ethanporcaro/eric-fulltext-meta huggingface dataset:
Priority Desires of Pre-Service Mathematics Student-Teachers in Methods Courses at the University of Botswana
Author: Kesianye, Sesutho
Date: 2014-00-00
Type: Journal Articles
Subjects: Student Teacher Attitudes,Methods Courses,Preservice Teachers,Preservice Teacher Education,Preferences,College Mathematics,Action Research,Needs Assessment,Pedagogical Content Knowledge,Information Sources,Delivery Systems,Educational Philosophy,Foreign Countries,Qualitative Research

This study, a survey of University of Botswana mathematics pre-service student-teachers taking introductory methods courses, was conducted to find aspects of the courses they perceived to be their priority learning desires. It aimed at evaluating whether student-teachers perceived ideas could be tapped into towards improvement of the teacher preparation programme. The analysis compared and ranked identified possible learning desires to determine how student-teachers' views may be employed to develop a prudent programme. The identification of possible student-desires was informed by course aims, objectives, and learning materials. The study further identified aspects of the programme that student-teachers may need to subsequently develop flexible mind-sets ready to adapt to the dynamics inherent in their future career as teachers despite held pre-conceived ideas of what teaching entails. This study is of significance in informing the design and delivery of mathematics education programmes making them relevant and attractive.
One Size Doesn't Fit All: Teacher Education in Developing Pacific Island Countries
Author: Serow, Penelope
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Education,Developing Nations,Teacher Education Programs,Needs Assessment,Change Strategies,Program Development,Program Design,Program Implementation,Preservice Teacher Education,Partnerships in Education,International Educational Exchange,Participant Satisfaction,Foreign Countries

In global terms, the world is facing chronic teacher shortages &quot;that will persist beyond 2015 for future decades to come if current trends continue&quot; (UNESCO, 2013). UNESCO reports that the East Asia and Pacific Region need to fill an additional 57,000 teaching positions to achieve universal primary education standards. The closing of the global teacher gap requires development of new policies and strategies in hand with a financial commitment that has a long-term focus. In one developing Pacific Island country, a new model is being implemented where they have partnered with an Australian university to develop quality teacher education programs with a Pacific focus. This article will report on the needs analysis, the development of this strategy, the design hurdles, and the implementation phase of the project.
Computational Thinking Concepts for Grade School
Author: Sanford, John F.
Date: 2016-00-00
Type: Journal Articles
Subjects: Computation,Early Childhood Education,Mathematical Concepts,Spreadsheets,Thinking Skills,Teaching Methods,Demonstrations (Educational),Computer Literacy,Courseware

Early education has classically introduced reading, writing, and mathematics. Recent literature discusses the importance of adding &quot;computational thinking&quot; as a core ability that every child must learn. The goal is to develop students by making them equally comfortable with computational thinking as they are with other core areas of early education. Computational thinking does not come naturally and requires training and guidance. This paper argues for the inclusion of computational thinking in tandem with mathematics. As an example, the paper demonstrates spreadsheet applications that can be utilized concurrently with early mathematical concepts. It demonstrates that at this time, spreadsheets are the best medium for inculcating computational thinking but recognizes that advances in technology may favor other digital approaches in time.
Maximizing Educator Enhancement: Aligned Seminar and Online Professional Development
Author: Shaha, Steven
Date: 2016-00-00
Type: Journal Articles
Subjects: Professional Development,Electronic Learning,Seminars,Alignment (Education),Performance Factors,Achievement Gains,Reading Achievement,Mathematics Achievement,Disadvantaged Schools,Achievement Gap,Online Courses,Educational Benefits,Outcomes of Education,Economically Disadvantaged,Quasiexperimental Design,Elementary Schools,Middle Schools,High Schools

Professional development and learning has a long history in seminar-like models, as well as in the more educator-personal delivery approaches. The question is whether an intentionally coordinated, integrated combination of the two PDL approaches will have best impacts for educators as quantified in improved student performance. Contrasts between baseline and Post-Program performance levels showed 19% gains in Reading and 24% gains in Math, significantly beyond expectation. Analyses for Title 1 schools showed significant shrinkage of performance gaps with contrasted non-Title 1 schools. These gains outpaced those found for either PDL approach alone, indicating that educational leaders will be wise to undertake implementation of intentionally aligned and coordinated approaches combining PDL Seminars with online, on-demand PDL.
Risk Management in College Fraternities: Guidance from Two Faculty Advisors
Author: Rosenberg, Stuart
Date: 2016-00-00
Type: Journal Articles
Subjects: Risk Management,Fraternities,Faculty Advisers,Guidance Programs,Literature Reviews,Student Organizations,College Programs,Counselor Role,Sororities

Students who become members of fraternities and sororities avail themselves of significant opportunities that enrich their college life. Faculty advisors play an important role in assisting fraternities and sororities in shaping students' leadership, scholastic, and personal development. Given the risks such as alcohol use and hazing that continue to be associated with Greek life, faculty advisors also need to be actively involved in enforcing various policies to ensure student safety. In this paper, the authors review some of the problems that cause a liability risk to Greek life and they offer examples from their own experience as faculty advisors to two fraternities to help manage the risk.
Learning Theories and Skills in Online Second Language Teaching and Learning: Dilemmas and Challenges
Author: Petersen, Karen Bjerg
Date: 2014-00-00
Type: Journal Articles
Subjects: Learning Theories,Second Language Learning,Second Language Instruction,Web 2.0 Technologies,Online Courses,Electronic Learning,Teaching Methods,Computer Assisted Instruction,Language Skills,Communicative Competence (Languages),Literacy Education,Foreign Countries,Web Based Instruction,Indo European Languages,Pronunciation Instruction,Teacher Role,Language Teachers,Constructivism (Learning),Sociocultural Patterns

For decades foreign and second language teachers have taken advantage of the technology development and ensuing possibilities to use e-learning facilities for language training. Since the 1980s, the use of computer assisted language learning (CALL), Internet, web 2.0, and various kinds of e-learning technology has been developed and researched comprehensively to extend predominantly communicative language teaching approaches focusing on training language skills. While international, in the 2000s the use of web 2.0 technologies in particular has been introduced for developing reading and writing skills in Denmark with special attention towards the development of web-based materials for Danish pronunciation. This paper sets out to introduce differences between the international and Danish use of web-based language learning and teaching. Finally, dilemmas and challenges for the use of CALL, IT, and web 2.0 in L2 teaching and learning and in particular the teachers' key role in e-learning will be addressed.
Complicating Notions of &quot;Scholar-Activist&quot; in a Global Context: A Discussion Paper
Author: Tilley, Susan A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Scholarship,Activism,Universities,Higher Education,Global Education,Social Justice,Social Change,Educational Researchers,Educational Research,Accountability,Partnerships in Education,International Cooperation

The language of &quot;scholar-activist&quot; has made its way into academic discourse over the last few decades. Historically a divide has existed between academics situated in the university and activists working within and across communities. This discussion paper addresses challenges scholars face when doing activist work within their institutional and community settings and on an international level. We explore the ways in which &quot;scholar-activism&quot; has been taken up in the academy and how it is shaped by local and global contexts. Specifically, we discuss the factors that influence the work of those claiming to be scholar-activists who are interested in working for social change. We suggest that if scholar-activists are to maintain respectful relationships across individual and community differences, we must first negotiate how we may be differently positioned in terms of privilege, power, resources, race, identity, history of colonialism, and personal and national identity. We hope that this discussion paper will generate dialogue among our international colleagues about the possibilities of shifting beyond our local contexts to work respectfully, cross-culturally and to create global partnerships. Ultimately, we question how we can work with our global partners to build a basic and productive foundation upon which we might engage scholar-activism and contribute to creating social and institutional change.
Evaluating the Usability and Accessibility of LMS &quot;Blackboard&quot; at King Saud University
Author: Alturki, Uthman T.
Date: 2016-00-00
Type: Journal Articles
Subjects: Management Systems,Electronic Learning,Computer Software,College Faculty,Teacher Attitudes,Usability,Teaching Methods,Computer Assisted Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Semitic Languages,Foreign Countries,Questionnaires,Statistical Analysis

King Saud University is in the process of adopting and implementing the interactive Blackboard Learning Management Systems (LMSs) with features that allow members of staff and teachers from different faculties to access, upload assignments, send quizzes, download content, and evaluate the academic progress of the members of faculty. However, many faculty members complain about the accessibility and usability of the e-learning software because of the perceptions that the interactive features are not user friendly. Little research has been done to evaluate the accessibility and usability of the e-learning software. The current study was conducted to answer the research questions on the accessibility and usability of the blackboard vista e-learning software and the barriers of user experience when interacting with blackboard. The study was based on the hypothesis that Blackboard LMS is highly accessible and usable by teachers in the King Saud University and a hypothesis that stated otherwise. The elements that were evaluated using questionnaires include the design user interface, navigational features, and ease of use to answer the research questions. The results proved the hypothesis that 'Blackboard LMS is accessible and usable by the teachers from different faculties for the delivery of content in the King Saud University. However, the study recommends that university should customize the e-learning software to the needs of the teachers to offer courses in English and in Arabic to increase and enhance the accessibility and usability of the software.
The Flipped Classroom: A Twist on Teaching
Author: Schmidt, Stacy M. P.
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Homework,Video Technology,Blended Learning,Program Implementation,Assignments,Elementary Secondary Education

The traditional classroom has utilized the &quot;I Do&quot;, &quot;We Do&quot;, &quot;You Do&quot; as a strategy for teaching for years. The flipped classroom truly flips that strategy. The teacher uses &quot;You Do&quot;, &quot;We Do&quot;, &quot;I Do&quot; instead. Homework, inquiry, and investigation happen in the classroom. At home students participate in preparation work including watching videos, PowerPoint's, and completing readings. After completing the preparation work, students arrive in class ready to start solving problems, analyzing text, or investigating solutions. The flipped classroom is fairly new in the teaching field as a strategy for teaching. It has been used by teachers from elementary school to graduate school. As with most strategies, the flipped classroom has a variety of ways to implement in the classroom. This article is a case study of the flipped classroom. It reviews and provides research on the implementation of the flipped classroom. In addition, the article provides a variety of implementation methods and tools to be utilized in a flipped classroom. As with all teaching strategies there are advantages and disadvantages to the flipped classroom which are explained as well.
Building Your Personal Learning Network (PLN): 21st-Century School Librarians Seek Self-Regulated Professional Development Online
Author: Moreillon, Judi
Date: 2016-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,Professional Development,Communities of Practice,Social Media,Library Science,Electronic Learning,Adult Learning,Lifelong Learning,Computer Mediated Communication,Electronic Publishing,Web Sites,Synchronous Communication,Social Networks

For school librarians, being part of a &quot;connected&quot; community provides support for getting specific needs met, solving personally relevant and meaningful problems, and developing professional expertise. AASL provides many avenues for members of the profession to learn with and from one another. These include AASL and subgroup electronic discussion lists, eCOLLAB for webinars &lt;www.ala.org/aasl/ecollab&gt;, the recently launched blog on the &quot;Knowledge Quest&quot; website &lt;http://knowledgequest.aasl.org&gt;, and the Twitter hashtag #aasl. State-level, university-based, and independent groups of school librarians have also formed communities of practice (CoP) in the online environment (Wenger 1998). Through regular contact with one another, participants in these CoPs learn from one another, develop shared meanings through exchanging ideas and information, and enculturate one another into the ever-evolving profession of school librarianship. This article describes how school librarians can use electronic discussion lists, webinars, blogs, and social media networks such as Twitter to share ideas and information and connect with colleagues. Further, the author briefly discusses findings from a study that aimed to determine whether venues such as Twitter groups offer information that can help professors keep their fingers on the pulse of the profession and practice lifelong learning.
Storytime in a Digital World: Making a Case for Thinking Outside the Book
Author: Paganelli, Andrea
Date: 2016-00-00
Type: Journal Articles
Subjects: Story Reading,Reading Aloud to Others,School Libraries,Reading Ability,Librarians,Reading Achievement,Library Materials,Learner Engagement,Reading Materials,Library Services,Elementary Secondary Education

Storytime is an important fixture in many school libraries that helps foster students' reading abilities. With a history of success, why would librarians want to alter storytime by incorporating technology? This article discusses how Laura Fleming, a long-time school librarian, addressed decreased student engagement in traditional reading materials by engaging readers with materials that included URLs augmenting the plot. Her experience indicates that careful selection of high-quality materials and supportive technologies can help enhance student engagement. The process of planning for a digital storytime can be considered through the same lens as planning a more traditional storytime. This article provides the following information to help librarians navigate the new educational landscape containing digitally augmented and/or created books: (1) selection criteria for traditional read-aloud storytimes and digital storytimes; (2) tips for preparing for and presenting traditional and digital storytimes; (3) examples of augmented reality titles; (4) examples of e-books and story apps with embedded access to additional resources; (5) examples of resources that support students' creation of their own e-books; and (6) Wonder Workshop hardware and apps that support students' exploration of coding.
Lessons from PISA 2012 about Mathematical Literacy: An Illustrated Essay
Author: Turner, Ross
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Numeracy,Outcomes of Education,Mathematics Anxiety,International Assessment,Mathematics Achievement,Secondary Education,Secondary School Mathematics,Foreign Countries,Comparative Education,Mathematical Concepts,Mathematics Tests,Difficulty Level

Mathematics is central in school curricula around the world, yet outcomes are mixed at best. This is true both in relation to attitudes expressed towards mathematics, and in relation to observed assessment outcomes, showing how poorly individuals are prepared to use mathematics in a world in which the ability to do so is of increasing importance. Why? This essay uses some mathematics outcomes from the Programme for International Student Assessment (PISA) 2012 to seek explanations and possible ways forward. The main message is that negative outcomes of school mathematics arise for a variety of reasons, and they can be reversed through deliberate and concerted action.
Construction and Modification of the Autonomy of School Mathematical Knowledge in Portugal
Author: Matos, José Manuel
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Mathematics,Secondary School Teachers,Educational History,Teaching Methods,Mathematics Teachers,Teacher Education,Educational Development

During the second half of the nineteenth century and early twentieth century the discipline of secondary mathematics was gradually built in Portugal and certified teachers, textbooks, programs, special teaching techniques emerge. This consolidation process ends with the emergency of school subjects that develop some kind of autonomy as Chervel puts it. This article discusses how the school discipline of mathematics in secondary education in Portugal was set. This process is inseparable from teacher training and so we will observe professional legitimation processes paying special attention to ways in which autonomy has been building and modifying over time.
Measuring User Experience of the Student-Centered e-Learning Environment
Author: Santoso, Harry B.
Date: 2016-01-00
Type: Journal Articles
Subjects: Student Centered Learning,Online Courses,Electronic Learning,Student Experience,Educational Environment,Questionnaires,Database Management Systems,Computer Science Education,Computer Software Evaluation,Usability,Qualitative Research,Interviews,Undergraduate Students,Foreign Countries

The aim of the current study is to develop an adapted version of User Experience Questionnaire (UEQ) and evaluate a learning management system. Although there is a growing interest on User Experience, there are still limited resources (i.e. measurement tools or questionnaires) available to measure user experience of any products, especially learning management systems. Two hundreds and thirteen computer science students participated and completed the adapted version of UEQ. In the study, the researchers used a learning management system named Student Centered e-Learning Environment (SCELE). Several types of learning materials are posted in SCELE such as audio files, simulations, PowerPoint slides, multimedia contents, and webpage links. Most of the lecturers use discussion forums in their courses to encourage students to participate in active learning setting. Staff and lecturers sometimes post academic-related announcements on the SCELE homepage. Two hundred thirteen students enrolled in Computer Science program were invited to evaluate the SCELE. This study will benefit UX practitioners, HCI educators, program and center of learning resources administrators, and learning management system developers. Findings of the present study may also be valuable for universities and high schools which are using computer-based learning environments.
Student Storytellers--One School Librarian's Digital Journey
Author: Smollar, Sally
Date: 2016-02-00
Type: Journal Articles
Subjects: Elementary School Students,School Libraries,Librarians,Story Telling,Elementary Schools,Library Materials,Librarian Attitudes,Electronic Learning,Imagination,Reading Aloud to Others,Story Reading,Electronic Publishing

As an elementary school librarian, Sally Smollar has had access to the latest technologies since document scanners were considered cutting edge. Even then, allowing students to scan images to insert into their stories was a game changer. Since those days, Smollar writes that she has never stopped experimenting with various platforms and applications to let students express themselves. As with most experiments, sometimes what works with one group might flop with another, or the whole activity may just bomb completely! Here, Smollar provides some examples of lessons and activities related to digital story telling. All of these examples are tried and true, tested on real kids, and can be adapted to any topic or story idea. The common takeaway from each idea is that students will engage their imaginations when they can become publishers and not just consumers of stories.
The Ability of Non-Music Majors to Self-Evaluate at the End of a Music Course
Author: Keast, Dan
Date: 2016-01-00
Type: Journal Articles
Subjects: Music Education,Self Evaluation (Individuals),Majors (Students),Online Courses,Undergraduate Students,Correlation,Grades (Scholastic),Statistical Significance,Equated Scores,Student Evaluation,Interrater Reliability,Grading

The researchers of this study investigated the participants' (N = 177) use of a self-evaluation tool employed at the end of an online undergraduate music course that fulfilled the Texas general education requirement for the creative arts. Participants' use of the two aspects of the tool correlated at r = 0.5548--interpreted as a high positive relationship. The Pearson coefficient for instructor final grade and the student desired grade was r = 0.4456--a moderate positive correlation. A t-test of the instructor grade to the student desire grade was -2.814 with a p = 0.002. Free-response justifications for the desired grade generated a mean of 3.53 sentences each that were qualitatively coded into themes: Effort/Completed 22%, Generalized Statements 20%, and Positive Affirmations 11% as the larger categories. Participants consistently used the form to justify a desired grade, evaluate their work, and suggest a final grade. However, that grade was statistically significantly lower than the final grade issued by the professor