ethanporcaro/eric-fulltext-meta huggingface dataset:
Cardboard Boat Building in Math Class
Author: Omundsen, John
Date: 2014-11-00
Type: Journal Articles
Subjects: Middle School Students,Cooperative Learning,Secondary School Mathematics,STEM Education,Grade 8,Mathematical Concepts,Geometry,Design Crafts,Construction (Process),Aquatic Sports,Learner Engagement,Engineering

If you want to get the attention of a group of eighth grade math students, tell them they are going to build a life-size cardboard boat. To increase interest, follow up this statement by telling them that two to four of them will actually be rowing this boat across a small pond. Eighth grade math students at Oasis Charter Middle School in southwest Florida have completed this project for the past four years. What has now become a source of great student pride at the school began as a challenge by the eighth grade teachers to their students. The teachers sought to develop a capstone project, which brought together the key mathematical issues students should learn in their middle grades math classes (i.e., scale, volume, Pythagorean theorem). They also desired a project to engage students in the STEM (science, technology, engineering, mathematics) disciplines to help young adolescents develop skills necessary to thrive in a 21st century workforce. As a result, the cardboard boat challenge was created and implemented. In this article, an overview of STEM education is shared, along with a discussion of the struggles and triumphs of the eighth grade students as they planned and built their cardboard boats.
Heterogeneous Peer-Tutoring: An Intervention That Fosters Collaborations and Empowers Learners
Author: Worley, Jacob
Date: 2014-11-00
Type: Journal Articles
Subjects: Peer Teaching,Tutorial Programs,Cooperation,Intervention,Models,Middle School Students,Tutor Training,Teacher Role,Mathematics Instruction,Teacher Student Relationship,Learner Engagement,Student Empowerment,Student Attitudes,Attitude Change

The goal of the intervention peer-tutoring program described in this paper was to help pre-algebra students (tutees) deepen their knowledge of mathematical concepts by providing them an opportunity to collaborate with their peers--accelerated algebra students (tutors). Over the duration of the program, the tutees and tutors gained a mutual respect for one another as they realized that they could both learn from each other&apos;s distinctive learning experiences. In this paper, the authors outline key features of an HPT program that was implemented with a group of middle school students, and describe how this program impacted both the tutors&apos; and the tutees&apos; learning experiences. In so doing, they outline how this model could be used to enact some of the essential attributes of a middle level education program as outlined in the position paper of the Association for Middle Level Education (formerly National Middle School Association), &quot;This We Believe: Keys to Educating Young Adolescents&quot; (NMSA, 2010).
Creating and Enriching Quality and Safe Outdoor Environments
Author: Olsen, Heather
Date: 2013-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Preschool Children,Preschool Teachers,Outdoor Education,Child Safety,Childhood Interests,Best Practices,Play,Educational Environment,Playgrounds,Standards,Physical Activities,Construction Materials,Discovery Processes,Supervision,Age

Can teachers of young children create stimulating and enriching outdoor environments that are also safe? This article highlights early childhood outdoor safety standards and presents a framework for creating quality and SAFE™ outdoor environments in early childhood programs that support children's interest and best practice. The outdoor environment is an extremely important place within early childhood programs. Early childhood professionals can use the information and resources to justify the significance of maximizing the outside environment. Creating these spaces is not a haphazard process, but rather should be based on a foundation that all children deserve a right to play in meaningful and purposeful environments. It is essential for early childhood educators to recognize that the outdoor space for children is important and there are endless possibilities for incorporating curriculum outside.
Turning Our World of Learning Inside Out!
Author: Monsalvatge, Laura
Date: 2013-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Young Children,Outdoor Education,Environmental Education,Preschool Children,Preschool Teachers,Gardening,Educational Planning,Instructional Materials,Teacher Student Relationship

Early childhood professionals constantly reflect upon how to improve the quality of educational experiences for young children. They are often encouraged to create centers that support the development of language, literacy and mathematical concepts inside the classroom, but they often forget that there is an untapped world of learning just outside the classroom door. This article describes the story of two South Florida early childhood programs that took the challenge and made students' outdoor time more than just recess or free play. These programs encouraged the faculty to be purposeful with their approach to learning by addressing the outdoor environment. They turned their early childhood world &quot;inside out&quot; by creating outdoor learning environments that tapped into the natural curiosity of all young learners.
Revisiting the Early Use of Technology: A Critical Shift from &quot;How Young Is Too Young?&quot; to &quot;How Much Is &apos;Just Right&apos;?&quot;
Author: Lentz, C. Lorelle
Date: 2014-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Preschool Children,Preschool Education,Emergent Literacy,Mathematics Instruction,Handheld Devices,Computer Games,Play,Safety,Child Health,Physical Activities,Outdoor Education,Interpersonal Competence,Interpersonal Relationship,Sensory Experience,Child Development,Childhood Needs

The conversation about young children and their use of technology has dramatically changed over the past ten years in the early childhood education community and in the general public. It appears the debate has moved forward from the question posed by Vail (2001) in her article titled, &quot;How Young Is Too Young? When It Comes to Computer Use, Reasonable People Disagree.&quot; Cautions about technology use with young children provide important guidance (American Academy of Pediatrics, 2011), but it is also evident that technology use with young children is expanding rapidly (Kaiser Foundation, 2010). Therefore, the more important question for educators to ask and answer should be, &quot;How much technology use by young children is 'just right'?&quot; Much as Goldilocks went through trial and error finding the porridge, chair, and bed that was &quot;just right,&quot; it may be some time before the answer to this question is clearly agreed upon. Using knowledge about appropriate practices with young children will help guide the search for these important answers.
Sit, Stay, Read: Improving Literacy Skills Using Dogs!
Author: Pillow-Price, Kathy
Date: 2014-00-00
Type: Journal Articles
Subjects: Animals,Therapy,Young Children,Preschool Children,Preschool Education,Reading Instruction,Reading Improvement

While the idea of using a dog in the classroom at first seems unorthodox, the history of using animals in therapeutic settings is extensive. The first documented use of animals in a therapeutic setting was in a mental institution in England in 1792 (Levinson, 1969). In North America, dogs were first used in therapy in 1919 at St. Elizabeth's Hospital in Washington, D.C. (Brodie &amp; Biley, 1999). Most of the emphasis has been on using animals in adult clinical or hospital settings. It was only later that therapy animals were used in these settings with young children. Anecdotal evidence such as that provided by author Laura Stinson and systematic research have shown mostly positive effects of having the dogs in the classroom (Burton, 1995; Limond, Bradshaw, &amp; Cormack, 1997; Nebbe, 1991). One possible reason for this is the special relationships that often develop between children and dogs. Hart (2000) called the dogs &quot;social lubricants,&quot; as they provided a &quot;safe&quot; environment for the children to open up to the teachers about their problems. These findings are promising, but more research needs to be done on the effectiveness of using therapy animals to help students learn new skills. The increase in specialized programs such as &quot;SitStayRead&quot; (a program that introduces dogs into the classroom to increase students' motivation to read) will help accomplish this goal. This article describes how &quot;SitStayRead&quot; and similar programs work, and Laura Stinson provides advice to those who might want to consider adding a dog to their classroom.
Placement and Achievement of Urban Hispanic Middle Schoolers with Specific Learning Disabilities
Author: Barrocas, Lisa
Date: 2014-00-00
Type: Journal Articles
Subjects: Hispanic American Students,Middle School Students,Learning Disabilities,Student Placement,Urban Schools,Achievement Gains,Reading Achievement,Mathematics Achievement,Inclusion,Special Classes,Comparative Analysis,Team Teaching,Regular and Special Education Relationship,Grade 7,Grade 8,Statistical Analysis,Scores,Student Characteristics

This study examined achievement gains in reading and math for Hispanic middle school students with specific learning disabilities in inclusive versus segregated settings in a large urban school district. The authors report learning gains for students with and without disabilities in inclusive versus segregated settings. Results indicate no significant difference in reading or math achievement in inclusive co-taught classrooms versus segregated settings. Implications for best placement and educational practices in urban middle schools are examined.
Provider Perspectives on School-Based Mental Health for Urban Minority Youth: Access and Services
Author: Gamble, Brandon E.
Date: 2014-00-00
Type: Journal Articles
Subjects: Mental Health,Qualitative Research,School Health Services,Urban Schools,Suburban Schools,Cultural Pluralism,Minority Group Students,Delivery Systems,Professional Development,Semi Structured Interviews,Barriers,Cultural Influences,Decision Making,School Psychologists,School Counselors,Counselor Attitudes,Social Development,Emotional Development

This article provides results from a qualitative study on the efforts of school-based mental health providers (SBMHPs) who serve students in urban, suburban, and ethnically diverse settings to help families access quality mental health services. School-based mental health plays a key role in the provision of direct and indirect intervention services to support life skills and social emotional development. A cohort of school psychology graduate trainees enrolled in a counseling course conducted 39 semi-structured interviews with school based mental-health providers (i.e., 36 schools psychologists, two therapists, and one school counselor). Findings indicate SBMHP&apos;s efforts to promote minority access are often hindered by culturally-related factors, and that more careful data-based tracking and decision making is necessary to improve mental health services, especially for minority youth. Additionally, increased designated mental health staff as well as more professional development and training are needed to improve service delivery.
Finding Traction for Social Justice Practices through the Student Teaching Socialization Transition
Author: Morrison, Jennifer D.
Date: 2014-00-00
Type: Journal Articles
Subjects: Academic Achievement,Critical Theory,Teaching Methods,Social Justice,Achievement Gap,Student Teachers,Moral Values,Public Schools,Internship Programs,Socialization,Racial Differences,Socioeconomic Status,Teacher Education,Personal Narratives,Student Teacher Attitudes,Educational Practices,Observation,Case Studies

A key issue continuing to plague current educational systems is the intransigent racial and socio-economic achievement gaps for students. Using narrative inquiry and Harré and van Langenhove's (1999) six modes of positioning theory, this study considered preservice teachers' construction of socially just pedagogy within their public school internship contexts. This conceptual lens revealed student teachers are positioned as learners, which gives them a degree of failure resistance (Dweck &amp; Molden, 2005). However, it also puts them in a subverted position where they are susceptible to socialization processes. Transference of social justice and critical pedagogy learning was not always possible because of participants' moral positioning as guests within their internships and pressures, both real and perceived, to conform to micro, meso, and macro structures. A recommendation is to engage preservice teachers in &quot;iterant positioning&quot; (Morrison, 2013) so they are better able to internalize and utilize socially just pedagogy in their own classrooms.
Urban and Rural High School Students' Perspectives of Productive Peer Culture for Mathematics Learning
Author: Grant, Melva R.
Date: 2014-00-00
Type: Journal Articles
Subjects: Rural Schools,High School Students,Urban Schools,Student Attitudes,Mathematics Instruction,Educational Change,Algebra,Thinking Skills,Peer Relationship,Mathematics Skills,Qualitative Research,Behavior Change,Student Behavior,Audio Equipment

The purpose of this study was to determine students' perspectives about productive peer culture (PPC) in general and for mathematics learning. The urban and rural high school students in this study have participated for at least one year in either an Algebra Project Cohort Model (APCM) for daily mathematics instruction and/or worked as mathematics literacy workers. These initiatives immersed students in mathematics thinking and learning cultures. This study used qualitative methods to interpret students' perspectives about PPC. The findings, informed by students' perspectives, determined that a productive peer culture for mathematics learning required collaboration, communication, positive dispositions, deep thinking, and peer support. One implication of this study is that education stakeholders may gain insights for changing student behaviors for learning. A second implication is that APCM and mathematics literacy work may be viable pathways for transforming high school mathematics culture for learning that prepares students for the knowledge work required for the 21st century
Bridging the Theory-Practice Gap in an Urban Teacher Residency: Two Interventions and a Cautionary Note
Author: Gardiner, Wendy
Date: 2014-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Teacher Education,Teacher Education Programs,Partnerships in Education,Intervention,Urban Teaching,College Faculty,Interprofessional Relationship,Practicums,Communities of Practice,Teacher Supervision

In 2001, National Louis University and the Academy for Urban School Leadership partnered to create the country's first Urban Teacher Residency (UTR) program. Ten years later, with the assistance of Teacher Quality Partnership funding, the program quadrupled in size. As the UTR expanded, an increasing theory-practice gap became apparent, reflecting a perennial problem in teacher education (Darling-Hammond, 2006; Zeichner, 2010). A leadership team was formed to address the growing gap and several smaller scale interventions were implemented to no real avail. Subsequently, grant funding was allocated toward two interventions designed to increase university faculty engagement in schools. This paper describes and analyzes those interventions: 1) faculty liaisons as an alternative to traditional supervision, and 2) faculty research residencies to situate university faculty in high need schools for the dual purpose of engaged research and curricular revision. Questions pertaining to post-grant sustainability are also raised.
Learning Styles and Satisfaction in Distance Education
Author: Wu, Darren C.
Date: 2014-10-00
Type: Journal Articles
Subjects: Cognitive Style,Distance Education,Correlation,Educational Research,Guidelines,Likert Scales,Statistical Analysis,Curriculum Design,Student Attitudes,Undergraduate Students,Online Courses

Although complex, controversial, and contradicting, learning styles is highly influential. Distance education (DE) has experienced tremendous growth in the last few decades. The popularity of learning styles and DE necessitates research. This correlational research study was conducted to determine if there is any evidence to incorporate learning styles in DE. The following is the research question for this study. Are students' learning styles based on the visual, auditory, tactile model correlated to satisfaction of course format in an online undergraduate course? The participants of this study were students enrolled in three sections of the Contemporary Worldviews course at a private higher education institution (HEI). Learning styles were determined by a variant of the visual, auditory, read/write, and kinesthetic (VARK) framework. Satisfaction of course format was determined from one composite question with responses based on a Likert scale. The response rate was 53.5%. Statistical analysis determined that learning styles was not correlated to satisfaction of course format in this current study. There are implications from this study that curriculum can be designed for a single course that leaves students highly satisfied. Educators should saturate DE courses with as much variance as feasible given technology and cost limitations to account for possible learning style differences.
Effectiveness of M.A. EPM Program Launched Through Distance Education System of Allama Iqbal Open University Islamabad
Author: Hussain Shah, Syed Manzoor
Date: 2014-10-00
Type: Journal Articles
Subjects: Foreign Countries,Masters Degrees,Educational Administration,Distance Education,Administrator Evaluation,Comparative Analysis,Educational Attainment,Educational Planning,Secondary Education,Principals,Classroom Techniques,Supervision,Curriculum Development,Human Resources,Faculty Development,Money Management,Surveys,Cooperation,Open Universities

The study focus the effectiveness of the M.A EPM program launched through distance education system of AIOU. For this purpose the performance of heads of educational institutions with and without M.A EPM degree was analyzed keeping in view different major aspects i.e. planning strategies, managerial approaches, coordination, administration and use of financial resources. The population of the study consisted of heads of educational institutions with and without MA EPM degree in Punjab. It was found that the performance of heads with EPM degree was better while planning strategies, management, coordination, following govt. policies, preparing annual budget and using financial resources as compared to heads without EPM degree. On the basis of the conclusions of the study it was recommended that MA EPM degree may be declared compulsory for heads of educational institutions. All the universities may start MA EPM degree to fulfill the requirements of working and professional educational planners and managers of the country.
Representative Model of the Learning Process in Virtual Spaces Supported by ICT
Author: Capacho, José
Date: 2014-10-00
Type: Journal Articles
Subjects: Learning Processes,Models,Information Technology,Quality Assurance,Educational Assessment,Program Evaluation,Feedback (Response),Electronic Learning,Formative Evaluation

This paper shows the results of research activities for building the representative model of the learning process in virtual spaces (e-Learning). The formal basis of the model are supported in the analysis of models of learning assessment in virtual spaces and specifically in Dembo´s teaching learning model, the systemic approach to evaluating virtual learning by Badrul H. Khan, and the Cybernetic model for evaluating virtual learning environments. The e-Learning model is systemic and of feedback by nature. The model integrates the society, Institution of Education, virtual training platform, virtual teacher and students, and finally the assessment of student learning in virtual learning spaces supported by ICT. The model consists of fourteen processes. Processes are defined taking into account the following dimensions: identification, academic, pedagogical, educational, formative, evaluative, assessment of virtual learning and technological. The model is fundamental to the management of e-learning supported by ICT, justified by the fact that it is an operative model of the teaching-learning process in virtual spaces. The importance of having an operative model in virtual education is to project the management and decision in virtual education. Then the operational, administrative and decision phases will allow the creation of a set of indicators. These indicators will assess the process of virtual education not only in students but also in the virtual institution.
Students' Performance at Tutorial Online of Social Studies through the Use of Learning Cycle Model
Author: Farisi, Mohammad Imam
Date: 2014-10-00
Type: Journal Articles
Subjects: Social Studies,Performance Based Assessment,Tutorial Programs,Online Courses,Teaching Methods,Instructional Effectiveness,Models,Student Participation,Instructional Design,Assignments,Minimum Competencies,Barriers,Performance Factors,Access to Education,Usability,Time Perspective,Data Analysis,Foreign Countries,Qualitative Research,Statistical Analysis

The purpose of the study is to describe student's performance in tutorial online (tuton) of Social Studies through developing the 5Es--Engage Explore, Explain, Elaborate, and Evaluate--Learning Cycle Model (the 5Es-LCM). The study conducted at UT-Online portal uses the Research and Development (R&amp;D) method. The research subjects consisted of 21 UT's students from 16 UT's Regional Center (UPBJJ) in Indonesia. Data collected use the documentation and validation techniques and analyzed use the descriptive-percentage techniques. Qualitatively, student's performance is &quot;low&quot;, viewed from their activities/participations in initiation, discussion, and ask-questions forums. Qualitatively, however, the quality of their performance is &quot;good&quot;, viewed from processes and contents of discussion and ask-questions; timeliness in the completion and scores of assignments; and competencies achieved. Some factors cause the low of students' performance in the tuton are the limited time for access, and technical factors.
The Role of ICT in Open and Distance Education
Author: Rahman, Habibur
Date: 2014-10-00
Type: Journal Articles
Subjects: Distance Education,Open Education,Delivery Systems,Information Technology,Influence of Technology,Technology Uses in Education,Educational Technology,Content Analysis,Books,Journal Articles,Newspapers,Electronic Learning,Online Courses

Open and distance learning is getting more dependent on information and communication technology (ICT) and has been playing an important role in the delivery strategies of distance learning. With the advancement in technology in the field education has introduces variety of new techniques for educators and learners to enhance knowledge. Educational technologies (information and communication technology) are replacing direct teacher-student interaction. Anything that helps distance learners to communicate: learner with instructor, learner with learner and learner with the learning materials may be term as information technology. Technological advancements especially in the area of ICT allow teachers to employ various strategies that could actively engage student&apos;s interest. This paper focuses the role of information and communication technologies (ICT) in open and distance education. This study also explores technology-based media which is very important for distance learners.