at the English Study Program of Universitas Sembilanbelas November, the researcher adopted Plomp's (1997) development method which consists of five steps; namely, preliminary investigation; planning; realization/construction; test, evaluation, and revision; and implementation. Based on the results of this research, it can be concluded that in order to improve the English ability of students, it will need to be presented in the form of activities that are more creative and innovative. One is through the use of computer-based learning multimedia. This has been done in order to provide a more attractive presentation of the material and relevant to the conditions and characteristics of the students.
Effective Use of Formative Assessment by High School Teachers
Author: Brink, Melanie
Date: 2017-10-00
Type: Journal Articles
Subjects: Formative Evaluation,High Schools,Secondary School Teachers,Teacher Attitudes,Evaluation Utilization,Mixed Methods Research,Case Studies,Individualized Instruction,Faculty Development,Teaching Methods,Educational Planning

The purpose of this mixed-methods study was to gain insights and understandings of high school teachers' perceptions and use of formative assessment to enhance their planning, individualization of instruction, and adjustment of course content to improve student learning. The study was conducted over two years in a midwestern high school of approximately 1,000 students. Crucial to the three project teachers' understanding of formative assessment was developing and using preset curriculum road maps that tightly aligned course goals, learning objectives, activities, instructional methods, and assessment. The in-depth case studies of the sample's three teachers revealed that, when provided with specific information about formative assessment through staff development, they became more positive toward such assessment, and their implementation skills were greatly improved. The staff development had an especially positive impact on the teachers' understanding and skill sets for individualizing instructional practices. The personalization of the staff development proved to be the most beneficial when it tailored the content to the varying levels of initial proficiency of the three sample teachers. Support for formative assessment by the administrative team members was essential to creating a cultural shift from summative to formative assessment.